Tribeca kindercare: Tribeca KinderCare | Daycare, Preschool & Early Education in New York, NY
Daycare in Tribeca, NY for Ages 6 weeks to 12 years
KinderCare has partnered with Tribeca families for more than 50 years to provide award-winning early education programs and high-quality childcare in Tribeca, NY.
Whether you are looking for a preschool in Tribeca, a trusted part-time or full-time daycare provider, or educational before- or after-school programs, KinderCare offers fun and learning at an affordable price.
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Tribeca KinderCare
Phone:
(212) 962-1316311 Greenwich St
New York
NY
10013Distance from address: 0.29 miles
Ages: 6 weeks to 5 years
Open:Tuition & Openings
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KinderCare FiDi NYC
Phone:
(212) 349-2423101 John St
New York
NY
10038Distance from address: 0. 41 miles
Ages: 12 Weeks to 4 years
Open:Tuition & Openings
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New York Plaza KinderCare
Phone:
(212) 513-73674 NY Plaza Suite 104
New York
NY
10004Distance from address: 0.84 miles
Ages: 6 weeks to 5 years
Open:Tuition & Openings
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Cobble Hill KinderCare
Phone:
(718) 260-8186112 Atlantic Ave
Brooklyn
NY
11201Distance from address: 1. 73 miles
Ages: 6 weeks to 3 years
Open:Tuition & Openings
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North Williamsburg KinderCare
Phone:
(718) 387-019217 N 6th St
Brooklyn
NY
11249Distance from address: 2.29 miles
Ages: 6 weeks to 5 years
Open:Tuition & Openings
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Park Avenue KinderCare
Phone:
(212) 661-102190 Park Ave
New York
NY
10016Distance from address: 2. 88 miles
Ages: 6 weeks to 5 years
Open:Tuition & Openings
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Park Slope KinderCare
Phone:
(718) 398-1813802 Union Street
Brooklyn
NY
11215Distance from address: 3.17 miles
Ages: 6 weeks to 3 years
Open:Tuition & Openings
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Columbus Avenue KinderCare
Phone:
(212) 865-1848808 Columbus Ave
New York
NY
10025Distance from address: 5. 97 miles
Ages: 6 weeks to 4 years
Open:Tuition & Openings
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KinderCare Learning Center at Newark
Phone:
(973) 623-0182132/142 Cabinet Street
Newark
NJ
07107Distance from address: 9.98 miles
Ages: 6 weeks to 12 years
Open:Tuition & Openings
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KinderCare at Kenilworth
Phone:
(908) 620-139125 Market St
Kenilworth
NJ
07033Distance from address: 14. 77 miles
Ages: 6 weeks to 12 years
Open:Tuition & Openings
Why KinderCare Is the Best New Daycare in Tribeca
Eight a.m., Greenwich Street, Tribeca. Commuters with briefcases and extra-hot coffees. French bulldogs and their owners out for their morning walks. And strollers—a lot of them—heading to coffee shops, Sarabeth’s for breakfast, and the ship-inspired playground (the S.S. Fun!) in Washington Market Park.
Tribeca’s evolution from industrial district to bohemian mecca to family-friendly neighborhood happened gradually, over decades. And now, just looking around, you can see kid-friendly touches everywhere, from children’s clothing boutiques to parks on nearly every corner.
So, when we were looking for a home for our new flagship center, it wasn’t a hard choice. Kids needed a daycare in Tribeca made just for them for when their families are at work. “Tribeca is a family-centered neighborhood in need of high-quality infant and toddler care,” says our Tribeca Center Director Lisa Bridge. “It’s a great neighborhood for a KinderCare.”
Want a sneak peek at our brand new center? Come on in and take a closer look: Here are some of the early learning philosophies that we’re bringing to life in our new Tribeca KinderCare center.
1. Every child should have space to thrive.
Photo by Amy Sussman
When toddlers enter this room, they know it’s designed just for them—because it is! Our toddler classroom (pictured here) is filled with toys at kid-eye level and places where tots can create, express themselves, play, and pretend. It’s also a “print-rich environment”: Books are readily available and words are everywhere, which help plant the seeds for strong literacy skills. It’s a perfect place for busy toddlers whose personalities are just beginning to emerge (sometimes with gusto)!
2.
Creativity means more than drawing inside the lines.
Photo by Amy Sussman
We’ve got a Matisse in the making! While writing on the walls probably isn’t something you want to encourage at home (unless you invest in some whiteboard paint), you can at Tribeca KinderCare! We designed an entire wall just for drawing in our Tribeca center. For little ones, this fuels creativity, builds fine-motor skills, develops symbolic thinking, and creates a sense of community and ownership in the classroom.
3. Books are within easy reach of little hands.
Photo by Amy Sussman
No tall bookcases here! Placing books within easy reach makes reading super accessible—and that encourages book love! Instead of waiting for an adult to bring a book over, kids can initiate story time all on their own. When they’re little, we teach children how to be gentle with books and treat them kindly. We know that kids also learn to read by associating simple written words with objects. So, in our classrooms, we label things like chairs and tables to give kids a head start on their ABCs.
4. We like to play pretend.
Photo by Amy Sussman
ROAR! Playing with animal toys lets kids make new sounds and play pretend. Also known as dramatic play, playing pretend helps children work on problem-solving and social-emotional skills like cooperation—and it’s also tons of fun! When an adult is playing with a child, it’s important to get down to the child’s eye level (like our teacher in the picture above) to help them connect.
5. There’s no right way to play.
Photo by Amy Sussman
We let kids play their own way. That’s why we build plenty of unstructured play time into the day. Toys and learning materials in our classrooms are open-ended (with multiple uses) so kids can explore their imaginations. Who says trucks have to roll? Weighing his cars helps this little guy learn about cause and effect, and other foundational math and science concepts. (And he doesn’t even know he’s doing some Capital “L” Learning!)
6. Take time to craft outside the box.
Photo by Amy Sussman
Sometimes there’s no such thing as too much glue! Part of being a great artist is doing what you want and not playing by the rules. In art activities, we provide children with lots of different materials and let them decide how they want to be creative. This kind of independent thinking builds critical-thinking skills and self-reliance. In our classrooms, kids are encouraged to think outside the box. It’s all about the process, not the product.
7. We eat our fruits and veggies.
Photo by Amy Sussman
She thinks she’s just playing grocery store, but she’s also learning about healthy eating through dramatic play. But we have more than just pretend fruits and veggies in our centers! Our Nutrition and Wellness philosophy makes it all the way to kids’ plates, where meals are accompanied by fruits, veggies, and whole grains. We never serve a drop of juice in our Tribeca center (or any of our centers), because fruit is sweet enough to eat.
8. Caring for each other is key.
Photo by Amy Sussman
When children pretend to take care of a baby, they’re actually developing critical social skills that will help them become kind and empathetic friends later on. That’s why we believe in nurturing kindness in all kids, starting from day one! Our Tribeca center has plenty of baby dolls, toys, and learning materials that represent all children—it’s okay to play with whatever you want, whoever you are!
9. Yes—you can do it!
Photo by Amy Sussman
Developing fine-motor skills starts with simple toys—exactly what kids need when they’re just learning to solve problems and get those oh-so-cute little fingers to do what they want! Though they may seem “easy,” simple toys (like the one pictured above) teach little kids that they can take on a challenge—and succeed. By working through the toy with an adult by their side who can ask questions like “What color goes next?” and “Which one fits?”, children also develop important language and literacy skills.
10. When in doubt, act it out.
Photo by Amy Sussman
Kids have big feelings—and sometimes those feelings can be tough to cope with. Enter our family of adorable puppets, who make everything just a little less personal. If a child is having a hard time learning a behavior used in a social situation (sharing, for example), puppets are a great tool to help kids understand without making them feel bad. Teachers also use puppets to help kids learn how to manage and express their feelings in a positive way. Our Tribeca center has lots of puppets for teachers to use as tools for learning and storytelling—but when teachers aren’t using them, they’re available for kids to play with whenever they want.
From KinderCare Educators
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Places Near New York with Day Care Centers & Nurseries
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Indians in kindergarten | Outline of the lesson (preparatory group) on the topic:
Summary of the lesson in the pool “Indians in Kindergarten” Preparatory group
Purpose:
Create an atmosphere of celebration for children, give them a boost of energy.
Objectives:
- To consolidate the skills of previous classes, to introduce the customs of the Indians.
- To cultivate a sense of duty and responsibility to comrades, mutual assistance, speed, courage, love and interest in unfamiliar people.
Equipment:
- Inflatable balls.
- Hoop
- Screen.
- Moon on a string.
5. The sun on the pole.
6. Drums.
7 Beads, feather hats, skirts, loincloths.
8. Flags, 2 buckets.
- 2 ducks, 2 ropes with ring.
- 2 volleyball baskets.
- 2 medium rubber balls.
- 2 swimboards.
- Diving fish, 2 baskets.
- Pendants with inscriptions for rewarding children.
1 5. Bananas.
1 6. Tape recorder.
On land:
Two “heralds” stand in front of a screen. The screen depicts the night: the moon and stars. The world is extinguished.
- herald: “Night in the camp of the Indians of the tribe of Chung Chguk.
- Herald: “Yesterday the children of this tribe turned 6 years old and according to the law in the morning they must show their knowledge and skills in sports competitions.”
1 herald: “And now they, together with the leader of the settlement, have gathered around the fire and are waiting for the sun to rise. (The heralds take away the screen, put it in the background).
On stage: a tribe of Indians. Children in beads and loincloths and their leader (instructor) sit in Turkish around the fire. In front of each of them lies a headdress made of feathers, water in a vessel “boils” on a fire.
Leader: “I am the leader of this clan and I must now reveal a secret to you. 6 years ago it rained over the island and we were left alone. Today you are waiting for the ceremony of initiation into the Indians. As soon as the sun rises, the Eagle Feather Ceremony will begin. (Because of the screen, 1 herald raises the sun and at the same time 2 heralds turn on the light).
Leader: “Well, the sun has risen. Children, you are the future warriors and protectors of our tribe. Take your hats and hold them up to the sun. Charge them with the energy of the Sun God Tonatiu! Now put them on your heads. (To the music of “There – There”, the children take their hats, lift them up, then put them on their heads, cross their arms over their chests, thank the Sun God).
Chief: “Now it’s time to take the oath of the Indians of our tribe. Everyone gets to their feet, the right arm is bent to the chest, the left is behind the back. Repeat after me: “We swear that we are ready to choose our own path, to help a comrade in difficult times. We vow to develop relations on the basis of three main principles: FREEDOM, CONSCIENCE AND LOVE. We vow to help everyone who has lost their way. We swear! We swear! We swear! (Everyone sits down in Turkish).
Chief: “But before you start the competition and show yourself, you must warm up your muscles. Let’s start the workout.”
Land warm-up:
- I.P. standing. Imitation of archery by stretching the neck.
- I.P. standing. Straight arms to the sides. Turn your head to the right or left, look at the fist, stretching your neck.
- I.P. Sitting, emphasis on the hands behind. Legs are straight. Raise and lower your legs. 4 I.P .: Sitting, emphasis on the hands behind. Raise straight legs. Flex and unbend
knees.
5. I.P. Sitting grouped, roll over 180 °, face down, emphasis on the hands and hips. Flexion and extension of the arms.
6 Jump to bend your legs to your chest, stand up, stretch, arms up.
Ritual dance before competitions. The boys play the drums and the girls dance.
Everyone sits around the fire in Turkish style.
Sage cleansing ritual.
Leader: “And now, according to our customs, before entering the sacred waters of the pool, everyone must perform a rite of purification with sage. This magical herb is languishing on a fire and the girls of our tribe must surround the guests and people from their tribe with a drink.
(To the music of “There – There”, the girls carry mugs of tea).
Leader: “It’s time to show off your sporting achievements in the pool. (Everyone goes to the pool).
In the swimming pool:
The names of the teams are attached to the wall: “Ramo” and “Sumo”
Children take a shower, change clothes, put on plastic jewelry (beads), enter the water to the music “There – there”, go around of honor, stand in two lines.
Leader: “Indians, do not lose your honor, fight with dignity for victory! You will be assessed by the Supreme Leader (physical education teacher)
High Chief: “I invite the guests to get acquainted with the teams. The Ramo team – physical education – hello! Team “Sumo” – physical education – hello! I allow the competition to begin!
Chief of the tribe: “Teams, be at attention! Get ready for the javelin throw!”
- The leader gives the children straws for a cocktail, inserted one into the other for weight. Each team in turn, standing in a line, throws spears. Whose spear flies further, that team won.
- Football. Drive the ball into the goal with your nose, swim into the goal, take the ball in your hands, join the team.
- “Friendly Indians” Children take the shoulder of a comrade in front with their right hand, and row with their left hand. On a signal, both teams run around the elder and take the place of the other team.
4 “Stand in place.” Children dive on a signal and take the place of their team (change places).
- Hit the ball on target. Make a sack out of volleyball baskets. Give each Indian a ball. They have to get into their team’s bag. Scoring.
- “Hunting”. Throw a lasso on a tied duck.
- Bike racing. Swim with the board between your knees, row with your hands, swim back, holding the board in straight arms.
- “Getting shellfish”. Scatter small fish to the bottom in advance. Word to the Supreme Leader. Scoring. Announcement of results.
Chief of the tribe: “To reward the winners, everyone is invited to the fire.” Children come out of the pool, dry themselves, put on Indian costumes, sit down near the fire.
Rewarding ceremony:
Supreme Leader: “Children, you have perfectly shown how strong and dexterous, courageous and courageous you are, for this you get bananas and neck pendants! The tribe is jubilant. The rewarding of the participants takes place to the music “There – there.”
The name of the pendants:
- “Lonely star”
- “Andromeda nebulae”
- “Unidentified object”
- “Way of Saturn”
- “Ray of light”
- “True hand”
- Clear Head
- Good Friend
- Wise Serpent
- Keen Eye
The Supreme Chief reads a papyrus: “Tribal Chief: “From now on, you and these little Indians can safely live on your island . Now nothing threatens you, because there is someone to protect the Chung-Chguk tribe! For excellent preparation of children for competitions, you also get a banana!”
The tribe sits around the fire, the leaders take out a screen with the moon and stars.
- Herald: “Night in the camp of the Indians of the Chunga-Chguka tribe.
- Herald: “The little Indians fell asleep, their day was hard.” The light is turned off.
■
End.
Entertainment “Meeting of Indian tribes” / Events / Kindergarten / MDOU “Kindergarten No. 1 “Fairy Tale”
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Municipal preschool educational institution “Kindergarten No. 1 “Skazka”
Entertainment “Meeting of the Indian tribes”
In MDOU Kindergarten No. 1 “Fairy Tale” in the senior group “Solnyshko” an exciting outdoor sports entertainment called “Meeting of Indian Tribes” was organized and conducted for her pupils by Zhukova Tatyana Mikhailovna. On this themed day, children were able to try themselves as Indian warriors. On the appointed day, the guys turned into the Indian tribes “Apache” and “Comanche”. Boys and girls put on feather headdresses and met in the walking area in order to find out in a fair fight which tribe included the most dexterous and courageous warriors. The tests were rather difficult, but familiar to children. This is throwing the ball into the ring, an obstacle course, horse racing, throwing the ball into the basket, and, of course, riddles so beloved by children. In addition to the sports component of the holiday, considerable attention was paid to dancing. After all, the ability to dance beautifully and in an original way is always appreciated by all peoples, without exception, including Indians. The guys danced with such enthusiasm that it became necessary to sit down and relax near the Wigwam after such a “disco”. “Day of the Indians” was a success, becoming a bright and memorable event of this summer wellness period.
Published: 07/06/2021 | Views: 106
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- Happy New Year and Merry Christmas!
- District festival “Star of Bethlehem”
- “Bunny hut”
- Hello, Shrove Tuesday or farewell to winter.
- Report “Health Week”
- Plan of events for February
- Master class for educators “Tree-seasons”
- Action plan for March
- “How Baba Yaga saw off her grandson to the army”
- Open viewing of the OOD for NGO FEMP
- Elections in the preschool educational institution.
- Celebrations dedicated to International Women’s Day.
- “The development of fine motor skills and coordination in preschool children”
- “Come on, girls!”
- “Onion-green friend”
- Anti-terrorist security in preschool educational institution
- “Children’s quarrels. How to sow kindness in children’s souls?”
- March 22 – “Magpie” holiday
- “Bird of happiness”
- “Doll on hinges”
- Appointment of the Commissioner for Children’s Rights in the Kaluga region in the Borovsky district as a public assistant
- “Red Easter”
- PEI’s action plan for April
- “On the way to space”
- “Spring thawed patches”
- Fire safety month report
- Victory Day at preschool educational institution
- “The world through the eyes of children!”
- Graduation party.
- On June 15, a theatrical performance took place in our kindergarten.
- Report on sports entertainment by the Gornitsa group and the Lesovichok group
- Russian birch festival
- Summer entertainment Give a smile to a friend.
- “Give a smile” campaign.
- Entertainment “Visiting a Sweet Tooth”.
- “Dad, Mom, I are a sports family”
- Our summer – the Bells group
- Our garden
- Our summer
- Master class on application from the seeds of the Hedgehog ash tree in the “Lesovichok” group.
- Our achievements in the Bells group.
- September 21 is World Peace Day.
- Master class on application from cardboard and colored paper “Autumn Tree”.
- Master class for children and parents in the Lesovichok group on the topic: “Toy – antistress – Kapitoshka”.
- Master class.
- Father Frost’s birthday.
- Group “Bell” – Action “Luminous Armor”.
- Group “Sun” – “Chicken Ryaba”.
- Group “Solnyshko” – “Sinichkin’s Day”.
- Group “Sun” . National Unity Day.
- Eco-marathon recycling “Hand over waste paper – Save the tree!”.
- “Give a birdhouse to a friend.”
- “From the history of suffrage”.
- “Plan of holding an Open Day for parents, pupils and future pupils”.
- Autumn festival.
- Reading contest “Little child with big rights”.
- “You are beautiful, beloved Russia!”.
- Report on the fire safety event in preparatory groups.
- Mother’s Day in the Gornitsa group.
- Report on the week of health
- Musical and sports entertainment dedicated to February 23 in senior and preparatory groups
- Action in the Lesovichok group.
- Entertainment for all age groups “Sport – health, beauty!”.
- Sports and musical entertainment “Dad – you are my best friend” for children and parents of the preparatory group “Bells”.
- Results of the annual competition of professional skills “I found my vocation in pedagogy…”.
- In the preparatory group “Bells” held a parent meeting on the theme “Childhood without danger!”.
- Musical and sports entertainment “Come on, girls!”.
- Maslenitsa celebration!
- Reading competition “Children’s Poetry Day”.
- Workshop on making larks in the group “Lesovichok”.
- International Forest Day in the Lesovichok group.
- Garlic pendant.
- “Space is interesting” in the “Gornitsa” group.
- April 2 is World Book Day.
- “Water Day” in the “Lesovichok” group.
- Earth Day in the Lesovichok group.
- Festival – competition “Spring thawed patches”
- Group “Businki” visited secondary school
- Firefighters visiting Kindergarten No. 1 “Skazka”
- Victory Day!
- Victory Day
- Report on musical and sports entertainment “Red summer has come!”
- Quest in the “Sun” group: Treasure hunt!!!!!
- Report on graduation parties in MDOU “Kindergarten No. 1 “Skazka”.
- Entertainment report “Red Summer!” in the middle group “Lesovichki”
- Presentation “Red summer!”
- Little Russians
- Russia Day
- Chocolate Day!
- Playground competition
- Practical fire and emergency evacuation training
- Flag Day
- Plan for the Decade of Education in Borovsky District
- Project Support for Families with Children
- Knowledge»
- September 9 – International Day of Beauty!
- Post Day
- International Animal Protection Day
- World Bread Day
- Children’s Legal Aid Day
- Autumn holiday in St. gr. “Lesovichki” and prep. gr. “Bees”
- Autumn holiday in the middle groups “Sun” and “Gornitsa”
- Autumn holiday for kids of the 1st and 2nd junior group
- Open door day
- Action for Animal Protection Day
- Master class ” Dymkovskaya young lady»
- “Journey to the country of Professions”
- Holiday dedicated to the Police Day
- November 12 “Sinichkin day”
- Report “Customs and traditions of the Russian people” gr. “Lesovichok”
- Mother’s Day
- TRP 2019
- Father’s Day
- Lesson on legal education in gr. “Solnyshko”
- Father Frost’s birthday
- Day of legal assistance to children
- Vasilaki Yu.A. winner of the All-Russian Contest
- “My favorite pet”
- Fire Safety Day
- Tarussky section of the GIMS EMERCOM of Russia warns
- Post-crossing in the senior group “Lesovichok”
- Puppet show “Rukovichka”
- Short-term project “Hello, winter-winter!” on Wednesday. group “Sun”
- Matinees in the younger groups “Beads” and “Bells”
- New Year’s party in gr. “Bees”
- New Year’s mornings in the middle groups “The Upper Room” and “Sunshine”
- New Year’s mornings in the senior group “Lesovichki”
- Report on entertainment “Farewell to the Christmas tree” in medium groups
- Farewell to the Christmas tree in gr. “Beads”
- Sports entertainment – report Livitskaya L. G.
- World Snowman Day
- Entertainment in the group “Beads”
- Promotion “Good lids”
- Exhibition of didactic games in the group “Beads”
- Meeting with the clergyman Rafail
- Report on entertainment in the group “Bells”
- Entertainment “Friendship Day”
- Be healthy!
- Week in the life of the middle group №2 “Sunshine”
- “Safe behavior on the roads” in gr. “Bells”
- Photo report “Postcrossing. Greetings from friends from Yaroslavl”
- “Week of Health” in gr. “Sunshine”
- III All-Russian competition of drawings according to traffic rules
- “Weeks of health” in gr. “Gornitsa”
- World Kindness Day
- Kindness Day in gr. “Solnyshko”
- Action “Letter to a soldier” in the senior group “Lesovichok”
- Action “Good caps” in gr. “Sunshine”
- Action “Good caps” in gr. Gornitsa
- Forum “Russian Teachers: Innovations in Education”
- Excursion to the Museum of Military Glory of the K.I. Frolova
- “Health Week” in gr. “Lesovichok”
- Municipal Competition “I found my calling in pedagogy”
- Shrovetide in gr. “Sunshine”
- March 8 in the group “Bees”
- March 8 in the senior group “Lesovichki”
- March 8 in the younger groups “Beads” and “Bells”
- March 8 in the middle groups “Gornitsa” and “Sun”
- February 23 in the senior group “Lesovichki”
- March 8 in the group “Sun”
- “With SUPER – MOTHER” we are already studying traffic rules
- Report on the holiday “Goodbye Maslenitsa!” in kindergarten
- Vasilaki Yuliya Alexandrovna took part in the competition “Teacher of the Year – 2020”
- Sorceress water
- “Visiting a fairy tale”, group “Beads”
- Master class of ecological toy “Travnichok”
- Report “Let the planet be clean”
- All-Russian contest “Dedicated to Defenders…. .” All-Russian contest “CAPTURED RUSSIA”
- “We are usefully sitting at home”
- “Launching space”
- “Memory Tape”
- Report on competitions of drawings on traffic rules
- Photo report “We are sitting at home with benefits”
- Happy Easter holiday
- Master class in duty group
- Easter cards
- Video “So far everyone is at home!” group “Bells”
- Photo report on the campaign “Safe Windows”
- Report on the competition of drawings on traffic rules “Beads”
- Spring and Labor Day
- “Thank you, DOCTOR!”
- May 9 – Victory Day!
- Reading competition report for the 75th anniversary of the Victory
- “Windows of Victory” action
- For the 75th anniversary of the Victory
- Preparation for May 9 in the duty group
- Master class for the International Day of the Family
- Leaders of Education 2019-2020 academic year
- “We all come from childhood”
- Action “Windows of Russia”
- Russia”
- Fraud on the Internet. Be careful!
- Poetry competition dedicated to the Day of Russia
- On the introduction of restrictive measures “Beads”
- Day of the elderly in gr. “Gornitsa”
- All-Russian campaign “Victory Tree”
- Animal Protection Day
- “In the garden, in the garden!”
- “Autumn Fantasies”
- “New ark” Help of homeless animals
- Report on the topic of traffic rules
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Kindergarten Science – Nauka – Kommersant
This is an institution with the metaphorical name Kindergarten (“Children’s Garden”), created by the German innovative teacher Fröbel in the resort town of Bad Blankenburg in 1837, is considered in the history of pedagogy the first kindergarten of the modern type. Since then, kindergartens of various types and profiles have long ceased to be a curiosity, but the search for an ideal garden for growing an ideal person from a child continues.
Friedrich Fröbel
Photo: C.W. Bardeen / Library of Congress
Friedrich Fröbel
Photo: C.W. Bardeen / Library of Congress
Primitive Kindergarten
It is clear that the kindergarten as a social institution has deeper roots than that created by Friedrich Fröbel. Modern textbooks for students on the history of pedagogy, as a rule, begin with a chapter on the prehistoric past of the school and kindergarten in primitive society. And recently, even the science of paleopedagogy has appeared, which dates the origins of the kindergarten to the Ris glaciation, which reached Africa 150-130 thousand years ago, and the primitive kindergarten is considered not only as a place for temporary overexposure of dependent kids of the tribe during the absence of parents engaged in the extraction of food but also as an educational institution.
Here is an excerpt from a recent paleopedagogy publication postulating a causal relationship between a tribal kindergarten and an orphanage for the elderly of the tribe: “Cro-Magnons are changing pedagogical principles and methods. It is inconvenient for women to go to forests and savannahs far from the parking lot to search for plant food with children. Can men help? No. They themselves leave for prey … The help of grandparents in caring for children, feeding them, raising them, and cooking becomes relevant. The elders look after the younger ones and teach them… Conditions are emerging for the development of pedagogical forms of employment of the older members of the community with the younger ones. The importance of caring for the elderly is also growing.”
With the social stratification of the primitive society and the emergence of the family, the idyllic structure of the primitive social security service is eroded, the functions of caring for and educating children are transferred to the family. It is clear that paleopedagogy operates exclusively with speculative constructions, that is, a purely theoretical science, but it cannot be denied logic. Indeed, in the historical period of civilization, that is, in the field of the science of history, in the class society of antiquity, as well as in the Dark and Middle Ages, scientists have not yet found traces of a kindergarten. Although it is possible that they did not search much and in time there will be something.
But so far the history of pedagogy is dominated by the postulate of the French historian of the last century Philip Aries, a classic in the history of everyday life, family and childhood of the Middle Ages, which says that children were then perceived as “little adults”, and, accordingly, there were no specific upbringing practices child-oriented. So in the generally accepted history of pedagogy, the beginning of preschool institutions dates back to the New Age. In the 17th century, John Locke substantiated the importance and necessity of what we now call preschool pedagogy, modernizing the Aristotelian metaphor and speaking of the consciousness of a newborn baby as a tabula rasa, which is the responsibility of adults to fill. In practice, the first kindergartens appeared in the late 18th and early 19th centuries.
New Age Kindergarten
In 1779, Pastor Johann Oberlin opened a kindergarten in his parish in Alsace to take care of children whose parents worked during the day. The kindergarten was run by the pastor’s housekeeper named Louise Sheppler. In 1780, a similar institution was opened in Bavaria at the Ursuline Monastery: “A school for very young, not yet capable of class girls of four and five years old, who are accepted only so that from early childhood they get rid of bad education, unsuitable for children classes and so that they can enjoy the love of learning from time to time.”
In 1802, Pauline of Anhalt-Bernburg, Princess Regent of the German Principality of Lippe, invited “educated ladies” to take turns working once a week in a kindergarten she had set up by publishing the following announcement in the local press: “Madame Bonaparte and several gentle and elegant ladies in a huge the capital of the French Empire was chosen and built with a truly feminine sisterly feeling and enviable sophistication in various quarters of a large city, rooms where tender youth, whose mothers work outside their homes, are educated, fed and comforted. Every morning blessed mothers bring their children; every night they take them home again with joy and gratitude, and the female founders of this institution take it in turn to supervise. Delicate and elegant “educated ladies”, of course, were found in the tiny German principality of the princess regent. How can they not be found after such an invitation!
In the future, such kindergartens, patronized by the church (both Protestant and Catholic) and the upper class, not only began to grow like mushrooms in Europe, but ceased to be a curiosity. In Britain, the class character of the kindergarten of that time manifested itself even more clearly. In 1816, here in the Scottish city of New Lanark, the manufacturer Robert Owen opened a kindergarten for the children of the workers of his cotton mill, one of the largest in the country. Owen is now considered one of the most prominent utopian socialists of the 19th century, but above all he was a sober capitalist concerned with increasing the profitability of his enterprise.
He limited his working day to 10.5 hours, prices in his factory shops only symbolically exceeded wholesale prices, alcohol was sold strictly according to the norm, and he arranged a kindergarten for the small children of workers. In an address to his workers on this occasion, he wrote: “This institution was created in order to afford to take in your children at an early age, almost as soon as they learn to walk. Thanks to this, many of you, mothers and members of their families, will be able to earn money for better maintenance of your children; you will care less about them and worry about them, while children will be protected from acquiring any bad habits and gradually learn and prepare for the best.
In other words, Robert Owen was actually the founding father of “departmental kindergartens”, which is not written about in textbooks on the history of pedagogy for some incomprehensible reason. As for Owen’s “socialist” innovations, his business partners did not like them, and he was forced to sell his business to them. However, he sold it for good money, so he could finance his kindergarten and engage in other social experiments with the working masses, up to the organization of workers’ and peasants’ communes according to a purely socialist principle: from each according to his ability, to each according to his work.
It did not take root, but the principle of a departmental kindergarten really took root. Friedrich Engels later even took offense at Owen: they say, in vain he was labeled a utopian, his kindergarten, where “children were accepted from the age of two and where children had such a good time that it was difficult to take them home”, can not be called a utopia.
In 1837, in the town of Bad Blankenburg in Thuringia with 1200 inhabitants, Friedrich Fröbel, already quite well-known in Germany and Switzerland, opened an “institution for the care, games and employment of babies” (Pflege-, Spiel- und Beschftigungsanstalt fr Kleinkinder) . Even taking into account the specifics of the German language, its name had a rather tangible penitentiary scent. Froebel himself felt it, and at one fine moment it dawned on him.
“He repeatedly exclaimed, “If only I knew the right name for my youngest child!” – recalled his colleague and like-minded Johannes Arnold Barop. – Suddenly he stopped in his tracks, and his eyes took on an almost transfigured expression. Then he loudly shouted to the mountains that it was reflected from all four winds: “Kindergarten (kindergarten. – “Kommersant-Nauka”). That’s what it should be called!”
Eldest child
“The eldest child,” as teacher Fröbel figuratively expressed it, was his Allgemeine Deutsche Erziehungsanstalt (All-German Educational Institute), which he opened in 1817 in the village of Kielhau (now one of districts of the city of Rudolstadt in Thuringia). Now this educational institution would be called a country boarding school, but then in Germany it was a curiosity, so Friedrich Fröbel was the founding father of this format of German educational institutions, which is now very common all over the world. For example, the educational center “Sirius” in Adler can be attributed to it.
I must say that this boarding school in Keelhau and the kindergarten in Bad Blankenburg Froebel created not alone, but together with close friends and like-minded people Wilhelm Middendorf and Heinrich Lagenthal, who took bureaucratic coordination with local authorities, search for funding , performed administrative functions in the boarding school and kindergarten, and Lagenthal also taught religion in the boarding school (as the subject was then called in German Protestant schools, similar to our Law of God), music theory and geography.
They became friends in the army during the Napoleonic Wars, and in 1813 all three volunteered for the Free Corps of Lützow. Many years later, he described his feelings when he decided to quit his studies at the University of Berlin and join the army: “Undoubtedly, I once wanted to become an educator, especially an educator for boys, I should have been an educator, and now I will go to war. But I was sure, literally sure: if I had not gone to war, I would have completely destroyed my future profession of a teacher. Probably, for the same reasons, his comrades Middendorf and Lagenthal went into the army, only then they returned to their universities, but Fröbel did not. Nevertheless, in their trio, he was the brain, and his friends were the hands.
Friedrich Fröbel had a dream to create a school with new pedagogical principles, and one for all Germans. His school in Keelhau was such an attempt “to save the growing youth from empty insignificance, from timidity to work, from thoughtfulness without action, from mechanical actions without reflection.” This is how Fröbel’s mind refracted his experience of two years of work in 1805-1806 as a teacher at the exemplary Pestalozzi school in Frankfurt am Main and at the most prestigious educational institution in Europe – the school of the guru of new pedagogy Johann Pestalozzi in Yverdon, Switzerland, where numerous German princes and nouveau riche from the bourgeoisie of many European countries.
On the whole, Froebel’s experiment in Keelhau was successful. In 1817, the circle of students of his All-German Educational Institute was limited to his nephews and children of acquaintances, and in 1825 there were already about a hundred students in it, and their number was limited only by the material resources of Froebel and his sponsors. His school in Kielchau survived the revolution and war and has survived to this day in the form of the “Free School of Froebel in Rudolstadt” (a free public boarding school).
Children are the flowers of life
The “youngest child” of teacher Fröbel in Blankenburg was less fortunate. The name Kindergarten was more than apt. Imaginative comparisons of children with the flowers of life immediately appeared, which must be grown with love and correctly, and it was certainly not Maxim Gorky who invented this metaphor, as literary critics believe for some strange reason. As Jin Zhi from the South Ural State University showed in his recent work, this metaphor has been present for centuries in such different linguistic cultures as Russian and Chinese, accounting for 17% and 21. 9% of metaphors about children in different variations in the thematic structure of metaphors about children.% respectively. It would be strange if this did not exist in European linguistic cultures. In any case, the first kindergarten teachers in Blankenburg received the nickname kindergrtnerinnen – “gardeners”. Only many years later did the modern names of their profession appear.
Froebel kindergartens have become fashionable. Their fundamental difference from the kindergartens that already existed at that time and arranged according to the Owen model for a purely pragmatic economic goal – to free female workers from caring for babies during working hours – was that here children were not only fed, walked, put to bed and put on pots but also tried to educate and teach them.
As Fröbel wrote: “Not only to supervise preschool children, but to give them exercises appropriate to their whole being; strengthen their body, practice their senses and engage in the awakening mind; to acquaint them with nature and the human world, especially to direct their hearts and minds correctly. .. In games, they should joyfully and comprehensively, manifesting and shaping all their strengths, manifest themselves in innocent fun, friendliness and pious childhood, truly prepare for school and the upcoming stages of life, as plants grow in a garden under the blessing of heaven and the all-consuming care of the gardener.
Gifts of Pedagogical Magi
If we translate this emotional text into a dry scientific and pedagogical language, we will get what is now called the theory of developmental education, or rather, its foundation, on which this theory was later built. But it all started with the simplest things – the “gifts of Froebel” (Frbelgaben), as they were called in the history of pedagogy by analogy with the gifts of the Magi. Fröbel himself called them “game tasks” (Spielgaben), and now they are called educational games. At first there were five of them, and they were made by Blankenburg and local women.
The first gift was a knitted ball for the little ones; the balls were different colors. The second was a wooden ball and a cube with holes through which they could be hung on a thread and rotated. The third gift was a wooden cube, consisting of small cubes, it could be taken apart and reassembled. The cubes were different colors, so it all looked like a Rubik’s Cube. The fourth gift is a set of dice. The fifth is a set of wooden cubes, planks, blocks and prisms, which were assembled and disassembled into various types of structures, that is, what is now called the Lego constructor. The children also drew, sculpted from clay, sewed, sang songs and, of course, took care of the plants in the kindergarten.
Fröbel traveled to Berlin and Dresden to give lectures about his kindergarten, and several dozen Fröbel kindergartens were opened in the German principalities, staff for which was trained in Blankenburg. But in 1851 kindergartens were banned in Prussia. The Minister of Public Education of Prussia, Karl-Otto von Raumer, motivated this by the fact that they promote atheism and socialism. There was a reason for this. Firstly, the fright has not yet passed after the revolution of 1848-1849; secondly, in the Fröbel kindergarten, the children were really instilled with the skills of an independent look at the surrounding reality and collective work and life, much like Owen’s communes for kids. Friedrich Fröbel died in 1852.
The dawn and dusk of the kindergarten
In 1860, the ban on kindergartens in Prussia was lifted, but the unified system of all-German education, implying the continuity of preschool and school education, which Froebel advocated, did not take place. Moreover, calls to send all children to kindergarten, regardless of the needs of the family in caring for babies and the requirement to include preschool education in the public education system, seemed wild to many parents. And with the adoption at 19In the 22nd year of the Reich Youth Welfare Law, only the function of kindergartens for child care was fixed. It was not until the 1960s and 1970s that the educational mission of the kindergarten in Germany became a topic of discussion again.
The situation with kindergartens in other European countries, including the Russian Empire, was approximately the same. They were there, but only in the form of the Owen model, that is, places for overexposure of the baby when the parents were not up to it. Frebel-type kindergartens also existed, but there were much fewer of them, and they were not included in the public education system. Only after the revolution in the Soviet Union did they return to Froebel’s ideas.
There were already about 20,000 kindergartens here in the 1920s, and their number doubled during the interwar period. Initially created purely out of Owen’s considerations – to free a woman to work in production, at the same time they were immediately included in the public education system. Preschool pedagogy was supported and encouraged by the state, and therefore it is not surprising that our national school of developing preschool pedagogy has become the undisputed world leader.
In Friedrich Fröbel’s homeland, his idea of lifelong education from kindergarten was realized only in 2002 at a conference of state ministers for youth affairs, together with the ministers of culture, where it was decided to develop all-German plans for preschool education. And although the current plans for primary education and upbringing are more of a recommendatory nature and are considered as a guideline for the pedagogical design of educational work in early childhood, almost two centuries later, the problem with kindergartens as the initial link in the education and upbringing of the younger generation has been resolved in principle.
As for Friedrich Fröbel’s other cornerstone idea that babies do not learn to live, but simply live as adults live, kindergarten will not help here. In 1982, the American sociologist Neil Postman published the sensational work The Disappearance of Childhood, where the initial premise was that the social concept of childhood has existed in the minds of European mankind for only the last four centuries and is an artificial product of the development of society. His book is available online and is quite interesting.
It ends with the statement that today the social substance of childhood is rapidly decomposing.