Under 5 care and learning: Texas Child Care and Education Resources

10 Components of Infant and Toddler Care

National experts have identified 10 research based components that are essential to high quality child care. Using these 10 components as a guide, The NYS Infant and Toddler Resource Network is helping child care programs improve the quality of care for our babies, toddlers and their families. Programs often start with tangible changes to the environment and the structure of the program and then advance towards changing practices that promote relationship based care between children, caregivers and families.

1. Child Care Programs Following Appropriate Health and Safety Practices (Click Here)

New York State ensures that basic health and safety requirements are met by licensing child care centers and registering family day care homes. With standards among the highest in the nation, New York’s child care regulations address everything from hand washing procedures and sanitation practices for minimizing the spread of infection, to policies for administering medications and guidelines for safe sleeping. The full set of regulations can be found at www.ocfs.state.ny.us

2. Staff Well Trained in Early Childhood Development (0-3) (Click Here)  

According to research, staff education and training is one of the best ways to rate child care quality and predict long term success. The last decade’s findings about early brain development tell us that baby and toddler caregivers need to study early care and education rather than pre-school or elementary education. Early care and education focuses on the unique learning abilities of babies and toddlers and trains caregivers how to plan appropriate activities, how to use daily routines to bond with babies, and how to provide cognitive stimulation through conversation, interaction and responsive relationships.

3. Age Appropriate Environments (Click Here)

Children under 3 learn through continuously exploring and interacting with their environment, which includes the emotional climate of a child care setting as well as the physical space. Babies and toddlers need safe spaces for quiet and active play (both inside and outdoors), safe spaces for sleeping, and spaces to interact one-on one with individual caregivers. Within the environment they need toys and activities selected primarily for individual interests and abilities rather than one-size-fits-all group play.

4. Small Groups with Optimal Ratios (Click Here)

Group size and adult child ratios determine the amount of time and attention each caregiver can devote to each child. Infants need individualized care and one-on-one time for interactions and routines. As they grow, they can play more independently and can handle small group activities. NY State regulations require:

a) 1 caregiver for every 4 infants (6 weeks to 18 months) – group size no larger than 8

b) 1 caregiver for every 5 toddlers (18 months – 36 months) – group size no larger than 12

c) A family child care provider may care for no more than 2 children under age two

d) While these standards are among the best in the nation, the National Association for the

Education of Young Children and Zero to Three recommend 1 adult to every 3 babies or 4 toddlers.

5. Primary Caregiver and Continuity of Care (Click Here)

Assigning each child a primary caregiver promotes the caring one-on-one relationships that help babies thrive. A baby develops trust as her primary caregiver learns to respond appropriately to her unique temperament, her needs and her interests by being the one who almost always diapers her, feeds her, puts her to sleep, and communicates with her family. The child’s security deepens as her primary caregiver develops a positive relationship with her family and comes to know their values and wishes for their child.  This holistic relationship provides the security and trust that enables the child to explore and flourish in group care. Ideally, a child has the same primary caregiver until age three, which spares her the trauma of leaving someone to whom she is securely attached and having to adjust all over again to someone who does not know her. Stability is important for healthy emotional development, which provides the underpinnings for all other areas of development.

6. Active and Responsive Caregiving to Support Children’s Development (Click Here)

The active and responsive caregiver takes cues from each child to know when to expand on the child’s initiative, when to guide, when to teach and when to intervene. She recognizes signs of stress in the child and takes appropriate action to adapt to the child’s needs. Responsive caregiving requires careful observation, knowledge of child development and respect for each child’s temperament, interests and capabilities. The primary caregiving system encourages responsiveness.

7. Curriculum, Observation and Individualized Programming (Click Here)

The 0 – 3 curriculum is based upon a sound understanding of child development and appropriate practices while taking into account the individual needs and temperaments of each child in care. The curriculum includes:

a) the goals for children’s development,

b) the experiences that will be provided,

c) the role for caregivers and families,

d) the materials used.

Caregivers plan for each day, individualizing activities, materials and schedules according to the routines of each child and his or her developmental stage. Observation and discussion among caregivers and families provides deeper understanding of each child and a basis for documenting developmental progress towards stated goals.

8. Emerging Language and Literacy (Click Here)

The path to literacy begins with conversations between caregivers and young children. Research tells us that a caregiver is laying the foundation for language and reading when she talks aloud to a baby throughout the day, repeating back his babbling, asking him questions, reading him books, and singing him songs. A caregiver promotes language development when she uses simple words and keeps a balance between listening and talking with the child and provides a childcare environment rich with age-appropriate books, interesting pictures and photos to talk about, labels, and other printed material.

9. Family Involvement and Cultural Continuity (Click Here)

New York’s children come from a huge variety of ethnic, religious and linguistic backgrounds. High quality programs incorporate practices that reflect the values and beliefs of the families and the cultures of their communities. In their work with families, caregivers respect differences and strive to become more culturally competent. Caregivers welcome parents into their child’s classroom, use the child’s home language whenever possible, and organize special events that include the child’s family members.

10. Comprehensive Support Services (Click Here)

In addition to providing a protective and enriching environment for children, high quality child care serves as a source of support for families. Child care can become a family’s connection to essential community services including a medical home, mental health and social services, and therapeutic interventions. Open communication among child care and service providers creates a more holistic and accessible system for families.

Adapted from Florida State University Center for Prevention & Early Intervention Policy. Based on the original work of: Bredekamp, S. & Copple, C. (eds.) (1997) Developmentally Appropriate Practices in Early Childhood Programs. Washington, DC: NAEYC. Lally, J.R., Griffin, A. Fenichel, E. Segal, M. Szanton, E. & Weissbourd, B. (1995) Caring for Infants & Toddlers in Groups: Developmentally Appropriate Practice. Washington D.C.: Zero to Three.

Your 5-Year-Old | Patient Education

As your child starts kindergarten, he or she will be exploring many new areas of life. Five-year-olds are eager and excited to learn about their world, their friends and their family. But they are also a little uncertain, as they try to learn new rules and master new ideas. You will enjoy your 5-year-old if you are aware of the developmental tasks he or she needs to learn.

Nutrition

Five-year-olds love routine and often want to eat the same thing for breakfast, lunch and dinner. You can encourage children to try other foods by taking advantage of their great imaginations. Decorate food by making faces on it, cut sandwiches into strips and call them trees or caterpillars, or make funny faces out of vegetable arrangements.

If your child sees you making healthy food choices and eating a variety of foods, he or she will eventually do the same. In the meantime, consider giving a once-daily children’s multivitamin with minerals, to make sure your child is getting these nutrients.

Everyone in the family should limit fried foods, fatty foods and junk food. Since you control the shopping list, choose your groceries carefully. Do not buy sodas, chips, candies, cookies or cupcakes. Nutritious snacks for school lunches include fresh fruit, popcorn, pretzels, cheese and crackers, string cheese, raisins, nuts, carrot sticks, yogurt and dried fruit. Limit juice to 4 ounces a day.

Dental Care

Your child should have had several dental visits by now and should be in the habit of brushing and flossing at least twice a day. Children begin losing baby teeth between 5 and 6 years of age, usually beginning with the front lower teeth, or incisors. By this age, oral habits like pacifiers and thumb sucking should be discouraged. Please talk to your pediatrician or pediatric dentist if you have questions.

Toileting

Many 5-year-olds still have accidents at night and may wet their bed several times a week. Your child should gradually have fewer accidents as he or she grows and the nervous system matures. If your child has accidents during the day, either urine or stool, or starts having accidents after being totally dry for the past 6 months, please let your child’s doctor know.

Sex Ed

Many 5-year-olds have been exposed to information about sexual activity and reproduction, and will talk openly about it at school. If you have not already started reading or talking to your child about the difference between boys and girls and some simple concepts of how babies are made, this is likely the right time to begin.

It’s important to use the correct terms, such as labia and penis, to help your child feel comfortable talking about genitalia. It is also important to tell kids that their private parts — the parts that are covered by bathing suits or underwear — should never be touched by other people. Tell your child that secrets should be for happy things and surprises. Make clear that if someone asks your child to keep a secret that makes the child anxious or sad, he or she should not keep that kind of secret, and should tell a parent or trusted adult.

Safety

Five-year-olds are ready to learn many safety lessons:

• Look both ways before crossing the street.
• Don’t open the house door without an adult present.
• Learn your full name, address and phone number.
• Know who to go to if you are lost or need help — for instance, people working at cash registers, people in uniforms and people with name badges.
• Learn bike safety rules, including always wearing a helmet.
• Learn the proper way to hold and use a knife and scissors.
• Learn how and when to dial 9-1-1.

Sports and Exercise

There are many organized sports activities available to children, such as swimming, dancing, soccer, Little League, gymnastics and martial arts. You may want your child to experience several different activities or just one. In either case, at this age, sports should emphasize playing together as a team and learning new skills. Be careful if too much emphasis is placed on winning.

Children today need more exercise than they get. Encourage playing outside in a safe area, rather than sitting inside and watching television. You will also benefit from playing and exercising with your child.

Be careful not to over-schedule your child. Children need some quiet, relaxing time to put together all the things they are learning. They also need time to read, daydream, build with blocks or color.

Chores

Doing work that is important and appreciated helps children feel needed and teaches that they are important members of the family. Make sure your 5-year-old has specific tasks that are important to the functioning of the family. Making his or her bed, setting and clearing the table, feeding pets, putting away toys — these are all ways your child can help out and develop good self-esteem from a job well done.

Allowance

This is probably a good time to begin thinking about a weekly allowance or a way for your child to have access to money. Most children learn about money in kindergarten or first grade, as they are taught how many pennies are in a nickel, how many nickels in a dime, and so on.

Some families choose to give their young children a small allowance without tying it to chores, feeling it is important for children to know that everyone in the family benefits from the parents’ employment. Others believe that children should learn they earn money by doing work, and give an allowance after chores are completed. In either case, it is helpful to show children how to use money — how to put some money aside for saving, how to count the pennies, nickels and dimes, and how to pay for small items at the store.

Traditions

Children thrive in families that have traditions. Think of some traditions from your own family or new traditions to begin. Celebrating half-birthdays with a cupcake, taking walks after dinner, reading a story before bedtime, waking the birthday child early in the morning with a funny song, writing notes for lunch boxes — traditions do not need to be elaborate or cost a lot of money.

Family Dinners

One of the best traditions a family can share is to eat meals together as much as possible. Dinner is especially important, and we encourage families to spend it together. This allows time for the family to regroup and share the day’s events with each other. You can use dinnertime for fun, sharing jokes — which 5-year-olds are just beginning to enjoy — talking about feelings and emotions, or experiences and how the family members handled them.

Try to make dinner a relaxing occasion, not a time for discipline. Turn off the television to encourage everyone to talk.

Lying

Five-year-olds are trying to learn the difference between what is real and what is pretend. They enjoy stories like Amelia Bedlia and Paul Bunyon as they learn to determine what is true and what is not. You can help them by using new words like “fantasy,” “fact,” “fiction” and “truth.” Point out when something your child sees is not real — such as cartoons — and things that are real, such as the car, bus or truck on the street.

Expect your 5-year-old to tell lies. When your child tells you something you know is untrue, ask if it is fact or fiction. Then ask your child to tell you again in a different way. Don’t label your child a liar — he or she is still learning.

Stealing

Kids this age are also trying to learn what it means to own something. Many schools have a time for sharing, when children bring special items from home to show the other children. Since children may interpret “sharing” as meaning they can take or use the toy, expect toys to appear in your home that don’t belong to your child.

If this happens, or if you find candy from the store in your child’s pocket, do not label your child a thief. Explain calmly that the items belong to someone else and must be returned. Then go with your child and help him or her return the item. Your child will be grateful for your support and for your example of how to correct a mistake.

Pets

Consider choosing a small pet for your home if you don’t already have one. Children learn many things by having a pet — responsibility, caring, empathy, and often about death and birth.

Small pets that are good for younger children include goldfish, guinea pigs and lop-eared rabbits. Hamsters are nocturnal and are often sleeping when children want to play. Mice and rats have a short life span, so if you choose one as a pet, be prepared to help your child experience the death of a pet. Turtles and salamanders can carry an infection that is dangerous for children, so please don’t keep these animals as pets.

If you already have a dog or cat, allow your child to assume more responsibility for the pet’s care.

Television, Computers and Video Games

Five-year-olds will learn a lot from television, videos and computer games. Much of what they learn is not helpful. They may see violent acts that are not punished. They will often see sexual experiences that are inappropriate for their age. And they will spend time sitting when they should be exercising, reading, exploring, creating or just daydreaming.

Children who watch more than one hour of television a day are more aggressive and less creative. They read less and do not do as well in school. They also have a tendency to become overweight because they’re not active. You can benefit your child and your whole family by turning off your TV and limiting all “screen time” (TV, computer and video games) to one hour a day. Whenever possible, be present when your child is watching television and choose programs together.

Fears

Children have different fears at different ages. Many 5-year-olds develop fears of death and of being separated from their parents. Your child may begin asking questions about death. This is an important time for parents to consider their own beliefs so they can provide consistent answers to their children.

Discipline

By this age, your child should know how to listen and obey you without arguing or questioning. If your child is having trouble obeying you, he or she will have difficulty following the teacher’s instructions. There are many useful discipline teaching tools you can use at this age:

• Time out:Time out allows children to think about what they’ve done wrong and how to change their behavior. You can allow your 5-year-old to stay in time out until he or she is ready to behave appropriately. After time out, make sure to tell your child that you love him or her, and that it was the behavior that you didn’t like.
• Natural consequences: When you allow your 5-year-old to go hungry at lunchtime because he or she forgot to take lunch to school, that is a natural consequence of forgetfulness. Of course, this tool should not be used when the child’s safety is involved.
• Rewards: Children love to earn rewards by doing a job well. This helps foster self-esteem and teaches that good behavior is rewarded. There are many ways to set up a reward system, such as sticker charts or pennies in a jar.
• If this, then this: “If this…then this” is a great way to teach a child that actions and behaviors have consequences. For instance, “If you get ready for school quickly, we’ll have time to read a story together before we leave.”

Social Interactions

Children entering kindergarten usually get their first opportunity to participate by themselves in activities such as another child’s birthday party, sleepover or sports practice. Now is the time to begin paying attention to your child’s friends. Who does your child like to play with? What do the children enjoy doing together? What books do they like to read?

Take the time to meet the parents of your child’s friends. Do they share your values? Many parents have been shocked to discover, long after the fact, that their children were exposed to domestic violence or pornography during an overnight at a friend’s house.

Remember that you are your child’s only advocate. Only you can decide what’s right for your child. Being “overly protective” of your child may make you feel uncomfortable and awkward with other adults, but may be the best way to spare your child frightening or dangerous experiences.

Development

Elementary-age children have many tasks to master as they prepare for life. Your 5-year-old is beginning to learn how to solve problems, make decisions and take responsibility. Here are some of the developmental tasks your child will be tackling:

• Develop and maintain self-esteem, usually by accomplishing a difficult task
• Find social acceptance through opportunities to play with friends
• Discover and copy role models; parents are the child’s most important role models
• Learn values, begin to question differences between the family’s values and the values of others
• Feel accepted at home and assured that they are an important part of their family
• Acquire new knowledge and skills
• Learn to handle fears
• Lear to handle desires

As your child goes through each day, he or she will be learning in all of these areas. Take time to think about what your child is learning and how you can encourage his or her development.

Child Care Training and Professional Development for Licensed and Registered Programs | Division of Child Care Services

You are on this page: Child Care Training and Professional Development for Licensed and Registered Programs

Caring for children is a rewarding and demanding profession. High-quality training is essential to protecting children’s health and safety as well as promoting their growth and development. Many successful providers go beyond the required thirty (30) hours every two (2) years of training to further their career and enhance the quality of care they offer. You can too!

You will probably have questions about training:

• What are the New York State requirements?
• What are my career goals?
• Where can I find training opportunities?
• How can I afford the training I want? Are there costs for the training I want?

These pages contain important information to get you started. But don’t stop here. Explore the possibilities for your career and the future of your program. Think beyond the 30-hour every two (2) years requirement. The rewards are yours to discover!

Roles in Training Requirement Compliance

Child Day Care Providers

As a child day care provider, your role is to attend training and keep accurate records for yourself and the staff/caregivers you employ. Your work serves the children of New York State and their families. You are a vital member of the community and the quality of care you provide has an impact on many lives.

New York State Office of Children and Family Services (OCFS) Division of Child Care Services (DCCS)

OCFS is the New York State office that regulates child day care programs like yours. OCFS licensors can be contacted through regional offices across the state. OCFS registrars are located at CCR&Rs or at your Local DSS. You may contact them if you have questions about your training requirements.

New York City Department of Health and Mental Hygiene (DOHMH)

DOHMH is contracted by OCFS to license and register family or group family day care homes and school-age child care programs for the five (5) boroughs of New York City. Child day care centers in NYC are not overseen by OCFS and are governed by Article 47.

Child Care Resource and Referral Agencies (CCR&Rs):

CCR&Rs are a great child care resource for providers, parents, and employers. They offer many training opportunities and may also act as registrars for family day care homes and school-age child care programs.

What is Needed to Verify my Training Credits?

You need to keep accurate records of the trainings you attend, including completion certificates, grade reports or transcripts. Upon request from OCFS the program must be able to show proof of compliance with the 30 hours of training needed in a two year period covering the required topics. Proof must be available for review during inspection. OCFS has developed two (2) forms to help you track your program and your individual hours. These forms are on the OCFS website. Keep all your training documents; the licensor will ask to see the originals. Training documents may not be altered. Always keep original documents in your file.

• Individual Training Tracking Form (OCFS-4880)
• Day Care Training Tracking Chart (OCFS-4879)

If you have additional questions concerning which types of training activities can count toward your 30 hour requirement, contact your licensor or registrar.

What are Credential Programs?

Credentials are academic degrees, licenses or certificates awarded to individuals who successfully complete state or national requirements to enter specialized roles in the early childhood profession.

There are many programs that offer credentials that have been established to improve the competencies of people working with children and their families. Some include:

• Child Development Associate Credential is the most widely recognized credential in early childhood education and is a key stepping stone on the path of career advancement in early childhood education. This credential is based on a core set of competency standards, which guide early care professionals as they work toward becoming qualified teachers of young children.
• Children’s Program Administrator Credential for New York State is designed to provide for and be recognized as a standard by which to measure program management, fiscal management, and the leadership abilities of early childhood and school-age administrators.
• Family Child Care Credential is designed to formally recognize those practitioners who demonstrate their competence, knowledge and professional practice in the areas of professional family day care homes, child development, healthy home learning environments and business practices.
• Family Development Credential is a program that prepares frontline workers with skills necessary to provide empowerment-based assistance to families so that they might set and obtain goals of healthy self-reliance.
• Infant and Toddler Care and Education Credential formally recognizes the value and specialized knowledge, skills and attitudes necessary for practitioners who work with infants and toddlers.
• School-Age Child Care Credential is designed to promote quality services to children and families by providing specific standards, training and evaluation of school-age staff members and providers.

What is ASPIRE?

ASPIRE is New York State’s registry and statewide training calendar for early childhood and school-age professionals developed by New York Works for Children, the State’s integrated professional development system for the early childhood and school-age workforce. Teachers, providers, directors, trainers and anyone who works with children can use ASPIRE to keep track of important information about their career, including education, employment history and other professional development. Additionally, it provides access to training records and qualifications of providers – making it a valuable tool for OCFS licensing staff.

Finding Training in Other Languages

If you are looking for Health and Safety training or Medication Administration Training (MAT) in a language other than English you can visit the “Locate a Trainer in Your Area” section of the PDP website.

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Available Training | Division of Child Care Services

Types of Training Available

There are essentially two (2) categories of training that will be accepted as meeting the regulatory requirements: live stand-up training and online training.

Live Stand-Up Training

Classroom Training

These are trainings that you attend in front of a live person who gives you credit for participating in the training once you have completed it. Classroom training can take several forms, including but not limited to: in-service trainings by an ASPIRE credentialed trainer or those who meet the standard set forth in policy, workshops held at conferences, and college and university courses.

If the training is conducted by a non-ASPIRE approved trainer, training credit will be counted, but will NOT be eligible for Educational Incentive Program, EIP.

Conferences and Workshops

Examples of organizations that host annual conferences include, but are not limited to:

• National Association for the Education of Young Children
• New York State Association for the Education of Young Children
• Family Child Care Association of New York State, Inc.

College/University Courses

The Early Childhood.org website contains a page where child day care programs can find out information on degree programs related to early care and education available at colleges and universities in New York State.

In-service Training

For convenience, trainers are sometimes brought into child care programs to train staff on a specific topic(s).

If conducted by an approved ASPIRE trainer, training credit will be counted and could be eligible for Educational Incentive Program (EIP). If the training is conducted by a non-ASPIRE approved trainer, training credit will be counted, but will NOT be eligible for EIP.

Online Training

Distance Learning

Watch this video to learn how you can tell if distance learning trainings can be used to meet OCFS training requirements.

Distance learning is one way to obtain training. The New York State Office of Children and Family Services issued a policy on how distance learning courses can be used to satisfy OCFS training requirements. Distance learning courses that are non-credit bearing and approved by OCFS may be used to satisfy OCFS childcare provider training requirements. There may be a fee for these courses. However, approved courses may quality for Educational Incentive Program (EIP) funding.

Go to OCFS approved distance learning courses to choose courses that are right for you. Additional distance learning courses and organizations will be added to the site as determinations are made.

The Early Childhood Education and Training Program (ECETP) e-Learning Courses

OCFS funds the ECETP catalog of online trainings. The courses are available to all child day care programs in New York State at no cost to them. They are available online seven (7) days a week, 24 hours a day, and offer a 30-day window of completion.

Where can I take training?

You have many options for finding training. You can find educational activities and meet your training requirements through:

Child Care Resource & Referral Agencies

Child Care Resource & Referral Agencies provide the bridge between parents, providers, community leaders and policymakers through direct services and planning expertise. They provide information to new and prospective child day care providers about many aspects of program start up and maintenance, such as program design, referrals, insurance, budgeting, record keeping, zoning and the Child and Adult Care Food Program.

Colleges and Universities

The Early Childhood.org website contains information where providers can learn about degree programs related to early care and education available at colleges and universities in New York State.

Distance ?earning and Online Programs

Distance learning and online programs are an alternative way to obtain training. Non-credit bearing distance learning courses need to be reviewed and approved by OCFS before they can be taken to satisfy OCFS requirements.

In-Service Training

In-service training in your child care program, when conducted as per Office policy.

Local Conferences and Workshops

The Professional Development Program

The Professional Development Program (PDP) is the entry point for many OCFS-funded training opportunities. It’s home to the:

• Early Childhood Education and Training Program (ECETP)
• Medication and Administration (MAT) Program
  
  MAT Brochure /
  MAT Brochure (Spanish)
• Health and Safety Program
• Various Early Childhood e-Learning courses

The Early Care & Learning Council (ECLC)

The Early Care & Learning Council (ECLC) offers Early Care Management Training, New Director’s Institute and other Center Director workshops for child care center and school-age program directors. For more information, visit: www.earlycareandlearning.org/programs—services.html

Small Business Development Centers (SBDCs)

Small business development centers (SBDCs) provide a vast array of technical assistance to small businesses and aspiring entrepreneurs.

Statewide and National Associations

• National Association for the Education of Young Children
• New York State Association for the Education of Young Children
• Family Child Care Association of New York State, Inc. 

Mandated Reporter Training

WHO is considered a Mandated Reporter?

New York State law recognizes certain professionals, such as child day care workers, as holding the important role of Mandated Reporter of child abuse or maltreatment. These professionals can be held liable by both the civil and criminal legal systems for intentionally failing to make a report of suspected abuse or maltreatment. Visit the Child Protective Services Frequently Asked Questions Page for a full listing of professionals who are considered Mandated Reporters.

WHAT are my responsibilities as a Mandated Reporter?

All child day care workers are Mandated Reporters. As a Mandated Reporter you are required by law to report suspected child abuse or maltreatment to the New York Statewide Central Register of Child Abuse and Maltreatment (SCR) immediately. Reports can be made at any time of the day and on any day of the week, by telephone at 1-800-342-3720. Click here for more information about making a call to the SCR. If you are a Mandated Reporter you can use the Mandated Reporter-specific line: (800) 635-1522

WHERE can I get Mandated Reporter training?

• A no-cost, OCFS-approved Mandated Reporter training is available online.
• Check with local Social Service districts to find out about any trainings they may also provide to Mandated Reporters.

Cardiopulmonary Resuscitation (CPR) and First Aid Training

WHAT are Cardiopulmonary Resuscitation (CPR) and First Aid?

First Aid is help given to a sick or injured person until full medical treatment is available. By knowing what to do, and what not to do, in a variety of situations you can help keep a person’s injuries from becoming worse.

Cardiopulmonary resuscitation (CPR) is an emergency procedure for manually preserving brain function until further measures can be provided to restore spontaneous blood circulation and breathing in a person who is in cardiac arrest. By being prepared to perform CPR, and performing it in a timely fashion, you can save a life.

WHO is required to take CPR and First Aid Training?

All child day care programs must have at least one (1) staff person, who holds a valid certificate in cardiopulmonary resuscitation (CPR) and First Aid, on the premises of the child care program during the program’s operating hours.

CPR and First Aid certificates must be appropriate to the ages of the children in care.

The staff person(s) who holds the valid certification in CPR and First Aid must have their certification on file and available for review during their working hours at the program.

A limited number of training slots in CPR and First Aid are available at no cost to child day care staff and caregivers.

WHERE can I get First Aid and CPR Training?

• EIP Eligible First Aid/CPR trainers
• Aspire Registered First Aid/CPR trainer directory

The OCFS contract with the National Safety Council to provide First Aid/CPR training opportunities to child day care employees is ending December 31, 2015. Despite the fact that OCFS is no longer contracting with this organization, the National Safety Council training in First Aid and CPR will continue to be accepted as meeting the regulatory requirement.

As of January 1, 2016, OCFS will no longer provide training slots for First Aid/CPR through a contracted training vendor. Employees and caregivers seeking to take CPR and First Aid training must arrange for certification classes on their own. Educational Incentive Program (EIP) funding will continue to be available for those who are eligible and choose training organizations in the ASPIRE registry.

There are other qualified agencies that offer CPR and First Aid training. Check for resources in your community.

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Quality Care for Children

Quality Care for Children

CHILD CARE PROVIDER TRAINING

Quality Care for Children offers online and in-person trainings in Atlanta, Athens, and Cartersville.

BOOST CHILD CARE INITIATIVE

The Boost Initiative is a two-generation solution for increasing access to quality child care for low-income families in Georgia.

QUALITY RATED SUPPORT

Quality Care for Children offers Quality Rated support for programs in Regions 1, 2, and 6.

CHILD CARE REFERRALS

Quality Care for Children provides free referrals to parents seeking child care, afterschool, and summer camps.

CHILD CARE FOOD PROGRAM

The Child Care Food Program supports programs committed to serving nutritious meals and snacks to their children.

EARLY HEAD START PROGRAMS

QCC works with Early Head Start family child care providers to support quality improvement efforts, provide training, and engage parents with educational programs.

FARM TO EARLY CHILDHOOD EDUCATION

Farm to ECE connects child care providers to locally grown healthy foods, increases nutritional awareness among young children, and promotes the development of local gardens at programs.

PROVIDER RESOURCE HUB

Provider Resource Hub members have access to online resources, trainings, and business support services.

JOIN OUR TEAM

Are you interested in advancing your career in supporting Georgia’s earliest learners? We encourage you to apply to join our fun and professional team at one of our offices in Atlanta, Cartersville, and Duluth.

Families

• Quality Care for Children’s Georgia Parent Power team is providing resources and information you can use during the national quarantine through weekly texts and articles.

• Support your child’s learning while they are at home. Here are resources for every age group.

• The United Way of Greater Atlanta’s comprehensive database answers many of your most urgent questions. Please note that they are experiencing extremely long wait times for calls, so please check here first.

Providers

• FAQs for participants in Quality Care for Children’s nutrition services (CACFP, Farm to ECE, Nutrition Training). Updated 2.15.21

• Georgia Department of Early Care and Learning resources.

• Interim guidance for administrators of US schools and child care programs from the CDC.

• Resource: CDC – Supplemental Guidance for Child Care Programs that Remain Open

For 40 years, Quality Care for Children (QCC) has worked to ensure Georgia’s infants and young children reach their full potential.

QCC helps child care programs provide nutritious meals and educational care to young children so they are ready for success in school and helps parents access quality child care so that they can attend college or succeed in the workplace. Learn more  →

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Why our work IS CRITICAL

EARLY BRAIN DEVELOPMENT
90% of a child’s brain is “hardwired” before the age of 5, setting the groundwork for future learning

INCREASING COST OF CHILD CARE
40% of a low-income family’s budget can easily be spent on child care (average cost in Atlanta is $9,284)

CHILDHOOD HUNGER & POVERTY
26% of children in GA live in food insecure homes, and more than 24% live below the poverty level

EARLY LITERACY GAP
By age 3, there is a 30 million word gap between children from the wealthy and poor families.

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✔  233 Boost child care scholarships for college student parents at Georgia universities

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RECENT NEWS & Upcoming Events

2022-23 Harvest of the month

Teachers! We’ve compiled some activities you can implement in your classrooms that connect to the Georgia Early Learning and Development Standards (GELDS). Parents! You can do these activities at home too. Learn more.

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The pandemic has shocked us all with waves of emotions, especially grief. Our children are experiencing the loss of beloved family and community members and their favorite things. Grief in children also extends to when a valued way of life shifts tremendously–changes such as divorce, moving homes or illness. Watch to hear from mental health experts about coping strategies. Learn more.

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QCC joins the Governor, DECAL and several state agencies to remind parents, caregivers and the public about the dangers of leaving children unattended in vehicles to prevent heatstroke deaths of children, especially during the hot summer months. Watch PSA video.

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Head Start Services | The Administration for Children and Families

Head Start programs promote the school readiness of infants, toddlers, and preschool-aged children from families with low income. Services are provided in a variety of settings including centers, family child care, and children’s own home. Head Start programs also engage parents or other key family members in positive relationships, with a focus on family well-being. Parents participate in leadership roles, including having a say in program operations.

Head Start programs support children’s growth in a positive learning environment through a variety of services, which include:

• Early learning and development: Children’s readiness for school and beyond is fostered through individualized learning experiences. Through relationships with adults, play, and planned and spontaneous instruction, children grow in many aspects of development. These include social skills, emotional well-being, language and literacy skills, mathematics, and science concepts. Early learning experiences also include the cultural and language heritage of each child and family in relevant ways. Parents, including grandparents, foster parents, and other primary caregivers, are recognized as children’s first and most influential teachers. Their knowledge of their children is central to each child’s individualized approach. Additionally, Head Start programs work with families, school districts, and other entities to facilitate a smooth transition to kindergarten for each child.
• Health: Health and physical development are crucial for early learning opportunities that require children to fully explore and experience their environment. Head Start programs provide safe and healthy learning experiences indoors and outdoors. All children receive health screenings and nutritious meals, and programs connect families with medical, dental, and mental health services to ensure children are receiving the care and attention they need. Children receive support for building resiliency to cope with possible adverse effects of trauma. Families also receive mental health consultation focused on each child’s needs.
• Family well-being: Parents and families are offered program services to support family well-being and to achieve family goals, such as housing stability, continued education, and financial security. Programs support and strengthen parent-child relationships and engage families in the learning and development of their child.

Head Start programs are available at no cost to children ages birth to 5 from families with low income. Programs may provide transportation to the centers so enrolled children can participate regularly. Families and children experiencing homelessness, and children in the foster care system are also eligible. Additionally, Head Start services are available to children with disabilities and other special needs.

Head Start programs deliver services through 1,600 agencies in local communities. Most Head Start programs are run by non-profit organizations, schools, and community action agencies. They provide services to more than 1 million children every year, in every U.S. state and territory. The Office of Head Start (OHS) is dedicated to ensuring that children, families, and communities — including those who have been adversely affected by persistent poverty, racism, and bias — thrive. This is accomplished through services that support the development of the whole child and by implementing systems that promote an inclusive culture. Read more about the steps OHS is taking to advance equity.

“Head Start” includes several different program types reflecting the needs of specific populations within the community. These include:

• Head Start Programs

  Head Start programs promote the school readiness of children ages 3 to 5. Most of these programs are based in centers. In other programs, children and families may receive services from educators and family service staff who regularly make home visits.

• Early Head Start (EHS) Programs

  Infants, toddlers, and expectant families are served through Early Head Start programs. Early Head Start programs are available to the family until the child turns 3 years old and is ready to transition into a Head Start program or another pre-K program. Services to expectant families, including prenatal support and follow-up, are also provided by the Early Head Start program. Many Early Head Start programs are provided in a child’s own home through weekly home visits that support the child’s development and family’s own goals. Other Early Head Start programs are located in centers that provide part day or full day programming for children. Early Head Start-Child Care Partnerships are programs that are dedicated to offering Early Head Start services to eligible families within the childcare system.

• American Indian and Alaska Native (AIAN) Head Start Programs

  Head Start programs were launched in 34 AIAN communities in the summer of 1965. Today, nearly 41,000 children of AIAN heritage are served in both AIAN and non-tribal programs. Head Start and Early Head Start programs honor the rich cultural heritage of our AIAN children, families, and communities. Based on the needs of local communities, programs offer traditional language and cultural practices to provide high-quality services to young children and their families.

• Migrant and Seasonal Head Start (MSHS) Programs

  Migrant and Seasonal Head Start programs provide specific services to children whose families are engaged in agricultural labor. MSHS programs work with both migrant farmworker families, who migrate to a number of geographic locations annually, and with seasonal farmworker families who are permanently settled in their communities but continue to do agricultural work. MSHS programs have served children from birth to age 5 since its inception in 1967 and are currently funded to serve over 30,000 children.

Questions about the system of continuing medical education – Continuing Education Portal

List of questions

How to start training?

1. Register on the Portal.

2. Form a five-year training cycle.

3. To maintain and improve your professional level, you can include in your training plan the educational elements included in the lists of the Portal:

• professional development programs providing continuous improvement of professional skills and qualification development;

• various types of interactive educational modules : short online courses, interactive case studies, computer simulators, etc., developed taking into account the procedures for providing medical care, clinical recommendations and the principles of evidence-based medicine;

• educational activities implemented or controlled by non-profit professional societies: seminars, master classes, practitioner schools, webinars, etc.

The credit system (ZET) is used to determine the labor intensity in continuing education: 1 ZET is equal to 1 academic hour . The results of the development of educational elements, taking into account the specified labor intensity in ZET, will be taken into account in your portfolio.

4. If you have questions about working in your personal account, use the virtual tour – the virtual assistant will automatically show you the main functions of the page that you have open at that moment. To open the virtual assistant, click on the question mark in the top menu and select “Virtual Tour”. Please note that in the settings you need to enable the option “I want to receive hints”. volume of study for a five-year period – not less than 250 academic hours (or 250 ZET) . Optimal study schedule for one year – about 50 academic hours (or 50 ZET) . If necessary, minor deviations in the total labor intensity of annually mastered educational elements are possible.

If I complete more than 50 academic hours (50 ZET) per year, will they be taken into account?

ANSWER:

All the results of your studies are taken into account in the portfolio: 1 academic hour is equal to 1 ZET. If you completed more than 50 academic hours per year, it will be reflected in your portfolio.

Please note that educational elements are counted by the date of completion of training , and the portfolio on the Portal is formed by years within your five-year cycle in the specialty.

Few modules in my specialty. What to do?

ANSWER:

The main educational element for the formation of an educational portfolio is training in cycles for advanced training programs.

Placement of IOM on the Portal is carried out as they are developed. The list of educational elements is gradually replenished. In order to receive notifications about the placement of new IEMs in accordance with your specialty, enable the “Receive notifications by mail” option in the settings.

I am on maternity leave, do I need to take training?

ANSWER:

On the one hand, you have a state-guaranteed right to engage only in childcare , so you can only study if you have the desire and ability, on the other hand , parental leave is not an obstacle to mastering interactive educational modules and participation in educational events, especially those conducted using remote technologies .

How to properly prepare documents for periodic accreditation and where to send?

ANSWER:

You can find instructions for preparing documents for periodic accreditation at link

In accordance with the Order of the Ministry of Health of Russia dated November 22, 2021 N 1081n “On approval of the Regulations on the accreditation of specialists”, in order to undergo periodic accreditation, a specialist must send to the Federal Accreditation Center (FAC):

• application for admission to accreditation;

• portfolio for the last 5 years from the date of receipt of the last specialist certificate or specialist accreditation certificate;

• package of personal documents.

Portfolio must include:

• professional activity report certified by the employer, containing the results of work in accordance with the performed labor function;

• information on the development of advanced training programs, and the total period of mastering such programs must be at least 144 hours or at least 74 hours if there is information about education confirmed on the lifelong education portal (at least 70 hours).

Documents are submitted through the personal account of the Federal Register of Medical and Pharmaceutical Workers (FRMR) https://lkmr.egisz.rosminzdrav.ru, in person or by registered mail with notification to the following addresses of the federal accreditation center:

• for persons with higher medical education, and persons with higher pharmaceutical or secondary pharmaceutical education – 125993, Moscow, st. Barrikadnaya, 2/1, building 1;

• for persons with a secondary medical education – 107564, Moscow, st. Losinoostrovskaya, 2,

I am a medical worker with a higher non-medical education, how do I get permission to practice?

ANSWER:

According to paragraph 3 of the order of the Ministry of Health of Russia dated November 22, 2021 N 1081n “On approval of the Regulations on the accreditation of specialists” (enters into force on March 1, 2022), medical workers with higher non-medical education will have to undergo primary specialized accreditation.

After passing the primary specialized accreditation procedure, you can form a five-year training cycle on the edu.rosminzdrav.ru Portal using the new functionality of the Portal introduced by that time.

You can use the resources of the Portal even before passing the primary specialized accreditation, but only for the purpose of self-education: learning outcomes (LT) obtained BEFORE the date of passing the primary specialized accreditation cannot be included in the portfolio for periodic accreditation or taken into account during the primary specialized accreditation.

Will studies be included in the total work experience?

Legal articles

Will studies be included in the total work experience?

If you directly answer the question, then according to the current legislation, study will not be included in the length of service. If you studied before 2002, then your studies are taken into account.
Under the insurance experience is meant the period in which pension accruals were made for citizens. The main significance lies in the fact that it affects the formation of pensions. Today, the minimum experience is 15 years.

Pension legislation is constantly being modified. According to the law that was in force earlier, the terms of training were taken into account when assigning a pension, but now this does not happen. That is why whether studying at the university is included in the length of service depends on the period in which the citizen studied.

Is study taken into account when calculating the total length of service

Until 1992, Resolution No. 590 of the Council of Ministers of the USSR was in effect. secondary specialized educational institutions. This legislation was in effect until 2002.

The new Federal Law removed the possibility to take studies into account when calculating seniority. In accordance with the articles of this law, the time of study is no longer considered when assigning a pension. In addition, the very concept of seniority has been changed. In today’s legislation, the wording “insurance experience” is used.

In 2015 the law changed again. The amendments adopted in 2013 came into force. They operate today. These innovations increased the number of periods that are taken into account in labor output, but the period for receiving educational services was not taken into account in the law.

In accordance with modern legislation, the following periods are taken into account in the insurance output:

• military service;
• receiving disability or unemployment benefits;
• caring for a small child who is under one and a half years old;
• living with family abroad;
• living with a spouse who is in the military in a locality where there is no way to find work;
• detention if not justified;
• caring for a citizen who has a disability or has reached the age of more than 80 years.

Study is included in the length of service only on the condition that the citizen was trained in the period before 2002, that is, before the amendments to the basic law.

Education and work experience

If we talk about studying at a technical school, then everything depends on the period of education in the institution in question. The period up to 2002 is included in the length of service. If a citizen graduated later, the period is not included in the length of service.
In the Soviet Union, studying at a university was included in the length of service, but in Russia, education is not included in the insurance experience. However, nothing prevents a student from studying part-time and working in his spare time as an individual entrepreneur or under an employment contract. In such a situation, deductions for him will be paid or he will make them personally.

Postgraduate education is also not taken into account, contrary to how it was in Soviet times. However, if we take an internship, then it means specialization in a medical institution after receiving the appropriate education. Interns receive a salary, so the period is counted in the insurance output.

Thus, education in educational institutions will be counted in the insurance experience only for those citizens who studied in the period before 2002. Today it is impossible to receive insurance earnings for study.

If the student is employed and pays contributions personally

When assigning a pension, periods of any work activity in which contributions were deducted are always taken into account. If the student works under an employment contract or as an individual entrepreneur, and also pays all pension contributions, then this period will be included in the length of service. However, a student, master or graduate student must be officially employed. Speaking directly, in this situation, it is not the period of education itself that is taken into account, but labor activity at a given time.

Studying at a departmental university

Studying can be included in the length of service for receiving pension payments in the internal affairs bodies for up to 5 years. This law applies to employees who went to the service before the beginning of 2012. In addition, education must be completed. In accordance with Russian law, admission to the universities of the Ministry of Defense or the Ministry of Internal Affairs is considered upon enrollment in the service with the signing of a contract.

Military personnel should also be mentioned separately. If a military man is studying at a civilian university, then there is a record of seniority. In this case, the type of educational institution does not matter. The length of service is taken into account according to a certain rule: the law equates two months of training to one month of service.

Based on all the above information, modern Russian legislation does not allow for the period of study to be counted as insurance experience, and therefore is not taken into account by the Pension Fund of the Russian Federation. However, if a citizen studied before 2002, that is, before the adoption of a new law, then education will go into insurance production. However, studies at the university must be completed. Education at the academy, university, university, graduate school, doctoral studies, technical school and advanced training courses is counted.

all articles

Specialists will return to all Russian universities

Maxim Stulov / Vedomosti

Minister of Education and Science Valery Falkov announced plans for Russia to withdraw from the Bologna two-tier system of higher education, which includes bachelor’s and master’s degrees. He told Kommersant that the Bologna system “should be treated as a lived stage,” and that the future of Russian education “belongs to our own unique system,” which should meet the interests of the national economy and provide “maximum space for every student.”

Vedomosti sent a request to the Ministry of Education and Science.

The Bologna system is an implementation of the provisions of the declaration “European Higher Education Area”, signed by the Ministers of Education of 29 European countries in 1999. Now there are 49 countries that participate in the Bologna Process, including Russia.

The purpose of the signed agreement was an attempt to create unified standards of education at universities in different countries. The system includes a bachelor’s degree (four years) and a master’s degree (two years). Russia joined the Bologna process in 2003 and fully switched to it since 2011.

Before the introduction of the Bologna system in Russia, students studied at universities for 5-6 years within the framework of the “specialist” system, that is, graduates received diplomas of “specialists”. This form still exists in some universities, but the countries participating in the system consider their diplomas as bachelor’s degrees.

The fact that the Russian authorities are planning to abandon the Bologna system and return to specialist programs was confirmed to Vedomosti by a representative of the press service of the Ministry of Education.

“With the transition to the Bologna system according to the bachelor’s-master’s model, specialties disappeared and the indication of a specific qualification disappeared,” the interlocutor said. According to him, the Bologna system created difficulties in the labor market, for example, the qualification “bachelor / master of teacher education” did not correlate with a specific profession, for example, “subject teacher”.

The Ministry of Education clarified that the reduction in profile training, especially the subject part, also caused concern. This was done to comply with the requirements of the Bologna system, laying a certain number of hours for each course.

At the same time, on March 23, Interfax, citing the press service of the Ministry of Education and Science, reported that “refusal to participate in the Bologna educational process is not discussed in the Ministry of Education and Science.” But the Ministry of Education and Science clarified that “in the Russian Federation, there has been a tendency for the growth of specialist programs that provide for training at a university for 5-6 years.”

And in January of this year, as Vedomosti reported, Andrey Fursenko, aide to the President of Russia, proposed gradually transferring universities to flexible educational programs “2 + 2 + 2”, which would ensure the possibility of changing the educational trajectory not after four years, as suggested by the bachelor’s degree in the Bologna system during the transition to the magistracy, and after two years. According to Fursenko, there are educational institutions in Russia that are ready to test this initiative. In March 2022, Sergey Stepashin, Chairman of the Russian Bar Association, noted that diplomas from Russian universities were not automatically recognized in Europe, although many courses were excluded from Russian universities due to the transition to the Bologna system, especially in engineering specialties.

Alexander Mazhuga, First Deputy Chairman of the State Duma Committee on Science and Higher Education, urged not to completely abandon the Bologna system, but “to take the best that is in it.”

“We cannot say that this is a failed experiment for our country,” he told Vedomosti. “We have been with this two-level (bachelor’s and master’s) system for more than 20 years and we see its pluses, but we also see minuses – in four years it is impossible to prepare a highly qualified specialist who will be in demand by the industry.” At the same time, Mazhuga recalled that a significant part of the countries switched to the Bologna system, this educational space is not limited to Europe. “This was done so that our diplomas would be accepted there and the diplomas of foreign students would be accepted here,” he said. – We must not forget that bachelors come to us from abroad to enter the master’s program. The same Asia-Pacific region – there is the Bologna system.”

Falkov’s statement appeared in the media in the late afternoon of May 24, but a little earlier that day, at 13.30, the TASS agency quoted a consistent opponent of the Bologna system, the rector of Moscow State University named after M. V. Lomonosov Viktor Sadovnichy, who again spoke out against the Bologna system. “The five-year system prepared fundamental specialists when it was possible to do a coursework seriously, to prove oneself at the department, etc.,” he said at a conference on the development of integrated cooperation between Moscow State University and Donetsk National University. “A bachelor’s degree, on the one hand, creates additional opportunities to quickly graduate [from a university] and choose a path further . .. But our mentality is a little different, so I’m not a supporter of [this system].”

Marina Tsareva and Ekaterina Grobman participated in the preparation of the article

9 basic commands to teach a puppy

We teach a child to sit and walk, to say “mom” and “dad”. But the puppy is the same child. Yes, he quickly starts to hold his head and run, but without training he does not know how to behave correctly, but sits down or approaches you simply because he wants to.

Hill’s experts tell you which commands to start training with and how to turn training into a fun game. The main thing is to stock up on patience, time – and your favorite food.

“Come to me!”

Prepare a bowl of food or your pet’s favorite toy. Make sure that there are no distractions around the puppy and that his attention is focused on you.

Call the puppy “Come!” – Loud and clear. When he runs up and starts eating or playing, repeat the command a few more times.

It is important that the pet is interested in running up to you, because being near the owner is a holiday! When the puppy approaches, in no case do not scold him (even if you called because of another puddle on the floor). On the contrary, stroke or praise (“Good girl!”, “Good boy”, etc.). This command should not be associated with punishment.

“Place!”

Set up your puppy in a cozy, comfortable bed, put toys, a few pellets of your favorite food. When you notice that the baby has played enough and is tired or just decided to lie down, say “Place!” – and take the puppy to the litter. Allow him to eat the treat and, while stroking him, gently repeat the command. Sit next to the puppy so that he calms down and does not run away.

This procedure will need to be repeated several times before the pet understands the association.

Phew!

This is a rather complicated command, which is connected not with a reward, but with a punishment. We advise you to teach her after six months, when the puppy has already grown up, responds to the nickname, has mastered the command “Come to me!” and trusts you.

It is better to train outdoors while walking on a leash. In this case, a large number of temptations is a plus. Walk calmly with the puppy, and as soon as he reacts to an unwanted stimulus, strictly say “Fu!” and pull tight on the leash. Continue walking – and after a few steps, give a command that the pet knows well so that you can praise him. Encourage the execution of the command “Fu!” by no means, but it is important that the puppy is distracted and relaxed after a sudden stress.

Watch your intonation – it should not be cheerful or threatening, you do not need to shout: speak sternly, but calmly, clearly. Repeat the command several times during the walk at intervals of about 15 minutes.

When the puppy has mastered the command well, remove the leash – the dog should only respond to the voice.

Remember: the command “Fu!” – a categorical ban. You can’t say “Fu!”, And then allow a prohibited action. Do not use this command in situations where you can use another one, such as “Don’t!” or “Give it!”. “Ugh!” is a team for emergencies.

“No!”

This command is a “light” version of the previous one. “It is forbidden!” – this is a temporary ban: now you can’t bark or take a treat, but a little later you can. As a rule, after this command, another, allowing one, operates.

Hold the puppy on a short leash and lead him to a bowl of food. He will try to reach for food – at this moment, strictly command “No!” and pull on the leash. When the puppy stops trying to get to the treat, be sure to praise him with the command “You can!” or “Eat!” loosen the leash and let your little one enjoy the reward.

“Sit!”

Attract the puppy’s attention, for example by commanding “Come!”. When he approaches, say “Sit!” – and with one hand, gently press the baby on the sacrum, seating him. With your other hand, hold your favorite food just above your dog’s head so that he can see it well but can’t reach it. When the puppy sits down, praise him, feed him, and after a couple of seconds, let him go with the “Walk!” command. Repeat the workout several times at short intervals (3-5 minutes).

“Lie down!”

There are several ways to teach this, but the easiest way is when the “Sit!” command is mastered. As soon as the dog sits on command, put your hand on its withers, say “Lie down!” – and with the other hand, lower the treat to the very ground so that the puppy reaches down and forward after it. Press a little on the withers so that it lies down. Praise him, feed him, and let him go with the “Walk!” command.

Stop!

Command “Stop!” – and with one hand lift the puppy under the stomach, and with the other, slightly pull on the collar. Make sure that his back is straight and his hind legs do not spread. When the puppy gets up, praise him and treat him with a treat.

Remember that getting up your pet will not be as willing as sitting down or lying down – you will have to repeat the training more often.

“Walk!” (“Walk!”)

The puppy will remember this command along with the others. When he executes any command, such as “Sit!” or “Come to me!” – just say “Walk!” and let the dog go. If it doesn’t help, repeat the command, clap your hands or run back a little.

“Give!”

Beckon your puppy with a toy by inviting him to play tug of war. When the dog clings to the “prey”, stroke it, slow it down – or beckon with a treat – without releasing the object and strictly repeating “Give!”. If the stubborn does not want to give – try to gently unclench his jaws. As soon as the puppy releases the cherished toy, actively praise him and immediately return the precious thing to him.

Repeat the command several times a day at longer intervals. Once your dog is comfortable, start picking up the toy when he plays alone and then practice with the food.

A few general tips:

1. Feel free to contact the experts. Experienced cynologists or group classes will help you better socialize your pet, as well as help you learn basic and more advanced commands.

2. Gradually increase the interval between the command and the reward.

3. Use treats and praise only at the beginning, until the puppy understands the meaning of a particular command. You can use a special device – a clicker.

4. If the dog does not respond to the command, do not repeat it for too long – you will devalue the word, you will have to come up with another one.

5. Change your workout background. If you trained your pet at home, repeat the commands on the street so that the puppy understands that commands must be obeyed everywhere, regardless of the place.

US education system: structure, levels, features

US education system: structure, levels, features

Secondary educationHigher education

The education system in the United States is characterized by flexibility and its approach to students. From the first years of schooling, a child is educated as a personality, taught independence, critical thinking and the ability to make choices.

The USA is one of the international leaders in higher education abroad. According to statistics, the literacy rate in the country is 99%, and out of 250 top officials from different countries, 12% studied at US universities. The largest number of foreign students are educated in American educational institutions. In this article, we will talk in detail about the structure of the education system in the United States and its features.

Pre-School: how is the system of pre-school education built in the USA?

Up to 5 years: supervised in chargeable centers

The first stage of preschool education (Pre-School) includes nursery groups for the smallest (nursery), as well as child care centers (child care center) or the so-called day schools (day school). Some of them work around the clock. As a rule, these are commercial establishments.

Among preschool institutions there are corporate centers designed for children of employees of certain companies, as well as religious ones belonging to the church.

The comprehensive development of children and the formulation of oral speech are the main tasks that educators of American preschool institutions set themselves. There is no educational program in such centers. Children play, put on skits, read literary works aloud, do modeling, drawing, dancing.

Year of preparation for school

Kindergarden (literally “kindergarten”) – the first stage of the public school system, a preparatory class. They are often found in school buildings. Education for American children here is free and funded from the state budget. There are also private centers for preparing for school.

In the preparatory classes, the teacher emphasizes adaptation to the environment and interaction with each other, which helps the children feel psychologically comfortable at school. During this period, an active study of writing, reading and counting begins.

How the American Secondary Education System Works

Elementary School: identifying strengths

Primary school is designed for children from 6 to 12 years old and includes education in grades 1 to 5.

Even at such a young age, students are divided by ability to develop individual talents.

• Starting from the third grade, each child writes special tests. Depending on their results, teachers place emphasis in their teaching on one or another subject.

• In primary school, there are classes for gifted children and for those who are lagging behind – the level of homework and the depth of study of subjects depend on this.

Middle School: subjects to choose from

In the Middle School, mathematics, English, science, social sciences (including world history) and physical education are compulsory subjects. Starting from the 8th grade, students can independently choose subjects for study. As a rule, these are foreign languages, art or technology.

High School: even more freedom

At High School, children can study in several additional classes. These are relevant subjects that will be useful when entering a university for in-demand specialties:

School Board minimum graduation requirements: Mathematics – 2 years, English – 4 years, Science – 2 years, Social Studies – 3 years.

After passing the final exams, all students receive a High School Graduation Diploma. Those who wish to study in depth the subjects in which they plan to specialize at the university can go to the 13th grade – Advanced Placement. Education under this program provides benefits for admission to 90% of universities in the USA, Canada, Great Britain and more than 50 countries. Excellent grades give priority when enrolling in prestigious US universities:

The University of Illinois in Chicago
Louisiana State University
University of the Pacific
American University Washington

How quarantine affected admission to American universities

US universities are ready to accept students on campuses with enhanced security measures. Students who managed to get a visa before quarantine left to study full-time. The rest are studying remotely to keep up with classmates.

You can apply for the spring and autumn semester 2022 under a simplified scheme.

In some universities, you do not have to take the SAT, and TOEFL or IELTS can be replaced with online English testing. Exact requirements vary by university.

Academic year

In most American schools, the school year begins at the end of August and lasts from 170 to 186 days. Weekends and holidays vary by state. The most common holidays during the school year tend to be around Thanksgiving, Christmas, and Easter.

Learn more about secondary education in America

US higher education

There are more than 4,700 higher educational institutions in America, in which 21 million students study, among them about 5% of foreign citizens (as of 2015). 4,900 Russian students study annually in US colleges and universities.

How colleges differ from universities

Universities that offer only undergraduate programs are called colleges. As a rule, most of them are private. Liberal arts colleges are called “colleges of the liberal arts” and many of them are comparable in prestige to Ivy League universities.

The main difference between colleges and universities is that the latter have master’s, doctoral and large-scale research programs. The structure of universities may include several colleges: for example, there are 14 of them at Yale University.

Learn more about Masters in the USA

Universities are both private and public. The method of financing does not affect the equipment or the educational process. However, most American students dream of studying at private universities – classes are smaller, and teachers have the opportunity to pay more attention to students.

Read more about higher education in the USA

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Grades-letters and GPA

In America, a five-point letter rating system is used – A, B, C, D, E. A is considered the best mark, F is considered unsatisfactory, and D can be interpreted differently, depending on the circumstances. There is also an additional gradation: teachers and teachers can add “+” or “-” signs to all grades except F. Relatively recently, the letter N began to be used in the United States, indicating that the test was not passed and there were no grades.

Teachers are forbidden to announce grades aloud, regardless of the score, and it does not matter whether it was received for the control work or the answer at the blackboard. According to the principles of American education, each student should be guided by his own progress. Any comparison can negatively affect his motivation.

Evaluation of progress in universities is based on the results of semester exams, project defense, etc. At the same time, the final indicator of progress GPA (Grade Point Average) has a numerical value.

Expert help

You will get the best chance of admission thanks to the support of IQ Consultancy experts at every stage. The first step is to diagnose the child’s level of knowledge. Based on the results of diagnostics and career counseling, we will select a school and university; draw up an individual training plan; We will help you to prepare documents, prepare and enter.

For undergraduate applicants, we offer the Integrated Year program. It greatly simplifies the path to a ranking US university. This is a year of study at the selected university in America, where the international student is helped to quickly integrate into studies and life in a new country. A student who successfully completes the integrated year is guaranteed a place in the second year of the university.

Find out more about the conditions for admission to a school or university and receive an individual training plan. Leave a request to consult with an expert.

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Is study included in seniority in 2022 (nuances)?

Is study included in the length of service? This question often arises among those who received special professional education. Let’s consider whether study is included in the length of service – the one that is taken into account for pensions.

Is study included in the seniority for pension?

Since 2002, with the entry into force of the law of the Russian Federation “On labor pensions in the Russian Federation” dated December 17, 2001 No. 173-FZ, as amended on December 8, 2020, the previously used concept of “work experience” was replaced by the concept of “insurance experience”. Studies were not included in the number of periods forming the insurance period (Articles 10 and 11 No. 173-FZ).

The new law of the Russian Federation “On Insurance Pensions” dated December 28, 2013 No. 400-FZ, as amended on May 26, 2021, which came into force in 2015, increased the list of periods to be taken into account in the insurance period (Articles 11–12 of Law No. 400-FZ), but not in connection with studies. For your information, from the date of its commencement, the Federal Law of the Russian Federation No. 173 is no longer applied.

Thus, according to the named regulatory legal acts, the period of study is not included in the length of service required to establish a pension.

Important! Tips from “ConsultantPlus”
There are exceptions to this rule – these are cadets of universities of the Ministry of Internal Affairs of Russia and the Ministry of Defense of Russia.
Enrollment in these educational organizations is actually admission to the service with the signing of contracts (part 2 of article 17, article 22 of the Federal Law of November 30, 2011 N 342-FZ “On service in the internal affairs bodies of the Russian Federation and amendments to certain legislative acts of the Russian Federation”, clause 2, article 35 of the Federal Law of March 28, 1998 N 53-FZ “On military duty and military service”, Order of the Minister of Defense of the Russian Federation of April 7, 2015 N 185).
See K+ for more information on inclusion in work experience. Trial access is free.

However, there is one feature according to which, when calculating the insurance period for the purpose of calculating the amount of the insurance pension, periods of work or other activities carried out before the entry into force of Law No. 400-FZ may be included in the insurance period, provided that at the time of such activity they were taken into account when calculating the length of service in accordance with the legislation in force at that time (part 8 of article 13 of law No. 400-FZ). For example, the Regulations on the procedure for the appointment and payment of state pensions, approved by the Decree of the Council of Ministers of the USSR of 08/03/1972 No. 590 (now inactive), contained the following norm: studies in higher educational institutions, secondary specialized educational institutions (technical schools, pedagogical and medical schools and other institutions), party schools, Soviet party schools, schools of the trade union movement, and workers’ faculties are counted in the total work experience; stay in graduate school, doctoral studies and clinical residency (clause 109 of resolution No. 590). Accordingly, persons who studied during the period of this decision may take this length of service into account when calculating the length of service for calculating a pension.

In simple terms, those who studied before 2002 at a university, academy, university, postgraduate, doctoral studies, college, technical school and advanced training courses, the period of study is counted in the total length of service. But subsequent education, after 2002, according to the current legislation, is no longer taken into account in the length of service for the appointment of a pension. These rules are current and applicable for 2022.

Find out more about the appointment of a pension in the materials “What will be the pension if there is no work experience” and “Retirement table for 2022 and beyond.”

When it is possible to take into account studies at the institute in 2022

Over time, a formula has been developed to calculate the accumulated pension capital, which depends on the estimated pension amount, in order to adjust the pension rights earned before 2002. And the calculation of the size of the pension includes a coefficient that takes into account the length of service. However, when determining the estimated amount of the pension, two formulas are used, and the set of periods that form the length of service for calculation is taken for them differently. And only one of the calculations takes into account the periods of professional training for further work (training in the educational institutions listed above).

How to calculate the length of service for a pension? How to calculate the length of service for early retirement? Sign up for a free trial access to “ConsultantPlus” and get an expert’s answer to these questions. In the expert consultation, you will also find a list of documents that can confirm the experience.

The right to choose the method of calculation, and consequently, the accounting (or non-accounting) in the experience of the period of study, is left to the future pensioner. But in reality, such a choice is made by the Pension Fund of the Russian Federation, which is legally assigned the obligation to select the most beneficial option for calculating a pension for a pensioner (clauses 48–58 of Decree of the Government of the Russian Federation of 02. 10.2014 No. 1015). At the same time, the option of accounting for length of service with the inclusion of periods of study, as a rule, turns out to be less profitable for calculating a pension.

On March 18, 2021, the Pension Fund of the Russian Federation of March 4, 2021 No. 322 entered into force. This legal act introduced changes to the procedure for assigning early retirement benefits (PFR of July 16, 2014 No. 665). Now, when calculating the periods for establishing an early preferential pension, the time of vocational training, as well as receiving additional vocational education, is taken into account.

This article will help you try to calculate your pension on your own, as well as the pension calculator on the State Services portal.

Results

According to the current legislation on pensions, periods of study are not taken into account in the length of service for calculating a pension. But they can be taken into account in the experience if the training was completed before 2002, according to one of the existing calculation options.