child care experience essay

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Childcare Essay for IELTS

This is a model IELTS Childcare Essay. In the essay you have to discuss two sides of an argument .

The first is that it is better if pre-school children are looked after at home with relatives such as grandparents. The second opinion is that children should be looked after at childcare centres. 

You also have to ensure that you give your own opinion . This is the essay question:

Some working parents think that childcare centres provide the best care for children who are still too young to go to school. Other working parents think that family members such as grandparents will be better carers for their children. Discuss both views and give your opinion.

Analysing the question

You must always make sure you analyse the question carefully before answering it.

This is important to make sure you fully answer the task .

In this childcare essay, you must do  three things :

• Discuss looking after children at home with relatives
• Discuss looking after children at childcare centres
• Give your opinion

Remember to also check carefully who is being discussed in the essay. 

In this case it is children too young to go to school . So you would not be talking about older children or teenagers. 

Now take a look at the childcare essay model answer and the comments below.

Childcare Essay Model Answer

You should spend about 40 minutes on this task.

Write about the following topic:

Some working parents think that childcare centres provide the best care for children who are still too young to go to school. Other working parents think that family members such as grandparents will be better carers for their children.

Discuss both views and give your opinion.

Give reasons for your answer and include any relevant examples from your own experience or knowledge.

Write at least 250 words.

Model Answer

Although it is common for parents these days to place their children that are pre-school age into childcare centres, some people criticise this and argue that children will receive a better level of care from relatives such as grandparents. Personally, I would argue that the best choice is to send children to a childcare centre.

Those that support care through grandparents cite several reasons for this. Firstly, they claim that this is the safest option due to the fact that they are family members so they can be trusted at all times to put the health and safety of the child first. Another important consideration is costs. Parents will have to pay to place their children in a childcare centre, and with the financial burdens that families face these days, using relatives to care for children would be a considerable cost saving. 

Despite these benefits, there are clear advantages of using professional carers. First and foremost, staff members at most centres are fully trained in early childhood education so they understand child development and will be able to nurture the child’s growing skills in the best way. Not only this, since there are a mix of instructional activities during the day such as painting, singing, and storytelling, children’s creativity and learning will be developed. Last but not least, children can benefit from the opportunity to socialize with other children, which they might not get to do with a relative caring for them at home.

To conclude, I am of the opinion that the advantages of using childcare facilities to look after pre-school children clearly outweigh the benefits of using relatives. This is because the environment they are brought up in will result in children who are well-educated, creative and sociable.

(292 Words)

This childcare essay would achieve a high IELTS for the following reasons. 

Task Response

The question has been fully answered . The writer has clearly provided their opinion. This can be seen in:

• The introduction
• The second body paragraph
• The conclusion

The two opinions have also been discussed. The first opinion in body paragraph 1 and the second opinion in body paragraph 2.

Coherence and Cohesion

The childcare essay is well-organised and structured. 

There is a good introduction that introduces the topic and clearly identifies the two arguments. The writer then gives their opinion (this can be left until the conclusion but it can be a good idea to present it upfront so no confusion arises). 

A topic sentence introduces the main idea of the first body paragraph:

• Those that support care through grandparents cite several reasons for this.

Two supporting arguments are then provided.

Then another sentence clearly introduces the next argument (which is also the writer's opinion):

• Despite these benefits, there are clear advantages of using professional carers.

Three supporting arguments are then provided.

Transitions , transitional phrases , and conjunctions are also used well to lead the reade r through the arguments and link ideas, such as Firstly; Another important consideration is; Despite these benefits; Last but not least; and; thus; although etc.

There is also good use of referencing to avoid repeating nouns or other phrases. For example: "...some people critisise this and..."

There is a good mix of accurate vocabulary (some of which is topic-related ), such as important consideration; financial burdens; professional carers; nurture;  instructional activities;  socialize.

Importantly, words are correctly collocated . There is no point putting in high-level vocabulary if you do not know which words they collocate with or which word forms to use. 

Grammatical Range and Accuracy

The grammar is accurate with few if any mistakes and there are a range of sentence types and a mix of complex structures . For example:

• A lthough it is common...
• I would argue that ...
• ... due to the fact that they...
• Not only this, since there are...
• ...other children, which they might...
• This is because the environment...

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21 Early Childhood Education Essay Topics (Best Titles)

During your studies, the time to write an essay on early childhood education may come. We’ve compiled a list of good and creative early childhood education essay topics to help you fasten the process.

What is Early Childhood Education?

Early childhood education is described as education combined with child care services provided to young people from the time they are born until they reach the age of eight. When it comes to early childhood education, children participate in a variety of educational environments throughout their early childhood years. Whenever someone learns that you are a student majoring in education, they can’t help but wonder why you want to become a teacher. Isn’t it true that teachers are underpaid?

Due to their enthusiasm for all aspects of teaching, most aspiring teachers are completely immersed in the world of education before enrolling in even the first college course in their field. Consequently, many teacher candidates have difficulty narrowing their emphasis on a particular issue to do research for their thesis paper as a result of this. Fortunately, there is a diverse range of domains available within the field of education from which to pick from. When picking a field to investigate more, think about what motivates you the most as an instructor and how you can benefit from studying more about a specific issue in greater depth.

Early Childhood Education Essay Topics

When writing an essay on the importance of early childhood education, here are some of the best topics you can choose from.

1. How does poverty impact a child’s education?

In addition to the kid’s health and nutrition, parental mental and physical participation, a facilitating family environment, child care, as well as neighborhood and school environments, poverty can have an impact on a child’s developmental trajectory. As a result of these variables, a kid may develop feelings of self-doubt, disinterest, and inability to create a healthy educational environment.

So, what steps can we take to begin providing outreach to these stunted children? In order to address the numerous variables that contribute to the educational stagnation of low-income students, several alternatives must be explored.

To lessen or remove the financial divide between education and students, we must first ensure that funding is directly responsive to the needs of students and educational institutions.

I’ve witnessed personally the dearth of books, as well as outdated and usable technology, available to pupils. It is impossible to expect students to recall all of the necessary curriculum if they are not provided with adequate resources in school. If our own instructors are not equipped with the necessary resources to educate, how can we expect to prosper when presented with the opportunity to pursue higher education?

2. The use of Technology in early childhood learning.

There is a great deal of disagreement in the educational community about the use of electronics and multimedia in the classroom, particularly when it comes to early childhood education. Should children as young as three years old be allowed to use computers? What is the appropriate age for a youngster to learn how to use an iPad before learning how to use the bathroom on his or her own? When doing this research, researchers would look not only at the past, but also at the future, as technology becomes increasingly pervasive in children’s daily life. In light of the fact that these ideas are relatively new to the field of education, any research that is conducted on the benefits of using technology in the classroom will assist to define the future of teaching in contemporary society.

3. The relationship between early childhood education and literary skills in high school.

As a small child grows, his or her environment has a significant impact on the abilities that he or she acquires.  The emergent literacy skills, that comprise phonological awareness, narrative awareness, alphabet knowledge, print concepts, vocabulary, and oral language, are part of the critical skills that will help these young learners prepare for their future.

It is possible to acquire these abilities through the home environment and early childhood school environments. Before kindergarten, children’s emergent literacy abilities are established, and they are predictive of a child’s later success in reading. There are a variety of elements that can influence whether or not a youngster is able to develop reading abilities.

4. Should the federal and state governments improve funding of early childhood learning?

Technology grants and philanthropic foundations are available to assist underserved communities. Because of its more user-friendly platforms, Apple initially had a monopoly on the market for educational applications of technology. For many educators, Apple continues to be the favored choice because of the discounts and additional possibilities that the company provides to its customers. Because of the numerous cross-platform software packages that have been produced, both Macintosh and Microsoft settings are increasingly being given equal access to current educational environments. Education decision-makers should remember that the future is unpredictable and that today’s smart buy may wind up on tomorrow’s garbage heap of obsolete technology, no matter which platform they chose.

5. Adverse Childhood Experiences and their Effects on High School Graduation Rates.

The shocking impact that adverse childhood experiences (ACEs) have on children and adults was shown in a landmark study that was initially published twenty years ago and has since gained widespread attention. Adults’ exposure to abuse, divorce, substance abuse, and other factors were found to be associated with a number of health risk factors, according to Andra et al (1998).

The Adverse Childhood Experiences (ACE) Study expanded our understanding of the long-term impacts of direct and indirect abuse, as well as the fact that children did not have to be abused themselves in order to suffer serious consequences to their physical, mental, and even social well-being in the long run.

6. The contribution of a child’s socioeconomic background to the success of early education.

In order for a child to acquire the necessary skills, his or her socioeconomic position must be taken into consideration. In addition, the child’s socioeconomic position will influence what resources are accessible at home and whether or not the parent or guardian is able to provide the child with the essential language and literacy exposure because they are constantly at work. Additionally, there are several other elements to consider, such as a child’s language handicap and prior adverse literacy experiences.

Therefore, to that extent, early childhood educators must conduct an in-depth investigation into the child’s family and community relationships in order to provide the best possible care. It is possible to use the outcomes of such investigations to optimize the teaching process and dissipate any negative connotations that may be detrimental to the child’s development.

On the other side, both the family and the community can work together to ensure the child’s future success in school and in the workplace. As a result, the educator must work to foster positive relationships with parents and members of the community for the children in his or her care.

7. Examining the benefits of daycare to young children

Early childhood educators, of course, are well aware of the significance of their work. Despite the fact that individuals may intuitively understand the relevance of early childhood education programs, research on the benefits of such programs places a quantifiable value on their significance, which has implications for funding. Participation in early education programs can have a variety of consequences for a kid.

Conducting longitudinal study on the potential future success of children in higher grades is essential to fully comprehending how a primary teacher’s efforts can result in long-term advantages for her students. This research can be done in a variety of ways.

The recognition of these consequences motivates teachers to do their best work every day and to constantly improve their approaches.

8. Does attending preschool improve a child’s vocabulary?

Following the completion of quality preschools, children have stronger self-regulation behavior and academic skills than their counterparts who do not participate in preschool. This is according to some new studies.

• Perks such as expanded vocabulary developed through socialization with other youngsters and a love of reading can provide children an advantage throughout their academic lives.
• By the time they reach high school, children who attend preschools where instructors receive additional training can still make academic gains of up to a quarter of a letter grade.
• With the start of a new school year in full swing, parents of preschool-aged children may be wondering whether or not sending their children to preschool makes a significant impact in their children’s development.

9. Contribution of early childhood learning to the cognitive development of young children.

In addition to assisting children in developing their individual cognitive, physical, emotional, and social skills, childhood care providers also assist instructors in responding to the unique requirements of each child in their care. One of the most important responsibilities of childhood care providers is to prepare children for school through curricula that assist children in developing their individual cognitive, physical, emotional, and social skills, and at the same time helps instructors respond to the unique requirements of each child in their care.

In this scenario, cognitive development is particularly important, since it provides youngsters with knowledge of topics such as measuring and patterns, forms and numbers, and counting strategies, among other things. The most effective way for children to develop in this area is through play.

As an example, a report from the Manitoba Early Learning and Childhood Curriculum Framework proposes that children’s cognitive and intellectual skills be developed through relevant activities – such as allowing them to experiment with a range of cardboard boxes and tube shapes.

10. The practices of early childhood teachers related to the use of dramatic play in learning environment.

A surprising finding from the research is that there is no single early childhood method that is intrinsically superior; rather, what matters most is that children are exposed to educational opportunities at the earliest feasible age. In spite of the fact that no single curriculum or pedagogical approach can be determined to be the most effective, children who participate in carefully planned, high-quality early childhood programs in which curriculum aims are specified and integrated across domains tend to learn more and are better prepared to master the complex demands of formal schooling.”

More essay topics on Early Childhood Education

11. The effects of school district policies on preventing maltreatment among early childhood learners.

12. The impacts of politics on the success of early childhood learning programs.

13. Exploring the problems of measuring the efficacy of ECE programs such as Head Start.

14. Evaluating the progress and transformation of early childhood learning.

15. Approaches to make early childhood curriculum effective.

16. What are the challenges facing early childhood learning in modern America?

Childcare in Society Setting Essay

Childcare refers to the attention accorded the children in their early stages of development with the sole purpose of monitoring and supervising them. Childcare often goes by the title early childhood education relating to the fact that in the process of offering care, knowledge and understanding are imparted on the child as a part of development.

Typically in our society setting, this early childhood care is the role of the parents or the legal guardians. Other cases exist however where the role is taken up by the extended family or the child grows up in an orphanage. The process of child development requires understanding of the child, the families they hail from and the community they grow in. this way the interrelation of all the three and how they impact early childhood development is established therefore painting a clear picture of the impingement of varying any one of them.

The mode of learning in the early years of a child is considered a determinant in their emotional as well as psychological well being. These experiences are shaped by the natural attributes of the individual children coupled with environments they grow in. The lives of children in their early years revolves around interaction with their families, then as they grow they join child care services where they are exposed to school rules, the larger community which has standards and set out norms.

The community set up also includes the geographical appearance of the surroundings as well as the political climate of the region, and finally the cultural orientations of the community and surrounding communities. This particular research lays emphasis on children from low income earning families; these children attend a pre-kindergarten center (Deanna, 2002).

Early childhood services are mainly programs designed to influence the child’s development in preparation to joining elementary school. As much as these programs are offered in a school setting today, the focus is on activities and experiences geared towards positively shaping the child’s life.

These services are offered in centers known as preschool and pre-kindergarten which offer early childhood education. These centers understand that the process of learning in young children is through play and so the learning is modified into interactive activities. In these centers, teachers who are caring adults take care of the children and offer guidance thus providing an environment that is safe, fostering and exhilarating.

In search of the best early childhood service centers for their children, parents consider the ones with well spelt out goals and philosophy and which has a schedule that covers all aspects of development in children. Learning takes place in well structured schedules which take in focus the nature of the young minds of the children which are bound to have a short concentration span.

Meals and snacks are offered in these centers and are well balanced for the health of the growing children. The education aspect mainly concentrates in language development and elementary math. Learning is mainly in form of activities and play where the teachers issue instructions and guides the children following a laid down schedule. These activities are performed either individually, small-group or large-groups.

The teachers carefully follow the progress of each individual child and actively involve the parents and guardians by keeping them informed. In this setup the children are exposed to an environment where they are required to interact socially with individuals who are not members of their family, children of probably different cultural orientations, children from different social classes and teachers with various modes of administering instructions.

They are also bound by the rules of that particular organization and tasks are performed according to schedule as opposed to learning their abilities naturally (Deanna, 2002).

The community surrounding the early childhood center plays a vital role in shaping the norms and standards governing the kindergarten. The community happens to be a generally low socioeconomic class. Most of the parents are low income earners who struggle to provide decent education for their children due to lack of both finances and know-how on the right preparation for their children for their advanced stages of education.

Approximately half of the children are brought up in single parent families and survive on a very low livelihood. One in every five children is from a household where the parent has no reliable source of income. In this community the rate of job mobility is eminent. This causes the families to move too resulting in many children having inconsistent school sessions as well as confusing their lives.

The family set ups are also a major player in the nature of the community. The recent past has seen changes in the family set ups following massive cases of divorce, separation, rising cases of single parenthood as well as step parenthood. The number of working hours has gone up meaning that the parents are separated from their children longer now.

Quite a number of the children in the community are not indigenous; the result is a mix of different cultures which also extends to the schools. With many families always on the move to new neighborhoods, people have realized that a good way to make friends with the neighbors is through the children.

Most children especially aged 5-10 years play with the neighboring children and through them the parents come to meet and foster a good relationship. Despite the streets in the neighborhood being generally unsafe the kids still play out on the streets. Most parents are against this though. With the low levels of safety in the neighborhood, most parents have developed an aspect of ‘stranger danger’ hence find it hard to allow just a stranger to interact with their children.

A common scenario too is spotting adults come out pubs drunk signifying the high level of alcoholism in the neighborhood. Most people use public transport which is considered very poor. This has worked as a hindrance when it comes to parents sending their children away from their locality for school or otherwise. With the increase in population, playing areas are also becoming limited for the children hence limiting their learning experiences (Edwards, 2005).

A combination of these various aspects determines the kind of experience a young child is going to have. From the child’s individual natural attributes coupled with the ones gathered from interactions with the parents or guardian and other family members as well as the neighborhood and the early childhood care they attend, the young child develops and learns through these experiences.

Every person in the family however has their role in the development of the child, and a breakdown in the family structure therefore has adverse effects on the way the child develops. In cases of separation and divorce the child lack the parental figure of the other partner as well as failing to experience the love that comes with a family that lives happily (Bowman, 1994).

The constant commotions that mar such relationships have been said to affect the child emotionally and psychologically thus impairing the learning and development of the child. An abusive marriage is also likely to be accompanied by abuse on the children too. Studies have shown a significant relation between likelihood of mental conditions and childhood abuse.

Where the child is brought up in a single parent family which is in a majority of the cases the mother, the child lacks the fatherly love. The gender of the child comes into play here since it is common knowledge that male children bond with their fathers and learn the masculine abilities by engaging in activities that are physical with the father.

Girls born and brought up in single parent families also have a higher chance becoming single parents too. Where the child is a step child, there are high possibilities of abuse by the other children in the family as well as the step parent. Such a child’s learning experiences are limited since the child doesn’t freely engage in play and is emotionally stressed.

This also manifests itself later in school as it can register academically in form of poor results. Another aspect in the family is if the child is born in a family of the same gender or mixed. Same gender family, that is a case where all the siblings are of the same sex, leads to some growing tendencies that are inclined towards the common attributes of that gender.

The nature of the job the parents have impacts on the development of the child. Parents who work regular hours have time with children in the morning and evenings after the children spend the day in the preschool. These parents can be said to have time to spend time with their children and exercise parenting. Children from such families therefore learn faster and do well in school (Ungerer, 2009).

In the neighborhood though, a majority of the parents work for many hours according to the trends in the recent past. This leaves very limited hours for spending with the children. Such children are therefore mostly with either the house help or are in the preschool. The parents in the neighborhood have a tendency of switching jobs.

This job mobility has meant families relocate to new neighborhoods every now and then. This causes a state of confusion in the child. This is due to inconsistency in the schools in which they attend as well as having to adapt to new neighborhood every now and then.

With quite a number of children being of different ethnicity and cultural background, the challenge comes in when the preschool has to design programs meant to take into consideration different cultures and languages. The child is also faced with the challenge of breaking the cultural and linguistic barrier and form social ties with these children. The mix up of these cultures may not work to assist the child as the confusion may slow down the process of development (Edgar, 2002).

According to Bowman, (1994), it is important to note that culture may determine what kind of things the child takes note of as well as how they categorize various objects. A mix up in the cultures may therefore make some children seem to exhibit a learning disability whereas it is the inclinations in culture that force the child to learn specific aspects.

Cultural stereotypes can result in the child being a victim of scorn and ridicule. General assumptions made on the child especially at preschool can downplay the child’s ideas and the way of thinking. The teacher for example may tend to take firm stands on their cultural belief whenever confronted with a difference of ideas based on culture thus bringing out the cultural bound and naive narrow-mindedness.

In a secure neighborhood parents feel safe to send their children out to play with the neighbors. Such children are bound to learn a lot of experiences through play which form a major part of the learning process in children. In an unsafe environment however, socialization is limited since parents prefer if the kids play indoors. This also limits the level of friendship between the neighbors.

Where the kids go out to play in the streets in such unsafe settings, they are likely to adapt some antisocial practices which usually for the activities in most unsafe neighborhoods. Living a low social class neighborhood implies that various social malpractices become an all too familiar occurrence.

Children are able to spot adults engaging in negative tendencies like drinking alcohol, drug dealing, crime and prostitution. These tendencies grow in a child as they become familiar with the recurrent practices. Children are restricted in movement owing to a combination of factors like poor public transport, the parents being too busy to travel with them, poverty which does not allow families to go on holidays and lack of enough funds to send the children to schools in other regions (Ungerer, 2009).

Having a clear picture of the situation, it is clear that the process of the children development is a combination of several factors that come into play. These are correlative in a way and each affect the other and so changing one of them means a reasonable amount of changes in the child’s development process. The children have their own inborn attributes that they genetically inherit, they also have the qualities that come with belonging to a certain culture and which are known to be facts.

An example is the fact that people of Asian descent have a higher IQ and those of African descent has a higher athletic ability to perform physical tasks. These should be taken into consideration when handling the children during their learning experiences and play. This mostly applies to the experience in the kindergarten where children are paired to perform particular tasks by the teachers.

The teacher should understand the various innate abilities in the different children and be able to pair them accordingly as well as avoid stereotypic comments that kill the children’s morale. These attributes could however in the right manner be brought out to teach each other and foster an environment where socialization behaviour prevail. Such an intelligent ability to use the disparities in individual attributes in a wise manner proves a helpful aid in the process of development.

Other innate attributes that might of importance are those that result from behavior and tendencies of the parents, an example is a mother who took nicotine during pregnancy gives birth to children who have sleep problems in their early stages of life. A parent should be able to understand the child’s behaviour early in life and be able to tell that there is a difference in the child’s manner of living and actions and therefore be in a position to act accordingly.

Parents who were exposed to drug taking are likely to have their children born with certain anomalies which range from mental to physical. A parent might be tempted to punish the child whenever such tendencies come into play whereas they should take time and review their history and seek medical advice.

Another example is of children who were exposed to a lot of television in their early years who then tend to have unhealthy behavioral dispositions as they grow and this peak at adolescent. It is therefore advisable to understand the level of risk associated with exposure to television in the development of the child. Television watching should be regulated starting in the early stages of a child’s life. The restriction should be in terms of the duration and time for watching and the materials that the children are watching.

As Edgar, (2002) clearly put it, a parent who understands this knows that the child is not supposed to choose what they watch but the parent should choose the right programs because they understand the child’s stages of development. Constant commotions in the families have adverse effect on the child’s development. It is however important to note that in such a poor neighborhood it is several factors that combine to lead to such a situation.

Placing the children in day care centers which are far from home and which operate for long hours could work to reduce the children’s exposure to the family’s commotions, but this comes at a higher price which a majority of the parents are not in apposition to afford.

The structure of the workplace also plays a major role in separating the time the families spend with each other and the children and this works in fueling arguments in relationships. The situation the children are left in can only be termed as a toxic environment (Edwards, 2005).

The situation in the kindergarten is a little different from the family set up. Here the children are bound to the rules and schedule. The teachers take up the role of the parents and are usually adults who are trained in the area early childhood care. In the early childhood centers the experiences are more educational than at home.

The institutional rules bind the children as they engage in learning activities and this have proven a more effective method to improve their ability to listen and follow instructions on top of improving literacy. Factors that surround their social life in the kindergarten include a mix of the cultures as well as the issue of the teacher’s personal attributes forcing them to treat the children in a bias manner (Bowman, 1994).

If the differences in the worlds these children hail from bring about a disparity in the experiences, beliefs as well as custom practices which the teachers must not at all brush off for this would bar them from offering an effective curriculum that fully takes care of each child’s needs and abilities.

The issue of poverty in the community means the parents are also poorly educated, their socialization is low and they have cases of anti social conducts that are linked to lack of control. The size of the families in the poor neighborhood are generally large which results in limitations in time to give each child ample attention. Children only have access to poor quality childcare services that have poor resources too.

A look at the wider community shows that there exist little or no policies that have worked towards improving the situation. The level of insecurity is high, the families still survive on low income abusive jobs, the schools are short of resources, and ethnicity is still evident among other social ills.

The policy makers should understand that living in a community marred with all the antisocial tendencies as well as low quality livelihood is the reason the children result in poor developmental experiences as opposed to the problems experienced at home of say abusive families, single parenthood, cultural diversity, low paying jobs.

Policies that ensure that the neighborhoods lived in harmony have links socially, have good schools, kindergarten, the parents have social support groups, and the law makers and other support agencies teamed up for the betterment of the community. This would include including the community members in making the laws and decisions that pertain to their lives (Edwards, 2005).

In conclusion, the process of the children development is experiential and forms their learning methodology. As the children learn these experiences in the early childhood centers, the various factors come into play to affect their development process. These are their personal attributes, the close family members, and the community surrounding them and the childcare center and the policies in place to govern the community.

It is clear that it’s almost impossible to single out each of these factors and the manner in which they affect the children development process since they are all interwoven in a way that each affects the other and together they have an impact on the children. Improving the wider community will ensure benefits trickle down to the children and hence ensure they lead a socially functional life.

Bowman, B. (1994). Cultural Diversity and Academic Achievement, Chicago, Illinois: N.C.R.E.L Urban Education Program.

Deanna, M. (2002.) Enrollment in Early Childhood Education Program. National Center for Education Statistics . Web.

Edgar, D. (2002) Fixing the Foundations: Early Childhood Development & Education, 5 (2). 12-17.

Edwards, B. (2005). Does it take a village? Investigations of Neighborhood Influences on Young Children’s Development in Australia. 15 (2), 8-10.

Ungerer, J. (2009). Ann Research on Children, Families and Communities . South Melbourne, Vic: Oxford University Press.

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Experience and Development

How Experience Influences Children's Development

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Aron Janssen, MD is board certified in child, adolescent, and adult psychiatry and is the vice chair of child and adolescent psychiatry Northwestern University.

From the moment babies are born, sensory experiences play a role in their development. The environment continues to exert a powerful impact on behavior throughout life, making it important to understand how developmental experiences influence children as they grow into youth and adulthood.

Genetics influence child development as well, but experiences are equally important. For example, genetics may influence how a child's brain is wired from birth, but learning and experience literally shape how that child's brain grows and develops.

Psychological Theories on Developmental Experiences

Some of the classic theories of psychology focus on the importance of experience and how it shapes behavior and personality. Three of the major theories that describe and explain how children learn include classical conditioning, operant conditioning, and observational learning.

Classical Conditioning

Classical conditioning involves making an association between a stimulus and a response. Even those with only a passing knowledge of psychology have likely heard of Pavlov's dogs .

In this classic experiment, Russian physiologist Ivan Pavlov discovered that repeatedly pairing the sound of a bell with the presentation of food caused dogs to associate the tone with food. Once the association was formed, the sound of the bell alone could make the dogs begin to salivate in anticipation of a meal.

Children learn in much the same way, developing associations between things in their environment and potential consequences. For example, an infant might quickly begin to associate the sight of a baby bottle with being fed.

Operant Conditioning

When a behavior is rewarded, that same behavior is likely to occur again in the future. Conversely, when a behavior is punished, it becomes less likely that it will occur again. These principles underlie the concept of operant conditioning.

Operant conditioning is a set of learning techniques that utilizes reinforcement and punishment to either increase or decrease a response. For example, when a child is rewarded for cleaning their room, they become more likely to repeat the same behavior later on.

Observational Learning

Kids learn a great deal simply from watching their parents, peers, and siblings. Even behaviors observed on digital media—which includes what they see on the television, in video games, and on the internet—can influence children's thoughts and actions.

Because observational learning is so powerful, it's important to ensure that kids are observing the right kinds of behaviors. By modeling good behaviors and appropriate responses, parents can help their kids learn how to act responsibly.

Experiences That Influence Children's Development

In addition to the kinds of learning that occur day-to-day, there are a number of other experiences that can influence children's development.

Parents and Caregivers

The experiences that parents and other caregivers provide during the earliest years of a child's life can be some of the most crucial. Varying experiences can have a dramatic impact on how these children develop.

Some children might receive enriched childhood experiences from parents who are responsive, caring, and attentive, for example. Others may receive less attention as their parents are distracted by worries about money , work, or relationship issues. Each type of experience shapes the child's growth.

Children raised in nurturing environments tend to learn with more ease, have greater achievements throughout life, and a higher quality of life, while those raised in less enriched settings often find it difficult to cope with life's difficulties and experience more behavioral issues .

While a child's early social experiences may be centered on family members, this soon expands to include other kids at the playground, in the neighborhood, and at school. Children are very influenced by their peers, and these social experiences help shape a child's values and personality.

Because children spend so much time interacting with peers in school, it may come as no surprise that other children have a major influence on that child's psychology and development . This influence can be positive or negative.

Bullying, for instance, can have an enormously detrimental effect on a child's experience of growing up. Bullying behavior can be direct or indirect and lead to feelings of insecurity, isolation, and anger, in addition to showing up physically in the form of headaches, sleep troubles, and anxiety.

School makes up an enormous part of a child's life. Teachers and classmates play a major role in developmental experiences, while academics and learning also leave their mark.

Genetics and the environment are always interacting in a dynamic way. A child's genetic background influences their ability to learn, but positive educational experiences can enhance these abilities.

Some kids might be diagnosed with learning disabilities influenced by genetics. Quality educational interventions can help these kids learn and do well in school.

There are many different influences that can play a role in how a child grows and the person they eventually become. The culture that a child lives in adds yet another element to this already complex mix.

For example, parents raising kids in individualistic cultures may focus on helping their kids develop autonomy and self-esteem. Parents in collectivist cultures , on the other hand, might be more likely to stress the importance of community, family, and society.

Even within the same culture, variations in social status, income, and educational background can influence how children develop, in part, based on how they're raised. High-income parents might be more concerned with getting their kids into the best private schools, while low-income parents may spend more time worrying about meeting their children's most basic needs.

Such disparities can lead to dramatic differences in experience, which can, in turn, have a powerful impact on how kids develop.

It's important to remember that it is the interaction of a number of different influences that dictates how a child develops. Genetics, environmental influences, parenting styles , friends, teachers, schools, and culture are just some of the major factors that combine in unique ways to determine how a child develops and the person they will one day become.

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By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Greater Good Science Center • Magazine • In Action • In Education

Parenting & Family Articles & More

Five childhood experiences that lead to a more purposeful life, research suggests that our paths to finding purpose can be shaped by early childhood experiences..

According to a new Gallup survey of over 2,000 college graduates, 80 percent believe it’s very or extremely important to have a sense of purpose in their work. Yet fewer than half of them actually succeed in having this experience.

It’s not surprising that young people are seeking purpose—adolescents with greater purpose experience greater well-being and hope. Purpose is an abiding aim that directs your behavior, provides a sense of meaning in life, and (under some researchers’ definitions) matters to the world beyond the self.

Generally, we think of purpose as something young adults discover in life by exploring their own interests and values and the different ways they can contribute to the world. But research suggests that some of the foundations of purpose may be built in early childhood. The positive or negative experiences children have may play an important role in whether they grow up to have a sense of purpose at all.

Some research suggests that negative experiences early in life can hinder our development of purpose, even decades later.

Psychologist Patrick Hill and his colleagues studied over 3,800 primarily white adults ages 20 to 75. They reported on any early childhood adversity they had experienced—including experiences of emotional abuse, physical abuse, socioeconomic disadvantage, family structure disadvantage (for example, parents divorcing or dying), and health disadvantage (for example, poor early physical or emotional health)—as well as their sense of purpose as adults.

Hill and his colleagues found that people who recalled greater adversity in childhood—in particular, greater health disadvantage—had a decreased sense of purpose.

“Individuals who experience early adversity are not ‘doomed’ to a lower sense of purpose later in life,” the researchers write. “Instead, early adversity may be better viewed as a potential risk factor.”

For some people, though, hard times in childhood end up inspiring them to pursue a particular calling, like caring for kids or eliminating poverty. “Some individuals may gain greater clarity on their life direction upon reflection on these adverse events,” Hill and his colleagues explain.

Even conflict in relationships between parents and children could affect their sense of purpose as they grow older.

Another recent study by Hill and his colleagues involved over one thousand children between six and twelve years old, and their mothers and fathers. The researchers followed the families until the children reached their twenties. They were primarily white, working-class families who lived in the Pacific Northwest of the United States.

When they were in elementary school, the children—as well as their mothers and fathers—completed questionnaires about how much conflict, anger, and fun they had in their parent-child relationship. As early adults, the children also completed questionnaires to measure their purpose, life satisfaction, and stress.

The results? Children who had more early conflict with their mothers—based on their own opinions, not their parents’—had a decreased sense of purpose in early adulthood regardless of how stressed and satisfied with life they were.

“Frequent conflict saps the child’s energy and enthusiasm, and in turn likelihood to live an active, engaged lifestyle, which has been suggested as a primary pathway by which individuals find what makes their lives purposeful,” explain Hill and his colleagues.

Attachment and separation-individuation

An earlier study by Hill and his colleagues explored how a different aspect of the parent-child relationship could be important to purpose.

They measured two qualities: parental attachment and separation-individuation. Parental attachment refers to the bond between a child and their primary caregivers that depends on their warmth and responsiveness, and it was measured with statements like “I usually discuss my problems and concerns with [my mother or father].” Separation-individuation is an identity development process in which an independent, mature sense of self emerges during adolescence and young adulthood. Problems with the separation-individuation process were measured with statements like “I need other people around me to not feel empty.”

Over 500 primarily white undergraduate students at a Canadian university, ages 17-30, filled out online surveys about their relationship with their parents, as well as their sense of purpose.

“I got into music when I was nine because my next-door neighbor had a piano and he taught me how to play 'Pink Panther' and 'Greensleeves'”

Overall, the study found that students who had a higher sense of purpose tended to have more secure attachments to their parents and fewer problems with the separation-individuation process. In turn, they also had a greater sense of mastery and control—they thought they were the authors of their own future.

These findings are consistent with another study , where more purposeful men tended to remember living in more positive childhood environments—ones that included caring relationships and helped them develop trust, autonomy, and initiative.

According to Hill and his colleagues, “Having a sense of purpose could assist emerging adults with the process of defining themselves while maintaining adaptive relationships with their parental figures.”

Other positive experiences in childhood may set up children for purpose later in life—including early memories of nature’s beauty.

Researchers Riichiro Ishida and Masahiko Okada recruited nearly 70 college students in Japan who were between 18 and 35 years old. Participants completed questionnaires about their purpose and their early life and youth experiences, including nature-related questions like “Do you remember having feelings that were associated with the beauty of nature?”

The researchers found that more purposeful students tended to have stronger memories of the beauty of nature during early childhood and early adolescence.

Research is still needed to further explain this relationship. Because purpose goes hand in hand with humility , which we may feel when in nature, it may be that this diminished sense of self makes room for children to “ engage with some aspect of the world beyond the self ”—a foundational part of purpose.

Exposure to diverse activities

Finally, not only do early childhood experiences seem to affect whether children develop purpose at all as they get older, those experiences may also influence what kind of purpose they gravitate toward.

Nine 12 to 23 year olds who had an exceptional sense of purpose participated in a study by Kendall Cotton Bronk. Her team interviewed them for three hours on three occasions over five years. 

“According to the exemplars, they would not have discovered noble purposes in the areas they did had they not been involved in those areas early on, often as children,” explained Bronk. “As parents, teachers, and other adults interested in fostering noble purpose among youth, then, it is important to expose young people to a wide variety of activities.”

For example, one 18-year-old in the study shared that she first became interested in cancer research at the age of five after an experience with the American Cancer Society, when she volunteered for a fundraising event selling daffodils at the mall. Another 18-year-old in the study whose purpose was related to a commitment to create and promote jazz music shared, “I got into music when I was nine because my next-door neighbor . . . had a piano and he taught me how to play Pink Panther and Greensleeves and stuff like that.”

These results complement another study by Ishida and Okada that found that adults with stronger memories of succeeding and receiving praise from parents, teachers, friends, and neighbors during early childhood tend to have a stronger sense of purpose.

Young children may not immediately recognize that a certain activity is very important to them. Instead, their commitment may grow gradually over the course of participating in the activity, as they discover their strengths and the ways they can contribute to the world.

Taken together, all these findings suggest that there are a multitude of early childhood experiences that may shape how adolescents and adults develop a sense of purpose. Early personal resources like good health, strong social connections, and positive engagement in activities and the natural world tend to support children to develop meaningful life goals. Parents can help their children start exploring pathways to purpose early on to help avoid the post-college void of purpose that many young people are experiencing today.

About the Author

Maryam Abdullah

Uc berkeley.

Maryam Abdullah, Ph.D., is the Parenting Program Director of the Greater Good Science Center. She is a developmental psychologist with expertise in parent-child relationships and children’s development of prosocial behaviors.

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This question is about what a child care worker does .

Childcare experience example

Here is a childcare experience example:

This is an example of what to write in the work history section of your resume.

Daycare Worker

(Location, Dates of Employment)

Managed and conducted group learning activities, encouraged equal opportunity participation, and offered specialized attention to children based on parents' and teachers' recommendations.

Provided eight hours of supervision to groups of 15 to 30 children.

Performed administrative duties, created schedules, and contacted parents when necessary.

Daycare Provider

The designated leader of fire drills and other safety protocols; always communicated safety measures effectively to children.

Performed snack and lunch prep for children.

Performed headcounts and supervised nap time.

Participated and often led monthly parent meetings

Childcare Provider

(The last name of family babysat for, length of service)

Performed after-school pick-ups of children four times a week.

Cooked meals for children and performed other home care duties like cleaning dishes and vacuuming.

Helped children with homework and school projects.

Made my availability flexible for weekends and on-call emergencies.

These are examples of items you can include in the skills section (if they apply) of your resume:

Care planning

Early childhood development

Emotional development

Social and academic development

Activities planning

Safety awareness

Search for child care worker jobs

Related topics, related questions for child care worker, recent job searches.

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Child Care Worker Jobs

Learn more about child care worker jobs.

Why do you want to work in childcare?

What are the qualifications of a childcare worker?

What percentage of Child Care Workers are female?

How long does it take to become a Child Care Worker?

Can a child care worker make 100k?

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Gender pay gap in U.S. hasn’t changed much in two decades

The gender gap in pay has remained relatively stable in the United States over the past 20 years or so. In 2022, women earned an average of 82% of what men earned, according to a new Pew Research Center analysis of median hourly earnings of both full- and part-time workers. These results are similar to where the pay gap stood in 2002, when women earned 80% as much as men.

As has long been the case, the wage gap is smaller for workers ages 25 to 34 than for all workers 16 and older. In 2022, women ages 25 to 34 earned an average of 92 cents for every dollar earned by a man in the same age group – an 8-cent gap. By comparison, the gender pay gap among workers of all ages that year was 18 cents.

While the gender pay gap has not changed much in the last two decades, it has narrowed considerably when looking at the longer term, both among all workers ages 16 and older and among those ages 25 to 34. The estimated 18-cent gender pay gap among all workers in 2022 was down from 35 cents in 1982. And the 8-cent gap among workers ages 25 to 34 in 2022 was down from a 26-cent gap four decades earlier.

The gender pay gap measures the difference in median hourly earnings between men and women who work full or part time in the United States. Pew Research Center’s estimate of the pay gap is based on an analysis of Current Population Survey (CPS) monthly outgoing rotation group files ( IPUMS ) from January 1982 to December 2022, combined to create annual files. To understand how we calculate the gender pay gap, read our 2013 post, “How Pew Research Center measured the gender pay gap.”

The COVID-19 outbreak affected data collection efforts by the U.S. government in its surveys, especially in 2020 and 2021, limiting in-person data collection and affecting response rates. It is possible that some measures of economic outcomes and how they vary across demographic groups are affected by these changes in data collection.

In addition to findings about the gender wage gap, this analysis includes information from a Pew Research Center survey about the perceived reasons for the pay gap, as well as the pressures and career goals of U.S. men and women. The survey was conducted among 5,098 adults and includes a subset of questions asked only for 2,048 adults who are employed part time or full time, from Oct. 10-16, 2022. Everyone who took part is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the ATP’s methodology .

Here are the questions used in this analysis, along with responses, and its methodology .

The  U.S. Census Bureau has also analyzed the gender pay gap, though its analysis looks only at full-time workers (as opposed to full- and part-time workers). In 2021, full-time, year-round working women earned 84% of what their male counterparts earned, on average, according to the Census Bureau’s most recent analysis.

Much of the gender pay gap has been explained by measurable factors such as educational attainment, occupational segregation and work experience. The narrowing of the gap over the long term is attributable in large part to gains women have made in each of these dimensions.

Related: The Enduring Grip of the Gender Pay Gap

Even though women have increased their presence in higher-paying jobs traditionally dominated by men, such as professional and managerial positions, women as a whole continue to be overrepresented in lower-paying occupations relative to their share of the workforce. This may contribute to gender differences in pay.

Other factors that are difficult to measure, including gender discrimination, may also contribute to the ongoing wage discrepancy.

Perceived reasons for the gender wage gap

When asked about the factors that may play a role in the gender wage gap, half of U.S. adults point to women being treated differently by employers as a major reason, according to a Pew Research Center survey conducted in October 2022. Smaller shares point to women making different choices about how to balance work and family (42%) and working in jobs that pay less (34%).

There are some notable differences between men and women in views of what’s behind the gender wage gap. Women are much more likely than men (61% vs. 37%) to say a major reason for the gap is that employers treat women differently. And while 45% of women say a major factor is that women make different choices about how to balance work and family, men are slightly less likely to hold that view (40% say this).

Parents with children younger than 18 in the household are more likely than those who don’t have young kids at home (48% vs. 40%) to say a major reason for the pay gap is the choices that women make about how to balance family and work. On this question, differences by parental status are evident among both men and women.

Views about reasons for the gender wage gap also differ by party. About two-thirds of Democrats and Democratic-leaning independents (68%) say a major factor behind wage differences is that employers treat women differently, but far fewer Republicans and Republican leaners (30%) say the same. Conversely, Republicans are more likely than Democrats to say women’s choices about how to balance family and work (50% vs. 36%) and their tendency to work in jobs that pay less (39% vs. 30%) are major reasons why women earn less than men.

Democratic and Republican women are more likely than their male counterparts in the same party to say a major reason for the gender wage gap is that employers treat women differently. About three-quarters of Democratic women (76%) say this, compared with 59% of Democratic men. And while 43% of Republican women say unequal treatment by employers is a major reason for the gender wage gap, just 18% of GOP men share that view.

Pressures facing working women and men

Family caregiving responsibilities bring different pressures for working women and men, and research has shown that being a mother can reduce women’s earnings , while fatherhood can increase men’s earnings .

Employed women and men are about equally likely to say they feel a great deal of pressure to support their family financially and to be successful in their jobs and careers, according to the Center’s October survey. But women, and particularly working mothers, are more likely than men to say they feel a great deal of pressure to focus on responsibilities at home.

About half of employed women (48%) report feeling a great deal of pressure to focus on their responsibilities at home, compared with 35% of employed men. Among working mothers with children younger than 18 in the household, two-thirds (67%) say the same, compared with 45% of working dads.

When it comes to supporting their family financially, similar shares of working moms and dads (57% vs. 62%) report they feel a great deal of pressure, but this is driven mainly by the large share of unmarried working mothers who say they feel a great deal of pressure in this regard (77%). Among those who are married, working dads are far more likely than working moms (60% vs. 43%) to say they feel a great deal of pressure to support their family financially. (There were not enough unmarried working fathers in the sample to analyze separately.)

About four-in-ten working parents say they feel a great deal of pressure to be successful at their job or career. These findings don’t differ by gender.

Gender differences in job roles, aspirations

Overall, a quarter of employed U.S. adults say they are currently the boss or one of the top managers where they work, according to the Center’s survey. Another 33% say they are not currently the boss but would like to be in the future, while 41% are not and do not aspire to be the boss or one of the top managers.

Men are more likely than women to be a boss or a top manager where they work (28% vs. 21%). This is especially the case among employed fathers, 35% of whom say they are the boss or one of the top managers where they work. (The varying attitudes between fathers and men without children at least partly reflect differences in marital status and educational attainment between the two groups.)

In addition to being less likely than men to say they are currently the boss or a top manager at work, women are also more likely to say they wouldn’t want to be in this type of position in the future. More than four-in-ten employed women (46%) say this, compared with 37% of men. Similar shares of men (35%) and women (31%) say they are not currently the boss but would like to be one day. These patterns are similar among parents.

Note: This is an update of a post originally published on March 22, 2019. Anna Brown and former Pew Research Center writer/editor Amanda Barroso contributed to an earlier version of this analysis. Here are the questions used in this analysis, along with responses, and its methodology .

What is the gender wage gap in your metropolitan area? Find out with our pay gap calculator

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Women have gained ground in the nation’s highest-paying occupations, but still lag behind men

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Childcare :: Ft. Belvoir :: US Army MWR

Joann blanks cdc, north post cdc, fort belvoir north cdc 1# and #2, woodlawn cdc, south post cdc.

• Markham School Age Center (SAC)
• Youth Center

Facilities:

• JoAnn Blanks CDC*
• North Post CDC*
• Fort Belvoir North CDC #1 (FBNA 1)*
• Fort Belvoir North CDC #2 (FBNA 2)*
• Woodlawn CDC*
• South Post CDC*
• Rivanna Station CDC*
• Family Child Care (FCC)

Full Day/Part Day/Hourly Care

Ages 6 weeks-Kindergarten*

  CDCs are on-post child care centers that offer full-day, part-day and hourly care for children in nationally accredited environments.

* In some communities, Kindergarten children may be located in the School Age Center

Army School Age Centers provide care during:

• Before school and after school
• School closures
• Seasonal and holiday school breaks
• Summer Camp
• Hourly Care

* Depending on school configuration

Looking for a Teen Babysitter? Looking to be a Teen Babysitter? CYS offers training following the 4-H babysitter curriculum in becoming a certified Teen Babysitter. Teen military family members in grades 7 and up who wish to to expand and market themselves for babysitting jobs can be placed on the babysitter’s referral list with parent permission.

CYS offers Babysitting Referral Services for registered families. Babysitters on the referral list are 13 years or older, have certification in First Aid and CPR, and are trained in: 

• Developmentally appropriate play
• Recognition of child abuse/neglect
• Emergency procedures and interviewing

Stop by Parent Central Services or go back to the Register section to find out more information.

CYS provides additional child care beyond the regular facility opening hours.

• Kids On Site! (KOS)  – On-site child care in a room adjacent to the parents attending unit meetings or events  

• Volunteer Child Care in a Unit Setting (VCCUS) –  CYS can help units to train volunteers to provide child care for unit functions

Units interested in the VCCUS program should contact Parent & Outreach Services for more information.

CYS offers parents a Friday or Saturday night out on the town for children ages 6 weeks through 5th grade. We provide a snack and developmentally appropriate activities for your child.   

Contact Parent & Outreach Services for more information. 

* Available at select communities

CYS Services offers parents a day out on Friday or Saturday for children ages 6 weeks through 5th grade. We provide meals and snacks and developmentally appropriate activities for your child.    

Military Child Care dot com is your portal for child care at installations around the world. Children can only be placed in child care after submitting a request for care through Military Child Care com.

Rivanna Station CDC is a sub-installation of Fort Belvoir located in Charlottesville Virginia, home to the U.S. Army’s National Ground Intelligence Center with elements of the following Intelligence Community organizations: selected components of the Defense Intelligence Agency, the National Geospatial-Intelligence Agency and others. Rivanna Station Child Development Center offers personnel within this community full day care services providing a safe and healthy environment for early childhood development and preschool programs.

• Army Fee Assistance Family Handbook (PDF)
• Army Fee Assistance (Web)
• Other Branches of Service (Web)
• US Army Child & Youth Services, USAG Fort Belvoir (Web)

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5.

CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country.

The Teaching Pyramid (PDF)

The Pyramid Model provides guidance for early childhood, special education and early intervention personnel, early educators, families and other professionals on evidence-based practices for promoting young children’s healthy social and emotional development. The goal of the CSEFEL Pyramid Model Implementation in Army Child and Youth Programs is to ensure that staff members are well-equipped with the knowledge and skills necessary to promote the social and emotional development of children and address challenging behavior.

Fostering Healthy Social and Emotional Development in Young Children Tip Sheet (PDF)

Social-Emotional Competence of Children (PDF)

There is growing evidence that social-emotional development is associated with better outcomes at home, at school, and in the community. Social-emotional development represents a child’s growing ability to interact with others, to form attachments and relationships, to identify and regulate emotions, and to feel confident exploring the environment.

The Backpack Connection Series was created by TACSEI to provide a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior.

The Backpack Connection Series includes handouts in four categories:

• Addressing Behavior
• Routines and Schedules
• Social Skills

Read the Backpack Series topics any time!

 Learn more on the CSEFEL website.

Child and Adult Care Food Program (CACFP) provides aid to child and adult care institutions and family or group day care homes for the provision of nutritious foods that contribute to the wellness, healthy growth, and development of young children, and the health and wellness of older adults and chronically impaired disabled people.

Through CACFP, more than 4.2 million children and 130,000 adults receive nutritious meals and snacks each day as part of the day care they receive.

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Home : Child Development Centers, Inc.

2022 Annual Appeal

Click here to give today!

Pre-K Counts Openings!

It’s not too late to enroll your 3, 4, or 5-year-old child!

Click here to view our openings in each county!

Preschool Enrollment

Enroll your 3-, 4-, or 5-year-old for the 2022-23 preschool year today!

Begin the Enrollment Process Now!

Asbury CDC is Erie’s Choice winner for Preschool AND Childcare in Erie!

Thank you all for taking the time to nominate and vote for us!

New Roosevelt location opening March 2023 in Erie!

As seats are filling up quickly, be sure to complete our online enrollment form today!

Secure your child’s seat now!

Teachers Wanted!

Apply to join our family today!

Updated Parent’s Corner!

Click here to visit the updated Parent’s Corner!

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We are a private, nonprofit organization that provides child care and early childhood education to children in a safe, happy and healthy learning environment.

CDC offers a variety of programs for infants, toddlers, preschoolers and school-age children. Join the CDC family today!

 View all programs and services

Infants and Toddlers

We provide individualized care for your child beginning at 6 weeks of age.

Curriculum-based programs help to give your child an early educational boost. We offer Free preschool programs based on income, as well as private, tuition-based programs.

Outer Limits

Outer Limits is a free program that gives children and teens the opportunity to participate in sports, the arts and other activities.

90% of Brain Growth Happens Before Kindergarten

Kindergartens, nurseries (DOE), gymnasiums : Elektrostal : Moscow region : GosRegion

Legal advice: +7-800-301-63-78

State institutions of the Moscow region

+7 (496) 573-22-25

Go to the official website >>

Postal code: 144004 +7 (496) 573-22-25 Senior educator: Nina Zhevlakova, +7 (496) 573-22-25

How to find us: travel by bus or minibus to the Yuzhny shop stop

Elementary school-kindergarten for children with disabilities

Moscow region / Elektrostal

8 (496) 573-27-21

Kindergarten No. 1 of a general developmental type

8 (496) 576-43-00

) 8 (466) -17-25

Child Development Center-Kindergarten No. 4

Moscow Region / Elektrostal

Telephone(s):

8 (496) 573-13-33

8 (496) 573-003 9005

Child development center-kindergarten №5

8 (496) 571-65-51

8 (49)6) 571-65-58

MPARISANSKAYA

8 (49657) 359-11

8 (49657) 306-03

kindergarten No. 9 of a general developmental type

Moscow Moscow region / Elektrostal

8 (496) 574-22-59

Children’s Development-kindergarten No. 12

8 (496) 573-25-18

8 (496) 573-75-77

, 4 Zapadnaya, 8

8 (496) 573-81-55; 8 (496) 573-28-75

Kindergarten No. 20 of a general developmental type

8 (496) 573-45-16

Kindergarten No. 22 Combined type

8 (496) 573-16-48

8 (496) 575-34-52

Kindergarten No. 24 (with groups for children with ONR)

8 (495) 575-93-65

Child development center-kindergarten №26

Moscow region / Elektrostal 496) 576-05-30

Kindergarten No. 28 of general development type

8 (496) 574-43-10

8 (496) 575-55-68

kindergarten No. 30 general developmental species

8 (496) 575-97-33

8 (496) 575-97-60

Kindergarten No. 32 of a general developmental type

8 (496) 576-14-41

8 (496) 574-20-88

8 (496) 574-29-89

Child Development Center-Kindergarten No. 36

8 (496) 574-48-04

9 (496) 574-3003-75 Address:

Kindergarten No. 37 of general developmental type

8 (496) 574-26-81

Telephone (s):

8 (496) 572-51-73

8 (496) 576-43-55

kindergarten No. 44 of general developmental species

8 (496) 573-20-85

8 (496) 573-17-27

Child development center-kindergarten №46

8 (496) 573-67-22

8 (496) 575-02-52

Kindergarten No. 50 of a general developmental type

8 (496) 574-27-66

9 (496) 574-3006-7

Kindergarten No. 53 General Development

8 (496) 573-78-94

8 (496) 573-99-31

Kindergarten No. 55 of a general developmental type

8 (496) 571-83-64

Kindergarten No. 56 of a general developmental type

8 (496) 576-35-82

8 (496) 573-60-71

Kindergarten No. 63 of a general developmental type

8 (496) 573-66-33

8 (496) 573-63-53

Child Development Center-Kindergarten No. 65

8 (496) 575-58-28

8 (496) 575-11-44

8 (496) 574-36-68

Southern Federal University | Press Center: SFedU celebrated Lyceum Student’s Day

Southern Federal University | Press Centre: SFedU celebrated Lyceum Student’s Day nine0002 Font size

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Information about the educational organization

Lyceum Student Day was celebrated in SFU

In 1811, on October 19, the Imperial Tsarskoye Selo Lyceum was opened, known as the school that brought up the great Russian poet and writer Alexander Sergeevich Pushkin. The day of its opening became the date of the celebration of the All-Russian Lyceum Student Day. This holiday, according to Anna Dmitrova , director of the SFU Lyceum , is the preservation of the traditions of lyceum education in Russia.

On this day, the SFedU Lyceum holds many interesting and socially significant events, one of which is a poster contest related to the life and work of the lyceum, in which not only students, but also teachers took part. All works are posted in the Lyceum building, as well as in the official VKontakte group, where you can vote for your favorite work. Also, the literary club prepared tasks on the history of the Tsarskoye Selo Lyceum for the holiday. nine0005

In addition, the election of the chairman of the council of students was held in the lyceum, already from the school bench the children have the opportunity to feel social responsibility to the team of students and teachers.

“I met the SFedU Lyceum last year at an open day, and I was very inspired by the atmosphere of this educational institution and the activities that constantly take place here. It’s great that teachers communicate with students on an equal footing, they are always ready to help and suggest, they are attentive to absolutely every student, and it’s also nice to see that each teacher simply burns with his subject and also tells it interestingly. Being the chairman of the council of students is not only an honor, it is also a great responsibility, and I hope that this will help me gain more self-confidence, develop my leadership qualities and, of course, benefit my Lyceum in the face of its students and teachers” , – Ekaterina Marchenko shared .

Congratulations to Ekaterina on her election to a high post, as well as to all lyceum students on the holiday! We wish you excellent, interesting studies and high achievements!

'On life support': Senate Republicans are prepared to sink the child tax credit bill

WASHINGTON — Senate Republicans are inching closer to burying a bipartisan bill to expand the child tax credit and provide breaks for businesses, issuing a series of demands that would most likely disrupt the coalition that enabled it to pass the House.

The $78 billion bill, negotiated by House Ways and Means Committee Chair Jason Smith, R-Mo., and Senate Finance Committee Chair Ron Wyden, D-Ore., passed the Republican-led House by a vote of 357-70 in January, a rare feat in a divided Congress that has struggled to function. But it has languished in the Senate, where key Republicans have said they’ll kill it unless it includes major revisions. Senate Democrats have 51 seats, and they need 60 votes to break a filibuster.

But with tax filing season close to finishing and election-year politics heating up, there’s no hint of a resolution in sight. Democratic leaders are eager to pass the legislation, which, according to one analysis , would benefit about 16 million children in low-income households. Some Republicans openly warn they may sink it.

Sen. Thom Tillis, R-N.C., a member of the Finance Committee, said he’d be happy to see the entire tax bill fade away.

“I hope so,” Tillis said, adding that it doesn’t have the necessary 60 votes to pass in the Senate today.

“I honestly think unless Sen. Crapo indicates they’re negotiating in good faith, I don’t see how they have a path,” he said, referring to Mike Crapo of Idaho, the ranking Republican on the Finance Committee. “If it’s just about the vote on the floor, I don’t think they have a path.”

The bill would expand child tax credits and lift the $1,600 cap on refundability and adjust it for inflation, with the biggest benefits going to multi-child families with low incomes. The bill also includes some business tax breaks, including for research and development and small-business expensing that were key to getting GOP support in the House.

Many GOP senators are deferring to Crapo on the path forward, including Minority Leader Mitch McConnell, R-Ky.

Crapo told NBC News on Tuesday that he still has problems with “a number” of provisions. He said he wants to eliminate a “look-back” policy that would let a taxpayer use a previous year’s income if it yielded a larger child tax credit, arguing that the current language weakens the work requirement. Saying the bill would “create entitlement spending that would generate significantly higher deficits,” he called for spending cuts to fund the child tax credit expansion.

“Those are just the start,” Crapo said, adding that he likes the business tax breaks. But about the individual tax provisions: “There’s a multiplicity of issues. And until we get at least engagement on the issues, then I can’t make any kind of predictions.”

Sen. Chuck Grassley, R-Iowa, a senior member of the Finance Committee, said he agrees with Crapo about limiting the parameters of the child credits.

Asked whether the bill is dead, he said that wasn’t his announcement to make. “You can’t say that until Crapo says it,” Grassley said. “Crapo’s the guy who’s got to say that.”

The demands are a tall order. Crapo indicated that he isn’t satisfied with using changes to the employee retention tax credit as an offset ; ditching that idea would require starting from scratch.

Rep. Richard Neal, D-Mass, the ranking member of the tax-writing Ways and Means Committee, warned that major changes in the Senate would fracture the coalition in the House. He said there’s “no question” Senate Republicans are trying to sink the bill to deny President Joe Biden an achievement in an election year.

Sen. Josh Hawley, R-Mo., proposed adding the Radiation Exposure Compensation Act to the tax bill, aimed at benefiting those injured in uranium mining and the Manhattan Project, the program that developed atomic bombs during World War II, saying it might attract GOP votes.

“This tax bill looks like, to me, it’s in very serious trouble,” he said Tuesday. “It’s on life support. So I think if they put those things together, that might unlock support. I know it will get my vote.”

But Crapo summarily shot the idea down.

“I will support it when we fix the provisions in the bill,” he said. Adding the radiation compensation act “does not fix the underlying bill.”

Wyden, the finance chair, said he wanted the bill passed “months ago” but isn’t giving up — and he voiced frustration over the negotiations with Republicans.

In an interview, Wyden said that he had offered to give the GOP its top demand but that it didn’t adequately move the needle.

“If I had my way, this would have been done months ago. And the reality is this wasn’t something that Senate Republicans wanted to do,” Wyden said. “In the most recent exchange, I gave them what’s individual Republican senators’ top ask, which was to get rid of the look-back. I was given, by them, something that wouldn’t have gotten a single Democratic vote in the Senate. Not one. So there you have it. We’re continuing to try to find common ground.”

Wyden touted the package’s popular benefits for families and businesses and taxpayers through anti-fraud measures, urging his Senate colleagues to get behind it.

“You’re going to let all this fraud continue and not do anything?” Wyden said. “You’re going to say no to 16 million young people? You're going to say no to those who are the small businesses and say yes to a [Donald Trump] presidential campaign that’s going to be based on being more sympathetic to billionaires’ tax needs?"

Senate Majority Leader Chuck Schumer, D-N.Y., was noncommittal Tuesday when he was asked whether he’ll put the bill to a floor vote.

“Look, I’m all for the package. If there are enough votes to move it forward in the right way, yeah, we’ll try to get it on the floor,” Schumer told reporters at his weekly news conference. “But right now, we don’t think — they’re trying to get enough votes. The sponsors are trying to see if there are enough votes.”

Sahil Kapur is a senior national political reporter for NBC News.

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Gardeners & Lawn Care Companies in Elektrostal'

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• Elektrostal', Moscow Oblast, Russia

Professional Category (1)

• Accessory Dwelling Units (ADU)

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