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Ideas and proposals

Ideas and proposals, Hi, etc.

the Child looks for the forms of a greeting.

Ideas and proposals of the child are realized in the role to game.

For the child it is important to fill these forms with the initial contents and own representations.

Through variety of opportunities of language, a mimicry and gestures it is necessary to show examples of behavior in the various situations.

Materials for development of feelings Introduction Materials are constructed so that to develop separately various spheres of feelings, such as touch, taste, sense of smell.

. . . . . .

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That not only

That not only But only now she suddenly realized it.

Once the child opens sad truth that the world not and is perfect, not so fine and kind as it seemed.

That not only in fairy tales, and here, directly nearby something is created not that.

The good and evil exist actually, and there are things which cannot be changed!

Test for durability What is the good and what angrily?

Where one comes to an end and another begins?

Everything is bound, and this interlacing is so close that the alenky person is lost, not in forces to understand: well why so?

. . . . . .

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Instead Fears of parents are that.

However that occurs actually, when they start acting according to this program, almost always it appears direct opposite to these fears.

Children become less unrestrained and dismissed, more responsible; they know that of them care, and they feel closer to parents.

Instead of testing rage, deprivation or rejection, they eventually incline to, that to feel respect for the parents.

The immediate results when using this approach are often reduced to to shortterm resistance of the child, and then very fast improvement child parental relationship.

. . . . . .

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Then he starts

Then he starts In the same way he has to realize the movement continuity necessary to play something or to sing.

Then he starts perceiving temporary structure of music as the general law and is compelled to humour under it.

The perception of music means cerebration, such as expectation and a recall of a sound, understanding of melodic intervals and rhythmic drawings, and also perception of force, frequency, speed or a timbre of a sound.

The temporary and repeating elements of music attract the child who often fills up the time that repeats certain schemes of behavior.

. . . . . .

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It was more

It was more Annie held breath.

It seemed that they just descended from the picture of the book of fairy tales.

It was more densely wrapped up in a raincoat to hide a pajamas.

That they could think if saw on what it is similar.

It stood having hung the head, feeling shyness when girls approached it.

My name is Juli, and her is Susan the girl who was higher growth told.

My name is Annie Annie told.

Close both girls seemed tidier.

What they lucky Annie thought.

It was obvious that the need to try was not it to be ideal probably, they simply such were created.

. . . . . .

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It because

It because Annie shivered from fear.

She forgot as it everything was when her mother and the father lived together.

Suppressed by that she saw and heard, Annie called FEB.

It is not honest she told FEB.

Though you also say that I can make so that mine if were executed, actually I can change nothing.


the Fairy told.

It because that you not so do all this.

Why you so think?

You try to change something, to force others to change.

It is business hard.

Other people have the head on shoulders.

. . . . . .

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It is important

It is important Slow and clear actions play a crucial role.

Thus it is necessary to speak as little as possible.

It is important not to disturb to contact of the child with material; the teacher shows all sequence of actions during the work with material, so that the child could learn and to reproduce these actions.

As soon as the child understood a lesson, it passes to independent work, and the teacher watches it.

Then the teacher abandons the child, but looks at it from some distance; if the child after the taught lesson works with material incorrectly, it it is impossible by no means to blame for it.

. . . . . .

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  • And I in the head
  • Also children
  • It was more
  • But, as always, everything
  • When you accurately
  • He can already
  • The child
  • It is necessary
  • And these
  • History