The news that Prince George has gone to school, has become a real highlight of this week. The photographs, in which William of Cambridge leads the first-born by the hand, caused a smile of emotion in many: the child in school uniform looks very touching. In order for George to get a good education, William and Katherine chose the school for a long time and responsibly. As a result, London's Thomas's Battersea preparatory school was chosen, costing about 18 thousand pounds a year, and, judging by the information on how the training is going, such a price seems to be quite justified.

George of Cambridge is third in line to the British throne. Parents - William and Catherine of Cambridge - do not hide their joy that their baby became a student this year. Four-year-old George was sent to a preparatory school. On the first day of school, William personally led his son to the school building, where he was met by director Helen Haslem. The father and son arrived at school in their personal Range Rover car ten minutes before the start of the lesson. George was wearing a school uniform: jumper, blue shirt and shorts. In his hands, William carried a satchel with a George Cambridge patch.

Unfortunately, Katherine could not be with her son at this crucial moment due to poor health. Expecting a third child, the duchess suffers from toxicosis.

The photographs show that George was confused: after shaking hands with Helen, he immediately ran to his father. However, just a few minutes later the boy calmed down and began to get acquainted with classmates. There will be 20 students in the Prince's class. In addition to general education disciplines, children will be taught the basics of ballet, French, art, drama and music.

William and Catherine took a long time to choose a school. As children, they studied in traditional schools, but for their first son they wanted to find educational institution where learning will be more interesting and effective. Thomas" Battersea is said to be "a large, busy and somewhat chaotic school for cosmopolitan parents who want their children to receive better education in England, which only money can buy.

The school year began not only for millions of schoolchildren and students around the world, but also for a four-year-old: the heir to the British crown today, September 7, went to London. The boy was accompanied by his father, Prince William, who led George by the hand to Thomas's Battersea school and introduced him to its director, Helen Haslem. A video of the touching moment has already appeared on the official page of Kensington Palace on Instagram:

This morning, the Duke of Cambridge took Prince George to Thomas's Battersea School in London. The headmaster met their Royal Highnesses at the entrance and escorted the Duke of Cambridge and Prince George to class. This is Prince George's first day in new school,

Palace officials said.

The footage shows that little George is a little worried, getting to know the headmaster. Perhaps the prince didn’t have enough mom around that day: she missed her son’s first line at the new school, as she suffers from morning sickness due to.

But Kate had time with her son's teachers: shortly before the start of the school year, the Dukes of Cambridge went to parent-teacher meeting, where they met with the teaching staff of the school, George's classmates and their parents. Thomas "s Battersea is a new educational institution for the prince. Since January 2016, the son of Kate and William attended the Westacre Montessori School Nursery in Norfolk, where the family lived for three years. Kensington Palace led to the search for a new school for George. The boy's parents Thomas "s School, a year of study in which costs 23 thousand dollars.

It turns out that it's not the boy himself, but his popularity. The other day there was a report that in the elite school Thomas's Battersea there was an illegal entry in broad daylight. The perpetrator was 40-year-old Louise Chantry. She really wanted to see the future king.

The woman entered the school with a video camera. She was detained in time and found that she was mentally ill. Chantry suffers from clinical depression. She didn't mean to hurt the boy or anyone else. But who knows what goes on in the head of a sick person ...

This scared everyone a lot. One local resident said: “Incidents like this frighten us all. Prince George should not go to this school anymore. All mothers stand for this, because his presence endangers us locals and our children.”

“What if it was a terrorist?” Ken Whorf agrees with her. He personally guarded Princess Diana, and was also responsible for the safety of William and Harry. The boys were guarded so that no one around noticed anything. Probably, George's father also wanted to save his son, but something went wrong.

“Unfortunately, today the world is much more dangerous than it was 30 years ago,” says Mr Whorf, “we live in an era of unprecedented international terrorism that can attack at any moment.” He confessed that he used to defend royalty it was easier. Then the princes went to Wetherby Prep School, where there were far fewer students than at George's current school. But, nevertheless, then the school had a special room for security and constant monitoring of all entrances during the school day was carried out.

According to local residents, the gates are always open at Thomas’s Battersea and anyone can safely go inside. Of course, there is video surveillance, electronic passes and security, but, apparently, this is not enough, since an ordinary 40-year-old woman was able to get to school.

But there is no evil without good. After everything that happened, the royal guards will more intensively monitor the prince, and, accordingly, the entire school, while the boy is there. Already, George gets to school accompanied by the police, and security checks the school every hour.

How can a normal person raise a hand against a child, even from royal family?

The motto of Thomas's Battersea school is "Be Kind" ("Be Kind"), but it seems that the parents of her pupils do not intend to obey the main value of the school. Prince George of Cambridge and his classmates study at the institution for only a week, and the residents of the Battersea area are already calling William and Catherine to take the heir to the Crown away from here to their own land.

A wave of indignation increased on Wednesday, when the media reported that Thomas's Battersea had been illegally invaded. The intruder turned out to be 40-year-old Louise Chantry, who so badly wanted to look at the heir that she was not afraid to sneak into the school building with a video camera. Of course, the woman was detained in time and the fact of her mental illness was quickly established (it turned out that Mrs. Chantrey was suffering from clinical depression), which made it clear that she did not intend to harm the prince and his classmates, but still that day everyone was seriously scared .

So, one of the residents said: “Such incidents frighten all of us. Prince George should not go to this school anymore. All mothers stand for this, because his presence endangers us locals and our children.”

“What if it was a terrorist?” echoes her Ken Whorf, who worked as a personal security guard for Princess Diana. At one time, it was he who was responsible for the safety of the sons of the Princess of Wales at Wetherby Prep School. Then, 30 years ago, kids William and Harry were protected by all the rules, but they did it in such a way that neither the boys nor their classmates almost never noticed the protection. Probably, Prince William, from childhood memory, wanted the same for his son, but, obviously, he did not take into account several points.

“Unfortunately, today the world is much more dangerous than it was 30 years ago,” continued Mr. Whorf, “we live in an era of unprecedented international terrorism that could attack at any moment.” Previously, it was easier to protect the royal offspring, Lady Dee's personal bodyguard admits, because unlike Thomas's Battersea, with about six hundred students, far fewer children went to Wetherby Prep School. And even then, the security measures for the princes were taken the highest: every morning the building were examined with dogs, a special security room was equipped inside the school, and entrances and exits were carefully monitored throughout the school day.

In Thomas's Battersea, however, as the locals testify, the gates of the school are almost always open and, despite the presence of security, surveillance cameras and electronic passes, absolutely any passer-by can get inside. Which, in fact, proves the incident with the 40-year-old fan of the prince .

On the other hand, now the Cambridge security service will obviously begin to take more serious measures to ensure the safety of Prince George and other students of the school. For example, now the heir gets to Thomas's Battersea in one of several Range-Rover police cars in the convoy, and every hour the school is inspected by security. There is only one thing left - to calm the panic among the locals.

School of the Past
For the majority of Moldovans, the “school of the past” is the same “Soviet” school around which so many stereotypes have formed. This is compulsory secondary education, which was free and available to everyone. These are uniform school programs and curricula, demanding teachers, emphasis on theory rather than practice. The main task of the school is to convey maximum knowledge to students in order to prepare them for their future profession.

What has changed in Moldovan schools?
In Moldovan schools, the class-lesson system, which was invented in the 19th century, is still used. The students sit at their desks with the teacher in front of them. At the lesson, he gives new information, and as homework, the student receives tasks that need to be solved using the knowledge gained.
This model is considered a relic of the Soviet education system and is often criticized: “irrelevant, no individuality, knowledge is not used in life.” However, her methods are bearing fruit. UNDP has included Moldova among the countries with high human development. About 96% of the population of our country has a secondary education, and 93% of students successfully complete their schooling.
In order to modernize the education system, in 2010 the authorities launched large-scale reforms. Moldovan today school education is still at the stage of serious transformations, so it is too early to talk about the results of the reforms. On the this moment the education index in Moldova is 0.710. This is lower than in 2013 (0.716).
Despite the insufficient budget, staffing crisis and outdated teaching methods and other difficulties that the education system is currently struggling with, Moldovan schools are still changing. Implement electronic diaries and magazines, online libraries, combine digital technologies with traditional methods teaching.
Some schools, with the help of foreign partners, open new areas of study: robotics, in-depth study of computer science and foreign languages. In addition, in Moldova appeared international schools which enable children to gain knowledge at the level of prestigious foreign educational institutions peace.
How will schools change in the future?
In 1998, The Age newspaper in Melbourne, Australia published a study suggesting what the school of the future would be like. In her opinion, digital technologies will become its integral part. Students will have individual learning plans, and lessons will combine several disciplines at once. Children will be able to see and hear their teachers, being on another continent, and learn at any time convenient for them.

Perhaps that is how it will be. Already now there are schools in the USA, Russia, Great Britain, Germany, Denmark and Finland, which managed to embody the model of the school of the future. They introduced electronic document management a long time ago: class schedules, grades, homework assignments and feedback from teachers. Teachers create an environment for knowledge, and do not load theory. Everything exact sciences practice-oriented, and some subjects are combined (for example, foreign languages and literature). Children have space to be creative and grow.
In Moldova, "schools of the future" are just beginning to appear, for example, a theoretical lyceum in the village of Shtefanesti, a theoretical lyceum named after. M. Eminescu in the commune of Sipoteni, Calarasi region, theoretical lyceum in Magdachesti. Pupils already at school learn to design and program robots, and senior classes use laptops in the classroom. Assignments come via email, and digital books are replacing printed books.
And these are just a few examples of new generation schools. Moldova has every chance to educate the specialists of the future.

Școala trecutului, prezentului și viitorului in Moldova
Anterior, pentru a învăța ceva nou la școală, tot ce trebuia să avem era un caiet, un pix, manuale și un profesor sever, de care chiar și părinților le era frică. Astăzi, acest lucru nu mai este suficient. Școlile pregătesc o generație viitoare, care trăiește după standarde diferite. De la sistemul de învățământ se cer noi reforme și methodode de pregătire, care ar corespunde cerințelor lumii moderne.

Școala trecutului
Pentru majoritatea moldovenilor, "școala trecutului" înseamnă anume acea școală "sovietică", în jurul căreia s-au format atâtea stereotipuri. Înseamnă studiile medii obligatorii, care au fost gratuiteși accesibile pentru toți. Programele școlare unificate, profesorii exigenți și accentul, care era pus pe teorie, nu pe practică. Sarcina principală a școlilor trecutului era de a oferi elevilor cunoștințe maxime, care să le prindă bine pentru viitoarea lor profesie.

Ce s-a schimbat în școlile din Moldova?
Ceea ce nu s-a schimbat în școlile din Moldova este sistemul de clasă, care a fost inventat în secolul al XIX-lea. Elevii stau în bănci, iar în fața lor se află un profesor. În cadrul lecțiilor, acesta le oferă informații noi, iar în calitate de temă pentru acasă, elevii primesc sarcini pe care trebuie să le rezolve cu ajutorul cunoștințelor dobândite la lecții.
Acest model este considerat un vestigiu al sistemului de învățământ sovietic și adesea este criticat, ca fiind: „irelevant, fără individualitate, iar cunoștințele nu sunt folosite în viața de zi cu zi”. Cu toate acestea, metodele acestei școli dau resultate. PNUD a inclus Moldova în numărul țărilor cu o dezvoltare umană ridicată. Aproximativ 96% din populația țării noastre are studii medii finalizate, iar 93% dintre elevi își finalizează cu succes educația școlară.
Astăzi, educația școlară din Republica Moldova încă se află la etapa unor transformări importante, de aceea este prea devreme de vorbit despre rezultatele reformelor. Astfel, în scopul modernizării sistemului de învățământ, în anul 2010, autoritățile au lansat reforme pe scară largă. În prezent, indicele educației din Moldova este de 0.710, fiind mai mic decât cel din anul 2013 (0.716).
În ciuda bugetului insuficient, a crizei de personal, a metodelor învechite de predare și a altor dificultăți cu care se confruntă în prezent sistemul de învățământ, școlile moldovenești se află în continuă schimbare. Implementează agende și jurnale electronice, biblioteci online, combină tehnologia digitală cu metodele tradiționale de predare.
Cu ajutorul partenerilor străini, unele școli deschid noi direcții de învățământ: robotică, studierea aprofundată a informaticii și a limbilor străine. Plus la acestea, în Moldova au apărut școli internaționale, care permit copiilor să-și facă studiile la nivelul instituțiilor de învățământ străine de prestigiu.
Cum se vor schimba școlile în viitor?
În anul 1998, ziarul "The Age" in Melbourne, Australia, a publicat un studiu de caz în care s-a presupus cum va fi școala viitorului. În opinia lui, tehnologia digitală va deveni o parte integrantă a școlilor. Elevii vor avea planuri individuale de învățare, iar lecțiile vor combina câteva discipline simultan. Copiii vor putea să-și vadă și să-și audă profesorii, aflându-se pe un alt continent și să studieze în orice moment convenabil pentru ei.

Probabil că așa și va fi. În SUA, Rusia, Marea Britanie, Germania, Danemarca și Finlanda deja există școli care au reușit să implementeze modelul școlii viitorului. Aceste țări demult au introdus sistemul de gestionare electronică a documentelor: orarul lecțiilor, notele, temele pentru acasă și feedback-ul profesorilor. Profesorii creează un mediu de învățareși nu-i încarcă doar cu teorie. Toate științele exacte sunt orientate spre practică, iar unele discipline sunt combinate (de exemplu, limbile străine și literatura). Copiii dispun de spații special amenajate pentru creativitate și creștere.
On Moldova, „școlile viitorului” abia încep să apară. Drept exemplu, putem menționa liceul teoretic din satul Ștefănești, liceul teoretic „M. Eminescu” din comuna Sipoteni, raionul Călărași, și liceul teoretic din Măgdăcești. Elevii din aceste instituții deja au început să învețe să proiecteze și să programeze roboți, iar clasele mari folosesc laptopuri în cadrul lecțiilor. Temele pentru acasă sunt primite prin e-mail, iar cărțile digitale le-au înlocuit pe cele tipărite.
Și acestea sunt doar cateva exemple de școli de nouă generație. Moldova are toate șansele să educe specialiști ai viitorului.


The first week of September has passed. I have already begun to dream of drinking hot coffee and taking a shower without a minor witness. It began to seem to me that some saint came up with the kindergarten, and I didn’t really believe the stories of my friends about this wonderful institution.
But then it turned out that everything was not so rosy: the daughter threw tantrums in the morning, in the garden she did not want to eat and go to the toilet. In addition, she began to get sick often. The pediatrician advised not to be afraid of germs, but more on that below.
1. “I won’t go to kindergarten today”
Of course, we were not spared this period. Every evening my daughter told me how nice and fun it was in the garden, how she would definitely go there again. Every morning, a hysteria began at the kindergarten door: “Don’t leave.” Near the kindergarten door, the climax of the nightmare usually took place. All this, of course, added to my feelings of guilt.
What I did: I felt like the last rubbish, leaving my daughter with strangers, so I asked my husband and grandmother to take her to the garden. I took and asked about the past day, not forgetting to admire the teachers. In the morning she told me how great we will have a good time when I come for her. And she always repeated, like a mantra: "I will never leave you, I will definitely come for you, I love you more than anyone in the world, I need you." When the daughter realized that they would not leave her, she calmed down.
2. The child is often sick
There are about 200 different viruses in the world that mutate and become more and more complex. During an illness, a child develops immunity, which takes years. In any kindergarten the baby will be exposed to viruses often, as an enclosed space with a bunch of people is an ideal environment for them. For an immune system that has adapted to a select circle of people, the new 20-30 people are a serious challenge.
There is also a psychological component: even if the child likes kindergarten, parting with parents can be difficult. A whole day with strangers is a tangible stress for an immature nervous system.
What I did: I initially mentally prepared for the fact that my daughter would get sick more often. For several months, we really just did not get out of the disease. However, in spite of everything, I still followed the advice of the pediatrician not to be afraid of germs and stopped decontaminating, smoothing and sterilizing everything. And indeed, this benefited the child: gradually, the diseases began to recede, the daughter cheered up, and I began to clean up less.
3. In the garden, the child behaves perfectly, and as soon as the mother appears, it’s like a demon takes possession of him
We can say that in the garden, teachers know how to raise children, but I do not. But I'm raising my daughter on Gordon Neufeld's Attachment Theory and I know it's okay for a child to be noisy, hysterical, and even aggressive after kindergarten. Moreover, in fact, this is a good sign for the parent: it means that the baby feels completely safe with me, since he can show himself “in all its glory”.

What I did: stocked up with great patience, tried to hug and kiss as much as possible, spend maximum time together with my daughter after the garden. The most important (and difficult) thing to remember is that the worse a child behaves, the more he needs us.
4. The child does not go to the toilet in the garden
The first weeks the child is adapting to a new place, and for everyone it goes differently. I confess that I was surprised and confused when it turned out that my daughter refuses to go to the toilet in the garden and endures all the time until her parents arrive. I talked to other mothers and found out that such cases are not uncommon. Some sensitive children are so stressed out by the change that they are physically unable to relax and go to the bathroom.
What I did: first of all, I went to the toilet and looked at what could be wrong: suddenly the reason is something very simple, for example, it’s dark inside, and the switch is high. I talked to the teachers, and we brought home a pot from home. And at home we played this situation for several days in a role-playing game with dolls. It turned out that the daughter was afraid that there were not 1, but 3 toilet bowls in the toilet.
5. And besides, he doesn’t eat all day.
The daughter could never boast of a good appetite, but in kindergarten the situation worsened. At first, the teachers did not tell me anything: many children do not eat much in the early days. But then they reported that the child keeps on a piece of bread or a roll all day. And I, naive, was glad that she began to eat better at home.
The teachers said that this happens often. The garden is stress, because the child's whole way of life, in fact, has changed. Food may seem unusual, tasteless, ugly, and most importantly, it is not your mother who gives it.

What I did: I began to praise the food they give in the garden. Tell me that the nanny treated me to a cutlet, she is so good and cooks so tasty! But most importantly, I tried to remain calm. We must remember that it takes time, that no one has ever died of starvation in a kindergarten. Indeed, the hunger strike ended after a few weeks, and six months later, my daughter began to demand that I cook porridge for her at the weekend “like in a kindergarten.”
6. Sometimes children are supplemented.
The daughter refused to eat, and in some kindergartens, teachers forcibly “push” food into the child. I strongly asked not to do this - let it be better to be hungry. After all, it turns out that the baby is not able to repulse an adult, submits and eats. Parents are happy: the child eats, grows. But do not rejoice: such actions can lead to eating disorders.
Perhaps, earlier I would have agreed to this, but after reading the book by the Spanish pediatrician Carlos Gonzalez “My child does not want to eat”, I realized that it is impossible to force.
What I did: I asked the teachers and nannies if such a phenomenon exists in our garden. And she did not even insistently ask, but demanded that my girl should not be supplemented in any case.
7. The teacher does not cope with the children and exceeds the authority
Child psychologist Lyudmila Petranovskaya claims that children are obedient creatures by nature. They become naughty only if they do not feel safe. Of course, I don’t want to say that my daughter is always accommodating with me - no, like all children, sometimes she plays pranks, flirts and does not respond to my requests.
But in the garden they began to complain that my child did not obey. And this happened during the change of only one teacher. Later I realized what was the matter: she could not cope. And sometimes she exceeded her powers: she rudely pulled, mocked and raised her voice at the children. Olga Vasilievna used to be too strict and irritable and often reprimanded her parents how badly their children were brought up.

What I did: Unfortunately, almost nothing. But other parents and I tried: we talked with the manager. They could not find a new teacher for a long time, and transferring a child to another group or kindergarten is also not the case: it is not yet known what is more traumatic here. Fortunately, after a year, she left on her own and we had a great replacement.
8. Additional money fees
Any payments that require payment in the kindergarten must be official, i.e. a receipt is required for each payment. “Voluntary donations”, “for the needs of the group”, etc. - all this is exclusively the good will of each individual parent. I didn't have it. Friends who have already gone through this, suggested how to behave in such situations.
What I did: All those few times when the parents of our group were offered to make some kind of charitable contributions, I did not oppose. I asked to which account I could transfer the money, and if they offered to pay in cash, I asked for a receipt. Usually this is where the money talk ends.
9. Pressure from other parents
Usually the team of parents is divided into 2 parts: one wants to chip in and raise money for air conditioning or new windows, the second says that they will not give money. Several times I have been the person who says no and angers activists. It is very difficult to bear it. But I really didn't understand why I should give half of my salary to replace the windows in the garden, built 6 years ago.
What I did: there are always like-minded people, and I found them. It turned out that there are not so few of us - those who were not eager to throw money away on unnecessary things. By the way, this is a good lesson for our children: not to turn into a herd and not follow the lead.
10. Children at matinees are photographed exclusively by a kindergarten photographer
Alas, in many kindergartens, the management considers itself entitled to provide income for some photographer they know, whose knowledge was outdated 30 years ago. And most parents silently obey these rules, despite their dissatisfaction. Here again, the advice of those who have already gone through this helped me again.
What I did: with a group of other parents, I went to the head of the department to tell them that we would have our own photographer. She did not like it, but she could not do anything: it is our right to invite the photographer / videographer who suits us, and not the manager.

11. Lush graduation in kindergarten
A sane person understands that dressing up a child beautifully and having a big celebration with clowns and restaurants is only the need of parents. Closer to graduation from the garden, the 2 most active mothers of our group began to offer crazy programs for holding a children's event: a banquet hall, a river bus, etc.
What I did: I suggested a more budgetary option and reminded that this is still a holiday for our children, and not ours. As a result, the group, as it happened before, was divided into 2 halves. We limited ourselves to a matinee in the garden and modest gatherings in a coffee shop with cakes. Then my daughter and I went to a children's store and she chose a toy that she likes. And we were both very pleased.
And how do you solve the problems and problems that arise in kindergarten?
adme.ru


This loud and confusing story happened four years ago. In May 2015, in the gynecological center of San Salvador, the capital of El Salvador (Central America), 38-year-old Mercedes Casanellas gave birth to a boy. Childbirth occurred at 35 weeks. As Mercy later recalled, when she first saw the baby's face, she was amazed at how much he looked like her husband, Richard Cushworth. However, the newborn was immediately taken away, and Mercy was given sleeping pills so that, according to the doctors, she had a better rest after giving birth.
The next day, Mercy brought her son, but she clearly saw that it was a different child. Mercedes tried to figure something out, but the doctors and nurses assured her that it was definitely her son. Mercy and Richard named the baby Jacob and took him home. However, the feeling that this is not their child did not pass.
A month later, Mercy and Richard decided to do a DNA test anyway. The analysis showed that the chances that Jacob is their biological son are zero.

Mercy and Richard turned to law enforcement to find out what happened in the hospital and where their own son had gone. At first, the couple were told that they would never see their son, because he was sold immediately after birth, and they could keep Jacob because he was abandoned in the hospital. In this case, an obstetrician-gynecologist who took birth with Mercedes was arrested.
Three months later, however, Mercy and Richard were told new history- there was no sale, the children were just accidentally mixed up in the maternity hospital, and they can now exchange Jacob for their biological son, whom his parents named Moses.
“It was the best and - at the same time - the most terrible day of my life, as if I was born and died at the same time. I was crying because Jacob was my baby too,” Mercy recalls. But for the first time she took Moses in her arms, and immediately fell in love with him. He was like two drops of water similar to Richard.
The couple had a lot of questions about this case, but they were incredibly happy that their son still returned to them, and did not insist on further proceedings.
However, according to Mercy, the first months after the return of Moses were very difficult and painful for her - she suffered from separation from Jacob, and from the fact that Moses did not perceive her as a mother.

He never cried or got upset when she left. “I was just someone to take care of him, another person in his life. I understood that this was the result of what happened to him, and I was tormented by guilt, although I was not to blame for anything, ”says Mercy. After all, the first three months of life is a key period when that unique bond between a child and mother is established, and Moses and Mercy had to skip this period.
Mercy never ceased to hope that everything could be returned. She did not let Moses out of her hands, tried to spend as much time with him as possible. Progress occurred only after a year and a half. Mercy brought her son to the nursery and when she was about to leave, he suddenly began to cry and clung to her. Mercy, she said, also burst into tears at that moment with joy that Moses finally began to perceive her as a mother. But the son called Mercy "mother" only at the age of three. Moses is now four and a half years old.
deti.mail.ru


The further the conversation moves away from scientific abstractions from a biology textbook, the more difficult it is for parents to keep up. However, no matter how difficult it may be for you, it is important and necessary to talk with children about sexuality and everything that it consists of - in this way you reduce the risk of dangerous behavior in a child, teach him to be attentive to his body and give answers to questions that concern him .
To make it easier for you to start this delicate conversation and feel more comfortable in the process, here are six simple tips.
Call a spade a spade
An elbow is an elbow. A penis is a penis. The nose is the nose. The vulva is the vulva. When people know the exact and correct names of their body parts, it is easier for them to dispose of them and talk about it. It is much easier for children to report painful sensations or unwanted touches in those parts of the body whose name and purpose they know. By giving your child simple and specific terminology, you contribute to their safety.
"My body belongs only to me"
People of any age should know that their body belongs only to themselves. Yes, there may be situations when a doctor or caregiver can touch a child for medical procedures or help with the toilet, but in this case the child must clearly understand who is doing what and why. Warn and explain to the child yourself, ask a doctor or other specialist to do the same.
Answer questions honestly
Adults are often afraid that if they answer one question about sexuality to a child, many more difficult questions will follow. More often than not, if you answer a question honestly and directly, that's enough to satisfy a child's curiosity. If you don't know the answer to a question, admit it and look for information. It is always better if the child knows that he can turn to you with any question and get an answer to it.
Talk to your children about sexuality
There is a common misconception that if you talk to your kids about sexuality a lot, they will have more sex. Or that you should not talk to children about sex until they themselves are ready for it. But studies have shown that children who have a sufficient amount of adequate knowledge about sex, on the contrary, were inclined not to hurry with the onset of sexual activity, and in the future were more careful and literate in matters of relationships. Young children do not yet know that the topic of sex can be shameful or forbidden, and therefore, through communication with adults, they can learn the rules of behavior and norms, form their attitude towards sexuality and learn how to safely and correctly express it.
Sexuality as an exciting part of life
Talking about sex doesn't always have to be serious. Sex education is about more than just ways to prevent violence and problem relationships (although both are important to know). Helping young people to accept and understand themselves is also very important. Don't forget to talk about how sex can be fun and enjoyable as long as it's safe and healthy. Relationships are hard, but sometimes they work out great. Do not turn the conversation about sex into one continuous horror story.
Nobody's perfect
It's hard to talk about sexuality. Even those who are professional sex educators can get a question that will baffle them. If something confuses you or makes you uncomfortable, don't be afraid to say so. By being open about your feelings, you set a good example for your children. Sexuality education is a lifelong process with very few hard and fast rules.
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The program provides for the collection of:
20 samples drinking water in food blocks of preschool institutions; 20 samples of drinking water in the food blocks of school institutions. In addition to the assigned program, ANSA inspectors took additional samples in most food blocks educational institutions.
Since the beginning of this year, the total number of water samples taken in the food blocks of educational institutions is 1474, of which 256 did not meet the requirements for microbiological parameters (Escherichia Coli, Fecal Streptococci):
Food units of preschool institutions - 744 (135 inappropriate samples); Food units of school institutions - 730 (121 inappropriate samples). For institutions where it was found that water did not meet microbiological indicators, instructions were issued regarding the implementation of measures for the disinfection of water sources with repeated sampling until results were obtained that corresponded to microbiological indicators. At the same time, in agreement with the local authorities, in these institutions, work was carried out to repair and sanitize the water pipes of these institutions.
In addition, it was forbidden to use water that did not meet the established parameters, and recommendations were issued on the use of safe drinking water from proven sources for sanitary and microbiological indicators or bottled drinking water from authorized economic agents.
It should be noted that monitoring of water quality in the catering units of schools and kindergartens is carried out continuously throughout the year.
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