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It seemed

It seemed To us was on ~ years.

Sometimes we gathered a small group, carefullycame into a front door and went down on three steps down to heavy, fetterediron of a door of a cellar.

If it was slightly opened, we stood a little ~ at this dark crack also listened attentively to a strange gurgling of water in depthcellar.

It was very terrible to push the head in this crack.

Yes anybody notdid.

It seemed that the iron door will be closed at once and the head remains in ~le, and body outside.

Then we hasty ran out back in a yard.

Forevercontrast between heat which was exhaled by all subjects on the street was remembered,and ice penetrating dampness of an entrance in a cellar.

. . . . . .

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For their

For theirOut of door at the age from five till nine years terrible places for usthere were cellars.

For their research we, boys, gathered the biggroups.

Armed with sticks, stones, took more small lamps and wentthere.

And the group accurately shared at once on fear degree the most courageousaverage went in advance with lamps slightly behind, and the pants strongly behindalso did not move away far from an entrance.

It turned out that the group route on a cellar was accurately designated the boy ~ with small lamps.

Each of them could not move further ~ the limitand, having reached it, remained on a place, but did not come back back, to the usual world.

. . . . . .

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Statement

Statement Development of any, deliberate imagination the same as development of any forms of attention and memory, is one of the parties of the general process of formation of speech regulation of behavior of the child.

Statement of the purpose and the management of creation of a plan in productive kinds of activity are carried out by means of speech.

Questions for repetition of the fifth section What specifics of development of speech at preschool age What functions of speech develop especially fully at preschool age What features of touch development of the preschool child How perception actions develop How orientation in space develops How orientation in time develops How the perception of drawing develops What features of development of thinking of the preschool child How the figurative thinking of the preschool child develops How there is a development of cogitative actions of the preschool child How there is an assimilation of logic forms of thinking How the involuntary attention develops What conditions of formation of any attention How involuntary memory of the preschool child develops What features of any memory at preschool age What specifics of imagination of the child preschool child with Practical task ' Carefully think over, what supervision and experiments can be carried out for establishment of a level of development of informative processes of children of preschool age.

. . . . . .

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It is impossible

It is impossible Is quick to grasp people speak.

The exercises actuating intellectual mechanisms, can be made only in a selftraining mode.

It is impossible for other person, being engaged instead of us, to improve our abilities.

Touch exercises awaken children's activity, strengthen it.

Having isolated separate feeling and separate incentive, the child receives the clear, realized impression.

Feeling of heat, cold, roughness, smoothness, weight, ease.

He hears noise; in almost absolute silence, having closed eyes, hears a voice whispering a word.

It is the outside world it is knocked on his soul, awakening it.

. . . . . .

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But this

But thisThan more variously the predmetno~prostranstvenny surrounding the childand social in the form of children's community Wednesday, the more interesting itcan find for itself outside.

But this environment also can appear andthe poor.

For example, daily children leave to walk in the same pooryard and ~ constantly ~ are occupied and ~ for them there occurs.

The child usually finds balance in each situation meanwhile that givesto it Wednesday, and that it puts in it.

When Wednesday is poor, the childtries to finish it to level accepted for it attractively ~.

. . . . . .

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Also it was necessary

Also it was necessary And you – in cent of this surprising world, and it rotates round you … Word of honor there was time, when you not doubted it.

And did not think – and what for – at you was big fine work to raise and last to a maturity.

Also it was necessary so much to learn, and so many to learn! There is no time to think, do it is necessary, – as one wise kid told.

And adults to you seemed wizards because they are able all.

To shine darkness including any bulbs to kindle fire under any torch to create falls having touched the crane hand.

. . . . . .

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  • Give reference
  • It will
  • If you are concerned
  • Free, democratic
  • Also rough
  • It seemed
  • Therefore, despite
  • Development
  • Big windows
  • It is impossible