Kate was unable to take Prince George to school due to toxicosis. Parents of other children no longer want to see George Cambridge at school What school does Prince George go to?

It turns out that the matter is not in the boy himself, but in his popularity. Recently there was a report that an illegal entry took place in the elite Thomas’s Battersea school in broad daylight. The culprit turned out to be 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 on time and found that she was mentally unwell. Chantry is clinically depressed. She had no intention of hurting the boy or anyone else. But who knows what is going on in the head of a sick person ...

This scared everyone. One local woman said: “Incidents like these scare us all. Prince George must no longer go to this school. All mothers are in favor of this, because his presence endangers us, the locals, and our children. "

“What if it was a terrorist?” Ken Wharf agrees. 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 did not notice anything. George's father probably also wanted to keep his son safe, but something went wrong.

“Unfortunately, the world today is much more dangerous than it was 30 years ago,” says Mr. Wharf. “We live in an era of unprecedented international terrorism that can attack at any moment.” He admitted that it was easier to protect royals in the past. Back then, the princes went to Wetherby Prep School, which had far fewer students than George's current school. But, nevertheless, then the school had a special room for security and there was constant monitoring of all entrances during the school day.

According to local residents, the gates of Thomas’s Battersea are always open and anyone can safely walk 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 every cloud has a silver lining. After all that happened, the royal guard will more closely monitor the prince, and therefore the entire school, while the boy is there. Already, George gets to school, accompanied by the police, and every hour the school is checked by security.

How can u normal person to raise a hand on a child, even from the royal family?

The news that Prince George went 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 many a smile of affection: a child in a school uniform looks very touching. In order for George to receive a good education, William and Catherine chose a school long and responsibly. As a result, the preference was given to Thomas’s Battersea preparatory school in London, which costs about 18 thousand pounds a year, and, judging by the information on how the training is going, this price seems to be quite justified.

George of Cambridge is the third in line of succession to the British throne. Parents - William and Catherine of Cambridge - do not hide their joy that their baby has become a student this year. Four-year-old George was sent to 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. Father and son arrived at school in a private Range Rover ten minutes before the start of the lesson. George was wearing a school uniform: a jumper, blue shirt and shorts. In his hands, William carried a satchel with a George Cambridge patch.

Unfortunately, Katherine was unable to be with her son at this crucial moment due to poor health. While 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, literally a few minutes later, the boy calmed down and began to get to know his 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 an educational institution where education would 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 that money can buy. "

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. It is a compulsory secondary education that was free and accessible to everyone. They are united school programs and educational plans, demanding teachers, emphasis on theory rather than practice. The main task of the school is to transfer the maximum knowledge to students in order to prepare them for their future profession.

What has changed in Moldovan schools?
In Moldovan schools, the classroom-lesson system is still used, which was invented in the 19th century. The students are sitting at their desks, and in front of them is the teacher. In 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 very often criticized: "irrelevant, there is no individuality, knowledge is not used in life." However, her methods are yielding results. UNDP has included Moldova in the list of countries with high human development. About 96% of the population of our country has secondary education, and 93% of students successfully complete their schooling.
To modernize the education system, the authorities began large-scale reforms in 2010. Today Moldavian school education is still at the stage of serious transformations, so it is too early to talk about the results of the reforms. At the moment, the education index in Moldova is 0.710. This is below the indicators of 2013 (0.716).
Despite an insufficient budget, a personnel crisis and outdated teaching methods and other difficulties that the education system is now struggling with, Moldovan schools are still changing. They are introducing electronic diaries and journals, online libraries, combining digital technologies with traditional teaching methods.
Some schools, with the help of foreign partners, are opening new educational areas: robotics, in-depth study informatics and foreign languages. In addition, international schools have appeared in Moldova, which enable children to acquire knowledge at the level of prestigious foreign educational institutions in the world.
How will schools change in the future?
In 1998, The Age newspaper in Melbourne, Australia, published a study that suggested what the school of the future would be. In her opinion, digital technologies will become its integral part. Students will have individual learning plans, and the lessons will combine several disciplines at once. Children will be able to see and hear their teachers while on another continent, and learn at any time convenient for them.

Perhaps it will be so. There are already schools in the USA, Russia, Great Britain, Germany, Denmark and Finland, which have managed to implement the model of the school of the future. They have long introduced electronic document management: class schedules, grades, homework and feedback with teachers. Teachers create an environment for knowledge, not theory. All exact sciences are practice-oriented, and some subjects are combined (for example, foreign languages and literature). Children have room for creativity and growth.
In Moldova, "schools of the future" are just beginning to appear, for example, a theoretical lyceum in the village of Stefanesti, a theoretical lyceum named after S. M. Eminescu in the Sipoteni commune of the Kalarash region, a theoretical lyceum in Magdachesti. Pupils already at school learn to design and program robots, and senior classes use laptops in the classroom. Assignments arrive by email, and digital books are replacing print.
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 în 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 metode de pregătire, care ar corespunde cerințelor lumii moderne.

Școala trecutului
Pentru majoritatea moldovenilor, “școala trecutului” înseamna anume acea școală “sovietică”, în jurul căreia s-au format atâtea stereotipuri. Înseamnă studiile medii obligatorii, care au fost gratuite și 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 rezultate. 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, școlileove moldnești se aflimă înă continuare sch 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” din 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-i vadă și să-i 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 învățare și 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.
În 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 câteva exemple de școli de nouă generație. Moldova are toate șansele să educe specialiști ai viitorului.


The 1st week of September has passed. I already started dreaming of drinking hot coffee and taking a shower without a young witness. It began to seem to me that the kindergarten had invented some kind of saint, but 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, this period did not pass us by. Every evening my daughter told me how good and fun it was in the garden, how she would definitely go there again. Every morning at the door of the kindergarten a hysteria would start: "Don't go away." It was usually the culmination of a nightmare at the door of the kindergarten. All of this naturally added to my feelings of guilt.
What I did: I felt like the last trash, 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 mornings, she told me how great we would have the time when I came 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 else in the world, I need you." When my daughter realized that she would not be abandoned, she calmed down.
2. The child is often sick
There are about 200 different viruses in the world that mutate and become more complex. During illness, the child develops immunity, it takes years. In any kindergarten the baby will be exposed to frequent exposure to viruses, as an enclosed space with a bunch of people is an ideal environment for them. For the immune system, which 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 it in kindergarten, parting with his parents can be difficult. A whole day with strangers is stressful for an immature nervous system.
What I did: initially I was mentally prepared for the fact that my daughter would get sick more often. For several months we really just didn’t get out of illness. However, in spite of everything, I still followed the pediatrician's advice not to be afraid of germs and stopped disinfecting, ironing and sterilizing everything. And indeed, it did the child good: gradually the illnesses began to recede, the daughter became more cheerful, and I began to clean less.
3. In the garden, the child behaves perfectly, and as soon as the mother appears, it is as if a demon is possessed by him
We can say that teachers in the kindergarten know how to raise children, but I do not. But I'm raising a daughter on Gordon Neufeld's attachment theory, and I know it's okay for a child to be noisy, hysterical, and even violent 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: I had a lot of patience, I tried to hug and kiss as much as possible, spend maximum time with my daughter after the garden. The most important (and difficult) thing is to remember that the more terrible the child behaves, the more he needs us.
4. The child does not go to the toilet in the garden
During the first weeks, the child is adapting to a new place, and this is different for everyone. 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 before the arrival of her parents. I talked to other mothers and found out that such cases are not uncommon. Some sensitive children are so stressed by the change that they are physically unable to relax and go to the toilet safely.
What I did: first of all I went to the toilet and looked at what might be wrong: suddenly the reason is something very simple, for example, it is dark inside, and the switch is high. I talked with the teachers, and we brought our own pot from home. At home, we played this situation for several days in a role-playing game with dolls. It turned out that the daughter is afraid that there are not 1, but 3 toilets in the toilet.
5. And 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 eat little in the first days. But then they said that the child is kept on a piece of bread or a roll all day. And I, naive, was glad that she began to eat better at home.
The educators said that this happens often. Gardening is stressful, because the child's whole way of life has essentially changed. Food can seem unusual, tasteless, ugly, and most importantly, it is not your mother who gives it.

What I did: Praise the food in the garden. To tell that the nanny gave me a cutlet, she is so good and cooks so delicious! But most importantly, I tried to remain calm. We must remember that it takes time, that no one has ever starved to death in kindergarten. Indeed, the hunger strike ended a few weeks later, and six months later, my daughter began to demand that I cook porridge for her on weekends "like in a kindergarten."
6. Sometimes children are fed
The daughter refused to eat, and in some kindergartens, teachers forcibly "push" food into the child. I urged you not to do this - let it be better to be hungry. After all, it turns out that the baby is not able to resist an adult, obeys and eats. The parents are happy: the child is eating and growing. But don't be happy: doing so can lead to eating disorders.
Perhaps earlier I would have agreed to this, but after reading the book of the Spanish pediatrician Carlos Gonzalez "My child does not want to eat", I realized that you cannot force.
What I did: I asked the teachers and nannies if such a phenomenon exists in our garden. And she insistently did not even ask, but demanded that my girl should not be fed in any way.
7. The teacher does not cope with the children and exceeds the authority
Child psychologist Lyudmila Petranovskaya argues that children are obedient creatures by nature. They only become disobedient if they don't feel safe. I, of course, do not want to say that my daughter is always agreeable 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 was not doing well. And sometimes she exceeded her authority: she rudely tugged at, mocked and raised her voice at the children. Olga Vasilievna was too strict and irritable and often reprimanded her parents how poorly their children were brought up.

What I did: Unfortunately, practically nothing. But the other parents and I tried: we talked with the head. They could not find a new teacher for a long time, and transferring the 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 by herself and we had a great replacement.
8. Additional fees
Any payments that require payment in kindergarten must be official, that is, a check 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 several times when the parents of our group were offered to make some kind of charitable contributions, I did not oppose. I asked what account I could transfer the money to, and if they offered to pay in cash, I asked for a receipt. Usually, this was where the talk of money ended.
9. Pressure from other parents
Usually the team of parents is divided into 2 parts: one wants to chip in and collect money for an air conditioner or new windows, the second says that he will not give money. Several times I have been a person who says no and displeases activists. It is very difficult to withstand it. But I really didn't understand why I had to give half of my salary to replace windows in a garden that was 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: do not turn into a herd and do not follow the lead.
10. Children at matinees are shot exclusively by a kindergarten photographer
Alas, in many kindergartens, the management considers itself entitled to provide income for some of its acquaintances, a photographer, whose knowledge is outdated 30 years ago. And most parents silently obey these rules, despite their discontent. Here I was again helped by the advice of those who have already gone through this.
What I did: I went to the manager with a group of other parents to inform us 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 prom in kindergarten
A sane person understands: dressing up a child beautifully and arranging a big party with clowns and restaurants is exclusively a parent's need. Closer to graduation from Kindergarten 2, the most active mothers of our group began to offer crazy programs for holding a children's event: a banquet hall, a river tram, etc.
What I did: I suggested a more budgetary event and reminded that this is still a holiday for our children, 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 the children's store and she chose a toy that she likes. And we were both very happy.
How do you solve the questions and problems that arise in kindergarten?
adme.ru


This loud and confusing story happened four years ago. In May 2015, at the gynecological center of San Salvador, the capital of El Salvador (Central America), 38-year-old Mercedes Casanellas gave birth to a boy. The delivery took place 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 Cashworth. 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 another child. Mercedes tried to find out something, but 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 was not their child did not pass.
A month later, Mercy and Richard decided to do a DNA test. Analysis showed that the chances of Jacob being their biological son are nil.

Mercy and Richard turned to law enforcement to figure out what happened in the hospital and where their own son had gone. At first, the spouses were told that they would never see their son, because he was sold immediately after birth, and they can keep Jacob for themselves, because he was abandoned in the hospital. In this case, an obstetrician-gynecologist who delivered Mercedes was arrested.
However, three months later, Mercy and Richard were told a new story - there was no sale, the children were simply accidentally mixed up in the hospital, and they can right 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 cried because Jacob was my baby too, ”recalls Mercy. But for the first time she took Moses in her arms, and immediately fell in love with him. He looked like two peas in a pod like Richard.
The spouses had many 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 Moses' return 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 was upset if she left. “For him, I was just someone who cares about him, another person in his life. I understood that this was the result of what had happened to him, and I was tormented by a feeling of 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 the child and the mother is established, and Moses and Mercy had to skip this period.
Mercy never stopped hoping that everything could be returned. She did not let go of Moses, tried to spend as much time as possible with him. Progress took place only after a year and a half. Mercy brought her son to the nursery and when she was about to leave, he suddenly burst into tears and clung to her. Mercy, she said, also burst into tears at that moment with joy that Moses had finally begun to perceive her as a mother. But the son called Mercy "mom" 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 the scientific abstractions of a biology textbook, the more difficult it can be for parents to maintain it. However, no matter how difficult it may be for you, it is important and necessary to talk with children about sexuality and everything that makes it up - thereby you reduce the risk of dangerous behavior in the child, teach him to be attentive to his body and give answers to his questions. ...
To make it easier for you to start this sensitive conversation and feel more comfortable in the process, here are six simple tips.
Call a spade a spade
The elbow is the elbow. The penis is the 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 communicate painful sensations or unwanted touching in those parts of the body, the name and purpose of which 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 the child for medical procedures or help with the toilet, but in this case, the child must clearly understand who, what and why is doing with him. 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 a child one question about sexuality, many other, more difficult questions will follow. More often than not, answering a question honestly and directly is enough to satisfy a child's curiosity. If you do not 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 kids about sexuality
There is a common misconception that talking to children a lot about sexuality will lead to more sex. Or that you shouldn't talk to your children about sex until they are ready for it themselves. But studies have shown that children with a sufficient amount of adequate knowledge about sex, on the contrary, were inclined not to rush 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 taboo, and therefore, through communication with adults, they can learn the rules of behavior and norms, form their attitude towards sexuality and learn how to use it safely and correctly.
Sexuality as an exciting part of life
Talking about sex doesn't have to be serious all the time. Sex education is not only about 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. Remember to talk about sex can be fun and enjoyable if it's safe and healthy. Relationships are difficult, but they often turn out great. Don't turn sex talk into one big horror story.
Nobody's perfect
Talking about sexuality is difficult. Even those who are professionally involved in sex education 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 honest about your feelings, you set a good example for your children. Sexuality education is an entire process human life and has very few hard and fast rules.
n-e-n.ru


The program provides for the collection:
20 samples drinking water in food blocks of preschool institutions; 20 drinking water samples in school food blocks. In addition to the assigned program, NABPP inspectors took additional samples from most of the food blocks in educational institutions.
Since the beginning of this year, the total number of water samples taken in food blocks of educational institutions is 1474, of which 256 did not meet the requirements for microbiological parameters (Escherichia Coli, Fecal Streptococci):
Preschool catering units - 744 (135 nonconforming samples); School catering units - 730 (121 non-conforming samples). For institutions where it was found that the water did not correspond to microbiological indicators, instructions were issued regarding the implementation of measures for the disinfection of water sources with repeated sampling until results that correspond to microbiological indicators were obtained. At the same time, in agreement with the local authorities, these institutions were working on the repair and sanitization of the water supply systems of these institutions.
In addition, it was prohibited to use water that did not meet the established parameters, and recommendations were issued on the use of safe drinking water from verified sources for sanitary-hygienic and microbiological indicators or bottled drinking water from authorized economic agents.
It should be noted that monitoring of the water quality in the catering units of schools and kindergartens is carried out continuously throughout the year.
noi.md