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How you guessed

How you guessed And why you hum It works my motor.

And you mice do not eat the little mouse asked.

Never! Than you eat Gasoline.

Hurrah! the little mouse cried means, you not a cat! Certainly not, I.

You guessed, who it was Child.

Car car.


How you guessed Answer.

Correctly, you learned parts of the car, and when them mentally connected everything together, the car turned out.

And at us with you too there are parts of a body.

Let's play in game I will call parts of a body, and you will show them at yourself.

. . . . . .

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Are inherent

Are inherent Besides, at school it disturbs the process of training.

Speaking more simply, the teacher, capable to supervise a class, inspires to the pupils feeling of confidence and tranquillity.


Are inherent in the teacher of fit of angerProbably, first to you will seem that the teacher of your child very much even is reserved, but absolutely another in actual fact can become clear.

We knew the teacher whom, having put school desks in a class around in case the pupil started to speak without demand and out of turn, pulled out it in the middle and subjected to the attacks.

Reached before that the same teacher started to rush chairs through all class when someone from pupils, in her opinion, behaved badly.

. . . . . .

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And the child

And the child That is already regulates the mental conditions.

It begins capable to separate from the actions, to estimate them.

So and to define, what exactly does not suffice to it, in what it needs food, actions, game, communicationWith development of thinking effective the imagination ability to abstract from an environment starts to work.

In imagination there are ways of satisfaction of the requirements.

And the child very much tries to satisfy them own forces.

And time it independently carries out actions and states them an assessment, in his consciousness already there was an idea of several mental conditions.

. . . . . .

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But it is possible

But it is possible It is the first step from obligatory dependence in the past to some freedom there is a possibility to counteract that is not his body.

There is the second, it is possible to tell, opening.

I Itself!What has happened Arose an image of the body ; an image of environment a world picture.

But it is possible to tell about a picture of the world only conditionally because it not only is mosaic, but also there is as though in a framework a pleasant unpleasant.

The kid already knows it to the pleasant lasts, unpleasant avoids.

. . . . . .

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He is already

He is alreadyThe humour of the adolescent gains vigilance.

He is already capable to feel and understand ennobled in limited, small in great, considerable in ridiculous and imperfect.

That is it already starts to carry out the calling to open as it and it is necessary to the real revolutionary gravity and relevancy, value of that many adults considered ridiculous and petty.

Our humorist laughs.

But laughter its special it has rules of the game.

Laughin it does not separate itselfhimself from the ridiculous.

. . . . . .

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That is behaved

That is behaved And subsequently finds way out of the most difficult situations in which adults ran into despair, operated immorally, destroyed surrounding and each other.

That is behaved unworthy.

And it independently guessed before it is necessary to behave and operate.

This opening synthesized by events of the drama a pleasure and pleasure source.

And who does not rejoice from a victory over by itselfImitation tragic and comicIt too exists in life.

He can be observed.

But in the concentrated look the same events deduced on a maximum of possible for the human relations, an indispensable condition of a drama genre tragedies.

. . . . . .

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Public reprimands

Public reprimandsAnd to do it always it is necessary in a private situation.

Public reprimands and shame which is tested by the child when to it in public do the remark, often cause return reaction so you cannot achieve from it necessary behavior but only aggravate his shyness and shyness.

Investigating influence of spontaneous punishment to which at schools some teachers subject the guilty pupils, we carried out supervision over pupils from five classes on two persons from each class for five months.

It were socalled uncontrollable children whom teachers continually abused before all class.

. . . . . .

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