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By four months

By four months Feed the kid according to his requirement times a day, sometimes more often.

By four months the majority of children times per day are fed.

Children being on chest feedin usually do not need an air otrygivaniye after feeding.

If you consider that it is necessary for your kid air, after feeding by each breast give to the child vertical situation for some minutes.

If you see that the child not air, that, probably, it is not necessary to lift and expect it an air outlet.

The blister on a lip of the child arises from a sosaniye.

It does not cause painful feelings, does not demand treatment and disappears itself.

. . . . . .

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One of the important

One of the important It depends on specific features of the child and features of a situation in which there is a choice.

One of the important conditions influencing the decision of the child presence of other people, adults or contemporaries, their assessment.

When the child remains one, it constrains the direct motives much less often, than being in group of contemporaries or in the company of adults.


Performance of strongwilled actions depends on speech planning and regulation.

In a verbal form the child formulates for itself that he intends to do, discusses with itself possible decisions at fight of motives, reminds itself of for what it carries out action, and orders itself to achieve achievements of the objective.

. . . . . .

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According It German origin land zy ~, and schaft occurs from schaffen verb ~ to create.

We will use the term ~ for soil designation in unity with everything thatI it is created on it by forces of nature and the person.

According to ours ~division landscape concept more capacious, more loaded containing ~niy, than the fresh flat territory, which main characteristic sizes of its area.

Landscape is saturated materialized in itevents of the natural and social world, it and .

In itthere is a variety stimulating informative activity, with itit is possible to improve the business and intimno~lichny relations.

. . . . . .

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But smallerin

But smallerinIt is possible, therefore girls are not inclined, like boys, ~but to expand the territory in the research purposes.

But smallerin comparison with boyish possession of girls usually are more rendered habitablealso are psychologically experienced.

Let's return to R.

Hert's work.

If its first opening was ~zheny communications between a sex of the child and volume of the space mastered by it,the second concerned age features children's territorial ~deniye.

Hert found out that volume actively used by children ~riya slowly, but steadily grows in process of approach of children to the schoolI will increase.

. . . . . .

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When adults

When adults The boy at ~attracted that this idol represents a high carved trunk it is cut ~ ~ a tree on which terribly it wanted to boy to get the benefitand dredging is convenient to cling hands and to rest a foot ~.

Only it crawled to a height half as it drove noticed ~ryadok adults it is impossible to climb, it is not for this purpose put.

As boyit is still rather small, he obeyed, tears, but remained to stand near an idol.

When adults departed, the boy began to touch and pick his finger ~ny surface, the penknife then took out and began stealthily ~ and to plane it a back of an idol.

In behavior of the boy two moments are important.

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To make a pause

To make a pausefor planes.

To remember, and very firmly that for the child value of a subjectthingtoy is defined not the prices Honuhochu, buybuy!!!anybody and not fashion, and its age features and requirements.

To consider that children quite often ask not because extremely it is necessary for them, and so, just in case.

To make a pause before purchase, to depart and think What happens, if I to it do not buy this thing To try with itself spare cash.

To write itself a note reminder and to put in a purse Today I do not buy! Instead we bake a tasty pie we read the book, we go to a public garden to feed sparrows, we go on a visit, we play a harp Or it is simple No! No!! No!!! Intentionally to postpone some valuable, especially advertized purchases.

. . . . . .

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Each child

Each child The assessment from group is especially important for children since four five years' age.

They try to refrain from the acts causing disapproval of contemporaries, to deserve them the positive relation.

Each child occupies a certain situation which is expressed in how contemporaries treat it in group of kindergarten.

Twothree children using the greatest popularity are usually allocated many want to be on friendly terms, sit next to them on occupations, to them imitate, willingly carry out their requests, concede toys.

. . . . . .

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  • By four months
  • Fingers of hands
  • Well, the new way, opened
  • Many people
  • Especially
  • You answer
  • Forget about
  • Here one of examplesWhen
  • Except general
  • baby