Regular 10-hour Program (according to the educational content offered) is divided into:

Program for children aged 1 to 3 years

At this early age, we place emphasis on the educator, who needs to be highly sensitive and able to see and hear the needs and interests of young children in order to meet them. In addition to having highly educated and sensitive educators, we organize an environment that is, at first glance, interesting to children and invites them to play.

This is especially important during the child’s adjustment period to kindergarten, as this is a critical moment for both the child and the parent, and a quality kindergarten must be fully aware of this. The duration of the adjustment period varies from child to child, and it is essential that you give your child as much time as they need. During this period, the educator will devote maximum attention to each child individually, striving to respond to their interests and wishes, and through their behavior and actions show the child that they are understood and supported as much as possible.

From the earliest age, children need to learn by doing, exploring, and participating in various activities with other children, both older and younger. The kindergarten environment itself acts as an additional educator. It is designed to invite children to be active, and the selection of activity centers and workshops is professionally planned with materials from various areas, structured within the space so that children can move relatively easily from one area to another.

It is important to us that the environment in which children spend time continuously evolves as their interests and needs change. The educator’s research competence becomes particularly evident in the quality of these changes.

Within this program, we gradually introduce elements of the NTC program through play, as play represents a child’s intrinsic motivation for movement and the development of motor skills, which is a key factor of the NTC program in early childhood.

Program for children aged 3 years until school entry

All work with children of this age is based on interactions and cooperation among children, as well as between children and educators. In their daily educational practice, educators respect children’s interests, encouraging exploration and independent problem-solving (discovery) of what they are investigating.

In this approach, both the child and the educator take on the role of researchers within a richly equipped and stimulating environment that, through the diversity and attractiveness of the materials offered, invites activity and exploration. The result is the acquisition of knowledge, its continuous questioning, modification, and further development.

Structured and unstructured materials for play and exploration are adapted to the individual needs of children of different chronological ages. Within every child lives a researcher, and our task is to enable movement and exploration at a pace that suits them.

Children learn best “when their hands are busy” (through concrete experiences of manipulating and exploring materials). Guided by this understanding of early and preschool-aged children, we develop our own curriculum based on a humanistic approach, implementing within it:

• The educational content of the Cambridge Early Years (CEY) curriculum.