FAQ – Frequently Asked Questions about the Kindergarten

Definitely yes. Early childhood is one of the most crucial periods in a child's life – it is precisely when their relationship with learning, self-confidence, communication skills, as well as social and emotional intelligence are shaped. A high-quality kindergarten is not merely a place of care, but an environment that inspires the child to explore, supports their individuality, and helps them develop the skills needed for life in the modern world.

In an international environment, children naturally acquire openness toward different cultures, languages, and ways of thinking. However, a sense of safety, a kind approach, and the joy of each day are just as important to us. We believe that a well-chosen preschool education can significantly influence not only the child's school readiness but also their future relationship with learning, people, and the world around them.

Both forms have their place, and it always depends on the needs of the specific family and child. However, it is important to know that there are fundamental differences between a kindergarten and a children's group in terms of education, pedagogical guidance, and operational standards.

A kindergarten registered in the MŠMT (Ministry of Education, Youth and Sports) registry is an official educational institution that works according to a state-established educational program and is subject to regular inspections. Here, children systematically develop language, social, physical, and cognitive skills, gaining an important foundation for a smooth transition into primary school.

Children's groups can be a suitable form of care for some families, especially for younger children. However, their primary goal is not comprehensive preschool education, and the legislative requirements regarding educational content or staff qualifications differ.

At Malvína, we build on high-quality preschool education that connects the Czech educational framework with a modern international approach. Alongside educational goals, we place great emphasis on the development of communication, creativity, motor skills, aesthetic perception, language skills, and the child's healthy self-confidence.

We believe that preschool education should not only prepare the child for school but primarily support their personality, curiosity, and relationship with learning for life.

Preschool education is much more than just play – even though play is the most natural way of learning for children. Teaching in the kindergarten takes place according to an educational program tailored to the age and developmental level of the children. Each period has its important milestones in the areas of communication, social skills, motor skills, independence, and exploring the world around us.

At Malvína, we combine the Czech educational framework with a modern international approach and thematic teaching, which helps children understand connections and learn through their own experiences. Each week centers around a specific theme that we develop across activities – from language development, creation, and movement to experiments, music, practical activities, or outdoor exploration.

For example, during a space theme, children learn about planets and stars, work with light and shadow, create their own constellations, learn new terms in both Czech and English, investigate gravitational principles through experiments, and together seek answers to questions about the world around us. We then connect the theme with an experience – for instance, a visit to a planetarium or an interactive program.

Education also includes theater performances, exhibitions, visits to cultural and historical sites, canistherapy, meetings with emergency services, sports courses, swimming, ice skating, or interactive programs focused on nature, science, and daily life around us.

We guide each classroom individually with respect to the age, needs, and pace of the children. We regularly evaluate and adapt the teaching so that children at Malvína not only acquire new skills but also retain their curiosity, creativity, and joy of learning.

Yes – today, a high-quality private kindergarten often offers much more than just preschool education alone. The goal is to create an environment that supports not only the children but also entire families. At Malvína, a bilingual environment is a natural part of the day, in which children build a relationship with English naturally, playfully, and with joy.

We also place great emphasis on an individual approach to each child. We regularly monitor their development in specific areas – from communication, social skills, and independence to motor skills, concentration, or school readiness. Part of our approach involves regular evaluations and individual consultations with parents, during which we discuss together how the child is doing, what they excel at, and where we can further gently support them.

We also understand the time constraints of modern families, which is why we actively work with parents in the online space as well. We pride ourselves on open, respectful, and partner-like communication so that parents have an overview of the events in the kindergarten and their child's progress, no matter where they are.

Life at Malvína also includes professional consultations with a special education teacher or a speech therapist, as well as a wide range of experiential, sports, and creative activities. Children participate in outdoor schools, swimming courses, ice skating, dancing, gymnastics, or other programs led by experienced professionals.

A popular part of life at Malvína is also regular sleepovers at the kindergarten, which bring unforgettable experiences to the children and give parents the opportunity to enjoy some time for themselves, knowing that their children are taken care of with maximum care and safety. We believe that a kindergarten should be a place where children feel safe, joyful, and where they can truly grow – as personalities.

An international kindergarten is not just about teaching English. It is an environment in which children naturally grow up every day alongside peers from different cultures, languages, and parts of the world. At Malvína, families of many nationalities commonly meet, and it is precisely this diversity that creates an exceptional atmosphere of openness, respect, and natural tolerance. Thanks to this, children perceive differences as a normal part of life, learn to communicate and cooperate, and build healthy self-confidence as well as greater social sensitivity.

English is a natural part of daily communication here, allowing children to develop a relationship with it without pressure and very intuitively. A international team of educators is also a great asset, bringing various experiences, approaches, and inspiration from around the world to the kindergarten.

However, the international environment is not only enriching for the children. At Malvína, we also connect parents and create a community of families who share similar values, openness, and a desire to create an inspiring environment for their children. Thanks to joint events, workshops, and gatherings, natural friendships develop across cultures and languages.

We believe that precisely such an environment prepares children not only for school but also for life in a modern, interconnected world.

Yes, we accept children year-round. The possibility of enrollment always depends on the child's age and the current capacity of the specific classroom; however, spots open up continuously throughout the year. In an international environment, it is common for some families to relocate according to job opportunities, which allows us to accept new children even outside the main enrollment periods.

If a given classroom is currently full, we maintain waiting lists and contact parents immediately once a spot becomes available. We would also be happy to discuss the nearest enrollment options with you individually.

The first meeting takes the form of an individual tour of the kindergarten with Malvína's management. We will be happy to introduce you to our environment, educational philosophy, daily operations, and the values on which we build. However, it is equally important for us to personally get to know you and your child.

We believe that preschool education works best when mutual trust, respect, and a natural alignment in the approach to the child are established between the family and the kindergarten. Therefore, our admission meetings are always two-sided – just as parents choose a kindergarten, we also very carefully ensure that a long-term, high-quality, and harmonious cooperation is formed.

If the school's capacity allows and we perceive an alignment in expectations, values, and the approach to the child's education, a second meeting follows, focusing on more detailed information about the kindergarten's operations, the adaptation process, and the signing of contractual documentation.

We base our relationship on professional, open, and respectful communication. Our goal is to create an environment where not only the children but also their parents feel good – because trust and partnership are the foundation of a happy and safe life in our school.

We view adaptation as a very sensitive and important period – not only for the child but for the entire family. Our goal is for the child to build a relationship with the kindergarten based on safety, trust, and the joy of their daily stay.

In the first weeks, we generally recommend regular attendance to the extent of 5 mornings a week. It is precisely regularity that helps children get to know the new environment, educators, friends, and daily routine fastest, making the adaptation generally calmer and more natural. After the initial period, it is, of course, possible to adjust attendance according to the needs of the family and the child.

However, every adaptation is individual and always takes place in close cooperation between educators and parents. Sometimes a child gets used to it within a few days, other times the whole process takes several weeks or months. We always set the pace of adaptation with respect to the child's current needs and based on the recommendations of the pedagogical team, which observes the child daily directly in the classroom.

We do not believe in pressure or "speedy adaptation at all costs". If a child is having a difficult day and cannot be calmed down or engaged in regular activities, we contact the parents and look for the most sensitive solution together. Our goal is never to overwhelm the child or create a negative experience associated with the kindergarten. At the same time, we support a regular return the next day, as continuity and a sense of stability are often crucial for successful adaptation.

If the adaptation is more complex, we also cooperate with specialists and look for ways to best support the child. We always view the termination of attendance as a last resort and only after a thorough evaluation of the situation by professionals – because we believe that children do not need to be "excluded," but understood, supported, and sensitively guided.

Our common goal is for the child to feel safe and happy at Malvína and to be able to grow here with confidence.

Yes. We cooperate with a high-quality and verified food supplier and do our best to accommodate the individual needs of the children. Based on a medical recommendation or for religious or cultural reasons, meals can be adjusted according to the child's specific dietary measures, including, for example, a gluten-free or other specific diet.

Safety, comfort, and respect for children's individual needs are a matter of course for us, which is why we always address every situation individually and in close communication with parents.

At Malvína, a system of tandem teaching is in place, where both a Czech and an English-speaking educator are present in the classroom. Thanks to this, children come into contact with both languages naturally throughout the day – during play, educational activities, regular communication, and daily situations.

Children here do not perceive English as a "subject," but as a normal part of the environment. It is precisely due to regular and natural contact that they build a positive relationship with it, understanding, and confidence in communication, all without unnecessary pressure. At the same time, we ensure that children have solid foundations in the Czech language as well and feel safe and comfortable in both language environments. We always adapt the language approach to the age, individual needs, and language level of the specific child.

We view conflicts between children as a natural part of their social development and an important opportunity to learn communication, empathy, and respect for others. At Malvína, we guide children to be able to name their emotions, listen to others, and gradually find appropriate solutions to situations in an age-appropriate manner. Educators safely and sensitively guide children through conflicts, helping them understand their own emotions as well as the emotions of others, and supporting them in building healthy relationships.

We do not focus solely on the conflict itself, but also on its cause and the child's overall state of mind. Prevention, a calm atmosphere in the classroom, respectful communication, and an individual approach are important to us. If necessary, we also communicate the situation with parents and together look for the best way to support the child so that they feel safe and secure in the group and can develop socially in a healthy way.

At Malvína, we operate in an "open door" mode – school management is accessible to parents both in person and online during working hours, and we are ready to address standard organizational matters as well as the individual needs of the child or family.

For daily communication, we use the Twigsee application, through which parents get an overview of children's activities, photos from the regular day, planned events, menus, and important information from the school environment. When dropping off or picking up the child, educators also provide parents with brief feedback about the course of the day. If any important situation arises, we always contact parents without delay.

Our goal is for parents to have the certainty of knowing how their child is doing during the day and, at the same time, to feel that they are a natural part of the school's life.

We view preparation for primary school as very important, and we dedicate ourselves to each child individually in this area according to their needs, strengths, and pace of development. We do not focus solely on academic knowledge, but also on independence, the ability to concentrate, communication, social skills, emotional stability, and the child's overall readiness to manage a new environment with certainty and confidence.

We regularly monitor the child's development, evaluate their progress, and work closely with parents. Part of the preparation involves individual consultations, recommendations for further development, and joint planning with regard to the type of primary school the child is entering – whether Czech, international, or bilingual.

We highly recommend a school readiness assessment because it helps us better understand the individual needs of the child and sensitively set up their subsequent educational support. Based on the results, we then adapt the individual educational approach so that the child receives exactly the support they need at that given stage.

We also work very closely with a special education teacher and other experts to help every child enter first grade with confidence, joy, and healthy self-esteem.

Of course. Knowledge of English is not a requirement for admission, and most children develop a relationship with the language naturally during their stay at the kindergarten. We provide individual support to each child according to their language needs so that they feel safe and secure with us and understand what is happening around them. Children absorb the language gradually through daily communication, games, routines, and contact with educators and other children.

If a child comes from a family with a different native language, we work very closely with the parents as well. In some cases, parents prepare basic words or important phrases in the child's native language for us, so that we can better understand their needs, especially during the first days of adaptation. We also use pictograms, visual support, and individual work in shorter time blocks, which help children gain confidence in the new environment more quickly.

Our goal is not to put language pressure on children, but to offer them a safe and supportive environment in which they build a relationship with a new language naturally, with confidence, and with joy.

The health and safety of children are our absolute priority. We make sure that children come to the kindergarten healthy and can move in a safe environment that is considerate of other children and educators. If the pedagogical team notices symptoms of illness or a significant deterioration in a child's health during the day, we immediately contact the parents and request that the child be picked up and their health status subsequently assessed. The child's return to the group then takes place with regard to their current health status and a doctor's recommendation.

We also place great emphasis on prevention and a responsible approach to the health of the entire group. We ensure compliance with legal requirements regarding vaccination, and parents are required to immediately report the occurrence of an infectious disease in the child, as well as in persons living with the child in a common household or picking up the child. In justified cases, the kindergarten may also request a certificate of non-infectiousness for the child before their return to the group.

We highly appreciate open and fair cooperation with parents. We understand that balancing family and work life can be demanding; at the same time, however, we believe that consideration for other children and educators is an important part of the healthy functioning of the kindergarten.

Our goal is not to create unnecessary obstacles, but to protect the children's health, ensure high-quality conditions for education, and minimize the spread of illnesses in the group.

Children go outside every day, in almost any weather. We perceive outdoor stays as an important part of a child's healthy development – they support not only movement and physical fitness but also independence, resilience, social skills, and a relationship with the surrounding world.

At Malvína, we use our own gardens, which serve not only for play but primarily as a space for environmental education, discovery, and natural learning outdoors. We also regularly visit parks, playgrounds, and other places in the vicinity.

With older children, we also venture beyond the immediate surroundings of the school – to exhibitions, cultural programs, or thematic trips around Prague. For us, education also includes the development of practical skills and navigation in daily life, which is why we naturally introduce children to the functioning of public transport and safe movement in public spaces.

We notice that children today spend less and less time moving naturally outdoors, and that is precisely why we consider regular time spent outside the classroom to be very important. We want children to gain confidence, independence, a healthy relationship with physical activity, and the ability to function safely in the real world around them.

Part of the admissions process is an individual tour of the kindergarten together with the parents and the child, during which families have the opportunity to get to know our environment, educators, and the way the school functions. We do not standardly offer standalone trial days or a parent's stay directly in the classroom. The reasons for this are not only organizational and safety rules but also our long-term experience with child adaptation. A one-time visit is often a very positive experience for a child precisely because it is new, short, and in the presence of the parent. However, actual adaptation begins only when the child gradually gets used to regular attendance, a new routine, and independent functioning in the group.

Furthermore, the presence of parents directly in the classroom significantly affects the dynamics of the group, the course of education, and the behavior of the child, who naturally does not act as independently in such a situation as they would during a regular routine. At the same time, it is important to maintain a stable and safe environment for all children in the classroom.

Therefore, we guide the adaptation sensitively, individually, and in close cooperation with parents so that the child gains a true sense of certainty, safety, and trust toward the kindergarten.

At Malvína, we believe that high-quality preschool education is not only about knowledge, but primarily about the environment in which a child grows up and the people who accompany them in their first important years of life. Our priority is to create a safe, respectful, and inspiring environment in which children feel accepted and supported, and where they can develop their personality naturally and with joy. We guide children toward independence, empathy, openness, healthy self-confidence, and respect for others as well as the world around them.

We also place great emphasis on partnership-style cooperation with parents, the professionalism of the pedagogical team, and an individual approach to each child. We believe that precisely the combination of kindness, clear boundaries, high-quality education, and trust creates an environment in which children can truly thrive.

As an international kindergarten, we also naturally support openness toward different cultures, languages, and ways of thinking. We want children to grow up as confident, sensitive, and respectful individuals prepared for life in the modern world.

Because at Malvína, we do not just educate children. We help personalities grow.