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.

In an international environment, children naturally acquire openness toward different cultures, languages, and ways of thinking. 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, but there are fundamental differences. A kindergarten registered in the MŠMT registry is an official educational institution working according to a state-established program and subject to regular inspections.

At Malvína, we build on high-quality preschool education that connects the Czech educational framework with a modern international approach. We believe that preschool education should not only prepare the child for school but primarily support their personality and curiosity for life.

An international kindergarten is not just about teaching English. It is an environment where 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.

English is a natural part of daily communication. But the international environment is not only enriching for children – at Malvína, we also connect parents and create a community of families sharing similar values and openness.

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 place great emphasis on partnership-style cooperation with parents, the professionalism of the pedagogical team, and an individual approach to each child. Because at Malvína, we do not just educate children. We help personalities grow.

Yes, we accept children year-round. The possibility of enrollment 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 families to relocate.

If a given classroom is full, we maintain waiting lists and contact parents immediately once a spot becomes available.

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, and values. We believe that preschool education works best in mutual trust, so our admission meetings are always two-sided.

If we perceive an alignment in expectations and values, a second meeting follows, focusing on more detailed information about operations and the signing of contractual documentation.

Part of the admissions process is an individual tour together with parents and the child. We do not standardly offer standalone trial days – a one-time visit is often a very positive experience for a child precisely because it is new and short, but it does not reflect actual adaptation.

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

We view adaptation as a sensitive and important period. In the first weeks, we generally recommend regular attendance of 5 mornings a week – regularity helps children get to know the new environment, educators, and daily routine most quickly.

Every adaptation is individual and always takes place in close cooperation with parents. We do not believe in pressure or "speedy adaptation at all costs". Our goal is for the child to feel safe and happy at Malvína and to grow here with confidence.

Each week centres around a specific theme developed across activities – from language development, creation, and movement to experiments, music, and outdoor exploration. We combine the Czech educational framework with a modern international approach.

Education also includes theatre performances, exhibitions, canistherapy, sports courses, swimming, ice skating, and interactive programs. We guide each classroom individually with respect to the age, needs, and pace of the children.

We view preparation as very important and dedicate ourselves to each child individually. We do not focus solely on academic knowledge, but also on independence, communication, social skills, and emotional stability.

We highly recommend a school readiness assessment – it helps us better understand individual needs and sensitively set up educational support. We work closely with a special education teacher.

We view conflicts as a natural part of social development and an important opportunity to learn communication, empathy, and respect. We guide children to be able to name their emotions and find appropriate solutions.

We do not focus solely on the conflict, but also on its cause. If necessary, we communicate the situation with parents and together look for the best way to support the child.

Yes – at Malvína, a bilingual environment is a natural part of the day, alongside regular evaluations and individual consultations with parents, and professional consultations with a special education teacher or speech therapist.

Popular parts of life at Malvína include regular sleepovers at the kindergarten, swimming courses, ice skating, dancing, gymnastics, and outdoor schools. We also actively work with parents in the online space via the Twigsee app.

Yes. We cooperate with a quality food supplier and do our best to accommodate individual needs. Based on a medical recommendation or for religious or cultural reasons, meals can be adjusted, including a gluten-free diet.

We always address every situation individually and in close communication with parents.

The health and safety of children are our absolute priority. We make sure children come to the kindergarten healthy. If the team notices symptoms of illness during the day, we immediately contact parents.

Parents are required to report the occurrence of an infectious disease. In justified cases, the kindergarten may request a certificate of non-infectiousness. Our goal is to protect the health of all children and minimise the spread of illness in the group.

Children go outside every day, in almost any weather. We use our own gardens, which serve as a space for environmental education and natural learning. We also regularly visit parks and playgrounds.

With older children, we venture to exhibitions, cultural programs, and thematic trips around Prague. We consider regular time spent outdoors essential for the healthy development of every child.

At Malvína, a system of tandem teaching is in place – both a Czech and an English-speaking educator are present in the classroom. Children come into contact with both languages naturally throughout the entire day.

Children do not perceive English as a "subject", but as a normal part of the environment. We always adapt the language approach to the age and individual needs of the child.

Of course. Knowledge of English is not a requirement for admission, and most children develop a relationship with the language naturally during their stay. We provide individual support to each child according to their language needs.

We use pictograms, visual support, and individual work. Our goal is not language pressure, but to offer a safe environment where children build a relationship with the new language naturally and with joy.

At Malvína, we operate in an "open door" mode – management is accessible to parents both in person and online. For daily communication, we use the Twigsee app, through which parents get an overview of activities, photos, menus, and important information.

When dropping off or picking up the child, educators provide brief feedback about the day. If any important situation arises, we always contact parents without delay.