It is a team of 14 professional, well-educated teachers with a lot of knowledge and enthusiasm for their work. A group of 16 children is supervised by two tutors and – in the group of three-year-olds – a support teacher. Our teachers have the professional qualifications required by the Ministry of Education to work in pre-school institutions. In their work, they implement an educational programme compliant with the new core curriculum, extended by the original kindergarten abc language programme. In their work, they use the latest concepts and methods, which guarantee teaching and upbringing at the highest level. The work of the teachers is supported by a speech therapist, a psychologist, a Sensory Integration therapist and an INPP neurodevelopmental therapist.

Our specialists


Specialist with many years of therapeutic practice. She works closely with the teachers and the headmaster of the kindergarten. They observe the children, help to solve educational problems, provide consultations to the teachers and conduct workshops for them on the child’s emotional and social development and on educational methods.
Individual counselling by a psychologist is also available to parents by appointment at the kindergarten office.

In the kindergarten, we implement the international educational programme
Living Values Education.

The coordinator is a pre-school psychologist. The programme was developed with the participation of educators and psychologists from many countries around the world. It is aimed at children from 3 years old to teenagers, as well as parents and guardians. It enables participants to discover and develop universal values such as peace, respect, collaboration, freedom, happiness, honesty, humility, love, responsibility, simplicity, tolerance and unity.

Living Values Education provides knowledge of the 12 key values in life, develops them and teaches how to express them in everyday life. It teaches how to perceive oneself and the surrounding world through the lens of values and develops value-based behavioural patterns.

Speech therapist

All children are covered by speech therapy prevention and diagnosis. The speech therapist arranges individual paid speech therapy after the diagnosis with the consent of the parents.




After the child has been diagnosed for sensory processing and the parents’/carers’ consent, she provides individual therapies.

Sensory Integration or Sensory Processing

It is the process of taking in information about the world around us through all the senses and from within the body. By integrating and organising the senses of sight, touch, movement, muscle sensation, hearing, taste, smell, we are able to interact freely and effectively at work and play and to take care of ourselves and others. This process is most intense up to the age of 7. Sensory stimuli are received, organised, processed and interpreted by the brain on a continuous basis. If these processes run smoothly, the child develops correctly.

Consult an SI therapist if your child shows signs of:

  • anxiety
  • hyperactivity
  • problems with concentration
  • problems with balance and motor coordination
  • low or increased muscle tone
  • excessive tiredness or doing everything too slowly
  • reacting too rapidly to touch
  • inability to imitate another person’s movements
  • problems with communication
  • impulsivity
  • aggression


After observation and from the collected history, they prepare a set of prophylactic exercises for whole groups, which are implemented daily during morning gymnastics. In individual cases, he provides individual therapy.

Many problems with reading, writing, spelling, maths, concentration, reduced achievement and behaviour are rooted in immature development of the physical fitness that supports many aspects of learning. Specific learning difficulties can have a number of social and educational causes, but motor (movement) development underpins every aspect of learning, from the eye movements needed for reading, the hand-eye coordination needed for writing, the sequencing needed for reading tables, learning the days of the week and months, to the spatial awareness involved in solving some mathematical problems and affecting social interactions. Once these problems are corrected, children can begin to realise and succeed in the child’s development.

Symptoms associated with neuromotor immaturity

  • difficulty sitting still
  • hyperreflexia
  • poor sitting posture, especially at the table during meals or at a desk when doing homework
  • difficulty in learning to dress independently – buttoning buttons, tying shoelaces
  • putting on clothes in an appropriate way
  • difficulty using a knife and fork
  • problems with writing, immature handwriting
  • reading problems, spelling mistakes
  • difficulty catching a ball
  • avoidance of sport or very good physical fitness but avoidance of written work
  • poor impulse control
  • wetting at night after the age of 5
  • history of delayed speech development