FAQ

We all get tired. Quality time does not mean long activities; it means short periods of time spent with your child that are entirely devoted to them, without your attention and interest being divided. Even 10-15 minutes of ‘just for them’ time creates a feeling of ‘I am important, I am seen’ in the child. This regulates their behaviour, reduces crying fits and strengthens the bond between you. What can you do during quality time? Simply chatting while making eye contact, arranging vegetables on the table together, making up a funny game, or even hugging is enough. It's not the duration that matters, but being fully present in that moment without distractions. Our goal is to make the child feel ‘I am with you.’ You can do this every day in small ‘islands’ of time.

Bu davranışın arkasında “bağlantı ihtiyacı” yatar. Çocuklar için anne-babanın dikkatinin başka birine yönelmiş olması, “aThis behaviour stems from a ‘need for connection’. For children, seeing their parents' attention directed towards someone else can be interpreted as ‘my importance has diminished’. Even while playing, they keep an eye on you. When you pick up your phone, their behaviour changes out of a panic that ‘now they might lose interest in me’. This is not a tantrum, but an effort to connect. In these situations, informing the child in advance (e.g., ‘I have a phone call to make, then we'll play together’) prepares them to cope with impatience. A few minutes of special attention after the call reassures the child. Feeling guilty when you raise your voice is very human; it shows how attentive a parent you are. Be kind to yourself; every challenging moment is a learning opportunity.benim önemim azaldı” gibi algılanabilir. Oyun oynarken bile sizi göz ucuyla takip ederler. Siz telefonu elinize alınca, “şimdi ilgisini kaybedebilirim” paniğiyle davranışları değişir. Bu bir kapris değil, bağ kurma çabasıdır. Bu durumlarda çocuğa önceden bilgi vermek (örneğin “Bir telefon görüşmem olacak, sonra birlikte oyun oynayacağız”), onu sabırsızlıkla başa çıkmaya hazırlar. Görüşme sonrası birkaç dakikalık özel ilgi, çocuğun yeniden güvende hissetmesini sağlar. Bağırdığınızda suçluluk hissetmeniz çok insanca; bu, ne kadar ilgili bir ebeveyn olduğunuzu gösterir. Kendinize nazik davranın, her zor an öğrenme fırsatıdır.

Nursery school is not merely a ‘necessity’ for working parents; it is an ‘opportunity environment’ for every child's social, emotional, and mental development. Even children who are very well cared for at home may not gain the benefits of being with their peers, following rules in a group, and learning through play under the guidance of a teacher. Scientific research shows that children who receive quality pre-school education between the ages of 3 and 6 have stronger social skills, more confident attitudes and more developed language and creativity skills in later years. Nursery school is the child's ‘starting point’ in life. The healthier this foundation is laid, the more solid the future steps will be. This investment is the most valuable investment you can make in your child's potential.

Many children's appetites fluctuate even at home; when they enter a new environment, it is only natural that their appetite may decrease slightly. However, do not worry: mealtimes at nursery schools are not just for filling stomachs, but also an opportunity to instil food culture, routine and habits. Over time, children learn to sit at the table in a group, eat together, and start trying new foods by following their friends' example. Teachers observe children's eating habits and provide you with regular updates. Furthermore, no child falls behind in their development because they eat less at one meal. The important thing is for them to get used to a regular, stress-free eating environment. You will be surprised when you see them starting to eat on their own and enjoying sitting at the table.

Feeling guilty even when making decisions with your child's best interests at heart actually shows how caring a mother you are. But remember: taking time for yourself is not selfish; on the contrary, it is fundamental to sustainable parenting. The better you feel, the more confidence, patience and joy you will convey to your child. Nursery school is a support system not only for your child's development but also for parents to breathe, be productive and nourish themselves. Moreover, during this process, your child learns to share, wait their turn and express themselves with confidence by playing with their peers. This is not a ‘separation’ but a step towards growing together. Your conscience will take pride in your child's development.

Every parent wants a special and unique approach for their child; this is a very natural and valuable desire. However, nursery school is an environment that focuses not only on individual needs but also on group life. Every child is unique at home, but learning the rules of living together at school is just as essential for their social-emotional development as the love they receive at home. Of course, your child's temperament, sensitivities and your expectations are important to us. But the main goal here is to support them in becoming a flexible and strong individual who can participate in life and live alongside others. Rules are not restrictions; they create structures that make children feel secure. Working in partnership with you, our fundamental principle is to strike a balance that respects your child's individuality while also considering social life.

It's great that you care! This shows how much you value their life. However, when you constantly question your child to check for ‘negative’ possibilities, it can create an impression in their mind that ‘school = potential threat’. Over time, this can lead to a feeling of internal insecurity. For healthier communication, open-ended and neutral questions work well: Questions like ‘What made you laugh the most today?’, ‘What did you enjoy playing with the most?’, ‘Who would you like to invite to the next game?’ show that you are curious about their world and also help them focus on positive feelings. This way, you create a safe and enjoyable environment for sharing.

These words show what a heartfelt parent you are. Every parent wants their child to be liked, approved of, and have their efforts appreciated. However, the observations shared by educators are not meant to criticise you, but to better understand your child and chart a stronger path together. This feedback is not meant to blame, but to support. Early childhood is the most sensitive period when the foundations of a child's character, behavioural patterns, and sense of security are laid. A tiny behaviour today can turn into great confidence, self-management or empathy tomorrow. Your efforts are already invaluable, and we are here to make them even more visible. Things that seem ‘tiny now’ are actually the building blocks of becoming a great person.

Wanting to protect your child is perfectly natural; it is a sign of your love. However, research shows that regular outdoor play strengthens children's immune systems, making them more resistant to illness. Clean air, movement, sunlight; these are fundamental needs for a child's physical and mental development. Going outside in rainy or cool weather is not a risk as long as they are dressed appropriately; on the contrary, it is an experience that fosters an awareness of nature and builds physical resilience. As a school, we naturally take all precautions to ensure that children do not get cold, wet, or exposed. Our aim is not to make them ill; it is to raise them to be nature-friendly, resilient, and free individuals.

These activities are designed not to serve your child, but to develop their self-confidence, sense of responsibility and daily living skills. Carrying their own plate, taking their food without spilling it or wiping the table are fundamental ways for young children to gain a sense of ‘I can do it’. Research shows that when children feel confident in themselves, their inner discipline strengthens and they become more respectful individuals towards their surroundings. Of course, these tasks are age-appropriate and carried out in a pleasant and supportive environment. We are not in favour of service, but rather development. Because one day, our children will carry not just plates, but their own lives.

You know your child best, because you've memorised their heartbeat... That's undeniable. But a good teacher draws not directly from their own childhood, but from the experience gained with hundreds of children, years of education, and the developmental processes they've observed. That's why what they say is guidance, not judgement. Parenting is a labour of love; teaching is too. The difference lies in perspective. We wish to add knowledge to your love and constructive observation to your intuition. Remember, we are in the same boat. Our love, patience, and responsibility are no less because we do not have children of our own. Your efforts are highly valued in our eyes; we are merely coming alongside you with a torch.

When you think about something concerning your child and want to get information immediately, it shows how much you care about them. However, teachers must focus on the physical, emotional, and academic needs of every student while they are at the front of the class during the day. Precisely so that they can devote enough time to your child, they cannot answer phones at that moment. Instead, every issue you raise is quickly noted down, passed on to the teacher, and you receive a response as soon as possible. This system is not an obstacle; it is a process developed to maintain healthy communication with you and to ensure children's focus remains undisturbed during lessons. Rest assured, no message is overlooked. We are here to collaborate with parents who think like you.

It is perfectly natural to want to be in constant contact with someone who plays an important role in your child's life. However, the reason teachers do not share their personal mobile numbers is not to be unreachable, but to maintain a healthy and sustainable communication system. While our teachers spend the whole day working one-on-one with children, unfortunately, their attention can be divided when they have to communicate directly and irregularly with each parent separately. Instead, thanks to organised communication hours within the school, written notifications, counsellor meetings, and emergency protocols, none of your questions will go unanswered. You can communicate any concerns you have during the day through the school and receive detailed feedback from our teacher when they are available. In the event of an evening or night-time situation, an assessment will be made at the earliest opportunity. Earning your trust is our responsibility not only to your child but also to you.

Your child's birthday is a day of pride and joy for you; it is very valuable that you want to celebrate it. However, in a school environment, such celebrations can cause feelings of comparison, exclusion or pressure to perform in some children. Every family has different means, approaches, beliefs, or sensitivities. Therefore, the school prefers a celebration approach where all children are celebrated equally and simply, and no one feels ‘less special.’ At simple garden celebrations, children are still applauded by their friends, experience a small ceremony with their teacher, are remembered, and feel special. But they experience this without exaggeration, competition, or comparison. Our aim is to create an environment where every child is valued just as they are. Your love is already their most special gift — we simply want to nurture this love without hurting anyone's feelings.

Watching your child perform on stage, feeling proud of them, and wanting to immortalise this moment is a very valuable and understandable feeling. However, the school's preferred approach is to create a sincere, natural, and enjoyable process that showcases children as they are, without putting them under the pressure of performance. Long preparations, pressure to memorise, and stage fright, especially in younger age groups, can create tension rather than confidence. The school's aim is to support children's development not for applause but through internal motivation. Expressing oneself takes precedence over costumes, free play over rehearsals, and a sense of internal achievement over external approval. Even if it's not a performance, there are always different creative ways to make their natural successes in daily life visible. In short: We prepare children for life, not for the stage.

Wanting to show your appreciation for your teacher is a wonderful sign of the respect you have for their hard work. However, as a school, we want to maintain the teacher-parent relationship based on the principles of reciprocity, equality and transparency. Exchanging gifts, no matter how well-intentioned, can over time lead to expectations, comparisons, and, unintentionally, some families feeling embarrassed. That is why we believe that the most meaningful gift you can give teachers is a thank-you note, a picture drawn by your child, or a heartfelt conversation. Such gestures are both more sincere and accessible and heartfelt for everyone. When your appreciation comes from the heart, there is no need for boxes or receipts... Our teachers are already more than happy with your heartfelt thanks.

Bu tür sınırlamalar, öğretmeni sizden uzaklaştırmak için değil; tüm velilerle eşit, adil ve profesyonel bir ilişki sürdürebilmek için vardır. Öğretmenlerin sosyal yaşamda bazı velilerle daha fazla görüşmesi ya da sosyal medyada bireysel etkileşimde bulunması, istemeden de olsa diğer ailelerde dışlanmışlık ya da yanlış anlaşılma duygusu yaratabilir. Biz okulumuzda güveni, duvarlar dışındaki kişisel samimiyetlerle değil; sınıf içinde kurulan tutarlı, saygılı ve şeffaf bir iletişimle inşa etmeyi hedefliyoruz. Bu yaklaşım, öğretmeni yüceltmek için değil; çocuklarımızı ve ailelerimizi korumak içindir. Çünkü bizce gerçek samimiyet, bir kahve masasından değil, ortak hedefte buluşmaktan doğar. Ve biz o hedefte daima yanınızdayız.

Closely monitoring your child's education is very valuable; it shows how involved you are in their development. However, in the pre-school period, books are only a tool; the goal is a holistic learning experience shaped by the child's emotional state, interest, social interaction, and readiness level on that particular day. Sometimes not completing a page may mean that your child is experiencing deeper learning in another area that day. At our school, activities are planned but implemented flexibly, because not every child learns at the same pace or in the same order. We focus on skill-based development rather than page-based learning. Please remember: things that are not written in a notebook sometimes remain in children's memories for a lifetime.

This indecision is actually the inner voice of a sensitive parent trying to make the right decision for their child. However, it is important to remember that what really matters in early childhood is not academic preparation, but rather the child learning through play, forming bonds, gaining self-confidence and being treated with interest. A good primary school or college is certainly important; but the solidity of that path depends on the safe, individualised and supportive environments the child experiences in their early years. Crowded classrooms and early academic pressures can create stress for children who are not yet emotionally ready. In a boutique school where individual attention is possible, children discover their potential in a healthier way. When the time comes to transition to secondary school, a child with high self-confidence can adapt easily anywhere. Today's foundation already paves the way for tomorrow.

We understand your concern very well. It is perfectly natural to feel anxious and want to protect your child when they utter an unfamiliar word. However, early childhood is a period of experiential language learning, during which children repeat everything they hear from their environment without understanding it. This is not conscious learning; it is based on curiosity and imitation. We know that every child at school comes from different family structures and language habits, so we are very sensitive about language use and guide them with guidance whenever we notice inappropriate expressions. The goal here is not to exclude, but to learn together and teach each other respect. We are all raising children of the same society. Such incidents can be an opportunity to build something better together, not to divide us.

Plans can change suddenly during the day, we are all busy; of course, in such situations, it is your natural right to receive support. However, as a school, our top priority is your child's safety. Without identity verification and written notification, it is not possible, either legally or morally, to hand over any child to another person, no matter how familiar the name or how sincere the person may be. Our system is not designed to put you in a difficult position; it is designed to ensure that every child is protected under the same safety principles. To move forward without burdening you in such situations, we can make the process more practical with a pre-prepared list of ‘alternative collection persons’ that you can easily fill in. Sometimes a ‘precaution’ prevents a major potential problem. Even if it has caused you difficulty today, it was actually to protect your child.

Yours is a very sincere and heartfelt approach... Your affectionate manner and warm words are undoubtedly well-intentioned. However, in a school environment, such expressions may become uncomfortable for some people over time, blur boundaries, or be misinterpreted by other parents. Using formal language or addressing people as ‘you’ is not meant to stifle sincerity; it is a protective measure designed to ensure everyone can communicate equally and respectfully within the same framework. Respecting boundaries fosters mutual trust. Remember, warmth is conveyed not only through words but also through attitude. We appreciate your sincerity; we simply want to ensure it is expressed in a safe environment for everyone.

It is perfectly natural and valuable for you to want to know about your child's day. However, pre-school children do not have the same detailed, sequential, and accurate memory skills as adults when it comes to recounting their day. Sometimes they keep talking about one activity because it made a big impression on them, and sometimes they just repeat the things that are easiest to say. This is appropriate for their age; it is not misleading. At our school, meals are planned to be balanced and appropriate for their development, while screen time is limited to specific content, guided by teachers, and restricted to a limited duration. Daily activities are enriched in many areas, including free play, art, drama, music, and nature exploration. By following our end-of-day updates or speaking with teachers, you can gain a much clearer and more accurate perspective into your child's world. Translated with DeepL.com (free version)

Paying attention to your child's nutrition is very important, and we share this concern with you. Our preference for semi-skimmed milk is not based on any savings or restrictions; it is based on the recommendations of expert dieticians and child nutrition guidelines. After the age of 2, especially in children who consume milk regularly, semi-skimmed milk provides sufficient calcium and protein and supports a more balanced fat intake for future cardiovascular health. Whole milk may not be preferred in some cases due to its higher saturated fat content. However, this does not mean that the child is not getting the fats they need, as these fats are balanced out by other foods in the daily menu, such as cheese, olive oil-based dishes, and yoghurt. In short: Our goal is not to deprive your child, but to feed them in a balanced and healthy way.

You know your child best, that's undeniable... But children can sometimes unexpectedly accept things they ‘reject’ at home in a different environment, among their friends or with their teacher's encouragement. Thanks to peer pressure, sitting together at the table, visual presentation and a non-judgmental approach, children gradually become more open to new flavours. If your teacher says your child has really finished their plate, this may be a sign of their developing palate and confident adaptation to the school environment. Sometimes, when a child says, ‘I won't eat vegetables,’ it may be a past belief that has been changed by an experience. Noticing this small but important change is a wonderful sign of development. Perhaps you will soon encounter little surprises at home as well.

This reaction stems from your desire for your child to look good and for you to feel proud of them. However, remember that children are under no obligation to make their drawings ‘correct’ — especially during the pre-school years. This age is a stage where imagination flows freely, where pink elephants and purple cats are perfectly normal. Because their goal is not literal reality; it is to colour their inner world and express their feelings on paper. Painting outside the lines is not a sign of mental disorder; it is a natural part of motor development. What matters at this stage is not ‘what they are doing’ but ‘how they feel while doing it.’ Teachers guide children without harming their inner world or judging them. Instead of trying to correct them at home, expressing surprise with ‘what a lovely idea, a purple cat’ builds your child's self-confidence. You haven't embarrassed them; you've witnessed an artist's imagination.

Your concern shows how much you care about your child and how strong your protective instincts are. However, when questioned directly, children often act out of a desire to ‘make their mother feel better, no matter what they say.’ This can sometimes lead them to distort the truth or even confirm a situation that does not exist. Constant questioning can, over time, reduce your child's desire to share with you or cause them to produce the ‘right answer’ to please you. The healthiest approach is to create a safe and comfortable environment for communication, allowing space for them to share voluntarily. Observation is important, of course, but we arrive at more accurate conclusions when we watch, listen, and hear their feelings without suppressing them. Remember: Trust speaks volumes more than questioning.

We understand your concern; it is only natural that you want to see quick results on a journey you have embarked upon with hope for your child's development. However, acquiring a foreign language at an early age is a process of ‘internalising through hearing, feeling and playing’ rather than ‘learning’. In the first few weeks, children understand the foreign language, begin to distinguish sounds, and even process them silently in their minds, but they do not immediately translate this into speech. This is a completely developmental and healthy process. Our native teachers create an environment where children experience English not as a subject, but as a natural part of daily life. After this silent observation period, children gradually begin to use words, phrases, and then sentences. We ask for your patience and trust in the process. Two weeks may be too early even for a seed to sprout — but a lot happens beneath the soil.

Your words reveal what a loving, meticulous and selfless parent you are. The effort you have made to protect your child up to now is truly immense... However, this transition period is a journey of learning to “let go” not only for the child, but also for you. This path is not easy. Especially when accompanied by illnesses, crying, and growing pains, feelings of regret become very human. But know this: children gain immunity by encountering germs, grow by taking responsibility, and develop resilience through small disappointments. Picking up their plate is not a burden; it is the first step towards self-confidence. Today sick, tomorrow more resilient. Today difficult, tomorrow stronger. Nursery school teaches not only the child but also the mother to ‘trust without letting go.’ There is no going back, but transformation is possible. You are not regretful; you are just very tired. It will pass. It really will pass.

Quiet children are often overlooked, but in fact, the deepest observations always come from them. At school, every child blossoms at their own pace, in their own rhythm. Our teachers have been trained to understand the emotional rhythm of quiet children. They do not force them to speak, but wait and give them space. Silence is not a problem, but another path to development. Feeling their own presence comes before being heard by others.

The moment of separation is not just a separation; it is the first seed of the belief in the child's mind that ‘you will come back.’ Their crying shows the strength of the bond they have formed with love. But every time you leave, it is an exercise in trust. Every time you return, the voice inside them that says ‘I am safe’ grows a little stronger. We envision not a child crying at the door, but one who one day says to you, ‘It's alright, Mum, I can go now.’

The safety of your home is priceless. But social skills do not develop from peace at home; they develop through experiencing conflict, waiting, and compromise. Sharing is not theoretical, it is practical. Children learn not to say ‘I’ but to say ‘we’ when they are with their peers. Children who experience this at an early age become less anxious and more flexible individuals in later years.

Play at home is loving and special. But play at school is a social, rule-based and structured learning environment. Through play, children learn to share, wait their turn, lose and try again, and listen to different ideas. Books are read at home; but discussing, acting out and questioning that book in class enhances development. Education is not just about content; it is also about context.

Sensitive children perceive their surroundings much more intensely. This is not a weakness; it is sensitivity. Rather than protecting these children, we encourage them to recognise their sensitivity. We create an environment where they can express themselves more clearly through gentle boundaries and warm guidance. With the right support, sensitivity can transform into leadership.

Children's love is not divided; it multiplies. Their attachment to their teacher is not a departure from their love for you, but rather an extension of their sense of trust to other adults. This is a sign that they feel secure in the outside world too. They love their teacher and trust you. That trust continues to carry traces of you in your child's personality.

Boundaries may be flexible at home, but school is a community life. Children gradually internalise teacher authority through the natural flow of belonging to a group. We teach cooperation, not obedience. When setting boundaries, we aim to build connections; when saying no, we aim to instil trust. Rules are not meant to corner children; they are meant to help them find their way.

Energetic children carry the power of discovery within them. Instead of telling them to ‘sit down,’ we use movement as a tool for learning. Through dance, drama, outdoor activities, and active reading sessions, they both expend their energy and learn. We don't silence the child; we listen to their rhythm. Movement is the natural music of learning.

Children learn to form relationships and set boundaries through trial and error. Experiencing conflict from time to time is part of their social development. At these moments, our teachers take on a guiding role rather than merely observing. Every child is seen, every emotion is acknowledged. If a child is upset, we try to understand not only what each person did, but also how everyone feels.

When children say they are bored, they are often expressing a need for space to explore something new. At our school, the daily flow may seem routine, but the content is a learning atmosphere that is enriched every day and full of surprises. Routine provides predictability and security for the child. Surprises, on the other hand, fuel their curiosity. We balance the two: a secure foundation where they can explore freely.

Your child's safety is a priority for us, encompassing not only physical safety but also psychological safety. Entry and exit controls, visitor logs, identity verification systems and camera surveillance systems are actively in operation. Furthermore, each teacher only hands over children to designated persons. There is no room for chance when it comes to safety.

Every child learns in a different way. Some through their emotions, some through movement, some through play... We recognise all these ways and connect with each child through their natural language of communication. Emotions are not only expressed through words; they are also experienced through play, facial expressions and physical gestures. Even a child you describe as ‘unemotional’ will connect when they feel loved.

Setting boundaries and exerting pressure are two different things. We set boundaries for children, but we do so with love. The rules are clear but flexible; they guide children without frightening them. Children who see boundaries at this age learn to set boundaries later in life. Understanding rules is not about memorising them, but about internalising them by understanding why they exist.

Play is children's primary learning tool. It is not as simple as it seems. Through play, children develop mathematical concepts, language development, problem solving and social skills. At this age, learning is hidden within play rather than in traditional academic forms. The knowledge they learn while having fun spreads throughout their entire lives.

Meals are prepared under the supervision of a dietician, with calories appropriate for the age group. A balanced ratio of protein, carbohydrates and vegetables is maintained. Variety and balance are important, rather than excessive meat consumption as at home. After meals, children are monitored for satiety. Our priority is not only that they are full, but that they develop healthily.

Children in this age group often find it difficult to describe their day because their understanding of abstract time has not yet developed. However, we provide you with regular updates in the form of daily bulletins, short notes or periodic development reports. Together with your observations, this information forms a complete picture.

Okulumuzda her çocuk duygusal gelişim açısından bireysel olarak takip edilir. Gözlemler öğretmen-psikolojik danışman iş birliğiyle yürütülür. Değişen davranışlar, ruh hali ya da uyum süreçleri sizinle paylaşılır. Erken fark etmek için gözümüz sadece çocuğun yüzünde değil, davranışlarında da olur.

At this age, discipline means guidance, not punishment. Setting boundaries is important, not getting angry. The reason behind the behaviour is explored, and the consequences are evaluated together with the child. This helps children develop internal motivation. Rules learned through connection, not fear, are lasting.

Your presence is very valuable to us. Although most communication is through mothers, we encourage fathers to participate actively. We create opportunities for you with father-child workshops, special information meetings for fathers, and one-to-one consultations. The father is also a guide in this process.

Twin children are bound to each other by strong ties; however, separation can sometimes be beneficial for their individual development. We make this decision together with you based on our observations. Separation is not mandatory; it is supported only if necessary. It is essential to recognise each child's individual identity and space.

Learning a language at a young age is a great opportunity in terms of brain development. Languages learned at this age are internalised without effort. It is not like an English lesson; it is presented sprinkled throughout daily life. Learning a language at an early age not only provides academic benefits, but also cultural awareness and self-confidence.

Children who graduate from our school transition to primary school as confident, curious individuals who can express themselves. They adapt more quickly to academic life because they have acquired skills such as problem solving, working in a group and managing their emotions. They progress not only with knowledge, but also with skills.

We use technology in a limited, controlled and content-regulated manner. Demonstrations are only carried out for educational purposes, for short periods and under the supervision of a teacher. It is used as a tool not to increase the child's digital awareness, but to nurture their curiosity and support their experience.

School brings out the child's social side. The calmness at home may stem from the familiarity of the home environment. At school, excitement, new friends and the play environment reveal different aspects of the child. This is not a breakdown; it is a natural reflection of development.

Our teachers receive regular training in child development, crisis management and classroom guidance. Patience is fundamental to our work. Rather than shouting during communication, setting boundaries, being clear and adopting an empathetic approach are essential. Our monitoring and observation system ensures that this principle is upheld.

Failure is a natural part of learning. At our school, making mistakes is nothing to be ashamed of; it is an opportunity for growth to be discussed. Children are encouraged based on their efforts, not their success. This approach strengthens their intrinsic motivation and self-confidence. Small failures open the door to great progress.

You don't have to be present every moment to be an involved father. Small steps make a big impact: having a chat with your child at the end of the day, setting aside time to play together, or even attending a school event once a month can make you a powerful figure in your child's world. We are ready to involve you in this process.

Early childhood education is the most critical period for investing in the future. However, this investment is not made by memorising information, but by developing fundamental skills such as problem-solving, attention, self-control, creativity and communication. These skills form the basis of both academic success and success in life. We provide this with solid foundations.

We know this feeling is perfectly normal. But when your child starts school, they are entrusted not only to the teacher but to a learning community. Parenting is not about letting go; it is about transforming. Watching them take steps as you step back is the most valuable form of support.

That is the most pertinent question. The child's happiness is at the heart of all our planning, methods and content. For us, a ‘happy child’ is not just one who smiles; it is one who is curious, speaks freely, feels secure and attends school willingly. Development is their natural state, happiness is their direction.

Play is a child's primary activity. But we now know that during this period, play in the right environment and with guidance develops language, thinking, emotions, relationships and creativity. Nursery school is not just a playground; it provides a structured environment for the child's social, emotional and mental development.

Separation can be difficult, but with the right support, this process is the child's first social step in developing a sense of security. At school, they learn to form bonds, to be patient, and to cope. Their attachment to the family does not diminish; on the contrary, the child learns to form secure bonds in the outside world as well.

A child's physical activity and exposure to fresh air strengthen their immune system. When dressed appropriately, playing in clean air is healthy. More than getting cold, staying indoors for long periods makes children ill.

Pencil work at this age is not intended to teach writing; it is designed to develop hand muscles, attention span and visual perception. These activities lay the foundation for primary school readiness but are delivered through play and art, and are never forced.

Emotions are the compass that guides children. Recognising, expressing and regulating them forms the basis of lifelong relationships. Our generation learned to suppress our emotions; now, for a healthy future, we are giving children the opportunity to recognise their emotions.

Crying is a child's way of expressing their feelings. We do not leave a crying child alone; we stay by their side and guide them through their emotions. A secure bond is formed with a child who feels understood. We adopt the approach of ‘be understood, feel secure’ rather than ‘let them cry, let them get used to it’.

The attention they receive at home is very valuable, but at school children gain self-confidence by learning to do things for themselves. Taking responsibility does not tire or discourage children; on the contrary, it reinforces the feeling that “I can do it too”. These skills are fundamental sources of resilience for later life.

Moving around and being in contact with nature supports a child's physical, mental and emotional development. Falling down and getting up again are all part of learning. Of course, children play in controlled, safe environments. They grow with every step.

Meal plans are prepared with the help of a dietician according to the children's daily needs. Sending food from home may be inadvisable due to allergies and hygiene concerns. Eating meals in a group at school also reduces picky eating habits.

We have no doubt about the loving intent behind your words. However, certain rules of address are established to ensure that everyone at school interacts with each other at the same distance and in a professional manner. This is not disrespectful; it is an effort to maintain organisational boundaries. Sincerity is still present, but within boundaries that everyone feels comfortable with.

Every child is seen and followed individually at school. Teachers observe not only academic but also emotional development. The aim is not to be alone in a crowd, but to be part of the group. Love, attention and follow-up are never lacking with us.

Toilet training is an important part of a child's self-care skills. At school, this process is carried out in accordance with hygiene rules and with a supportive attitude. It is a natural part of development for children to recognise and communicate their own needs and to be able to tolerate short waits. It moves forward, not backward.

Kindness is not weakness, but a strong indicator of social intelligence. Apologising is learning to empathise and take responsibility. Children who grow up with these skills become both strong and respectful individuals in the future. Being sensitive means being responsive to life.

In the past, streets were natural learning spaces for children. Today, we create natural play experiences within structured areas. Observation is for guidance, not intervention. Striking a balance between letting go and supporting enables children to become free with confidence.

Zarar çikolatadan değil; tutarsızlıktan gelir. Çocukların alışkanlık kazanma süreci tutarlı davranış ister. Okulun belirli bir beslenme disiplini vardır. Tatlı, şeker gibi yiyecekler konusunda ortak tutum, çocukta sağlıklı seçimler yapmayı öğretir. Gizli değil; bilinçli davranmak en değerlisidir.

Your dedication and love are invaluable. Of course, the process is primarily the responsibility of the parents, but you are an indispensable part of this support system. If you wish, you can participate in school activities and be involved in special moments spent with your grandchild. It is important to us that you feel included.

Silence sometimes stems not from fear, but from awareness. At school, children learn when to speak and when to listen. This is not merely a rule; it is the nature of group life. The child's freedom is not restricted; behaviour is structured.

No love, no values were neglected. But the world has changed. Children's needs, developmental knowledge and living conditions have also changed. Educational models designed for today's children have been prepared to enable them to cope with future challenges. What was good in the past can be improved today.

Labelling is important not only for finding belongings, but also for the child to develop a sense of belonging. Recognising one's own belongings, taking responsibility and learning to keep track of them when lost are small but effective steps in development.

No one did anything wrong. Each generation raised children according to their own truths. But now science tells us that recognising emotions without suppressing them leads to healthier individuals. When a child cries, accompanying them is not about leaving them alone with their feelings; it is about building a strong bond. You too are now a valuable part of this understanding.

We all get tired. Quality time does not mean long activities; it means short periods of time spent with your child that are entirely devoted to them, without your attention and interest being divided. Even 10-15 minutes of ‘just for them’ time creates a feeling of ‘I am important, I am seen’ in the child. This regulates their behaviour, reduces crying fits and strengthens the bond between you. What can you do during quality time? Simply chatting while making eye contact, arranging vegetables on the table together, making up a funny game, or even hugging is enough. It's not the duration that matters, but being fully present in that moment without distractions. Our goal is to make the child feel ‘I am with you.’ You can do this every day in small ‘islands’ of time.

Bu davranışın arkasında “bağlantı ihtiyacı” yatar. Çocuklar için anne-babanın dikkatinin başka birine yönelmiş olması, “aThis behaviour stems from a ‘need for connection’. For children, seeing their parents' attention directed towards someone else can be interpreted as ‘my importance has diminished’. Even while playing, they keep an eye on you. When you pick up your phone, their behaviour changes out of a panic that ‘now they might lose interest in me’. This is not a tantrum, but an effort to connect. In these situations, informing the child in advance (e.g., ‘I have a phone call to make, then we'll play together’) prepares them to cope with impatience. A few minutes of special attention after the call reassures the child. Feeling guilty when you raise your voice is very human; it shows how attentive a parent you are. Be kind to yourself; every challenging moment is a learning opportunity.benim önemim azaldı” gibi algılanabilir. Oyun oynarken bile sizi göz ucuyla takip ederler. Siz telefonu elinize alınca, “şimdi ilgisini kaybedebilirim” paniğiyle davranışları değişir. Bu bir kapris değil, bağ kurma çabasıdır. Bu durumlarda çocuğa önceden bilgi vermek (örneğin “Bir telefon görüşmem olacak, sonra birlikte oyun oynayacağız”), onu sabırsızlıkla başa çıkmaya hazırlar. Görüşme sonrası birkaç dakikalık özel ilgi, çocuğun yeniden güvende hissetmesini sağlar. Bağırdığınızda suçluluk hissetmeniz çok insanca; bu, ne kadar ilgili bir ebeveyn olduğunuzu gösterir. Kendinize nazik davranın, her zor an öğrenme fırsatıdır.

Nursery school is not merely a ‘necessity’ for working parents; it is an ‘opportunity environment’ for every child's social, emotional, and mental development. Even children who are very well cared for at home may not gain the benefits of being with their peers, following rules in a group, and learning through play under the guidance of a teacher. Scientific research shows that children who receive quality pre-school education between the ages of 3 and 6 have stronger social skills, more confident attitudes and more developed language and creativity skills in later years. Nursery school is the child's ‘starting point’ in life. The healthier this foundation is laid, the more solid the future steps will be. This investment is the most valuable investment you can make in your child's potential.

Many children's appetites fluctuate even at home; when they enter a new environment, it is only natural that their appetite may decrease slightly. However, do not worry: mealtimes at nursery schools are not just for filling stomachs, but also an opportunity to instil food culture, routine and habits. Over time, children learn to sit at the table in a group, eat together, and start trying new foods by following their friends' example. Teachers observe children's eating habits and provide you with regular updates. Furthermore, no child falls behind in their development because they eat less at one meal. The important thing is for them to get used to a regular, stress-free eating environment. You will be surprised when you see them starting to eat on their own and enjoying sitting at the table.

Feeling guilty even when making decisions with your child's best interests at heart actually shows how caring a mother you are. But remember: taking time for yourself is not selfish; on the contrary, it is fundamental to sustainable parenting. The better you feel, the more confidence, patience and joy you will convey to your child. Nursery school is a support system not only for your child's development but also for parents to breathe, be productive and nourish themselves. Moreover, during this process, your child learns to share, wait their turn and express themselves with confidence by playing with their peers. This is not a ‘separation’ but a step towards growing together. Your conscience will take pride in your child's development.

Every parent wants a special and unique approach for their child; this is a very natural and valuable desire. However, nursery school is an environment that focuses not only on individual needs but also on group life. Every child is unique at home, but learning the rules of living together at school is just as essential for their social-emotional development as the love they receive at home. Of course, your child's temperament, sensitivities and your expectations are important to us. But the main goal here is to support them in becoming a flexible and strong individual who can participate in life and live alongside others. Rules are not restrictions; they create structures that make children feel secure. Working in partnership with you, our fundamental principle is to strike a balance that respects your child's individuality while also considering social life.

It's great that you care! This shows how much you value their life. However, when you constantly question your child to check for ‘negative’ possibilities, it can create an impression in their mind that ‘school = potential threat’. Over time, this can lead to a feeling of internal insecurity. For healthier communication, open-ended and neutral questions work well: Questions like ‘What made you laugh the most today?’, ‘What did you enjoy playing with the most?’, ‘Who would you like to invite to the next game?’ show that you are curious about their world and also help them focus on positive feelings. This way, you create a safe and enjoyable environment for sharing.

These words show what a heartfelt parent you are. Every parent wants their child to be liked, approved of, and have their efforts appreciated. However, the observations shared by educators are not meant to criticise you, but to better understand your child and chart a stronger path together. This feedback is not meant to blame, but to support. Early childhood is the most sensitive period when the foundations of a child's character, behavioural patterns, and sense of security are laid. A tiny behaviour today can turn into great confidence, self-management or empathy tomorrow. Your efforts are already invaluable, and we are here to make them even more visible. Things that seem ‘tiny now’ are actually the building blocks of becoming a great person.

Wanting to protect your child is perfectly natural; it is a sign of your love. However, research shows that regular outdoor play strengthens children's immune systems, making them more resistant to illness. Clean air, movement, sunlight; these are fundamental needs for a child's physical and mental development. Going outside in rainy or cool weather is not a risk as long as they are dressed appropriately; on the contrary, it is an experience that fosters an awareness of nature and builds physical resilience. As a school, we naturally take all precautions to ensure that children do not get cold, wet, or exposed. Our aim is not to make them ill; it is to raise them to be nature-friendly, resilient, and free individuals.

These activities are designed not to serve your child, but to develop their self-confidence, sense of responsibility and daily living skills. Carrying their own plate, taking their food without spilling it or wiping the table are fundamental ways for young children to gain a sense of ‘I can do it’. Research shows that when children feel confident in themselves, their inner discipline strengthens and they become more respectful individuals towards their surroundings. Of course, these tasks are age-appropriate and carried out in a pleasant and supportive environment. We are not in favour of service, but rather development. Because one day, our children will carry not just plates, but their own lives.

You know your child best, because you've memorised their heartbeat... That's undeniable. But a good teacher draws not directly from their own childhood, but from the experience gained with hundreds of children, years of education, and the developmental processes they've observed. That's why what they say is guidance, not judgement. Parenting is a labour of love; teaching is too. The difference lies in perspective. We wish to add knowledge to your love and constructive observation to your intuition. Remember, we are in the same boat. Our love, patience, and responsibility are no less because we do not have children of our own. Your efforts are highly valued in our eyes; we are merely coming alongside you with a torch.

When you think about something concerning your child and want to get information immediately, it shows how much you care about them. However, teachers must focus on the physical, emotional, and academic needs of every student while they are at the front of the class during the day. Precisely so that they can devote enough time to your child, they cannot answer phones at that moment. Instead, every issue you raise is quickly noted down, passed on to the teacher, and you receive a response as soon as possible. This system is not an obstacle; it is a process developed to maintain healthy communication with you and to ensure children's focus remains undisturbed during lessons. Rest assured, no message is overlooked. We are here to collaborate with parents who think like you.

It is perfectly natural to want to be in constant contact with someone who plays an important role in your child's life. However, the reason teachers do not share their personal mobile numbers is not to be unreachable, but to maintain a healthy and sustainable communication system. While our teachers spend the whole day working one-on-one with children, unfortunately, their attention can be divided when they have to communicate directly and irregularly with each parent separately. Instead, thanks to organised communication hours within the school, written notifications, counsellor meetings, and emergency protocols, none of your questions will go unanswered. You can communicate any concerns you have during the day through the school and receive detailed feedback from our teacher when they are available. In the event of an evening or night-time situation, an assessment will be made at the earliest opportunity. Earning your trust is our responsibility not only to your child but also to you.

Your child's birthday is a day of pride and joy for you; it is very valuable that you want to celebrate it. However, in a school environment, such celebrations can cause feelings of comparison, exclusion or pressure to perform in some children. Every family has different means, approaches, beliefs, or sensitivities. Therefore, the school prefers a celebration approach where all children are celebrated equally and simply, and no one feels ‘less special.’ At simple garden celebrations, children are still applauded by their friends, experience a small ceremony with their teacher, are remembered, and feel special. But they experience this without exaggeration, competition, or comparison. Our aim is to create an environment where every child is valued just as they are. Your love is already their most special gift — we simply want to nurture this love without hurting anyone's feelings.

Watching your child perform on stage, feeling proud of them, and wanting to immortalise this moment is a very valuable and understandable feeling. However, the school's preferred approach is to create a sincere, natural, and enjoyable process that showcases children as they are, without putting them under the pressure of performance. Long preparations, pressure to memorise, and stage fright, especially in younger age groups, can create tension rather than confidence. The school's aim is to support children's development not for applause but through internal motivation. Expressing oneself takes precedence over costumes, free play over rehearsals, and a sense of internal achievement over external approval. Even if it's not a performance, there are always different creative ways to make their natural successes in daily life visible. In short: We prepare children for life, not for the stage.

Wanting to show your appreciation for your teacher is a wonderful sign of the respect you have for their hard work. However, as a school, we want to maintain the teacher-parent relationship based on the principles of reciprocity, equality and transparency. Exchanging gifts, no matter how well-intentioned, can over time lead to expectations, comparisons, and, unintentionally, some families feeling embarrassed. That is why we believe that the most meaningful gift you can give teachers is a thank-you note, a picture drawn by your child, or a heartfelt conversation. Such gestures are both more sincere and accessible and heartfelt for everyone. When your appreciation comes from the heart, there is no need for boxes or receipts... Our teachers are already more than happy with your heartfelt thanks.

Bu tür sınırlamalar, öğretmeni sizden uzaklaştırmak için değil; tüm velilerle eşit, adil ve profesyonel bir ilişki sürdürebilmek için vardır. Öğretmenlerin sosyal yaşamda bazı velilerle daha fazla görüşmesi ya da sosyal medyada bireysel etkileşimde bulunması, istemeden de olsa diğer ailelerde dışlanmışlık ya da yanlış anlaşılma duygusu yaratabilir. Biz okulumuzda güveni, duvarlar dışındaki kişisel samimiyetlerle değil; sınıf içinde kurulan tutarlı, saygılı ve şeffaf bir iletişimle inşa etmeyi hedefliyoruz. Bu yaklaşım, öğretmeni yüceltmek için değil; çocuklarımızı ve ailelerimizi korumak içindir. Çünkü bizce gerçek samimiyet, bir kahve masasından değil, ortak hedefte buluşmaktan doğar. Ve biz o hedefte daima yanınızdayız.

Closely monitoring your child's education is very valuable; it shows how involved you are in their development. However, in the pre-school period, books are only a tool; the goal is a holistic learning experience shaped by the child's emotional state, interest, social interaction, and readiness level on that particular day. Sometimes not completing a page may mean that your child is experiencing deeper learning in another area that day. At our school, activities are planned but implemented flexibly, because not every child learns at the same pace or in the same order. We focus on skill-based development rather than page-based learning. Please remember: things that are not written in a notebook sometimes remain in children's memories for a lifetime.

This indecision is actually the inner voice of a sensitive parent trying to make the right decision for their child. However, it is important to remember that what really matters in early childhood is not academic preparation, but rather the child learning through play, forming bonds, gaining self-confidence and being treated with interest. A good primary school or college is certainly important; but the solidity of that path depends on the safe, individualised and supportive environments the child experiences in their early years. Crowded classrooms and early academic pressures can create stress for children who are not yet emotionally ready. In a boutique school where individual attention is possible, children discover their potential in a healthier way. When the time comes to transition to secondary school, a child with high self-confidence can adapt easily anywhere. Today's foundation already paves the way for tomorrow.

We understand your concern very well. It is perfectly natural to feel anxious and want to protect your child when they utter an unfamiliar word. However, early childhood is a period of experiential language learning, during which children repeat everything they hear from their environment without understanding it. This is not conscious learning; it is based on curiosity and imitation. We know that every child at school comes from different family structures and language habits, so we are very sensitive about language use and guide them with guidance whenever we notice inappropriate expressions. The goal here is not to exclude, but to learn together and teach each other respect. We are all raising children of the same society. Such incidents can be an opportunity to build something better together, not to divide us.

Plans can change suddenly during the day, we are all busy; of course, in such situations, it is your natural right to receive support. However, as a school, our top priority is your child's safety. Without identity verification and written notification, it is not possible, either legally or morally, to hand over any child to another person, no matter how familiar the name or how sincere the person may be. Our system is not designed to put you in a difficult position; it is designed to ensure that every child is protected under the same safety principles. To move forward without burdening you in such situations, we can make the process more practical with a pre-prepared list of ‘alternative collection persons’ that you can easily fill in. Sometimes a ‘precaution’ prevents a major potential problem. Even if it has caused you difficulty today, it was actually to protect your child.

Yours is a very sincere and heartfelt approach... Your affectionate manner and warm words are undoubtedly well-intentioned. However, in a school environment, such expressions may become uncomfortable for some people over time, blur boundaries, or be misinterpreted by other parents. Using formal language or addressing people as ‘you’ is not meant to stifle sincerity; it is a protective measure designed to ensure everyone can communicate equally and respectfully within the same framework. Respecting boundaries fosters mutual trust. Remember, warmth is conveyed not only through words but also through attitude. We appreciate your sincerity; we simply want to ensure it is expressed in a safe environment for everyone.

It is perfectly natural and valuable for you to want to know about your child's day. However, pre-school children do not have the same detailed, sequential, and accurate memory skills as adults when it comes to recounting their day. Sometimes they keep talking about one activity because it made a big impression on them, and sometimes they just repeat the things that are easiest to say. This is appropriate for their age; it is not misleading. At our school, meals are planned to be balanced and appropriate for their development, while screen time is limited to specific content, guided by teachers, and restricted to a limited duration. Daily activities are enriched in many areas, including free play, art, drama, music, and nature exploration. By following our end-of-day updates or speaking with teachers, you can gain a much clearer and more accurate perspective into your child's world. Translated with DeepL.com (free version)

Paying attention to your child's nutrition is very important, and we share this concern with you. Our preference for semi-skimmed milk is not based on any savings or restrictions; it is based on the recommendations of expert dieticians and child nutrition guidelines. After the age of 2, especially in children who consume milk regularly, semi-skimmed milk provides sufficient calcium and protein and supports a more balanced fat intake for future cardiovascular health. Whole milk may not be preferred in some cases due to its higher saturated fat content. However, this does not mean that the child is not getting the fats they need, as these fats are balanced out by other foods in the daily menu, such as cheese, olive oil-based dishes, and yoghurt. In short: Our goal is not to deprive your child, but to feed them in a balanced and healthy way.

You know your child best, that's undeniable... But children can sometimes unexpectedly accept things they ‘reject’ at home in a different environment, among their friends or with their teacher's encouragement. Thanks to peer pressure, sitting together at the table, visual presentation and a non-judgmental approach, children gradually become more open to new flavours. If your teacher says your child has really finished their plate, this may be a sign of their developing palate and confident adaptation to the school environment. Sometimes, when a child says, ‘I won't eat vegetables,’ it may be a past belief that has been changed by an experience. Noticing this small but important change is a wonderful sign of development. Perhaps you will soon encounter little surprises at home as well.

This reaction stems from your desire for your child to look good and for you to feel proud of them. However, remember that children are under no obligation to make their drawings ‘correct’ — especially during the pre-school years. This age is a stage where imagination flows freely, where pink elephants and purple cats are perfectly normal. Because their goal is not literal reality; it is to colour their inner world and express their feelings on paper. Painting outside the lines is not a sign of mental disorder; it is a natural part of motor development. What matters at this stage is not ‘what they are doing’ but ‘how they feel while doing it.’ Teachers guide children without harming their inner world or judging them. Instead of trying to correct them at home, expressing surprise with ‘what a lovely idea, a purple cat’ builds your child's self-confidence. You haven't embarrassed them; you've witnessed an artist's imagination.

Your concern shows how much you care about your child and how strong your protective instincts are. However, when questioned directly, children often act out of a desire to ‘make their mother feel better, no matter what they say.’ This can sometimes lead them to distort the truth or even confirm a situation that does not exist. Constant questioning can, over time, reduce your child's desire to share with you or cause them to produce the ‘right answer’ to please you. The healthiest approach is to create a safe and comfortable environment for communication, allowing space for them to share voluntarily. Observation is important, of course, but we arrive at more accurate conclusions when we watch, listen, and hear their feelings without suppressing them. Remember: Trust speaks volumes more than questioning.

We understand your concern; it is only natural that you want to see quick results on a journey you have embarked upon with hope for your child's development. However, acquiring a foreign language at an early age is a process of ‘internalising through hearing, feeling and playing’ rather than ‘learning’. In the first few weeks, children understand the foreign language, begin to distinguish sounds, and even process them silently in their minds, but they do not immediately translate this into speech. This is a completely developmental and healthy process. Our native teachers create an environment where children experience English not as a subject, but as a natural part of daily life. After this silent observation period, children gradually begin to use words, phrases, and then sentences. We ask for your patience and trust in the process. Two weeks may be too early even for a seed to sprout — but a lot happens beneath the soil.

Your words reveal what a loving, meticulous and selfless parent you are. The effort you have made to protect your child up to now is truly immense... However, this transition period is a journey of learning to “let go” not only for the child, but also for you. This path is not easy. Especially when accompanied by illnesses, crying, and growing pains, feelings of regret become very human. But know this: children gain immunity by encountering germs, grow by taking responsibility, and develop resilience through small disappointments. Picking up their plate is not a burden; it is the first step towards self-confidence. Today sick, tomorrow more resilient. Today difficult, tomorrow stronger. Nursery school teaches not only the child but also the mother to ‘trust without letting go.’ There is no going back, but transformation is possible. You are not regretful; you are just very tired. It will pass. It really will pass.