Organisational Information

Internal regime in our Fantazie Nursery School

A day spent by children in the Fantazie Kindergarten usually consists of the following activities:

Internal regime of the school:

07:00 – 08:30 a.m.	Arrival of children - gradual integration into free play, offer of activities
08:30 – 09:00 a.m.	Czech Nursery - motivational preparation for the start of the day, educational and learning activities, didactically targeted individual, group or collective activities that build on the class educational program. Movement activities, warm-up, playful and relaxing moments focused on memory and logic games, practicing of all senses, language training, graphomotor skills, singing. Classes are taught in Czech.
09:00 – 09:30 a.m.	Hygiene, Morning snack
09:30 – 9:50 a.m	English nursery - motivation, activities on the given topic in English, drama education, singing, movement activities. Teaching is in English. Preparation for outside.
10:00 – 12:00 a.m.	Outdoor Activities - activities are adapted to weather conditions.
11:45 a.m. – 12:00 p.m.	arrival in the nursery school (based on individual classes), changing clothes, personal hygiene
12:00 – 12:45 p.m.	Hygiene, Lunch
12:45 - 13:00 p.m.	Preparing for rest, picking up children
13:00 - 14:30 p.m.	Relaxation/rest - the need for rest is based on the individual needs of the children, after lunch approximately 30 min. All children relax while reading a story, listening to quiet music. Children with lower sleep needs get up and choose alternative resting activities.
14:30  – 15:00 p.m.	Waking up children with a higher need for sleep, hygiene.
15:00 - 15:30 p.m.	Snack preparetion, snack
15:30 - 17:00 p.m.	Afternoon activities, children are going home. Activities aimed at individual preparation of preschoolers, diagnosis of children, offer of activities, individual work with portfolio. Weather permitting, outdoor activities and hardening off.

08:30 recommended latest arrival to kindergarten

08:30 – 12:30 compulsory education for regular preschoolers

12:30 – 13:00 picking up children after lunch

15:00 – 17:00 afternoon pick-up of children

Compulsory pre-school education takes the form of regular daily attendance on weekdays. Compulsory pre-school education is set at 4 hours per day, from 8:30 a.m. to 12:30 p.m. per day.

Spontaneous play takes place from the children's arrival till outside play and after afternoon rest - they run throughout the day, interspersed with teacher-directed activities in a balanced ratio, taking into account the children's individual needs.

Didactically targeted activities (teacher-directed activities) take place throughout the day in the form of individual, group or collective work of teachers with children, based on the needs and interests of children.

Movement activities take place daily. Health-oriented excercises (balancing, stretching, relaxation, breathing, relaxation) and movement games.

• continuously: movement moments and music and movement activities, and psychomotor games
• Once per week: didactically targered movement activities
• Daily: sufficient inclusion of exercise during spontaneous play and being outdoors.

This organization is not binding and may be adapted to the activities of the day. It is important that the children are present in the kindergarten by 08:30. At 08:30, the work with the children begins. The morning communication circle is the first part of the day when we all greet each other and get acquainted with our daily plan and the activities we will be doing. For the children, the morning communication circle is an important socialization factor. All activities during the day are carried out in an experiential, varied and motivating way, taking into account the children's individual needs and interests, their biological rhythms and specific age characteristics.

Afternoon courses start at 14:45 p.m.

1. The child should be sufficiently physically mature, consciously control his/her body, be independent in self-service. 

This requirement is fulfilled if the child: 

• moves in a coordinated manner, is reasonably agile and dexterous (e.g. knows how to throw and catch a ball, maintains balance when standing on one leg only, runs, jumps, moves carefully in a usual environment) 
• gets dressed and undressed and knows how to put on shoes (zips, unzips and buttons up his/her clothes, ties the shoelaces, puts on a hat, gloves) 
• is independent when eating (knows how to use cutlery correctly, is able to pour a drink into a glass, dines cleanly, uses a napkin) 
• manages personal hygiene (uses tissue, knows how to blow his/her nose, wash and dry his/her hands, use toilet paper, flush the toilet, clean up after himself/herself) 
• manages simple cleaning (collects and puts tools and items back where they belong, prepares other tools, arranges toys) 
• takes care of his/her things (keeps them clean) 

2. The child should be relatively emotionally independent and control his/her behaviour 

This requirement is fulfilled if the child: 

• handles separation from his/her parents 
• acts independently, has his/her own opinion, openly expresses agreement and disagreement 
• is emotionally stable, without swings of mood
• controls his/her emotions (suitably reacts to a minor failure, can postpone his/her wishes for later, can adapt to a concrete activity or situation) 
• is fully aware of being responsible for his/her behaviour
• observes rules 

3. The child should have adequate language, speech and communication skills 

This requirement is fulfilled if the child:

• pronounces all sounds correctly (hisses, rhotacism, soft sounds) 
• speaks in sentences, is able to tell a story, describe a situation, etc.
• speaks grammatically correctly (i.e. uses correct genders, tenses, plural, singular, declension, words, prepositions, etc.) 
• understands majority of words commonly used in his/her background 
• has adequate vocabulary, is able to name most things in his/her surroundings 
• speaks naturally and clearly to other children and adults, engages in dialogues, knows the rules of a dialogue
• tries to write his/her name in capital letter (marks his/her drawings with a mark or letter) 
• naturally uses non-verbal communication (gestures, mimics, body language, etc.)
• cooperates in a group 

4. The child should be able to coordinate hands and eyes, have good motor skills and right-left orientation 

This requirement is fulfilled if the child:

• is skilled in handling things of daily usage, toys, tools (works with construction kits, models, uses scissors, draws, paints, folds paper, tears it apart, uses glue, correctly turns pages in a book, etc.) 
• is skilled with smaller objects (beads, tiny construction items, etc.) 
• holds a pencil correctly, i.e. using two fingers, the third one as a support, has a relaxed wrist 
• keeps a pencil path, strokes are smooth (draws lines, paints, draws more details, expresses movement in drawing) 
• can imitate basic geometric shapes (a square, circle, triangle, rectangle), different shapes (letters) 
• distinguishes the right and left side, right and left hand (may make mistake) 
• orders things from the left to the right
• uses his/her right or left hand when drawing or doing other activities where hand preference matters (is usually clear if the child is right-handed or left-handed) 

5. The child should be able to distinguish visual and auditory perceptions 

This requirement is fulfilled if the child:

• distinguishes and compares essential features of individual objects (colours, size, shapes, figure and background), finds similarities and differences 
• makes a word out of several heard syllables and a picture out of several shapes 
• distinguishes sounds (of common objects and acoustic situations, recognizes different sound of basic musical instruments) 
• differentiates between sounds (soft and hard, short and long) 
• decomposes a word into syllables (claps his/her hands for each syllable in a word) 
• finds differences between two images, adds details 
• distinguishes simple figurative symbols and abstract marks and signs (letters, numbers, figures, basic road signs, pictograms)
• notices changes in his/her surroundings, in a picture (what is new, what is missing) 
• correctly reacts to light and acoustic signals 

6. The child should handle simple logic and thought operations and be acquainted with elementary mathematical terminology 

This requirement is fulfilled if the child:

• knows what a number is (shows number and counts using fingers, counts one by one, understands that a figure expresses a number) 
• is familiar with elementary counting (is able to list numbers and counts at least 5/10 objects 
• compares two groups of objects having 5 items each (recognizes the difference and determines which one is smaller than the other and by how many pieces) 
• recognizes basic geometric shapes (a circle, square, triangle, etc.)
• distinguishes and compares properties of objects 
• sorts, groups and assigns objects based on given criteria (beads into groups according to colours, shapes, size) 
• thinks, contemplates, comments on what he/she is doing (“thinks aloud”) 
• understand simple relationships and context, deals with simple problems and situations, verbal examples, tasks, riddles, puzzles, labyrinths 
• understand spatio-temporal terms (e.g. above, under, down, up, inside, outside, earlier, later, yesterday, today), terms denoting size, weight (e.g. long, short, small, big, heavy, light) 

7. The child's intentional attention should be developed sufficiently, the child should be able to memorise things and learn consciously  

This requirement is fulfilled if the child:

• focuses on a particular activity for a certain period of time (10-15 minutes) 
• focuses his/her attention on conscious learning (is able to concentrate on activities which are currently not so interesting) 
• consciously remembers what he/she experienced, saw, heard, and is able to recall this, reproduce and evaluate
• remembers nursery rhymes, songs 
• accepts a task or duty, focuses on these activities, does not get distracted by other activities, makes an effort and completes them 
• follows the instructions given
• works independently 

8. The child should be adequately socially independent and socially receptive, able to coexist with other peers in a group 

This requirement is fulfilled if the child:

• applies basic social rules (knows how to greet, thank, apologise, ask for something)
• establishes contact with other children and adults, communicates easily, makes friends with other children he/she likes 
• is not afraid to get separated from his/her loved ones 
• is a partner in a game (looks for a partner to play, negotiates, divides and changes his/her roles within the game) 
• participates in group work, cooperates on joint activities, adapts to opinions and decisions of the group 
• negotiates and agrees, expresses and defends his/her opinion 
• observes given rules valid in a group (family); understands that if instructions are given, they need to be followed 
• is friendly, sensitive and considerate to other children (shares his/her toys, tools, sweets, shares tasks, notices what others want)  
• is able to take others into account (can agree, wait, take turns, help younger children)

9. The child should perceive cultural stimuli and be creative 

This requirement is fulfilled if the child:

• attentively listens to and watches a literature, film, drama or musical performance 
• gets interested in picture, puppet and photography exhibitions, in going to a zoological and botanical garden, farm, etc. 
• is able to participate in cultural events for children, programmes, entertainment events, festivals, sports events 
• comments on his/her experiences, speaks about what he/she saw, heard, can tell what was interesting, what caught his/her attention, was right or wrong 
• takes interest in books, knows many fairy tales, has his/her favourite fairy tale/cartoon characters 
• knows a number of songs, rhymes and poems 
• is able to sing simple songs, distinguishes and follows rhythm (by clapping hands, playing the drum) 
• creates, models, draws, paints, uses scissors and glue, assembles things 
• plays creative and thematic games (focused on family, school, travelling, doctors and other topics), can play a short theatrical role 

10. The child should be knowledgeable about his/her environment, the surrounding world and practical life 

This requirement is fulfilled if the child:

• is knowledgeable about his/her environment (at home, at school), in his/her surroundings (knows where he/she lives, where the school, playground and shops are, who to consult when in need, etc.) 
• handles common practical activities (e.g. can handle a short message, buy and pay in a shop, ask for what is needed, ask when he/she does not understand, can make phone calls, takes care of order and cleanliness, his/her self-service, manages minor housework, takes care of plants, little pets) 
• knows how to behave (at home, at nursery school, in public, at the doctor's, at the theatre, in a  shop, in the street, when meeting other people) 
• has knowledge of the living and non-living natural world, people, culture, technology within the scope of practical experience (knows how to name individual body parts and organs, distinguishes gender, knows who his/her family members are and their jobs, distinguishes various professions and tools, knows what money is good for, knows names of plants, trees, animals and other living creatures, has knowledge of means of transportation, some technical devices), understands common circumstances, phenomena and situation he/she usually comes in touch with (the weather and its changes, seasons, substances and their properties, travelling, environment, waste disposal)   
• adequately participates in taking care of people in need 
• has knowledge of a wider environment, e.g. about our country (cities, mountains, rivers, language, culture), about other countries and nations, about the diversity of the world and its order (continent, the Earth, universe) 
• behaves carefully at home, at school and in public (in the street, shop, at the doctor's, in the playground), is aware of any potential danger (can predict a dangerous situation, is careful and does not risk), follows basic rules of conduct in the street (is cautious when crossing the street, understands traffic lights) 
• knows factors harming people's health (smoking)
• is aware of risky and inappropriate behaviour, e.g. bullying, violence