Organisational Information

What is the schedule of the nursery school?

School Year Schedule

I. Operation hours of the nursery school

Monday-Friday 7 a.m. - 5 p.m.

II. Holidays and days-off at the nursery school:

Christmas holiday: from 2021/12/23 to 2022/01/02, (2021/12/23 holiday stated by MEYS)

Summer holiday: 2022/07/01– 2022/08/31 - the nursery school is in operation except:

the nursery school is closed from 2021/08/24 - 2021/08/31 (regular maintenance of the nursery school and a preparatory week)

III. Bank holidays:


Czech Statehood Day


Independent Czechoslovak State Day


Struggle for Freedom and Democracy Day


Christmas Eve


Christmas Day


2nd Day of Christmas (Boxing Day)


Restoration Day of the Independent Czech State


Good Friday


Easter Monday


Labour Day


Victory in Europe Day


Saints Cyril and Methodius Day


Jan Hus Day


Further information on afternoon courses will be available in “Afternoon Courses” in September.

Daily Routine at Fantazie

Daily Routine for Children's Education

  • Education of preschoolers takes place according to school educational programmes and in the day time specified therein. Daily routine may be adjusted based on children and teachers' needs. Due to organisational reasons, the daily routine is partially prepared for each class,
  • at the nursery school, we care about children's privacy - if they need to, they can take shelter in rest areas and refrain from joint activities.

07:00 – 08:30 a.m.

children gather at school; calm and gradual integration of children in morning games and spontaneous activities, art and work-related activities to develop individual hobbies and talents

08:30 – 09:00 a.m.

putting toys back in their places, personal hygiene, preparation for a snack

09:00 – 09:30 a.m.

a snack

09:30 – 10:00 a.m

a morning communication activity in Czech or English

Morning course in Czech: educational activities, individual activities with didactic focus, group or frontal activities following class educational programmes, physical activities, warm-up, playful and relaxing lessons focused on memory and logic games, practising all senses, language training, graphomotor skills, singing, preparation for staying outdoors.

Morning course in English: preparation in English, activities based on a particular topic,drama, singing, physical activity, preparation for staying outdoors.

10:00 – 11:45 a.m.

staying outdoors, garden-related activities, games; in summer, staying outside and playing games, doing sports and work-related activities, going for walks to enhance cognitive and speech abilities, hiking, season-related activities. Individual activities are adapted to air quality. In bad weather conditions - freezing, strong wind, heavy rain and during inversion - we stay indoors.

11:45 a.m. – 12:00 p.m.

arrival in the nursery school (based on individual classes), changing clothes, personal hygiene

12:00 – 12:30 p.m.


12:30 – 01:00 p.m.

taking a rest, children leave for home

01:00 - 02:30 p.m.

reading or listening to a fairy tale, relaxing music, taking a rest, the need for sleep is based on the individual needs of every child. All children relax after lunch for about 20 minutes while listening to a fairy tale or relaxing music. Children with a lower need for sleep get up and engage in relaxing activities. Games and activities focused on free creativity, individual preparation, speech therapy.

02:30 – 03:00 p.m.

personal hygiene, an afternoon snack

03:00 – 05:00 p.m.

afternoon activities, children leave for home, afternoon leisure activities - based on children's choice, art lessons, completion of morning activities, physical activities and relaxing, respiratory and language lessons, staying outdoors in summer and performing seasonal activities and hardening.


Compulsory preschool education requires regular attendance during working days. Compulsory preschool education is planned for 4 hours a day, from 8:30 a.m. to 12.30 a.m. daily.

Spontaneous game starts when children come to the nursery school and before they go outdoors and then after they rest in the afternoon. The games take place all day long, they intertwine with activities led by teachers. All this is well-balanced with respect to individual children's needs.

Didactically focused activities (led by a teacher) happen throughout the whole day as individual, group or collective work of teachers with children. They are based on children's needs and interests.

Physical activities take place daily. Health-oriented exercise (balancing, stretching, relaxing, breathing) and sports activities.

  • continuously: short physical lessons and musical-physical activities, psychomotor activities
  • didactically focused physical activities once a week
  • daily: sufficient exercise during spontaneous games and staying outside.

Schedule of these activities is not binding and may be adapted to individual activities of a particular day. It is, however, important for all the children to be present at the nursery school by 8:30 a.m. Joint work with children starts at 8:30. The morning communication course starts with welcoming each other and we get acquainted with our daily plan and activities we will be performing. The morning course bears a socialising factor important for children. All activities happening during the day are performed in an experiential, varied and motivationally stimulating way with respect to children's individual needs and interests, their biological rhythm and specific age-related aspects.

Afternoon courses start at 3:00 p.m.

What will children need at the nursery school?

In the class:

  • sweatpants/leggings (shorts/skirt in summer),
  • short-sleeved and long-sleeved T-shirt,
  • spare underwear, socks, tights,
  • apron (placed in a hanging organiser - for ceramics classes),
  • slippers (with fixed heels),
  • toothbrush (if your child has his/her favourite toothpaste, it is possible to keep it here; otherwise we provide our own toothpaste),
  • plastic/ceramic mug with a handle (bottles and cups are not suitable),
  • pyjamas (children will bring clean pyjamas every Monday and will take them home to wash every Friday).

For outside:


  • shorts/leggings/skirt,
  • short-sleeved T-shirt,
  • hat/cap,
  • sandals/sneakers,


  • thermal T-shirt/thermal pants,
  • tights (+ one spare pair),
  • sweater/sweatshirt,
  • warm socks,
  • winter trousers/winter overall (warm winter trousers are more suitable for girls),
  • warm jacket,
  • hat, gloves, shawl,
  • snow boots/waterproof boots.

Children should have in their school lockers:

  • rubber boots,
  • raincoat,
  • bag with sports clothes - we have our own. In the bag there should be - shoes with white soles suitable for exercising in the gym, a short-sleeved T-shirt, leggings/sweatpants/shorts,
  • bag with a chest buckle so that it does not slip off the jacket, of a size corresponding to the child's height.

We recommend that children should wear different clothes than those they wear for school. If possible, even different shoes.

We go out in bad weather, too, even in the rain. Children may be covered in mud, sand and water. We recommend you dress your children in clothes which may get dirty and destroyed. We would also like to ask parents to check their children's clothes regularly, and keep them clean.

As for hygienic reasons, children should have different clothes for inside and outside.

DO SIGN all your children's clothes!


Thank you very much,

your Fantazie team.

Ten Important Rules for Parents of Preschoolers

  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) 
  1. 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 
  1. 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 
  1. 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) 
  1. 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 
  1. 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) 
  1. 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 
  1. 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)
  1. 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 
  1. 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

Learn more about

Information for children at our nursery school or about afternoon courses for children and adults.