Child Development Specialist Asst. Prof. Merve Yüksel Kadıoğlu, who made important warnings to families searching for nurseries and kindergartens for their children as the preschool education period approaches, stated that before considering the physical facilities of the school, the child's developmental and psychological needs should be taken into account.
Asst. Prof. Merve Yüksel Kadıoğlu, stating that the continuity of the teaching staff, class size, adult-to-child ratio, adaptation program, psychological counseling service, security, nutrition, and sleep routine are among the main criteria in school selection, said, “More than the most ostentatious facilities, look for an environment where the child feels safe and seen. The clues for this are often hidden in small details.”
Asst. Prof. Merve Yüksel Kadıoğlu from Üsküdar University Child Development Department evaluated the points families should pay attention to when choosing nurseries and kindergartens before the new academic year.
Nursery selection is not just about the question of “which school is better?”
Asst. Prof. Merve Yüksel Kadıoğlu stated that as the preschool education period approaches, thousands of families began searching for the right nursery and kindergarten for their children. She added, “This decision becomes even more important as it directly affects the child's future school experience and emotional development. However, during this process, parents often focus on physical facilities and showy equipment, whereas the real determining factors are the developmental and psychological factors that will affect the child's adaptation to school.”
Asst. Prof. Merve Yüksel Kadıoğlu, stating that families should look beyond the physical characteristics of the institution when making a decision, said, “When families visit an institution, they usually look at the size of the garden and the decoration of the classrooms. Of course, these are important, but the real questions to be asked are much more fundamental: How often does the teaching staff change? How much time can truly be devoted to a child in the classroom? What is the class size? Is an orientation program applied to facilitate the child's adaptation to school? Will the child feel safe here?”
The school should be close to home
Asst. Prof. Kadıoğlu listed what families should primarily look for as follows:
“School hours and distance between school and home; A routine that will not disrupt the child's daily rhythm, requiring no excessively early wake-ups or long commutes, should be preferred.
Class size; Small classes enable the teacher to get to know each child closely and to identify potential developmental problems early.
Teacher staff turnover rate; Young children need the continuity of the adult they form a bond of trust with; frequent teacher changes can increase anxiety and adaptation problems. Especially between 0-3 years of age, it becomes important that the caregiver and educator does not change. By 4-5 years of age, this change may become more tolerable for children. Artistic and sports activities, such as sports, painting, music, theater, ceramics; are an integral part of motor skill, emotional expression, and social skill development.
Security measures; The presence of security, entry-exit control, camera system, and first-aid trained personnel should be examined.
Psychological counseling service; The presence of a full-time guidance unit at school is important not only when problems arise, but also in terms of the orientation process, early diagnosis, and family guidance.
The child's daily rhythm should not be disrupted
Nutrition and sleep routine; In this age group, physical needs are directly linked to emotional regulation; since a hungry or sleepless child will also struggle behaviorally, it is important for routines to be specific.
Educational model; Instead of adhering to a single educational approach (such as Montessori, Forest School), schools that holistically blend the strengths of different models according to the child's needs should be preferred.”
The same nursery criteria are not valid for every age!
Asst. Prof. Kadıoğlu, stating that one of the most common mistakes made in choosing a nursery and kindergarten is evaluating all age groups with the same criteria, said, “One point that parents often overlook is this: a single list of criteria for nursery and kindergarten selection is not valid for every age. In the 0-2 age range, the most critical element is the warmth and continuity of care. Between 2-4 years, the child is separating from home for the first time; therefore, it should be asked whether there is a gradual adaptation process. In the 4-6 age range, social skills such as adapting to rules, taking turns, and expressing one's needs come to the forefront.”
What is the legal limit for class sizes?
Asst. Prof. Kadıoğlu noted that the upper limit for class size in preschool institutions affiliated with the Ministry of National Education in Turkey is set at 20 students, and added, “However, this is an upper limit, not an ideal target. Recommendations from international expert organizations indicate that group size should decrease as age decreases. Accordingly, while the presence of more than one adult for 6-8 children is recommended during infancy, this number can extend up to 16-20 children at 4-5 years of age. When evaluating an institution, families should ask not only about the legal limit on paper but also how many adults are actually working in that classroom. The younger a child is and the more individual attention they need, the smaller the group should be, and there should definitely be an assistant teacher alongside the class teacher.”
What questions should be asked to school management?
Asst. Prof. Kadıoğlu also articulated concrete questions recommended to be asked during parent interviews as: “What is your teacher turnover rate, how many changes have there been in the staff in the last two years? Do you have a gradual adaptation (orientation) program for new children, and how long does it last? What approach is taken when a child cries or has a tantrum? Is there a full-time guidance unit at the school, and how often are meetings held with families? How do entry-exit control and the camera system work, is there first-aid trained staff, are the cabinets fixed? Are sleep and meal times fixed, and how are allergies or special conditions monitored? How is daily or weekly information shared with families?”
Small details should be looked at more than ostentation
Asst. Prof. Merve Yüksel Kadıoğlu concluded her words by saying, “Actually, rather than the most ostentatious facilities, look for an environment where the child feels safe and seen. The clues for this are generally hidden in small details.”
