1. Getting to Know the Environment

​

During the first days, the child becomes familiar with the children’s group premises, caregivers, and other children. We place emphasis on free play, observation, and forming initial connections. The child is not forced to participate in activities but is given the opportunity to choose their own pace of involvement.

For younger children (1.5–3 years), adaptation is often more about building a relationship with the caregiver, while for older children (3–5 years), understanding the daily routine and rules plays a greater role.

​

2. Gradual Separation from the Parent

​

We recommend short stays in the group that are gradually extended. At first, this may be 1–2 hours without staying for sleep. As the child begins to feel more confident, the stay is gradually lengthened. Children benefit from farewells that are short, calm, and clear. Long goodbyes, repeated returns, or parental uncertainty can unsettle the child. (See the section “Farewell – the Key to Safety and Security”.)

​

3. Sleep and Rest During the Adaptation Process

​

Sleep and rest are very sensitive areas for young children and are closely linked to their sense of security. For this reason, we do not introduce staying for naps in the first days of attendance, but only once the child feels comfortable in the group, knows the environment and caregivers, and is able to calm down with them at least partially.

​

We usually recommend starting nap stays no earlier than after 2–3 weeks of regular attendance; for some children, later. We always observe the child’s individual signals – whether they are able to calm down after the morning program, accept the daily routine, and manage separation from their parent without significant stress.

​

Before the child begins sleeping in the group, they may first stay after lunch in a quiet rest mode – lying down, resting, listening to a story or music. Even rest without falling asleep is valuable for the child and supports their mental well-being. For younger children (approximately 1.5–3 years), sleeping in the group is highly individual and often related to the bond with the caregiver. For older children (3–5 years), it is more often a matter of habit and acceptance of a new routine.

​

We never force sleep. We respect children’s natural needs and, together with parents, look for the safest and most comfortable approach for each child.

​

​Recommendations for Parents Regarding Sleep

​

• Bring a favorite comfort item to the group (a stuffed toy, blanket) to help the child calm down.

• Inform us about the child’s sleeping habits at home.

• Expect that the child may be more tired during the first weeks – this is a natural reaction to new stimuli.

• Trust that a child can learn to sleep in a different environment if they feel safe.

 

Farewell – the Key to Safety and Security

​

Farewells are often the hardest part of the day for young children, as they experience emotions just as intensely as their parents do. It is therefore important for parents to remain calm and confident – nervousness or uncertainty is immediately sensed by the child and can increase anxiety. Children need a clear, predictable structure and reassurance that the parent will return.

​

A farewell ritual helps – a short, clear phrase such as “Enjoy playing, I’ll be back after lunch,” or a small gesture like a smile, a gentle touch, or a “secret sign” that only you and your child share. This shared language gives the child a sense of security and strengthens the parent–child bond. It is crucial to keep your promise and really arrive at the agreed pickup time.

​

Farewells should be brief and consistent – ideally at the same time of day, so the child can develop a predictable rhythm. Parents should not return during the first few minutes, even if the child cries; the child needs to learn that separation is safe and that the parent always comes back – not “on demand,” but at the agreed time. A firm, calm approach, consistency, and rituals help the child develop trust, self-confidence, and a sense of safety, which are the foundation of successful adaptation.

 

Parent’s Presence in the Group – Possible, but Consider Carefully

​

A parent’s presence in the group is possible if capacity and the situation allow it. However, we generally do not recommend it.

​

Why?

• The parent’s presence can make it harder for the child to form a bond with the caregiver.

• The child may remain “between two worlds,” which can prolong adaptation.

• Other children may be distracted by the presence of an unfamiliar adult.

• Children often manage separation better than parents expect – if we give them the space to do so.

​

Our experience shows that short but clear separation is more understandable and safer for the child than a long stay of the parent in the group.

 

What Helps Children During Adaptation

​

• Regularity – attending the group on the same days and at the same times.

• Rituals – the same farewell routine, a favorite toy, a short sentence (“I’ll be back after lunch”).

• Parental trust – children are highly sensitive to adults’ emotions.

• Patience – adaptation is not a race, but a process. 

​

It is completely natural for tears, resistance, fatigue, or behavioral regression (e.g. worse sleep) to appear. We see these reactions as part of the adaptation process and respond to them sensitively.

​

Recommendations for Parents​

​

• Talk about the children’s group positively and calmly. When a child senses your trust in the group, it is easier for them to feel safe and understand the situation.

• Avoid promises like “I’ll be right back” if they are not true.

• Give your child calm time and your attention after the day in the group.

• Do not hesitate to share concerns, questions, or information about your child with us – cooperation with parents is key for us.

​

Individual Approach

​

Every child is different. Some adapt within a few days, others need more time. The adaptation plan is therefore indicative and flexible – we always adjust it to the individual child, their age, temperament, and previous experiences.

​

Our goal is not “that the child does not cry,” but that they gradually feel safe, accepted, and able to be themselves.