Frequently Asked Questions
What families usually ask about outdoor learning, language, responsibility and nutrition.
+ − What kind of school is Habiterra? Habiterra is a living space where children learn to know themselves, others and the world they live in, while also gaining knowledge. We see education as a process that moves together with nature, play, relationships and real-life experiences. We aim to create a learning environment that protects children's curiosity, supports their questions and respects each child's own developmental pace. English, outdoor experiences, science, art and daily life are not separate lessons; they are parts of the same whole.
+ − How does English education progress? At Habiterra, English is a language that is lived rather than a lesson taught to children. Throughout the day, our children communicate naturally with English-speaking teachers; they experience the language in real contexts while playing, listening to stories, preparing food and exploring nature. Especially when children want to play with teachers who do not communicate in Turkish, express a need or solve a problem together, they begin using English entirely by their own will. Language becomes a natural tool for communication, not homework. This development does not progress at the same pace for every child. Although it is not possible to measure foreign language development in young age groups through standardized tests in a healthy way, the developmental path we have observed for years is quite similar. By the end of the first year, most of our children begin to comfortably understand the daily English used in the classroom. By the end of the second year, English starts to become not only a language they understand, but a language they can use. By the end of the third year, English becomes a natural part of children's daily life. For us, the most important indicator is this: children do not hesitate to try to speak English. They communicate, ask questions, joke and share their thoughts without fear of making mistakes.
+ − How is academic readiness supported? In early childhood, the foundation of strong academic development is attention, curiosity, language development, problem solving, self-regulation and executive functions. For this reason, academic readiness at Habiterra is not limited to letter and number activities. Games, conversations, projects, experiments and research embedded in daily life develop the core skills that support children's future school life. For us, readiness for primary school means not only beginning to read and write, but being ready to learn.
+ − What does education in nature mean? Nature is the natural environment of learning for us. Children spend time outside throughout the year in ways suitable for the weather; they touch soil, observe living beings, learn to take risks, move and experience the changing seasons by living them. Nature gives children not only knowledge, but also patience, attention, resilience and belonging.
+ − Why is play so important? Because children make sense of the world through play. During play, they make plans, make decisions, imagine, solve problems, cooperate and learn to regulate their emotions. We see play not as a break from learning, but as learning itself.
+ − What is your understanding of discipline? At Habiterra, discipline means developing self-regulation. Our rules exist to protect children's safety and community life. Rather than only telling children what not to do, our teachers guide them to understand situations and make better choices. Our aim is not to raise children controlled from the outside, but individuals who can gradually manage their own behavior.
+ − Do you allow risky play? Yes; but we make an important distinction between "risk" and "danger." At Habiterra, we include age-appropriate risky play that takes place under adult supervision and is necessary for children's development. Experiences such as climbing a tree, testing balance, walking over a high log or learning to use a tool correctly help children know their bodies, discover their limits and build confidence. Danger means situations that are unpredictable and carry the possibility of serious harm. We never allow such situations. Our aim is to support children in becoming individuals who can notice risks, evaluate them and make safe decisions.
+ − Where do families take part in this process? A child grows within the relationships they build at home, at school and with all the important adults in their life. For this reason, we care about carrying the educational process not only with the child, but together with the family. Each term, our teachers hold individual meetings with families to evaluate children's development, strengths and needs together. In the same period, our psychological counseling team also meets individually with families based on observations and developmental evaluations. In addition, we hold class meetings each term to share the class dynamic, the developmental characteristics of the period and school life with families. Each month, we come together around topics such as positive discipline, boundaries, emotional development and resilience in seminars organized by our counseling team. One of the most special practices at Habiterra is the Parent Book Club. In this club, with the guidance of our counseling team, we examine literary works together through the lens of schema therapy. As we talk about characters' choices, relationships and emotions, we also hold up a mirror to ourselves and try to notice our own patterns.
+ − How do you view technology use? In early childhood, what children need most is real people, real objects and real experiences. For this reason, we do not include screens in school life. Instead, we offer rich learning environments where children can touch, move, explore and produce. We do not reject technology; we care that it is used at the developmentally appropriate time and for the right purpose.
+ − Do you go outside in rainy weather too? Yes, we do when appropriate safety conditions are provided. Because children get to know nature not only on sunny days, but by experiencing all the changes of the seasons. Listening to the sound of rain, stepping into mud, feeling the wind or noticing the smell of autumn is also part of learning. Of course, we closely follow weather conditions and always prioritize children's safety and comfort.
+ − Does my child have to do an activity they do not want to do? We care about children's interests and needs. However, we do not always adopt the approach of "if they do not want to, they should not do it." Sometimes in life, we need encouragement to begin a new experience. Our teachers first try to understand why the child does not want to participate; then they invite the child into the process in a safe and supportive way. Our aim is not to force, but to support the child in becoming more open to new experiences over time.
+ − How do you work with children who are selective eaters? Mealtimes are not only nutrition time for us; they are also a social learning environment. We do not force children to eat, and we do not use rewards or punishment. Instead, we offer an environment where they can encounter different foods again and again, observe their friends and try new tastes at their own pace. Many children begin to eat with more variety over time when they do not feel pressure.
+ − How do you approach children who experience conflict? We see conflicts as a natural part of childhood. Situations such as sharing toys, waiting for a turn or having different opinions are important learning opportunities where children can develop social skills. Instead of solving problems on children's behalf, our teachers guide them to express their feelings, listen to one another and produce solutions together. Our aim is not to eliminate every disagreement, but to help children learn how to cope with disagreements.
+ − How do parents follow the school process? At Habiterra, we care about building open and trust-based communication with families. For daily sharing, our teachers send families short notes, photos and videos about the day through an app, and communicate through the same app when needed. We also follow children's developmental journey together through periodic developmental evaluations, individual meetings, parent meetings and seminars. In addition, one of the things we value most is mutual dialogue. Because to understand a child well, the family's experience is as valuable as the school's observations.
+ − How does the orientation process work? At Habiterra, starting school is not simply being able to enter through the door without crying; it is the child feeling safe in the new environment and building a trust-based relationship with the teacher. For this reason, we are inspired by the Berlin Adaptation Model during the orientation process. From the first days, we carefully observe the child's pace, stay in close communication with the family and plan the separation process individually for each child. Some children adapt in a short time, while some may need more time. We do not try to rush this process; we prioritize the formation of a secure bond.
+ − How are birthdays celebrated at school? At Habiterra, we see birthdays as special moments when the community comes together and celebrates one another's presence. On each child's birthday, a special celebration is held during the class's morning Circle Time gathering. Friends sing songs together, share good wishes and the birthday child is the hero of the day. In addition, at the end of each month, we organize a joint birthday celebration for all children born that month. At the center of our celebrations are not flashy organizations or gifts, but the joy of being together, sharing and growing.
+ − Do you have half-day and full-day options? When planning our programs at Habiterra, our priority is children's developmental needs. For this reason, we can produce flexible solutions together with families when needed. At the same time, because of our educational approach, our preference is for children to be at school full day. Learning at Habiterra is not made only of activities held at certain hours. A lunch prepared together, a game built in the garden, the process of resolving a disagreement with friends or an end-of-day reflection circle are also important parts of learning. Especially in younger age groups, a half-day program may be appropriate for some children due to sleep routines or individual readiness. For this reason, we can offer a half-day option for certain age groups at our Badem branch. However, in the older age group at our Akasya branch, the educational program is built on the wholeness of the day. Each child and each family's circumstances may be different; therefore, during the enrollment process we evaluate the child's needs together and try to create the most suitable plan with a shared understanding.
+ − How are school hours planned? At Habiterra, our education program begins at 09:00. Within the natural flow of the day, we carry out a program full of play, open-air experiences, English, projects and daily life activities. Our children begin leaving school as of 16:00, and the school day is completed by 16:30. We especially care about these hours. Because we believe that the quality time children spend with their families is as important a part of their development as the time they spend at school. We offer after-school duty service for families who need it. This service is subject to an additional fee.
Do you have another question?
If your question is not listed here, write to us and we can talk through the daily rhythm and our approach together.