BÜMED MEÇ schools have taken shape as an institution that aim to be the best example in education. In consideration of Meç Schools’ aim, both Turkish and English education programs are accordingly structured as to MEÇ essential objective. Our educational philosophy depends on raising individuals who can question life, investigate, open to learn and think always optimistically by involving parents into the education process.

Our instructional program interiorizes the idea that our students’ academic and social development depends on being connected with a social and physical environment whilst learning. Our school and teachers aim to offer students experiences which are open-ended and appropriate for their development and help them to enhance and try new experiences.

A significant point about our educational perspective is that different the instructional programs in native and foreign language support each other. For that purpose, Turkish and English programs are interpenetrating and proceeding in the same direction. The learning gains are specifically designated according to different age groups in the English program as it is done in the Turkish program and all of activities are designed as goal directed and supportive for using language socially. To have synchronization between the children’s development and learning gains in the process of language acquisition and to organize activities and classes in which are including all of the language skills together are occupying a crucial place in our education philosophy.

Activity and class sharing between different age groups processes and reconstructive activities persevere during the whole academic year.

By regarding the importance of repetition during the preschool years, a repetition focused educational program is served.

Beyond all of these, to raise children with high self-confidence while using language is one of our main goals.

Our aims for students’ appropriate development are,

  • To support the desire, enthusiasm and excitement in students in order to learn
  • To help students to gain problem solving skills
  • To help them to express themselves individually and creatively in Turkish and English
  • To help them to have a healthy development involving fine and gross motor development
  • To enlarge their perspective on being supportive to each other and open to live within differences
  • To help students to enhance self-esteem and self-respect
  • To raise individuals who are aware of their social environment, different perspectives and respectful for differences


Our children grow up in a globalizing world, where technological developments are experienced in a mind-blowing speed and knowledge increases incrementally. Although MEÇ’s “children-centered” English program is intended for learners of English as a second language, it is prepared by virtue of the awareness that children develop in a holistic way during the preschool period. The reason for this is the fact that the preschool years are a period, during which children permanently question and try to understand anything that happens around them as well as during which they particularly develop very rapidly in terms of their cognitive and linguistic aspects. Our main objective in this process is to ensure that our children learn English by loving it and thus, gain their basic communication skills granting them the ability to express their emotions and thoughts in English in a correct manner.

In considering that children develop in various areas simultaneously during the preschool period, the program implemented at MEÇ aims at encouraging and reinforcing the development of children also through English. Thereby, it is intended for contributing to a natural development of our children by taking a broad perspective by virtue of an English background. Our research, topic and narration oriented approach improves our children’s the reasoning ability and ensures that they create an intellectual background. Language and communication form one of the substantial components of our early period English program’s learning and development areas. For purposes of developing the communication skills of our students, it is necessary to feed their academic strengths carefully as well as to support them attentively. Our program encourages our students to use their languages in order to improve their communication and reasoning skills. Our English lessons have been substantially matched with the Turkish curriculum by means of colorful and visual instructional materials and topics chosen and thus, they are prepared for purposes of using words in the sentence patterns and the vocabulary set as contents at the right places.


Each themes in the preschool curriculum lasts almost 6 weeks.

  • I know – I wonder – I learned Table. What do children know?
  • Aim, gains and objectives. What did children learn?
  • Is the goal achieved?

A Day In Merak Eden Çocuk

  • Welcome and Greeting Children and Parents

One of the teachers greet students at the door while the other teacher guides them in classroom activities every morning.

  • Breakfast
  • Turkish/English Large Group Activity I

Students sing the “Good morning” song including all of the childrens’ names. Children tell what they did yesterday, calendar work is performed, teachers inform about planned trips and activities, weather forecast, emotion and classroom activities and attendance list are performed. Finger plays are played and songs about the subject of the day are carried on.

A table of “I know, I wonder and I learned” is constituted. Students’ answers the question of “What do I know?” constitute an opportunity for teachers to introduce the topic. Thus, students’ attention is caught in this way.

  • Planning – Working - Reminding

Children plan what they want to do and who they will perform their activities according to their interests with and then they write their names or put their photos on the area of their interest on activity table.

Interest areas: Play house, art, construction, books, drama, water & sand science, table games.  Teachers observe students’ games and takes notes. They can join children’s plays by the request from children (conflict resolution) or if they need no intervene. Activities can be also performed in the garden according to the activity type. Then, children share their works with others for evaluation.

  • Turkish/English Small Group Time / Literacy Preparation Time

Weekly/monthly small group activities are served up to children and determined goals and gains are aimed to achieve.  Activities supporting Cognitive, language, social-emotional, psychomotor, self care, literacy and mathematic skill development are carried on.

  • Other Field of Studies
  • Lunch Time
  • Resting Time

Children carry out classroom activities that enable them to rest. They can read book or listen to music.

  • Turkish/English Small Group Time
  • Snack Time
  • Large Group Time II

Teachers encourage students to talk about what they did (emotions and conflicts) throughout the day in the classroom and suggest research solutions or strategies about the things they wonder and want to learn by regarding the “I know, I wonder, I learned” table.

  • School Bus Time
  • Leaving