All about us

Since 2001.

About us

Preschool institution “Trešnjober” was founded in 2001 by Ljiljana Proković, a graduate special educator. Since the foundation we have been guided by the idea to act as partners to families and to contribute to the development of children, as well as to become an important part of childhood of every child in our institution so that our children can remember us with joy and return to us with joy when they grow up and start their own journey of life.

The head office of our institution is in Belgrade, 37 Đorđa Vajferta Str., Vračar municipality. We have two other facilities – in Zvezdara municipality, 16 Braće Ribnikar Str. and in Altina district (municipality of Zemun), 1v Slobodana Đurića Str.

All our facilities implement programs for children of the following ages:

Nursery – for children aged 1-3 years
Kindergarten- for children aged 3-5.5 years
Preparatory preschool program – for children aged 5.5-7 years

In the process of forming groups we adhere to the norms prescribed by the Law. Working in small groups and cherishing individualized approach in working with children, we manage to enable children to go through the process of adaptation without any difficulties and to spend their time in kindergarten with joy.

By playing in Trešnjober we listen to each other, hear each other, enjoy, observe, recognize, learn, create. The programs that are implemented in the institution are in accordance with The Foundations of the Preschool Program and are organized within three mutually connected units:

  1. Child Care Program for children aged 1-3 years
  2. Preschool Education for children aged 3-5.5 years
  3. Preparatory Preschool Program for children aged 5.5-7 years


In our work with children we apply Model A, which gravitates toward the open system of education and action program development in accordance with children’s interests. Preschool teachers and children in our institution are free to be guided by thematic planning or project-based learning, according to their affinities. In contrast to the traditional approach, which ascribes the central role in planning and realization of activities to the preschool teacher, thematic planning and project-based learning are based on respecting the interests and needs of children as well as their active participation in all stages of educational work (planning, preparation, realization and evaluation).

At all the abovementioned levels of child-care and education process (nursery, kindergarten, preparatory preschool program), our institution carries out the following projects that are implemented through workshops and age-and-potential-appropriate activities:

Fine Speech School – aims at instigating the harmony of thoughts, emotions and speech, cultivation of creative thinking, development of ability to listen, observe and imagine;

Bonton School – in which we cherish good manners, stimulate self-confidence and develop empathy;

Sports School – realized in cooperation with a PE associate, whose main aim is to develop motor skills, sport spirit and cooperation. .

The following special programs are implemented in kindergarten and preparatory preschool program groups:

  • English Language Course
  • French Language Course
  • Dance & Rhythmics School
  • Karate

. Occasional programs that are organized every year are the following:

– Educational outings, wintertime excursions, summertime excursions

– Pyjamas Party – where children sleep over in the kindergarten and enjoy the party, night cinema and many other surprises and thus strengthen the existing relationships and build new ones with their friends and preschool teachers.

– Theater plays, costume balls

– Final shows organized in honor of our preschoolers at which we dance, sing, act, paint and share with the parents some pieces of the atmosphere which lives at our place throughout the year.

By following the Model A and taking the holistic approach to observation of children’s learning and development, our institution implements the relationship-oriented program, as opposed to predominant preschool programs that are based on developmentally appropriate practice. During all those years of practice and with continuous training and observation of different theoretical understandings of a child, childhood and preschool education, we have been developing an approach to working with children that is based on the following foundations:

How do we perceive a child?

We perceive a child as a competent human being and as an active participant in her/his education who has capacity and rights to participate equally with adults in deciding what to do and how to engage in the process of living in the kindergarten


What is the role of preschool teachers?

We consider preschool teachers as the soul of every institution. Their understanding of childhood and preschool education affects the quality of educational practice. Our preschool teachers have a high level of autonomy in their work and are strongly supported by the associates and the institution in their further professional training. We encourage our preschool teachers to take a research approach and to base the improvement of their practice on critical reflection and not on some ready-made solutions provided in textbooks, manuals, methodology books…


Inclusive education practice and respect for diversity

When we in Tresnjober think about inclusion, we do not perceive it as a legal obligation of the institution, but rather as a right of every child, every parent or preschool teacher to be different and to feel good in being different. The majority of inclusive programs are based on the presumption that we all are equal because we all have the same needs although the ways of meeting them might be different. We support this assumption, but we make a step further for we consider everyone not to be equal but rather equally different and that it is exactly our equal right to be different what enriches us all.  Differences in cultural capital that children bring from their families and communities in which they live are not grounds for discrimination or equalization. Instead, social capital evolves through interaction and networking, by building a relationship of belonging and accepting. How do we accomplish it? By creating programs WITH children rather than FOR children. In our institution every child has a valuable voice and the right to choose topics, contents, methods…If each of us feels equal because our opinions are respected, there will be no need for us to treat others with disrespect.


Partnerships with families and local community

Our institution aims at building trust between families, kindergarten and local community by organizing common activities in which families strengthen their capacity to perform an important function of upbringing a child, as well as common activities whose purpose is to provide life experience of children in different social settings. In our institution, in addition to children and preschool teachers, parents are also equally important participants in educational process, for the quality of relationship that the institution tends to build with them significantly affects the quality of relationship with the very children. Parents come to the institution with different expectations, needs, prejudices and our task is to inform and engage them and to act together in order to build a foundation of such a complex relationship as the one between the kindergarten and the family that will be rooted in trust and mutual understanding.

Vračar – Đorđa Vajferta Street


Preschool institution Trešnjober was founded in 2001. The head office of Trešnjober is in Belgrade, 37 Đorđa Vajferta Street, in Vračar municipality. Trešnjober Vračar is situated in newly adapted premises that cover 500m² and are equipped in accordance with modern standards (of technologies for renewable energy and sustainable development), completely adapted to children’s needs. Trešnjober Vračar has its own garden of 5 ares. Organized transportation of children is available.  

Tel: 011/308 50 78, 065/244 82 84

Altina – 1v Slobodana Đurića Street


Trešnjober Altina is situated in 1/v Slobodana Đurića Street, in a building that was built in accordance with the highest standards for interior design (PVC flooring, LED lighting).  It has a beautiful yard of 15 ares, a big gym and a playground.  Trešnjober Altina is the biggest private kindergarten in our country.

Tel: 011/407 64 56, 065/244 82 83

Zvezdara – 16 Braće Ribnikar Street


Trešnjober Zvezdara is situated in 16 Braće Ribnikara Street. The premises are properly equipped in accordance with all standards, with the aim of meeting children’s needs. They are intended for one to six year old children (until their school starting age). Within the premises, there is a separate yard and in the immediate vicinity of the kindergarten, there is a park. Organized transportation of children is available.  

Tel: 011/ 344 17 67, 065/244 82 84