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.

The following forms of educational work with children are realized in all Trešnjober preschool facilities:
– Nursery – children aged 1 to 3 years
– Kindergarten – children aged 3 to 5.5 years
– Preparatory preschool program – children aged 5.5 to 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.

In Trešnjober we play, but while playing, we also listen, hear, rejoice, meet, recognize, learn, create. The program that is being implemented in the institution follows the Basics of the preschool education program “Years of Rise”. The following forms of educational work with children are realized in all our preschools:

  1. Nursery – children aged 1 to 3 years
  2. Kindergarten – children aged 3 to 5.5 years
  3. Preparatory preschool program – children aged 5.5 to 7 years

In working with children, we advocate an integrated approach in which planning can be thematic or project. Together with children, adults start dealing with a certain topic based on the questions that arose in children’s minds, their interests, experiences, unresolved problems and the like. Planning is continuously upgraded and is not a sequence of activities written in advance, but depends on direction the research of educators and children is moving to. Unlike the traditional approach with an educator having a central role in planning and implementing activities, project learning is based on acknowledgement and respect of  the interests and needs of children, and their active participation in all stages of educational work (planning, preparation, implementation and evaluation). The child learns and develops through his own actions, play, planned learning and practical situations.

We attach particular importance to building relationships that are stimulating and supportive for the child, because only then can we really talk about kindergarten as a place where adults and children live together.

Through workshop work and activities adapted to the age and potential of children in our kindergarten, the following special programs are implemented:

  • school of good speaking habits – in which we are focused on encouraging the harmony of thoughts, feelings and speech, nurturing creative thinking, developing the ability to listen, observe, imagine;
  • school of good behavior – in which good manners, self-confidence and empathy are encouraged and put in the foreground;
  • sports school – which we realize in cooperation with an associate for physical education, where the development of motor skills, sportsmanship and cooperation are being recognized as the main goal.

Specialized programs implemented in kindergarten and preparatory preschool groups are:

  • English language learning program
  • French language learning program
  • Dance and rhythm course
  • Karate course
  • Basketball school
  • Tennis school and
  • Swimming school

Occasional and convenient programs we organize every year are:

– educational trips, wintering, summer vacations

– pyjama party – when children sleep in kindergarten and enjoy party, night cinema and many other surprises that strengthen existing and build new relationships with friends and educators

– theatre performances, masquerades

– final performances, when some of our preschoolers play, sing, act, paint and share with their parents a part of the atmosphere that reigns in our preschool throughout the year

In our kindergarten, we advocate an integrated learning and holistic approach to perception of child, meaning a step away from the mechanical adoption of predetermined, individual content and focus on researching the undiscovered through the connection between child’s actions and experiences. It is not about the development of certain aspects of development, but child’s developing and learning with his whole being. During all these years of practice, and with the continuous improvement and research of various theoretical understandings of the child, childhood and preschool education, we have developed an approach to working with children that is based on the following foundations:

How do we perceive child?

We see child as a competent being and an active participant in the community of peers and adults, who develops their potentials and developmental capacities through sharing and relationships with others. Through exploring himself and the world around him, in interaction with peers and adults, the child does not develop certain aspects of development, but learns and develops with his whole being, connecting the emotional, social, intellectual and motor development into one integrated whole. By nature, a child is a creative being dedicated to learning and play.

What is the role of educator?

The educator is not to be focused on direct teaching but creating opportunities for joint learning as an integrated experience of the child through what he does and experiences. For us, educators represent the heart and soul of every institution, and the quality of the educational practice itself depends on their understanding of childhood and preschool upbringing and education. Our educators have a high degree of autonomy in their work, but also great support from professional associates and institutions, in order to improve their professional skills. We encourage educators to be guided by a research approach in their work, and to base the improvement of their own practice on its critical re-examination, and not on ready-made solutions from textbooks, manuals, methodologies…


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