PEDAGOGICAL ASPECTS OF ADAPTING PUPILS IN MULTI-BRANCH PRESCHOOL EDUCATION INSTITUTIONS TO THE EDUCATIONAL PROCESS

Abstract

Multi-branch preschool education institutions combine several sites under one organizational, curricular, and managerial framework. While this model increases accessibility and program diversity, it also introduces adaptation challenges for children who navigate heterogeneous environments, staff teams, and routines. This article conceptualizes adaptation in multi-branch settings through an ecological and cultural-historical lens and reports on a design-based implementation carried out across three branches of a single institution over one academic year. The intervention integrated harmonized daily routines, shared pedagogical language, and intensively scaffolded family–teacher communication during the first eight weeks of enrollment and during intra-network transfers. The study argues for an institution-level adaptation protocol that aligns structural conditions with child-centered practices while respecting branch-specific cultural textures.