Miroslava Benešová

Miroslava Benešová

School Psychologist

My name is Miroslava Benešová and I cooperate with Bumble Bee as a psychologist and counselor for six years already. Im here for you to answer your questions related to healthy psycho-social development of your children, their functioning and adaptation in preschool and development of their cognitive skills and emotional well-being. I studied psychology at Faculty of Arts of Charles University in Prague and now I continue postgraduate studies at the Faculty of Medicine. I am a psychotherapist with a psychotherapist training in Person Centered Approach of Carl Rogers which applies to coaching as well. I also work in Psychosomatic Clinic and in my private practice.

Working with children and adults is a constant inspiration to me and I look forward to meeting you and your children this year again.

To schedule a consultation, please contact me on my email - 


Once your children start their preschool time at Bumble Bee School, they enter a great place to learn how to interact with peers and they will learn valuable life lessons and plenty of new skills. How to share, how to gain others for their activity, how to deal with different adults, how to take turns, and enjoy company of their classmates. Bumble Bee together with your help will prepare your kids for an easy move on to the school years and beyond.

Starting preschool does come with its fair share of emotions, for parents as well as for the children. I would like to sum up few points how you can help your child to settle at Bumble Bee as easy as possible and feel happy and safe:

-          The more comfortable you are about your decision and more familiar the setting for your child are, the fewer problems you and your child will encounter.  The more tranquil and assured you are about your choice to send your child to the preschool, the more confident your child will be.

 -          From our long-term experience we suggest to start school attendance with two or three days a week as a minimum (consequential). If a child comes to school less than that, there are long time breaks and the whole process of adaptation is prolonged. Children need time to get relaxed at the school, get involved with the program and peer relationships. This amount of days gives them ideal opportunity to do a reasonable progress in their psychosocial development and of course language wise and go home with primacy of nice experiences.

 -          Describe your child activities that often take place in a classroom. A child accustomed to scribbling with paper and crayons at home, for example, will find comforting to discover that same kind of crayons and paper is in their classroom

-          Always say a loving goodbye to your child, but once you do, you should leave promptly. Never sneak out. As tempting as it may be, leaving without saying goodbye, may make child feel abandoned, whereas a long farewell might only serve to reinforce a child's sense that preschool is a bad place

-          Consistent and predictable farewell ritual can make leaving easier. Some parents give a hug and a kiss or make a funny goodbye gesture, whereas others read a short book before parting

-          Transitional objects — a family picture, a special doll, or a favourite blanket — can also help comfort a child. Also, keep in mind that most children do well once their parents leave. If your child doesn´t insists to have any, don´t give it to them.

Try not be afraid: some kids may jump right in with their classmates, whereas others might want a private cuddle and a story from a caregiver before joining the group.  Each morning we start with a circle time, where the children and teachers sit together and talk, sing, exercise. This everyday routine provides a sense of predictability and following these routines will make the move from home to school more pleasant.

We are doing our best to support our children. If you have any questions don´t hesitate to ask the teacher or ask me for a consultation.

I wish you colourful autumn. Mirka Benešová, school psychologist


"If life gives you lemons, make lemonade.”

5 Ways to Teach Your Kids to Be Proactive

“If life gives you lemons, make lemonade.” Sounds like a good advice, but not everybody takes it. Some people may accept unpleasant reality, instead of trying to influence it or change it. The roots of handling challenges lies not only in our temperament, but also in upbringing and education. So how we can foster proactive behaviour in children?

1. We need to address negative statements

For instance, a 5 year-old boy might attribute a problem in relationship with his friend repeatedly only to himself and his poor ability to find friends, if he believes he is simply stupid, why should he try to do better in the future? When your child meets with failure, it is an opportunity to understand how he interprets failure. If he attributes it to some mistake in himself, we should challenge him to think of alternative explanations. Provide evidence that his global statement about himself is false.

2. Encouraging children during a bad times

First we need to ask the child to identify a problem. Ask him also if he has any ideas he could do to improve the situation. Ask him to list everything he can think of. If he has trouble generating ideas, feel free to help him. Make it playful. Give the child credit for performing the behaviour, not the outcome, it really can be unsure. Some of his initiatives will be successful, others won’t. The child will learn two things from this: he can do things to impact his world for the better, and if his initiatives don’t bring the desired result, he can try something else. He will also discover that it feels good to take action and for instance inspire others to play the game he or she came with.

3. We try to help the child set appropriate goals and provide support to get there

One way for a child to learn that he can positively impact his life is to set goals and then work to attain those goals. Have the child identify a goal. We try to inspire children to set some concrete and real (it can be smaller things such as make a mask or learn the numbers up to 20). We are also trying to identify steps children can take toward achievement of his goal. When the child accomplishes a step, give him an appreciation and make note for example on a special board or a sticker on a special sticker chart. This way the child can visualize the progress he is making toward his goal which is very important for children in this age.

4. Practicing helping others

We involve children to activities which are beneficial for others in our school. We show them how to cheer sick children, we show them how to help other people or animals. We recycle together and we involve kids into beneficent actions. Helping others is proactive; we are talking about that doing something like this helps to improve world a bit. Not only that altruistic acts give feeling of doing something good, but they also strengthen self-esteem and give one a sense of contact to the larger world.

5. We challenge negative thinking

Negative thinking undermines motivation and initiative; it brings a sense of hopelessness and helplessness too. When your child is confronted with a new situation, does he look forward to new experiences or does he believe it will be disappointing? Look for the absolutes in your child’s speech, words like “always,” “never,” “everyone,” and “no one”. For example, a child is going to a new free-time activity, he might say: “I don’t want to go there. I am not good at sports”. When you hear statements like this, be sure to challenge them, for example like this: “Sometimes it can be harder and sometimes you might not want to go, but we will mostly play not compete, and I am sure we will find an activity everybody likes. And then we focus on appreciating trying and we are look for good feeling, not results.

Of course younger children need more support, but as they are longer in our school we support them to bring their own ideas how to face negative thinking and look for opportunities how to explore the situation and their attitude rather than give in.






At the end of May some of the children from Blue and Green classes will go to summer School in nature that will take place at the beautiful place of Monínec.  The purpose of the school in nature is to enable the children to stay longer in the clean fresh environment and to support their social skills and team cooperation. This adventure stay out of their home also strengthens their relationship to their family. During all the activities the teachers are helping the children to develop positive relationship toward sports and fun.

The school in nature helps children to develop their capacity to adapt in a different environment. Its other very important part is to create healthy social habits, to strengthen their physical skills and also to fulfill the need of movement through different games and competitions. Within all the activities the children are shown how to play safely and they are being taught how to develop their sense of being responsible for themselves and the others.

School in nature strengthens the children´s own independency. Children in preschool age go through their developmental stages with different need of the environment stability and their closest relations. Staying out of home for one week nevertheless does not have to be the best for everyone. Some of the children might go through more demanding developmental period, some might be adapting on a recent change in family system or can recovery from illness and don´t hundred percent fit.

     In such cases we offer and recommend a meeting with the school psychologist to consider potential benefits and risks.


PhDr. Mirka Benešová, school psychologist Bumble Bee

Site map

All rights reserved. Bumble Bee, School of Creative Children.