In addition to institution-based access, flexible-time models have been developed to ensure children in underprivileged areas can benefit from pre-primary education. According to the Ministry of National Education Regulation on Pre-primary and Primary Education Institutions, access models such as mobile classrooms, transportation-based kindergartens, and summer programs can be implemented where low population density or inadequate physical infrastructure prevents the opening of standard classes. These models must provide a minimum of 200 activity hours annually, with at least three activity hours per day.
Summer Education Access Model
A summer class may be opened when there are at least five pre-primary-aged children in accordance with MoNE regulations. These classes offer six activity hours per day and are registered as summer education kindergarten class branches in the school’s e-Okul system.
Temporary Village Kindergarten Model
settlement with at least one child entering primary school in the following year and at least three preprimary-aged children is designated as an education center. Each mobile teacher is responsible for a minimum of two and a maximum of four such centers. It is essential to mobile teacher conduct education at least two days a week at each educaiton center. However, depending on distance, terrain, and climate, education may be conducted at least one day a week. Temporary village kindergarten branches are established by combining groups.
Education Access Model for Children of Seasonal Agricultural Workers and Nomadic or Semi-Nomadic Families
A group must consist of at least five pre-primary-aged children. These groups receive six activity hours of instruction per day. Other access models defined in the directive may also be applied in these communities.
Mobile Kindergarten Access Model
In this model, a mobile kindergarten serves at least one group of children for a minimum of three activity hours per day, for at least two days a week. If there are many children, multiple groups may be served on alternate days. The mobile classroom is stationed in locations such as schoolyards, village halls, or other suitable public spaces within the settlement.
Parent-Child Support Program
The Child Support Education Program and the Parent Support Education Program are Türkiye’s first official early intervention programs involving both children and their families. These programs aim to increase parental interaction with children aged 3–6, support holistic child development, and inform parents about their children’s developmental progress across multiple domains.
They are particularly targeted toward children who cannot access formal pre-primary education due to factors such as overpopulation, poverty, or lack of local schools to enable to benefit from pre-primary education, to ensure that classrooms are used effectively out of school hours, to provide parents with information about their children’s development( mental, social-emotional , physical, language and self-care).
Kids Club
Pre-primary institutions may establish Kids Clubs to operate outside regular school hours, contingent upon parental demand and available resources. These clubs aim to support children’s social and educational development. A fee is charged unless the child qualifies for exemption due to conditions such as being from a low-income family or being the child of a martyr, war veteran, or having special education needs—up to 10% of the club’s capacity is reserved for such cases.
Support Education Room
Support education rooms may be set up in pre-primary institutions to provide special education for students who are either fully mainstreamed or identified as gifted, depending on school facilities. Materials and equipment for these rooms are provided according to students’ needs and characteristics.