Preparing for school can be a real challenge for both parents and children. Many children attend kindergarten before entering first grade, where they socialize with peers and, in some cases, learn certain academic basics. Transitioning from kindergarten to school, however, can be difficult because the environment, structure, and friends change, and teachers and many new experiences appear, often causing stress. Children’s curiosity and receptiveness are better met in an environment where they can also learn from older students. In many cases, kindergartens lack the intellectual challenges needed to satisfy this curiosity—challenges that are better addressed at school. For this reason, some schools offer preschool classes in the same setting where children will later begin their formal studies. At Erudito Lyceum, this approach helps children from an early age to build a familiar environment and make friends with whom they will continue on to first grade.

A Preschool Class Provides a Sense of Security

In many kindergartens, children simply spend the day playing with others, but actual learning is minimal. Airė Keturakienė, mother of Erudito Lyceum students Augustas (third grade) and Dovydas (second grade), said that it was precisely the different structure that led them to switch from kindergarten to a preschool class: “Augustas could already read and count very well—he was an extremely curious child. We felt that he needed greater academic challenges. The preschool class at school offered what kindergarten could not at the time—structured learning and additional activities such as English lessons. Now that Augustas is in third grade and communicates freely in English, we can say this decision was the right one. Since we saw how successful Augustas’ start at school was, we had no doubts about enrolling our second son, Dovydas, as well.”

Gintarė, the mother of fourth-grader Nida, said that it was not an easy decision, as her child had not attended kindergarten: “We felt that our child was ready to take the step into pre-primary class, but there was still some doubt—how would it go? We thought that the school environment, combined with a nurturing educational culture, would help prepare more effectively for the first grade.”

Irena, the mother of third-grader Adomas, said that the decision to send her children to the school’s pre-primary class rather than kindergarten came through experience. Her older daughter had attended kindergarten, and only later did the family understand the importance of the pre-primary class in the same school where further education would continue: “A class core is formed, knowledge gaps are leveled, the necessary experience is gained, and the child enters the first grade prepared. So, when our firstborn started first grade at the ‘Erudito’ Lyceum, we were certain that we would send our other children to the pre-primary class.”

Miglė, the mother of third-grader Adrija, noted that starting school brings many changes for a child. A new environment, new friends, a new teacher, new rules, and a new daily routine—all of this can cause significant stress for a child: “To avoid or at least reduce these stress factors, we decided to familiarize our daughter Adrija with the environment, the new teacher, and other circumstances starting from the pre-primary class. I think it worked perfectly—our daughter was not scared at all in the first grade, but was very excited and eagerly looking forward to it.”

They noticed the children’s progress quickly.

The mothers interviewed emphasized that before deciding, they visited several schools with their families, ultimately choosing the “Erudito” Lyceum. In many cases, their choice was influenced by the freedom of the children already studying there and the teachers’ approach to child development. After some time, the parents noticed changes in their children, and later—the ease with which they adapted to the first grade, as the stress that usually comes with it simply did not arise.

Keturakienė stated that one of her sons adapted to school without difficulty, while the other, more reserved one, needed more time, but soon he became more confident, curious, and actively engaged in the learning process.

She was pleased that her children’s growth was most evident in the topics they discussed: “Their discussions became more diverse and mature. It was clear that at school, my sons were learning not only facts, but also how to ask questions and engage in discussions. Since many lessons take place outside the school, and parents are actively involved in the educational process, it is natural that the children’s horizons expanded very quickly.”

Gintarė noticed that her daughter’s homeroom teacher paid careful attention, encouraged, and supported her. The adaptation period lasted only a couple of weeks, until her daughter felt she could trust the teacher and that daily school life was varied and engaging. “My child became braver, more independent, self-confident, and open. Public speaking and presenting ideas became normal. At first, I was amazed at how enthusiastically the classmates supported each other,” said the fourth-grader’s mother.

Irena, whose three children all attend the “Erudito” Lyceum, noted their rapid progress: “From the first months, significant improvement was visible, especially in reading (after a month, the children were able to read even complex words). Learning topics were diverse and interesting, presented through games and projects. Not only was curiosity nurtured, but public speaking skills were also developed.”

From the very first days, upon hearing her daughter sincerely say, “My teacher Jūratė is the best,” third-grader Adrija’s mother Miglė knew she had made a good choice. What impressed her most about the “Erudito” Lyceum was how easily her daughter was able to integrate many of the things she had learned in pre-primary class into daily life—from reminding her grandmother about incorrectly sorting the trash to asking during a trip, “Mom, what does this city smell like?”
“We continue to see progress—especially exciting is watching how children grow and develop through the International Baccalaureate Primary Years Programme (IB PYP) projects. A couple of years ago, presentations still required a lot of help from parents or teachers, and children couldn’t always confidently or coherently present the topic they were analyzing. Today, we see our children becoming even more creative, confident, and independent,” Miglė happily shared.

Teacher communication is direct.

One of the most important aspects of an academic community is the teachers. Their communication with children and openness with parents often become decisive factors when choosing a school. The mothers of children attending the “Erudito” Lyceum unanimously agree that it was the teachers and their approach that had a significant influence on the decision to enroll their children in the pre-primary and subsequent classes at this institution.

“We can honestly say—we feel trust. The teachers not only educate but also build relationships with the children. Here, each child is not just a ‘student,’ but is valued as an individual, receiving personal attention. Moreover, the school makes efforts to maintain continuous communication with families, organizes meetings and educational activities for both parents and teachers, and strives to foster a sense of community,” said A. Keturakienė.

Gintarė said that from the beginning she felt the teachers responded to the family’s needs and addressed their observations and questions: “We ourselves willingly try to participate and support the school community, creating a mutual connection. The school has consistent, systematic formats: parent meetings, teachers communicating individually with each family, and reviews of the child’s progress in competencies. But whenever the need arose, we always received additional attention from both the teachers and the administration.”

Meanwhile, Miglė noted that the vast majority of “Erudito” Lyceum teachers she has encountered are not only experts in their fields but also wonderful people. “Every time I enter the classroom, I am amazed at how my daughter’s teachers manage to maintain such great respect and authority among the children—everything they say is taken as absolute truth. This is highly valued and respected by the parents as well; we always know that we can turn to the teacher with questions or for advice.”

They advise parents to consider a private school.

For parents choosing where their children will study, the question naturally arises not only about kindergarten or pre-primary class, but also about the school itself. The mothers interviewed said they never regretted choosing the “Erudito” Lyceum. A. Keturakienė emphasized that each child is unique, so choosing a school can be challenging: “However, if parents feel that their child is ready to transition from the rhythm of kindergarten to a more structured learning environment, we would recommend considering enrolling the child in the school’s pre-primary class. A pre-primary class in a school is an excellent first step into the academic world: the child gradually begins to understand responsibility, how to work in a group, and how to manage time. This allows for rapid learning of both academic and social skills. At the same time, the transition to first grade causes less stress and is more gradual.”

Mother Gintarė also agreed, saying that in the pre-primary class, children begin to see themselves as students and identify with the school, yet they do not lose the joy of being in kindergarten. The project-based environment is presented as play, fostering curiosity, courage, communication skills, and a sense of individuality. She believes it is very important that at the “Erudito” Lyceum, children are taught to support one another.

Miglė highlighted that a pre-primary class in school helps a child not only prepare for school but also develop a love for it—a priceless investment in a smooth and successful start to learning. “My main advice for parents who are still undecided would be as follows: first, it reduces stress for both the child and the parents. The child becomes familiar with the school environment, teachers, facilities, and daily schedule earlier. This means they won’t have to adapt to several new things at once later. Second, the school environment promotes greater maturity, enabling the child to quickly grasp structure and rules. The child enters school feeling safe and knowing what to expect—this, in my view, has a significant impact on early development. Third, the emotional aspect is very important—the child begins building relationships with future classmates and teachers earlier, which helps foster a sense of community and emotional connection,” she advised.

According to the mothers, a gradual, thoughtful transition for children from kindergarten-age play to an academic environment without causing unnecessary stress is an important strength of the “Erudito” Lyceum.