When children choose for themselves:10 questions parents ask about Peremena
Peremena School-Park is a learning space for children aged 6–16 in the Novaya Riga area near Moscow. Children choose studios and projects, while adults help them build essential skills, notice difficulties, and gradually take responsibility for their education.
What if my child doesn't do anything?
We understand this fear. When a child is given a choice, it can sometimes look as though they have stopped doing anything at all—especially if adults used to plan every part of their day.
At Peremena, choice does not mean adults stop paying attention. We look at how a child spends the day: where they go, whom they spend time with, what they take on, and what they avoid. We talk with them about what interests them, what feels difficult, and what support they need. The day includes a compulsory Core Skills session, known as Baza, and dedicated project time. Children choose their subject-based and creative studios for themselves.
If a child does not choose a studio for a while, we do not draw a conclusion from a single day. Educators and the child's learning mentor observe what the child is doing instead, how they feel with others, whether they show initiative, and whether the pattern continues. This helps us understand whether they need time to settle in, support in taking a first step, or a conversation about a deeper difficulty. If the situation persists, we discuss it with the child and family, agree on practical next steps, and see whether those steps help.
What if all my child chooses is games?
Play is not necessarily the opposite of learning. Through games, children can practise negotiation, follow rules, count, develop strategies, lose, and try again. But we do not call every game educational simply because a child enjoys it.
A day at Peremena School-Park is not made up entirely of free play. There is Baza, where children choose which core skill to practise, as well as project work, subject-based and creative studios, and shared responsibilities. Adults invite children into new studios and help them see the connection between what already interests them and what they have yet to learn.
If a child repeatedly chooses only a familiar game, we pay closer attention. Perhaps starting something new feels hard, or they do not yet believe they can succeed. Our job is not to ban the game, but to help the child take a step beyond what already feels safe.
Who will teach my child maths?
At Peremena, maths is not left to chance or to the hope that a child will become interested one day. Educators lead a maths studio. Children can also practise counting and other core skills during the compulsory Baza session.
Children differ in both their interests and their pace. One may find it easier to begin with a real-life problem or a game; another may want a textbook, workbook, and a clear sequence of topics. An educator helps find a workable approach, explains what is unclear, and notices where more practice is needed.
We do not promise that every child will cover every topic at the same time as children in a conventional classroom setting, without additional effort. If a particular assessment or academic result matters to your family, it is important to say so early. We can then look at what your child can already do and discuss a preparation plan.
What if my child is not interested in history?
A subject that feels uninteresting now is not necessarily a subject a child will never need. Often, they have simply not found a reason to engage with it yet. History might begin with a question about their town, an object from family life, or a discussion about why people made a particular decision. The educator's role is to offer a way in, rather than wait passively for interest to appear.
We have a history studio. A child may encounter a topic through discussion, a text, a map, a project, or another child's question. At the same time, we are honest that one engaging conversation is not a substitute for systematic preparation when an assessment covers specific topics.
We therefore distinguish between broadening a child's understanding of the world and preparing for a specific assessment. When the latter matters, we look at the requirements together and help the child work on a subject that has not yet become a favourite.
How will my child pass their exams?
This is a question worth asking well before the final year. First, we need to know whether you mean an interim assessment or Russia's final exams, the OGE and EGE. They are different goals and may call for different kinds of preparation.
For interim assessments, we review the topics, textbooks, and sample assignments, helping the child understand the requirements and practise. Final exams need a separate plan made in good time. We will not promise that freedom of choice alone will produce a particular score, or that every goal can be reached without focused work.
We want to discuss your teenager's next steps with them and with you: which exams they need, how much time remains, what is going well, and where the gaps are. We can then be honest about what preparation is possible within Peremena and what additional support may be needed.
What if my child wants to return to conventional classes?
That is possible, and we do not see it as a failure on the part of the child or the family. A different format may offer a timetable, external grades, or a set sequence of topics that suits a child at that point in their life.
We would not promise a transition without difficulties, though. Some subjects, writing skills, or the habit of working at a set pace may require extra practice. It is better to recognise this beforehand than to tell a family there is no difference between the two formats.
If your family is planning a move, we suggest looking at the requirements of the new setting, comparing them with your child's current skills, and deciding what to practise. It also matters to hear from the child: what are they hoping for, and what support would help them settle in?
Will all this freedom spoil my child?
Having choices is not the same as having no expectations. At Peremena there are shared rules, a compulsory Baza session, project time, and agreements that make it possible to live and work together. Children learn to consider other people, carry work through to a result, ask for help, and take responsibility for their decisions.
We do not see obedience as the only sign of responsibility. When adults make every decision for a child, the child may learn to follow instructions without necessarily learning how to choose, judge their own capacity, or recognise the consequences. That is why we give children room to decide while remaining close by.
This does not mean every experience will be comfortable. Sometimes a child faces a difficult task, a limit, or an outcome they do not like. Our role then is neither to remove every difficulty nor to shame them, but to help them understand what happened and what they might do next.
How do you know my child is really making progress?
We look beyond how busy a child seems or whether they enjoyed the day. We ask more specific questions: What can they now do independently? Which tasks have become possible for them? How do they work with words and numbers? Can they reach agreements, ask questions, and bring a piece of work to completion?
Educators observe children's work and record what they notice. In meetings with their learning mentor, children reflect on what went well during the past period, where they struggled, and what goal they want to set next. Parents receive feedback, including in family meetings.
Not every change can be captured by a single grade. But saying “they are developing at their own pace” is not enough without observations and examples. We therefore try to talk with families about what their child is actually doing—both what is going well and what is not working yet.
What do you do if my child falls behind?
First we ask: behind what? The requirements of an upcoming assessment, a goal that matters to the family, or the child's own plan? Without that clarity, it is easy to label a child without understanding the problem.
Then we look at where the difficulty lies. Is there a topic they do not know, too little practice, trouble sustaining attention, fear of making mistakes, or no clear sense of why the effort matters? Different causes call for different responses. An explanation from an educator may help; so may regular practice, a more manageable task, or support from a learning mentor.
We discuss the situation with the child and their parents, agree on what to try, and then come back to see what changed. We do not promise that every gap will disappear on its own. If a particular skill matters for the child's next step, it will need to be learned—with suitable support and enough time.
What if Peremena gets it wrong?
We can make mistakes. Adults do not always understand immediately why a child avoids a studio, what support they need, or whether our approach suits them. It would not be honest to respond to every difficult situation by saying, “Just trust the process.”
That is why we observe what is happening, discuss difficulties as a team and with the child and family, and change what we do when an approach is not helping. The compulsory Baza session was introduced so that core skills receive regular practice. We also continue to develop our approach to project work.
We believe it is important to speak openly not only about ideas that work, but also about the problem we noticed, the change we tried, and the result we observed. If, after trying together, it becomes clear that a child needs a different educational setting, that is an important conclusion too. Our responsibility is to be honest with families, not to prove that our model can never be wrong.