Preschool and pre-primary teachers do not have sufficient knowledge and skills to detect and understand individual needs and to individualise education content and methods even after receiving diagnoses and recommendations from specialists. In Lithuania the health care system plays an important role in ECEC, by providing a first point of contact for children with special needs, and in rural areas carrying out the monitoring of ECEC facilities and providing information on ECEC to expecting parents. Focusing on opportunities to improve points of contact - now more limited than they could be - can improve children’s well-being.