Olga Majorova describes preschool as a place where, upon entering, all everyday worries, concerns, anxieties and fears are left behind the door. Children of preschool age know how to live in the present moment, enjoy the little things in everyday life and simply be positive. Olga works as a preschool teacher at Daugavpils City Polish Preschool Educational Institution No. 29 and, alongside her work, participates in the European Social Fund Plus project “Induction Year Support for New Teachers”, which provides practical support to teachers after obtaining their qualification, helping them successfully integrate into and remain in the profession.
Olga recalls that when she first started thinking about her future career, she dreamed of working in a profession related to tourism. After graduating from secondary school, she enrolled at the Latvia University of Life Sciences and Technologies – formerly the Latvia University of Agriculture – and obtained her first bachelor’s degree in catering and hotel business management. However, after returning to Daugavpils from Jelgava, where she had studied, she faced a harsh reality – employment opportunities in this field were very limited. Olga decided to change career paths and began working in retail, where she spent several years.
Later, while on parental leave with her second child, Olga gradually began thinking about making a change. Raising her own children sparked an interest in child development, the learning process and educational and creative activities. Olga returned to university – this time at Daugavpils University, where she began studying to become a preschool teacher.
She explains: “I started my studies, and shortly afterwards I had the opportunity not only to learn the theory but also to gain practical experience. After a couple of months, I started working at Daugavpils City Polish Preschool Educational Institution No. 29. I was working and studying at the same time, which required a lot of energy and discipline.”
During her studies, Olga’s first experience as a preschool teacher was not an easy one. There was a vacancy in a school-preparation group, where everyday situations often require a teacher to provide clear structure, patience and the ability to maintain boundaries, as children’s behaviour in the group can sometimes be challenging. Olga considers her work with the preparation group a challenge, but it provided her with a valuable wealth of experience for her future career.
After obtaining her bachelor’s degree, in the middle of summer, Olga received an email from the University of Latvia inviting her to apply for the Induction Year support programme, implemented as part of the European Social Fund Plus project. The programme is designed to help new teachers integrate into educational institutions and remain in their new profession as teachers.
“At first, I thought I would not apply because I was tired after my studies and did not think I would be able to combine it with work and my personal life. But in August, they called me again and explained that it mainly took place on Wednesdays. I then agreed with the head of the preschool to change my work schedule – Wednesdays would be my days off, and I would attend the Induction Year support programme training.”
After the summer, Olga continued working at the preschool as a teacher in the nursery group.
“I genuinely love working with children! Children see the world differently. Adults often have so many problems and worries in their heads – we read the news and think about what is happening here in Latvia and around the world, and sometimes we take it very heavily. Children, on the other hand, know how to simply live in the moment, enjoy the little things and be much more positive,” she says, describing her everyday life and work.
For Olga, children are a reminder to notice the good things and appreciate moments that often pass us by in everyday life.
Olga admits that working in preschool is not “a walk in the park”. The challenges of preschool work are not limited to working with children – something university largely prepares teachers for. In everyday life, communication with parents has turned out to be much more complicated. She says that new teachers often think that their biggest challenge will be managing the children, but in reality, conversations with parents can cause much more anxiety and tension.
Parents are very different, and it is impossible to know exactly what attitude or expectations they will bring. When everything is going well, everything is calm, but when something does not go as planned or expected, the teacher must be able to remain professionally calm, maintain boundaries and, at the same time, continue building mutual trust.
Olga, however, did not have to face these challenges alone. Alongside her work at the preschool, the Induction Year support programme provides new teachers with the skills and knowledge needed to deal with such situations and other everyday challenges. The project also offers participants the opportunity to choose one of several professional competence development programmes, including special and inclusive education, technology-enhanced learning in general education, effective classroom management solutions for teachers, and social-emotional education in preschool and school.
Olga chose to develop her knowledge through the programme “Social-Emotional Education in Preschool”. During the first semester, the programme focuses on strengthening the teacher’s professional identity and maintaining their own wellbeing, while the second semester focuses on promoting children’s emotional and social wellbeing.
Olga explains: “The programme provided knowledge and skills that help us – teachers – maintain our emotional balance and overall wellbeing. It reminds us that we cannot live only for our work – we also need to think about a fulfilling personal life and hobbies that allow us to return to our work with young children with the energy we need.”
Professional development groups with mentors and the support of the teacher community have provided a great deal of valuable knowledge – how to handle difficult situations, how to communicate with the youngest children and their parents, how to ensure effective classroom management and how to create a safe environment for children’s development.
But the most important benefit for Olga was the realisation that all teachers go through similar situations, that she is not the only one facing difficulties along the way. This understanding gave her a sense of inner calm and confidence.
Today, Olga looks back on her career choice with confidence. Teaching is not the easiest path, but it is a meaningful one. The Induction Year support programme has given her not only professional skills, but also the confidence to understand that challenges are part of growth rather than signs of failure.
Working with the youngest children, she sees the results of her work every day – in their smiles, first achievements and trust. And, in Olga’s view, this is the strongest confirmation that she has chosen the right path.
The Induction Year support programme for new teachers is intended for graduates of teacher education programmes during their first year after obtaining a teaching qualification, as they begin working at a school. The aim of the programme is to help new teachers successfully integrate into the educational institution, strengthen their professional skills and encourage them to remain in the teaching profession. During the Induction Year, participants receive a targeted stipend, individual professional support through development groups, lesson observations with feedback, and the opportunity to participate in a professional competence development programme. The project is implemented by the University of Latvia in cooperation with regional partners – Daugavpils University, RTU Rēzekne Academy, RTU Liepāja Academy, Jāzeps Vītols Latvian Academy of Music and the Latvian Academy of Sport Education, ensuring that the programme is available throughout Latvia.
This story was created with the support of EU Funds.
