Every institution has its own story. But the most important chapters are written by the people — those who fill it with warmth, children’s laughter, and genuine faith in the future. Today, we speak with Kateryna Khodos, the director of the combined-type Preschool Educational Institution (nursery-kindergarten) “Perlynka” of the Brovary City Council, Brovary District, Kyiv Region, who has journeyed from neglected walls to creating a true home for little ones.
Today, “Perlynka” is a modern, vibrant, and welcoming space for children. But behind these walls lie years of decisions, challenges, courage, and constant forward movement. We talked with Kateryna about the path that brought her into early childhood education, the first challenging months of leadership, her team, traditions, and the children — the little “pearls” around whom all this magic is created.
Ms. Kateryna, could you please tell us about yourself and your professional path in early childhood education? How did it all begin?
It was my son, Andrii, who brought me into the world of early childhood education. When he was two and a half, we were looking for a kindergarten, and I decided to stay close — so I went to work there with him. Since I had an educational background that allowed me to work with children, I was going through my own adaptation alongside him — only now as a young educator.
I started in the nursery group, and it was the youngest children who inspired me the most with their sincerity and openness. That encouraged me to grow further: I enrolled at Nizhyn Pedagogical University, received my degree, and later became a methodologist-educator. After several years in different institutions, in 2017 I took part in the competition for the position of director — and won. After the probation period, I was officially appointed.
This year, on November 1st, it will be eight years since I became the head of “Perlynka,” and in total, I have spent more than 16 years working in early childhood education.
Do you remember your first day stepping through the doors of your institution? What emotions do you associate with that moment?
Our institution is a combined-type nursery-kindergarten “Perlynka” under the Brovary City Council of Kyiv Region. We are located right in the heart of Brovary — the city of happy people, as we like to say.
When I came here in 2017, “Perlynka” looked completely different. To be honest, at first I was scared. I had previously worked in a small, cozy kindergarten, and here I saw a facility that felt tired and neglected. I wanted to literally embrace it and support it.
At the same time, I had a strong desire to change everything — to breathe new life into the place, let go of outdated approaches, and make the kindergarten modern and open. I was only 32 at the time, so of course I was nervous, but I tried to stay confident.
The beginning was not easy: part of the building was in an emergency condition, the lighting didn’t work, and we lacked staff. The New Year holidays were approaching, and urgent household and technical issues needed to be solved — windows replaced, repairs done. It was a period full of constant challenges and quick decisions.
It seems there were quite a few challenges back then. Tell us more about those first months of your work — how did you manage everything?
Yes, those were truly challenging times. First of all — large-scale renovations. I didn’t have enough experience then, so I spent nights studying building regulations, preparing for the selection process, and simultaneously forming a team. It was important to understand who was ready to grow, take responsibility, and move forward. Over time, we not only restored the institution but also began to develop new directions, including ecological initiatives.
The COVID-19 pandemic became another test — I had to balance illness-related issues with managing all processes. In 2019, we transitioned to financial autonomy, which meant all procurement and renovations became fully transparent. It was a huge responsibility but also a step toward modern management. I’ve been incredibly fortunate with my team — they are strong, competent professionals who always find solutions.
Another difficult stage was the beginning of the full-scale invasion. I lived in the kindergarten for almost three weeks: we organized a shelter for over a hundred people, cooked meals for the Territorial Defense, and welcomed drivers of humanitarian convoys. It was a painful yet important experience.
Today we continue working without stopping. Challenges remain — from legislative changes to staffing shortages. But we don’t give up, because when you devote yourself to your work, it always rewards you.
Your institution has a very beautiful name — “Perlynka” (“Little Pearl”). What does it mean to you?
Over time, “Perlynka” has grown into a kind of philosophy for our kindergarten. The name was created before I came, but once I became the head, I wanted to understand its deeper meaning.
As we know, a pearl forms inside a shell after numerous obstacles — storms, currents, constant movement of water. And eventually something unique and beautiful appears. It reminds me very much of a child: they also go through their own journey — from a mother’s heart to birth, and if you nurture this little “pearl”, care for them, and help them discover the world, they grow into a harmonious, creative individual.
When I was just starting my path as a director, I made an important conclusion: if you manage to combine youth and creativity with experience and wisdom, true magic happens. Youth sparks experience, and experience teaches youth. And from this combination, our own pearl was born — a unique team and a shared mission.
How many employees do you have, and how do you build teamwork?
Our institution has 41 employees — almost half of them are pedagogical staff, and the rest are specialists who support the kindergarten’s operations. Like in any team, there are working moments, but we always know how to communicate and truly hear one another. I often say: “Mine never leave me, and outsiders never stay” — and this describes our team perfectly. We are united by our love for children and for our work.
We have a strong, creative, and active team of educators who are constantly looking for new formats for growth — we take part in flashmobs, creative initiatives, and we are implementing STREAM education.
Our team is a combination of support and inspiration. We are proud of parents’ feedback and of the results we see every day. I am grateful to my people who, even in difficult circumstances, continue to give children warmth, love, and light.
You’ve gone from being an educator to becoming the head of the institution. In your opinion, what should a modern educator be like?
First of all, an educator must be resilient, strong, and a little bit of an actor (smiles). Children today are open but also demanding, so a teacher must be flexible, modern, technologically aware, and remain kind and attentive.
An educator is not a “small teacher” but a guide into the world of discovery. They help a child reveal themselves and never do for them what they can do on their own. It’s an “octopus profession” — multitasking and sensitive. But above all — love. If you truly love children, everything will work out. But if children’s tears irritate you, then this probably isn’t your calling.
How do you support your teachers during difficult moments?
I’m not a magician (smiles), but I always try to be there for them. Sometimes it’s enough just to listen or share my experience so a person feels they are not alone. We appreciate little things that create warmth and bring genuine smiles — we made branded New Year calendars for all staff, and on September 1st we prepared small affirmations to inspire them for the new school year.
Does your team have its own traditions?
Despite the war and constant changes, it’s not easy for us to maintain stable traditions. But there is a date that holds special meaning for all of us — November 1st, the birthday of our “Perlynka.” We always try to celebrate it in our own way: in the past, it was flashmobs or talent fairs, or even corporate events and trips, such as an excursion to Uman. Today, our possibilities are not the same, but we still create a celebration within the kindergarten — as much as the circumstances allow.
🎉 This year, Perlynka turns 8.
And behind these eight years lies an entire universe: hundreds of children’s laughs, warm hugs, kind words, and moments that stay with us forever. We’ve walked a long journey together — through the difficult reality of air raids, exhaustion, and uncertainty.
But we keep going because we have our community beside us: staff, parents, children, friends, and our defenders. They are the ones who fill Perlynka with life and give us the strength to move forward.
We are grateful to everyone who puts a piece of their heart into this place — who believes in children and helps create their future today.
✨ Happy birthday, dear Perlynka. Wishing you bright growth, inspiration, and many new good stories ahead.
Let’s talk about the most important part — your children. Would you say they are the true pearls of your institution?
Of course. We have 130 little pearls — and each one is unique. Children are the greatest value of society, the greatest treasure on our planet.
What do the children in your institution mean to you?
Every child is gifted, and the task of educators is to help reveal that potential. We have 12 children with special educational needs, including those with levels 4–5 of complexity, but we manage — because children bring joy, laughter, and love. Their smiles are the best reward. Sometimes adults should learn from children — they are sincere, they live in the moment, they don’t wear masks.
A child is a child — regardless of skin color, intellect, or background. They are happiness, inspiration, and at the same time a challenge that pushes us to grow.
What motivates you in your communication with children?
They inspire and constantly push me to develop. If you want children to be interested — you have to be interesting yourself. Every day you need to look for new ideas, invent activities, and create together with them. Then true interaction appears, and the result is wonderful — a child goes to school confident and happy.
Are there any traditions you maintain with the children every year?
Yes, we have several special traditions. One of the favorites is our winter project “Ice Fairy-Tale.” We started it back in 2019. The idea came by accident: I saw a news story about a huge ice city built in China and thought — what if we create something similar with our little ones? I took a butterfly mold, poured water, put it in the freezer — and there it was, the first ice butterfly! That’s how our “Ice Fairy-Tale” was born, and it has been alive for six years now.
Children, together with their parents, create real works of art — they freeze rose petals, orchids, and make colorful shapes. It’s a full festival of beauty, creativity, and childlike wonder.
Another important tradition is safety education. We often invite firefighters, paramedics, and conduct regular drills. Even before the war, we systematically practiced how to act in emergency situations.
How did your institution experience the beginning of the full-scale invasion?
Our city authorities began preparing institutions even before February 24: we were setting up shelters, receiving instructions, but of course, no one truly believed the war would actually begin. When the invasion happened, no children came on the first day, not all staff members showed up — everyone was confused and anxious — but some employees immediately stepped in and started helping.
A few days later, we resumed the educational process in a remote format. Our experience during COVID helped immensely: we already had video lessons, learning materials, and online communication with parents. And when the situation stabilized, we returned to offline learning.
How did the children react? Did they seem frightened?
Honestly, no. I think the parents did everything they could to protect them from fear. We didn’t see panic or signs of stress. On the contrary — the children love going to the shelter. There’s plenty of space, they can jump, play, exercise, draw. Our educators set up a separate area for each group, with tables, toys, and carpets. And even when the air-raid alarm sounds, the learning process doesn’t stop. The children draw, sculpt, read, laugh.
That’s why we always say: despite the war, bright days and a happy childhood continue.
How do you build communication with the parents of your pupils?
We have an amazing community! Parents are actively involved in every aspect of kindergarten life — from events and flash mobs to improving our material and technical resources. I remember once we needed a St. Nicholas for a holiday celebration. We had the costumes, but we didn’t have any men to play the role. We asked the dads — and they literally lined up! As a result, every group had its own St. Nicholas.
In 2019, we also launched a project called “Little Ones with Dads.” The idea was simple: a dad comes to the group and spends the entire day with the educator, doing all their duties. We wanted fathers to feel what it’s like to be in our shoes. And believe me, they did an amazing job! Unfortunately, the project is now on pause — one of the dads is defending Ukraine, and another, sadly, was killed. But we absolutely plan to bring it back, because this experience is incredibly valuable.
And sometimes this kind of collaboration helps notice important things, right?
Absolutely. One dad participating in the project noticed that after old playground equipment was removed, small pieces of metal remained sticking out from the concrete — something we honestly hadn’t seen. We fixed everything immediately, and I thanked him sincerely. This is another example of why it’s so important to have parents involved.
Do you organize any joint events for families?
Yes, for the second year in a row we’ve held our “Café for Moms” as part of our spring celebration. We don’t celebrate March 8; instead, we have our own warm and heartfelt Mother’s Day in May. Moms come to the kindergarten and sit at little tables, as if in a cozy café — without tea or coffee, but with love and sincere emotions.
The children prepare songs, poems, and small performances. Last year, one father performed a duet with his daughter, and it moved everyone to tears. And a mother who runs a dance studio went on stage with her graduating son for a beautiful, heartfelt dance together.
Such moments shape a culture of respect, support, and kindness. And as children observe this, they learn to notice beauty — not only on the outside, but also in the relationships between people.
Ms. Kateryna, how do you see the role of a director in driving change within the education system, particularly in preschool education?
First of all, I want to say this: no one is perfect, and the only people who never make mistakes are those who do nothing. I’m honestly lucky — in our city we have a strong community of directors: competent, active, and open to change. And I truly believe that a director must constantly grow, transform, and evolve their worldview. It’s not just a position — it’s a state of being in motion.
A leader is a multifaceted personality. Sometimes situations arise that no instruction manual ever predicted. But it’s the director who has to be the first to make a decision and take responsibility. Because everything depends on their actions: the atmosphere, safety, finances, moral climate — even the team’s mood.
I always say: a director may not know everything, but they must know how to use the knowledge of others. And for that, you need to know your team — not formally, but humanly. Talk to people, listen, open up. Only through sincere conversations can you see everyone’s potential. And then, when something challenging happens, you know exactly whom to turn to for advice.
What do you think are the main challenges facing preschool education in Ukraine today?
The most painful one is the shortage of staff. Young people aren’t rushing into teaching — and I understand them. Everyone wants a stable life, a decent income. We lack strong motivation for students to choose pedagogical universities. I wish schools would spark children’s interest in this profession, show its meaning and beauty. After all, preschool is the foundation of our future society.
Salaries in our field are a sensitive issue. Teachers at least receive bonuses and categories, but the technical staff practically works on enthusiasm alone. And without them, a preschool simply cannot function.
Another important aspect is partnership with parents. I would introduce educational programs for families, because today we often face excessive permissiveness.
Everyone has the right to raise their child as they see fit, but it’s important to remember: there is “allowed” and there is “not allowed.” Today this balance is fading. Sometimes it feels like “no” has almost disappeared from the vocabulary. Parents are the main guides for a child. It is their example that shapes a child’s values. I always say: don’t try to raise your children — raise yourself. A child will model your behavior anyway.
My son, for example, would never throw trash past a bin — not because I stand there reminding him, but because he sees that I never do it myself.
Many parents know their rights very well but sometimes forget their responsibilities. I want young mothers and fathers to come into parenthood more consciously. We, educators, will help and support — but a mother remains a child’s first and most important teacher.
Are you interested in international approaches to preschool education? Are there any countries that inspire you?
We do follow different practices, especially in Europe. For example, our colleagues recently took part in a joint music project with Poland — a fascinating and valuable exchange.
But honestly, I’ll say this: I wish European preschools prosperity — but I want Europe to learn from us.
Our educators have gone through COVID, war, power outages, constant changes in legislation. We know how to adapt, how to work in the most extreme conditions — and still not lose our warmth, creativity, and love for children.
A special bow to the preschools working near the front line. People gather children from villages, drive them by bus, set up shelters — all so that childhood can continue. So yes, international experience is interesting, but perhaps it’s time for the world to learn from us, too.
Ms. Kateryna, what personally motivates you to work every day with inspiration and renewed energy?
Probably the desire to be part of positive change in my country. I want people — not only here, but everywhere — to be happy, healthy, and safe. Because if each of us lives by the philosophy of “it’s none of my business,” then sooner or later we will all face tragic consequences.
And one more thing — I simply love people and children. It has been a part of me since childhood. I always dreamed of being a teacher. I never made it to school — I stopped at kindergarten. And now I believe this is exactly where I’m meant to be.
Was there someone who inspired you to choose the teaching path?
Yes. When I was nine, I lost my mother and studied at a boarding school. There I had a wonderful teacher — Liudmyla Volodymyrivna. She helped me through a very difficult period and taught me something essential: in this world, the three most valuable resources are time, knowledge, and money. And she added: “the greatest treasure is children.” I think these words stayed with me for life.
When I entered the field of education, everything started with the desire to create the best environment for my son, Andrii. And later I began to draw inspiration from my “grown-up pearls” — our educators.
I rejoice when personalities unfold — when teacher assistants grow, learn, gain experience, and become teachers. For example, Viktoriia Volodymyrivna came to us as a teaching assistant, and now she is a teacher of a senior inclusive group that she has been leading since the nursery stage. Or take Yana Vasylivna: she also started as an assistant, then became an aide, completed her pedagogical degree, and now works as a teacher and shares her expertise with colleagues (she conducted a regional webinar in October). When I look at them, I feel proud — I’ve been part of their journey.
And perhaps it is these stories that keep my inner flame burning. Yes, I get tired too; there are difficult days. But within me there is a desire to shine. And when I radiate light, the same little “fireflies” gravitate toward me. We share this warmth — and it creates that small spark that keeps early childhood education alive.
What would you like to wish everyone working in early childhood education today?
First of all — stay close to sincere people.
I always say: “if you spend time with three sick people, you’ll become the fourth.” So choose your circle — those who inspire you, not drain you.
Don’t fall into despair. If you lack internal resources — look for ways to ignite yourself. If you can’t bake — knit. If you can’t knit — run. If you can’t run — read. There are a million paths if you have the desire.
I wish people would keep wishing — to live, to love, to grow. And perhaps then our planet will become kinder.
And also — strength and resilience to all our defenders, medics, and rescuers. May God protect each of them. And to their wives, mothers, and children — faith, patience, and the joy of welcoming their heroes home. We all have new stages, new challenges, and new victories ahead. I wish Victory to Ukraine — and prosperity to our early childhood education.
And finally: how do you dream of seeing your “Perlynka” in 5–10 years?
Oh, that’s like making a wish to the Universe! (smiles) I dream of a new fence, smooth asphalt, and an insulated facade — these are our most urgent needs.
But above all — I want the kindergarten to live. I want to hear children’s laughter, see kids, teachers, movement, creativity. I want the team to be united, parents to be true partners, and the atmosphere to be joyful and vibrant. I dream of “Perlynka” being modern, strong, and open to the world — a place where every child is a true gem, and every adult is someone who helps that gem shine.
🎭 Behind the Profession
At the end of each interview, we ask our heroes a few personal questions — ones that reveal them in a new light: beyond their work, yet still with the heart of an educator.
What is your favorite children’s book, and why?
I think my favorite is the fairy tale “The Magic Flower” — about a girl with a rose that lit up the world and even made peace with dragons.
At school I read a lot — even War and Peace (minus the battle chapters). I especially love The Picture of Dorian Gray and The Red and the Black.
These days I have less time for reading, so I tend to choose professional and psychological literature, meditations, and affirmations. I’ve tried to pass on the love of books to my son — sometimes we read, sometimes we listen to audiobooks. And when I eventually retire, I dream of returning to simple joys: a blanket, a book, and peace.
What advice would you give to your younger self?
Don’t cling to people. Protect your own boundaries and yourself. You don’t need to absorb the emotions of others that deeply. It’s important to understand people and know how to set limits.
You can be shallow like a puddle, or deep like an ocean. I wish we had more of those deep people — the ones who carry true treasures within.
What might surprise our readers about you?
I lead an active social media life, I don’t hide from people, I don’t wear masks. I follow professional norms, but for example… I don’t like sweets. Cakes, pastries, chocolates — not for me. I even drink my coffee without sugar.
And what do you like most?
I’m a true fan of savory, meaty treats.
