The Path to Leadership: When Meaning Matters More Than Position
How many years have you been working as a kindergarten director, and what encouraged you to choose this career?
I have been working as a director for seven years now. I began my professional journey in 2012 as a teacher, later worked as a speech therapist. In 2017, I became Deputy Director for Education, and from 2018 I was more encouraged to take on the director’s role than actively choosing it myself. However, today I truly have no regrets—I really like my job and love what I do.
Did you ever imagine yourself in a leadership position?
Never. I always expected to work directly with children and saw my future as a speech therapist. However, circumstances changed—there was a need for support in administration, and I was suggested for the role. At first, I thought I would return to my office, but life took a different turn. Today, I see great meaning in what I do.
What do you enjoy most about being a kindergarten director?
Most of all—children’s smiles. When children run up and hug you, all problems seem to disappear. Another very important thing is motivated people. When you see that employees enjoy their work, accept ideas, and even propose new ones themselves—it gives so much to both teachers and leaders. It makes you want to create even more. I truly love my job. Building a community, motivating people, coming up with something new—this is what drives me forward.
In your opinion, what are the most important qualities for a kindergarten director?
First and foremost—humanity and empathy. We are all people first; positions and titles are secondary. Humanity must be present everywhere and always. A leader needs to see the person, understand their mood and the context of their challenges. Listening is essential—whether to teachers, specialists, or parents. Sometimes people simply need to talk. A leader should notice when someone is having a difficult day, not just demand task completion. Responsibility, organizational skills, flexibility, and a positive attitude are also very important.
A Team That Creates Together
How do you manage to balance administrative work with communication and other leadership responsibilities?
I have a very strong team. The key is clear communication, shared responsibilities, and the ability to see and hear people. When you dedicate time to this, work becomes easier. You need to talk, observe, and understand both human and professional aspects. Nothing can be left to “just happen”—it’s important to engage, communicate clearly, listen, and receive feedback. Feedback is essential. We work as a team, support each other, and solve all challenges together.
How has the role of teachers changed today?
Teachers today are not just providers of knowledge—they are also consultants and companions in children’s daily lives. Their digital literacy has also improved significantly, keeping pace with new knowledge. Teachers are no longer afraid of innovations; they explore and implement them. This change is very evident. Teachers pay more attention to children’s emotional and psychological well-being, observe their mood upon arrival, and respond to their needs. They work individually with children and adapt to each child’s unique needs.
How do you motivate employees during difficult times?
We always start with conversation—understanding what happened, where tension or misunderstanding arose, and looking for solutions together. We provide support by assigning mentors or helping directly. Employees know that the door is always open, and that support and clear communication are part of everyday work.
We also motivate employees with kind words and by supporting their initiatives. We have various traditions and group outings, and once a year we organize a motivational hike with parents and children. These community events unite people, allow them to get to know each other better, share experiences, and strengthen trust. Parents become more engaged in employees’ work, children’s achievements, and the life of the institution—communication itself changes.
What I Have Learned From My Team
The greatest lesson I have learned is experience. I began my professional path in this institution as a speech therapist and later became a director, so the transition into leadership was not easy. At first, I often asked myself whether it was harder to lead the same institution where I had previously worked or to start in a completely new team. Six years later, I had the opportunity to lead another institution with an entirely new team, and this experience strengthened my understanding even further.
Employees’ experience, professional maturity, and ideas create great value for the institution. Leaders and teachers cannot work separately—they must complement each other. Only by working as one team can we effectively address challenges, problems, and conflicts. Such a team culture prevents isolation, encourages mutual support, and builds trust. Empathetic communication, humanity, and the ability to see and hear one another form the foundation for continuous learning and shared growth.
A Growing Kindergarten and “Eliis” as Part of Everyday Work
What systems and platforms do you use to manage kindergarten operations?
Our main platform is our website: http://www.liepsnele.vilnius.lm.lt/, where we provide extensive information. The second most important tool is the “Eliis” electronic diary. We are very satisfied with it—it is practical, effective, and beneficial for communication, quick feedback, and more. We also use social media platforms—Facebook, Instagram, and TikTok—for a social project, allowing us to quickly share information and receive feedback.
What has been the most challenging issue in recent years?
One of the biggest challenges was transitioning to the “Eliis” electronic diary. Before that, we faced the COVID-19 period, remote work, and employee resistance. We emphasized that this was not a one-day process and that there would be a transition period. We organized both theoretical and practical training sessions. Today, all employees plan activities, communicate with parents, and work exclusively through “Eliis.” Now, teachers cannot imagine working any other way.
The Child Today and in the Future: Education That Continues at Home
Could you share what makes your kindergarten special for Eliis blog readers?
Our social project is the first of its kind in Vilnius. It is designed to ensure continuity of education at home, allowing parents to carry out exercises with their children based on specialists’ recommendations. The project not only contributes to children’s development but also strengthens cooperation with families. Its content reflects real, everyday activities that actually take place in our institution—not artificially created situations.
The project has received great interest—we are visible across Vilnius, have many followers, and parents gain a clear understanding of our institution’s activities. We openly share our daily work and experiences, and it is encouraging that teachers and specialists are not afraid to share their knowledge, methods, and practices. The project’s goal is to help parents continue children’s education at home—developing language skills, strengthening emotional well-being, and applying specialist-recommended exercises. All specialists contribute, and even the kitchen team shares children’s favorite recipes for families to try at home. Feedback from parents strengthens cooperation and ensures continuity of education—this is the core essence and goal of the project.
How do you support children’s emotional well-being and emotional intelligence?
We strive to ensure that everyone feels good in our institution—children, employees, and parents. Parents need to feel calm leaving their children for the whole day, so we place great emphasis on children’s emotional well-being. We aim for children to feel safe, happy, and eager to come to kindergarten.
We organize activities where children can express, experience, and talk about their emotions. Technology also plays a significant role—we use interactive screens, interactive floors, and activities based on movement and light responses. These experiential activities help children emotionally “release,” relax, observe one another, strategize, and learn through experience. Digital content integration is important for modern children, so we apply it purposefully and meaningfully.
How do you see early childhood education in the future?
Individualized education and adaptation to each child’s needs will become increasingly important. We are deliberately moving in this direction, though it requires time. Teachers also need time to accept this change, adjust their mindset, work methods, and activity organization. That’s why we organize training, provide support, strengthen, and motivate employees to continuously learn and seek new knowledge and opportunities.
Technology integration is becoming more and more important. This year, we implemented an initiative in our outdoor spaces by installing posters with QR codes. When scanned, parents and children can explore different worlds—forests, animals, or transportation. We understand that the future is digital, so we apply technology thoughtfully and meaningfully.
At the same time, it is essential not to forget books and reading. We run early reading projects and consciously strive to re-engage children with books, as reading is not a daily habit in all families. We aim to find a balance between digital activities and traditional reading, considering the children who attend and parents’ expectations. Every year, children are different, so we cannot compare them to one another.
We see that children today socialize better from an early age, but language development still requires a lot of attention. Therefore, close cooperation with parents remains especially important.
What key changes do you notice in children’s adaptation and development?
We see that children adapt better each year. This shows that parents socialize their children more from an early age and involve them in various activities. As a result, children arrive stronger, more socialized, and adapt more easily to the kindergarten environment. Previously, nursery-aged children would hesitate to leave their group until January; today, after just one month, they confidently participate in shared activities.
We also notice that children’s problem-solving abilities are stronger than in previous generations, but language development is often weaker, requiring more focused attention. This makes future cooperation with parents even more important. Sometimes it is difficult for parents to accept that their child may need speech therapy or other specialist support, so clear communication and trust-based dialogue are essential. Only by working together can we provide timely support that helps children succeed both at school and in life.
