Professional development is key in equipping teachers with the skills and knowledge they need to implement values-based education effectively. The Olympic Values Education Program (OVEP), initiated by the Lithuanian National Olympic Committee, provides a comprehensive foundation for the education of Olympic values in institutions, prepares educators to work according to the OVEP, and develops their professional competencies.

The study aimed to explore the experiences of preschool educators participating in OVEP, focusing on their professional growth and ability to foster Olympic values among children.

In 2024, 60 preschool educators working in Lithuania under the OVEP were surveyed. The questionnaire was prepared based on the Description of the Competence of the Pedagogical Profession (2021).

Respondents were categorized according to their experience in the program: those with less than 3 years and those with more than 3 years. This categorization allowed a comparison of their challenges and achievements in integrating Olympic values into the curriculum.

The results revealed that teachers developed competencies in all areas: professional culture, educational activities, community activities, and professional growth.
In the area of professional culture, media, and digital literacy competencies, applying ICT in the educational process improved (p<0.05).

In the professional educational activities, the following competencies were developed: recognizing the differences and opportunities of students, creating an educational environment, modeling the educational process, and assessing students' progress. Teachers improved their abilities: to organize physical activities using new methods and innovative tools; apply inclusive education; differentiate and individualize tasks and assessment methods; provide constructive feedback; and teach children to self-assess and reflect on their progress (p < 0.01).

The competence of community activities to involve parents in projects and physical activity events has improved, as can work in a team and share ideas and experiences (p < 0.05).

The understanding and need for professional growth competencies have changed positively. The ability of teachers to reflect on their professional activities, analyze the difficulties and causes of professional activities, find ways to solve them, and apply forms of collegial learning and cooperation to achieve professional development increased (p<0.01).

Educators with less work experience (up to 3 years) more often faced difficulties such as lack of knowledge, lack of communication and leadership skills, and fear of public speaking.

Educators with more experience (over 3 years) more often noticed the influence of Olympic values on children's activity (p < 0.05) and had higher competence in assessing the progress and achievements of their pupils (p < 0.05), were better able to involve the community in events (p > 0.05).

Conclusions:
Participation in the OVEP program effectively improves the professional competencies of preschool educators and creates opportunities for professional development.
The professional development needs of educators with different experiences in the OVEP program were different. Educators with less work experience (up to 3 years) revealed the need to apply additional measures to improve the skills of educators (organize training in communication skills, leadership, and self-confidence).

Keywords: Professional development, Olympic values, empowering, preschool educators.