The article examines the varying levels of Latvian language proficiency among first-graders transitioning from minority schools to a predominantly Latvian-speaking educational environment. It highlights that these former minority schools are now conducting lessons exclusively in Latvian, resulting in significant disparities among students' language skills upon entering school. While some children arrive fluent in reading and writing, others start with little to no knowledge of the language, creating challenges for educators in fostering a cohesive learning atmosphere.

A teacher, Olga Grigorjeva from Rīgas Daugavgrīvas basic school, shared insights indicating that while many students can understand Latvian, they struggle with speaking or recognizing letters, complicating their integration into the classroom. The report mentions that certain exceptions allow instructors to communicate in Russian with children who are not yet proficient in Latvian. These findings underscore the necessity for kindergartens to adapt their teaching methods and ensure compliance with language policy mandates from the Ministry of Education to enhance students' language acquisition and educational outcomes.

The article also touches on the role of teaching assistants and various instructional methods employed to facilitate language learning, emphasizing the importance of regular and individualized instruction. As the landscape of language education evolves within Latvia's diverse cultural context, the article raises crucial questions about the effectiveness of current policies and practices aimed at promoting proficiency in the Latvian language among young learners, highlighting the need for continued support and resources in early childhood education.