Pedagogical support of preschool education institution children in wartime conditions

Abstract

The article substantiates the relevance of the problem of pedagogical support for children in preschool
education institutions under wartime conditions, which is обусловлено a significant increase in psychoemotional
stress, the impact of traumatic factors, and the urgent need to ensure children’s psychological wellbeing
and safety. It is emphasized that the current living conditions of children in Ukraine require a rethinking
of traditional approaches to organizing the educational process and strengthening the role of the teacher as a key
figure in providing support, protection, and holistic child development.
The aim of the study is to provide a theoretical justification and practical analysis of the peculiarities
of pedagogical support for preschool children in wartime, as well as to identify the challenges faced by educators
and determine the needs for improving their professional training. The research objectives included analyzing
modern scientific approaches to pedagogical support, particularly within the framework of trauma-informed
education, conducting an empirical survey among preschool educators and students majoring in «Preschool
Education», and summarizing and interpreting the obtained results.
The study revealed an increase in anxiety levels, emotional instability, and fear manifestations among preschool
children caused by wartime experiences, including air raid alerts, forced displacement, and disruption of familiar
living conditions. Significant difficulties in organizing the educational process were identified, particularly due
to interruptions of classes, the need for rapid responses to safety threats, and adaptation of the educational
environment to new realities. It was also found that many educators experience a lack of specialized knowledge
and practical skills in applying trauma-focused and psychological-pedagogical support practices.
Based on the analysis of theoretical and empirical data, a conceptual model of pedagogical support for preschool
children is proposed, integrating macro-, meso-, and micro-levels of support organization. The macro level

includes state policy and regulatory support for education in wartime; the meso level focuses on the preschool
institution as a safe and supportive environment; and the micro level involves direct teacher-child interaction
aimed at emotional support, resilience development, and the formation of a basic sense of security.
The conclusions emphasize the necessity of systematic implementation of trauma-informed approaches
in preschool education, the development of social-emotional learning, and the modernization of professional
training for future educators. It is highlighted that effective pedagogical support is a crucial condition for ensuring
the psycho-emotional stability, adaptability, and resilience of preschool children in the face of contemporary
challenges.