Formation of stress resistance in preschool children under martial law conditions

Abstract

The article provides a theoretical analysis of the problem of developing stress resistance in preschool children under martial law conditions. The main psychological and pedagogical approaches to the development of children’s resilience are examined, including mechanisms of emotional self-regulation, the role of family and educational environments, and the importance of adult social support. Factors influencing children’s ability to cope with traumatic experiences are identified, such as emotional intelligence, self-esteem, attachment, and parenting style.

Special attention is paid to modern methods and tools for fostering stress resistance, particularly art therapy, play, and training techniques aimed at reducing emotional tension and activating children’s internal resources. The importance of creating a stable and supportive environment within the family and educational institution is emphasized as a fundamental condition for the development of adaptive mechanisms.

Based on the analysis of scientific sources and practical experience, effective psychological and pedagogical strategies for developing stress resistance in preschool children have been identified, research directions in this field have been summarized, and prospects for implementing systemic psychological support programs for children in wartime conditions have been outlined.