Description
ABSTRACT
Background: Since the annexation of Crimea and the Donetsk and Luhansk regions of Ukraine, the “Educational Environment for Internally Displaced Children” and similar structures have been organized.
Purpose: The study’s objective is to present the experience of social-pedagogical support for internally displaced preschoolers in Ukraine in conditions of martial law.
Design/Methodology/Approach: The “Preschool Educational Environment for Internally Displaced Children” was organized at the premises of Uzhhorod National University. In this study, we present the experience of the university’s psychological service, as well as the academic staff and studentvolunteers involved in working with internally displaced learners. The research methods included analyzing and synthesizing normative documents and scientific sources to clarify the study’s key concepts, as well as observing children’s performance in the “Preschool Educational Environment for Internally Displaced Children.”
Findings: The “Preschool Educational Environment for Internally Displaced Children” and similar programmes are being actively established. The classes are designed to foster cognitive development, cultivate empathy, and enhance communication skills. A key focus is on children’s civic education. The approach taken emphasizes a comprehensive understanding of each child’s personality, grounded in humanistic principles and individualized support.
Conclusions: New approaches to education are being introduced in Ukraine, with a strong emphasis on civic education. This involves fostering respect for family, friends, and home, as well as for state symbols, historical and cultural heritage, national traditions and customs, state and minority languages, and the values of the Ukrainian people, along with those of other nations and peoples.
