Recommendations for pedagogical workers and parents regarding pedagogical support of young children in emergency situations

Abstract

Тhe article is devoted to the urgent problem of providing the youngest
members of society – young children (from 1 to 3 years) with reliable and
effective pedagogical support during emergency events. An interpretation
of the meaning of the terms: «early age», «pedagogical support»,
«emergency situation» is provided, the main developments of foreign and
domestic scientists on the investigated problem are presented. An urgent
problem today is the need to highlight the importance of understanding by
teachers and parents/guardians the peculiarities of children's development
at an early age during stressful situations. The main goal of the article is to
provide specific pedagogical recommendations to both teachers and
parents/guardians, which will effectively contribute to the adaptation,
learning, upbringing and development of young children affected by
emergency situations; to emphasize the importance of joint work and
mutual understanding between pedagogical and family factors to improve
the quality of pedagogical support for young children in crisis situations.
Specific pedagogical recommendations are described, both for pedagogical
workers and for parents/guardians, who play a key role in shaping the
resilience and well-being of young children in emergency situations.