Preparing future educators for pedagogical support of children under martial law: ensuring continuity between preschool and primary school

Abstract

The imposition of martial law in Ukraine has profoundly transformed the educational landscape, presenting new professional challenges for teacher education. Future preschool educators and primary school teachers must be prepared not only for teaching, upbringing, and child development but also for providing pedagogical support to children experiencing chronic stress, danger, disrupted stability, and abrupt changes in their learning environment [1]. This issue is particularly significant considering the developmental characteristics of preschool and early primary school children, including emotional vulnerability, high anxiety, limited self-regulation skills, a strong link between emotional state and cognitive functioning, the need for safety and adult closeness, and a propensity for fantasy that can exacerbate fears during air raid alarms or while sheltering. The challenge becomes even more pronounced during the transition from preschool to primary school—a period inherently stressful (the “seven-year crisis”). When combined with the trauma of wartime experiences, children face a “double adaptation” effect. Those who have not yet processed exposure to danger or stress may struggle to adjust to new social roles, routines, and academic demands.