Model of professional training of future educators for ensuring continuous pedagogical support of children under martial law

Abstract

Under martial law, future preschool educators and primary school teachers must be prepared not only for instruction, upbringing, and child development, but also for providing pedagogical support to children experiencing chronic stress, danger, loss of stability, and forced changes in their educational environment [5]. This issue becomes particularly significant given the age-related characteristics of preschool and early primary school children. At this stage, children display heightened emotional vulnerability and anxiety, as their psyche operates in a mode of constant environmental threat monitoring, making them highly sensitive to loud sounds, sudden movements, or unexpected changes in routine. Their self-regulation mechanisms are still insufficiently developed; children are not yet able to independently “switch off” physiological stress responses. Consequently, instead of focusing on learning tasks, the brain shifts into survival mode, which may manifest as inattentiveness or hyperactivity.