Abstract
The article considers the importance of the formation of stress resistance in preschool children in the conditions of martial law. A definitive analysis of the concepts of «stress», «resilience» and «stress resistance of preschool children» was carried out. A person's stress resistance is defined as a systemic dynamic property of a person, which determines a person's ability to resist stressful influences and adequately react emotionally to most stressful situations, actively change them or adapt to them without harming one's health and support the effectiveness of the activities being performed. It is noted that stress resistance has its own characteristics in each age period and is provided by the resources available to a person, which are manifested and interact at different levels: social, cultural, individual. Increasing the stress resistance of a preschool child is considered as an increase in his individual resource potential and the ability of the immediate environment to create a sense of security for the child. Emphasis is placed on taking into account age and individual characteristics (temperament, type of nervous system, behavior style), as well as the child's character and capabilities in the process of forming his stress resistance. The concept of «window of tolerance» is considered as the zone of the child's optimal state, the state in which he is able to function most efficiently, without particular difficulties to receive, process and integrate information, as well as adequately respond to the needs of everyday life. Based on the works of scientists and the views of crisis psychologists, approaches and advice on increasing the stress resistance of preschool children are singled out, including: the presence of an adult whom the child will trust, classes on the development of emotional intelligence, limiting the child's access to mass media, breathing exercises and physical exercises, technique 5-4-3-2-1, various types of art therapy, meetings with parents to increase their psychological and pedagogical readiness to increase children's stress resistance.
Published Version
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