Emotional Well-Being of Preschoolers in Extreme Climatic and Geographical Conditions by Means of Ecological and Psychological Support

Abstract

Emotional well-being of preschool children that live in extreme climatic conditions is difficult to maintain. Emotional well-being is a basis of psychological health that manifests itself as positive emotional states in social environment. It presupposes a stable emotional sphere when interacting with the world, low anxiety, emotional comfort, and adequate self-esteem. Climatic and geographical factors of the Russian Arctic may inhibit the development of the emotional well-being in preschool children. However, some psychological and pedagogical conditions may neutralize the negative impact of environmental factors. They include psycho-emotional monitoring, flexible school interior, and health-saving technologies in the academic process. The authors developed a model of ecological and psychological support for preschool children living in polar regions. It is based on interaction with plants and animals as a source of positive emotions. The model of environmental and psychological support for emotional well-being of preschoolers living in the Russian Arctic justifies the feasibility of health-saving technologies as part of an active cooperation between a preschool institution and a botanical garden.