HEALTH-PRESERVING ENVIRONMENT IN PRESCHOOL EDUCATIONAL INSTITUTION: A SYSTEMIC APPROACH TO MODELLING CONDITIONS

Abstract

The article reveals modern approaches to modeling a health-preserving environment in preschool educational institutions. This environment is viewed as an integrated system of interrelated material-spatial, organizational-pedagogical, psycho-emotional, and socio-communicative conditions that contribute to ensuring the physical, mental, social, and spiritual well-being of preschool-aged children. Scientific approaches to each of these components are analyzed, with particular attention paid to their role in creating a safe, comfortable, emotionally supportive, and motivational space for child development.
The article emphasizes the importance of establishing a safe educational environment under martial law, which necessitates the arrangement of specialized shelters and adherence to sanitary and hygienic standards essential for ensuring physiological comfort and reducing psycho-emotional stress. The importance of individualizing the educational process is substantiated, which involves taking into account each child's psychophysiological characteristics, health status, and developmental level. The article also highlights the need to enhance teachers’ professional competence in preserving and strengthening children's health.
The study underlines the effectiveness of art therapy practices, relaxation techniques, the development of emotional literacy, and methods of social-emotional learning as means of psycho-emotional support for children. The significance of fostering social skills, empathy, tolerance, and partnership-based interaction between educators, children, and parents is stressed, as these ensure the integrity and continuity of the educational process.
It is proven that a health-preserving environment in a preschool institution is not only a prerequisite for maintaining and enhancing children's health but also a crucial factor in the harmonious development of the child’s personality. A promising direction for future research is defined as the development of a system for monitoring the quality of the health-preserving environment and establishing criteria for its comprehensive assessment, taking into account the perspectives of all participants in the educational process.