Theoretical and Methodical Problems of Children and Youth Education

Socio-Pedagogical Support for the Development of Resilience in Children and Youth Affected by War

Viktoria Amelina — 2025-11-27

The article addresses the issue of socio-pedagogical support for the development of resilience among Ukrainian youth in the post-war period, a challenge that has become particularly relevant amid large-scale social transformations and the urgent need to restore the country’s human potential. The aim of the study is to substantiate and define effective technologies of socio-pedagogical support aimed at fostering resilience in youth under post-war challenges. The research objectives include revealing the essence and structure of the concept of “youth resilience”, analyzing scientific approaches and factors influencing its development, determining the role of socio-pedagogical support, characterizing technologies applicable in the recovery period, and developing an algorithm for the practical implementation of support.
The research methodology is based on a combination of quantitative and qualitative methods, which ensured a multidimensional analysis. Descriptive, explanatory, and prognostic methods were applied, along with theoretical analysis, comparison, and synthesis of scientific sources.
The scientific novelty of the article lies in systematizing the specific features of the process of developing youth resilience, considering the challenges of the wartime and post-war periods, clarifying the factors that influence its formation, and defining a set of socio-pedagogical support technologies that contribute to the development of internal resources and social activity.
The research findings confirm that the development of resilience is a key condition for successful socialization and adaptation of youth. The study emphasizes the multi-component nature of resilience, which includes cognitive, emotional, and behavioural strategies. It was established that effective support technologies should combine individual psychological support, group training, development of emotional intelligence, stress management skills, and the creation of a supportive educational environment. An innovative aspect is the emphasis on integrating digital tools and remote support, enabling the reach of the program to wider groups of young people, including those in areas with limited infrastructure.

Residential Training Programs in the Process of Empowering Adult Foster Care Guards in Poland

Halina Bejger — 2025-11-27

This article analyzes a new form of housing assistance within the social welfare system: training apartments. A specific group of beneficiaries for whom these apartments are intended includes adult residents leaving foster care in families and institutions. Without the support of their biological family, they are often left to fend for themselves, and this support gives them a chance to lead a fulfilling life. Training apartments ensure the fundamental rights to their own living space, privacy, and security, and serve as a starting point for former residents to take steps towards achieving stability in their lives. Training housing programs are designed for a fixed term, depending on the needs of the individual and the local government's housing resources. They continue the work with former residents designed in an individualized independence plan, which can be modified. Previous experience with residential training programs leads us to conclude that the process of independence for students in Polish foster care should begin much earlier, at the time of choosing a secondary school and a future profession. Furthermore, support efforts should be expanded and intensified to help students who have become independent find employment and housing. To increase the availability of training apartments, it is worthwhile to introduce provincial registers that would not only provide an overview of their performance but also serve as an ongoing evaluation of their functioning. Therefore, training housing programs should be considered an essential instrument for improving the quality of life of young adults leaving foster care, as they not only prevent social exclusion but also enable full participation in community life.

Educational Activity in the Development of a Growing Personality

Ivan Bekh — 2025-11-27

Theoretical searches into the problems of education, currently being carried out, cover a wide range of aspects of the educational process. So far, priority has been given to age-differentiated content, developmental methods, and forms. At the same time, the educational process remained insufficiently conceptualized. It was assumed only as a subjective interaction between teachers and students without a detailed disclosure of the target stages, which sharply reduced its effectiveness. Moreover, problems arose with the organization of its real management.
In the article, the educational process is considered as the unity of educational activity, which is implemented by the teacher, and educational activity (hereinafter referred to as “EA”), the subjects of which are the students. The main focus is on the EA. For greater logical orderliness of educational activity, it is traced in the main functional parameters.
1. The developmental function of the EA. The motives of such activity will be selfless devotion to the people, the Homeland, the state, and the desire to benefit the nation.
2. The sensory-cognitive function of the EA. The growing personality functions in the axiological sphere as an accumulator, carrier, and broadcaster of spiritual achievements.
3. The methodological function of the EA. Educational activity is developed as a meta-principle within the context of a corresponding project.
4. The dialogical function of the EA. This function promotes interpersonal openness, facilitating readiness to perceive judgments and emotional experiences related to specific relationships.
5. The psycho-optimizing function of the EA. It is associated with a reliance on positive emotions, such as joy, as an indicator of students’ internal well-being.

Psychological and Pedagogical Features of Professional Activity in Educational Institutions in the Context of National- Patriotic Education

Vitaliy Boichuk — 2025-11-27

The search for ways to develop edu cation in the context of russia’ s war against Ukraine deepens the understanding of the need for the united, powerful, and qualified action by the state authorities and administration at all levels.
The article analyzes the pressing issue of national patrio tic education in the Ukrainian education system in the current context . The authors focused on the psychological and pedagogical features of professional activity in educational institutions in the context of national patriotic education . They investigated the peculiarities of educational activities in security oriented lyceums and national patriotic education. Given the specifics of the lyceum's educational activities, a special place in it is occupied by the educational direction, namely: measures to form a nationally conscious, patriotic personality in lyceum students, their professional self determination, and their readiness to defend humanistic values, the integrity, independence, and sovereignty of Ukraine. For this purpose, it is necessary to organiz e information and educational events, excursions, meetings, and master classes, and to participate in art festivals and involve students in volunteer and charitable activities.
It was established that educational work with children whose parents participa ted or are participating in the events to ensure national security and defense, repel and deter russia’ s armed aggression against Ukraine requires constant psychological support. The content of academic subjects in the context of national patriotic educati on must be carefully selected to form an individual in accordance with the tasks defined in the “Concept of National Patriotic Education in the Education System of Ukraine” Ukraine”. The constant study of the specifics of the work of the units of the Ministry of In ternal Affairs of Ukraine occupies a special place in the education of lyceum students.
Professional pedagogical activity in specialized educational institutions involves a specific work schedule, the selection of content for academic subjects, special at tention to the educational aspect of educational activities, and requires special psychological support.

System for Evaluating the Ecological and Project Activities of Students

Natalia Bordiug — 2025-11-27

The article creates and describes a system for evaluating students’ environmental project activities, analyzing them according to the stages of implementing environmental projects in the educational process. The goal is to create a system for evaluating students’ environmental project activities. The objectives of the study are as follows: to describe the main types and determine the principles of assessment; to create and justify a system for assessing environmental project activities; to develop a protocol for assessing environmental project activities and determine the assessment of each criterion using a scoring system; to analyze the system of assessing students at the stages of implementation of environmental project activities. To achieve the set goal and defined tasks, the following methods were used: comparative-analytical, systemic, and generalization, systematization, and concretization. Modern approaches to assessment, which are transforming from a controlling to a motivational and developmental function, were considered. The main types of assessment were identified and characterized: traditional, formative, summative, criterion-based, and competency-based. The principles of assessment are defined, namely comprehensiveness, objectivity and impartiality, transparency and openness, consistency, individualization, reflexivity, and variability. High, sufficient, average, and low levels characterize the criteria for assessing environmental project activities. An assessment protocol has been developed that defines a quantitative assessment for each criterion, allowing the relative importance of different aspects of the project to be differentiated. The main advantages of the developed protocol have been identified, namely objectivity, transparency, stimulation of development, uniformity of requirements, and feedback. The proposed assessment system contributes not only to the objective assessment of the results of students’ activities, but also to the development of their research, analytical, and reflective skills, which is particularly important in the context of education for sustainable development.

Developing Students’ Cognitive Orientation in Foreign Language Learning: Organizational and Pedagogical Aspects

Kateryna Brovko — 2025-11-27

The article addresses the issue of developing university students’ cognitive orientation toward learning a foreign language in the context of a modern educational environment characterized by the active implementation of information and communication technologies (ICT). The relevance of the research problem is determined by the factors presented in the study, namely: the necessity for university students to master a foreign language as part of their professional training; the widespread use of English-language scientific sources and materials in the learning process; requirements for participation in academic mobility programs, which assume a language proficiency level of at least B2; the importance of English for career prospects; the development of cognitive abilities, memory, creativity, and mental flexibility through learning foreign languages; the influence of socio-political factors (the Russian-Ukrainian war, internal migration, Ukraine’s integration processes into the EU and NATO) on students’ motivation; as well as the need to improve learning efficiency through the development of cognitive orientation and the active use of ICT in practical classes.
The essence of the concepts of «cognitive orientation» and «organizational and pedagogical conditions» is revealed through various scientific approaches. Types of cognitive orientation are outlined. The study applies a range of general scientific methods, including analysis and synthesis, comparison, generalization, classification, systematization, scientific abstraction, induction and deduction, and abstractlogical reasoning, to examine the fundamental principles of university students’ cognitive orientation. The main organizational and pedagogical conditions that contribute to the effective development of students’ cognitive orientation in the process of learning a foreign language using ICT have been developed.

Cooperation with Parents in Early Childhood Education in Germany: Experience for Ukraine

Марина Гончарук — 2025-11-27

The relevance of the study is conditioned by the need to modernize Ukrainian early childhood education in accordance with European standards, where cooperation with parents is a key development trend. The purpose of the article is to reveal the practical features of cooperation with parents in preschool institutions of the Federal Republic of Germany and to determine the prospects for adapting this experience in Ukraine. The research methodology includes comparative-pedagogical analysis, systematization and generalization of German educational practices of 2014-2024, analysis of regulatory documents and empirical data.
The article reveals the evolution of the German model of partnership education, which is based on the principles of mutual recognition of the competence of parents and teachers, digital transparency of communication and an individual approach to each family. The system of interaction with families through the prism of modern digital technologies is analyzed: 78% of German preschool institutions use mobile applications for communication, electronic portfolios of children's development and systematized observations of teachers.
Forms of direct interaction with families are studied: structured individual consultations (6-8 meetings per year), thematic educational programs for parents, institutional participation through parent councils (96% of institutions), volunteer involvement of families (15-20 hours per year per family). The features of administrative support of partnership and the high level of openness of German preschool institutions (89% allow free visits) are revealed.
The scientific novelty lies in the systematic analysis of modern German practices of cooperation with parents based on factual data of the last decade and substantiation of ways of their adaptation to Ukrainian realities. The research results demonstrate the effectiveness of the German model of partnership interaction, confirmed by the studies of J. Hattie. The practical significance of the work lies in developing recommendations for implementing a partnership model of cooperation in Ukrainian early childhood education institutions through organizational, technological and regulatory changes.

Studying the Issue of Forming Creativity of Older Preschool Children in Child Development Centres

Viktoriia Dykhta-Kirff — 2025-11-27

The article deals with the issue of forming creativity of older preschool children in child development centres.
The theoretical and methodological foundations for forming creativity of older preschool children in child development centres are presented. The author clarifies the essence of the concept “creativity of older preschool children” as a special personal ability to generate unusual ideas, deviate from traditional patterns of thinking, and quickly solve problem situations, which entails a desire to reason, verbally combine ideas, express possible solutions, and demonstrate the child’s transformative activity.
The components (cognitive, emotional-value, practical-activity), criteria, and indicators of the formation of creativity of older preschool children have been defined: generation of hypotheses and ideas to solve tasks (understanding the problem; ingenuity and speed in finding new ways and options for solving it; knowledge of conventional problem-solving approaches; ability to analyze and synthesize); desire and inspiration in solving tasks (motivation to demonstrate creativity; interest in the unknown; engagement in problem-solving; need to defend one’s opinion); application of diverse strategies in problem-solving (the ability to construct a solution algorithm; propose various ideas in unstructured situations; verbally combine and express possible solutions; defend one’s opinion and accept others’ views; improve and create new forms or objects based on existing ones).
The levels of the formation of creativity (high, medium, low) of older preschool children have been characterized.
Pedagogical conditions (creating a developmental environment that fosters creativity; directing the content of children’s practical activities toward developing their creativity (by incorporating creative tasks into the educational process); and enhancing the competence of both educators and parents in forming the creativity of older preschool children), and a methodology for the formation of creativity of older preschool children in child development centers has been substantiated.
The conducted study does not cover the multifaceted theoretical and practical exploration of this problem. Further research may focus on identifying effective forms and methods for forming creativity of older preschool children and other age-related groups.

Modern Ideas of Teachers of Ukraine Regarding the Formation of Value Unity of Student Youth

Olena Dyshkant — 2025-11-27

The article analyzes scientific research on the formation of values and their impact on human life. It was determined that learned and assigned values become the driving force of an individual, assess behavior, the way of responding to surrounding events, and influence the formation of certain character traits. It was determined that the mechanism of the formation of values and value unity among student youth in conditions of long-term stress and uncertainty has not been sufficiently studied, yet it is highly relevant, especially in modern conditions, when all participants in the educational process are under constant threat to life and health. According to scientists, the formation of the values of the younger generation is significantly influenced by the social environment, especially important adults, with whom students have constant contact.
Therefore, the purpose of our article is to highlight the results of a survey of adult participants in the educational process regarding their ideas on the formation of value unity and to determine the direction of further research for the development of mechanisms for the formation of value unity of growing Ukrainians in today's conditions.
The research uses theoretical (analysis, synthesis, comparison, generalization, etc.) and empirical (surveys, interviews, conversations) research methods. In total, 13,216 participants of the educational process took part in the survey, namely parents, teachers, educators, and leaders-coordinators of children’s public associations.
The article presents the results of a study of adults’ ideas on the education of school youth, focusing on values, value unity, and the peculiarities of their formation in the younger generation of Ukrainians.
Based on the survey results, the prospects for our further research are determined. They consist of studying schoolchildren’s ideas about their own values and value unity, and comparing them with those of adult survey participants. As a result of a comprehensive analysis of survey results, we plan to develop modern, practical forms and methods that will enable us to influence the formation of values and the unity of values among school youth in conditions of prolonged stress.

Gender Analysis of School Ethics Textbooks

Olga Dudar — 2025-11-27

The article presents the results of a gender analysis of school textbooks on Ethics for grades 5–6 within the framework of the New Ukrainian School educational reform. It emphasizes that modern textbooks should offer significant developmental potential and that their content should include both a knowledge component and contribute to the formation of students' personalities and behavioral practices.
The value potential of Ethics textbooks for grades 5–6 in the context of educational reform and their impact on fostering democratic and universal human values is outlined.
The visual and illustrative materials are examined, including content such as quotations, excerpts from biographies of prominent figures, and the use of gender-sensitive or androcentric language. Hidden narratives and gender stereotypes embedded in the analyzed textbooks are also identified. The study’s methodology is based on the algorithm for gender analysis of textbooks developed by Ukrainian researchers. In addition, a qualitative content analysis approach, commonly used by the academic community in Poland, is applied. This method relies on the Gender Equality Index (GEI), designed to monitor progress in addressing gender equality across European Union member states.
The findings reveal that the Ethics textbooks developed as part of the New Ukrainian School reform generally meet anti-discrimination standards. However, attention is drawn to the presence of gender stereotypes and cultural norms that reflect the influence of the "hidden curriculum" and perpetuate dominant patterns of social interaction between men and women. This includes their portrayal in public and private spheres, as well as socially standardized notions of gender roles and behavior.
The article highlights the need to develop uniform criteria for textbook creation that promote gender-sensitive content and offer a balanced, stereotype-free portrayal of women and men – including their roles, responsibilities, and contributions to society.

Features of Social Work With Children Who are in Difficult Life Circumstances, in Wartime

Iryna Ivanova — 2025-11-27

The article highlights the research results on the features of Social Work with children in difficult life circumstances during wartime, in the activities of social service centres in Kyiv.
The research methodology is based on a theoretical analysis of the provisions of scientific publications in the field of Social Work and social pedagogy; analysis of regulatory documents in the field of social protection of children; empirical research was conducted using qualitative and quantitative indicators; methods of data processing, generalization, and analysis were used.
The main criteria for determining the features of Social Work with children who are in difficult life circumstances in wartime were formed: the professional compositions of Social Work specialist in wartime; access to social services, attitude to online Social Work methods; features of the needs of children in wartime; resources of specialists in wartime; positive changes in Social Work with children who are in difficult life circumstances, in war conditions.
The research revealed the opinion of specialists from social service centres on ensuring positive changes in the field of Social Work with children who are in difficult life circumstances (ranking of answers): the end of the war, accessibility of social services, Social Work with parents, interagency cooperation, legislative changes, financing and salaries, infrastructure for children, qualification of specialists, psychological support for children, international cooperation and new approaches to Social Work with children, assessment of guardianship. In light of improvements in specialists’ qualifications, the role of the system for monitoring and assessing the quality of social services, ensuring feedback not only from parents but also from children, is increasing.
The research results confirm the assumption that the features of Social Work with children in difficult life circumstances, in war conditions, are based on the idea of creating a safe, child-friendly environment, oriented toward the principle of ensuring the best interests of the child.

Role of Scientific Student Associations in Developing Competencies Among Biology Students: the Case of the Student Scientific Association of Animal Physiologists “Oxygen” (Poland)

Natalia Kurhaluk — 2025-11-27

This article explores the educational and developmental role of Student Scientific Associations (SSAs) in biology education, emphasising their potential as supplementary learning environments in higher education. The Student Scientific Association of Animal Physiologists 'Oxygen' at the Pomeranian University in Słupsk (Poland) is used as a case study. Using qualitative data from interviews, observations, and document analysis, the study shows that participating in SSA 'Oxygen' greatly improves a range of competencies, including research methodology, technical laboratory skills, data analysis, critical thinking, communication, teamwork, leadership, and self-efficacy. Notably, the SSA 'Oxygen' offers students the chance to experience the entire research process, from designing experiments to interpreting results and presenting findings in academic settings.
The interdisciplinary projects undertaken by SSA ‘Oxygen’, such as investigations into oxidative stress, ecophysiological monitoring of wild bird populations, and the pharmacological evaluation of plant extracts, expose students to real-life scientific challenges, developing their ability to apply theoretical knowledge in practice. These activities are often carried out in cooperation with external institutions, broadening the academic perspective and fostering international collaboration. Students also present their findings at local, national, and international seminars and conferences, strengthening their academic identity and preparing them for future professional roles in research, education, and environmental protection.
The findings emphasise the importance of mentorship, peer learning, autonomy, and organisational involvement as key elements in developing competence. However, the article also identifies several challenges, including limited funding, a lack of infrastructure, time constraints and member turnover, which may hinder continuity and effectiveness. Overcoming these barriers requires stronger institutional support and the strategic integration of SSA activities into university curricula. With effective support, SSAs can play a transformative role in higher education by bridging the gap between theory and practice. Recognising their achievements formally, alongside providing stable resources and mentorship, can maximise their educational impact. This provides students with valuable scientific skills, as well as confidence, resilience, and long-term professional advantages.

Academic Discipline «Fundamentals of Student Learning (Self-Management of Learning)» as a Tool for Developing Educational Autonomy of Students of Vocational and Higher Education Institutions

Iryna Kushchenko — 2025-11-27

The article highlights the essence of the academic discipline “Fundamentals of Student Learning (Self-Management of Learning)” as an effective tool for developing the educational autonomy of students in institutions of professional pre-higher and higher education. The purpose of the study is to highlight the pedagogical potential of the specified discipline as a factor in the formation of students' educational autonomy, as well as to determine the conditions, methods and practices for its successful implementation in the educational process of the University “Ukraine”. The following methods were used during the study: analysis and generalization of scientific and pedagogical literature, content analysis of educational documentation, a survey (questionnaire of students), and methods of descriptive statistics for interpreting the results obtained. The article focuses on the key components of educational autonomy, in particular, the development of skills of reflection, critical thinking, self-organization, time management, the ability to set goals, planning, and self-control. Pedagogical conditions that ensure the effectiveness of course implementation are identified: orientation towards student-centered learning, integration of digital technologies, implementation of reflective practices, and the use of self-study strategies.
The results obtained indicate a positive impact of the discipline on students' motivation, the formation of a responsible attitude towards the educational process, increased involvement in educational activities, and readiness for continuous professional growth. Educational autonomy should be understood as the student's ability and readiness to independently determine educational goals, plan, organize, control, and evaluate their own educational activities, based on awareness of personal needs, motivation for self-study, and the ability to self-reflect. The conclusions emphasize that the development of educational autonomy is a necessary condition for training a competitive specialist capable of self-study, flexible response to the challenges of modernity, and active participation in the knowledge society.

Characteristics of Social Work With Youth in the United Kingdom (Inclusive Aspects)

Oleksandr Lytovchenko — 2025-11-27

The materials of this article present the results of a study on the characteristics of social work with youth in the United Kingdom, focusing on inclusive aspects and considering the cultural and historical specifics of England, Scotland, Northern Ireland, and Wales.
The research methodology involved an analysis of British and Ukrainian sources on social work, materials from official portals of international organizations, regulatory documents, and analytical reports on social work with youth from England, Scotland, Northern Ireland, and Wales, as well as the generalization and systematization of data.
The article actualizes the concepts of inclusion and exclusion within the context of social work. It is emphasized that, for social work with youth in the United Kingdom, creating equal opportunities, ensuring accessibility, fostering involvement, and counteracting discrimination are crucial. Significant attention is paid to supporting vulnerable groups of young people who need to integrate into British society.
The characteristics of social work with youth in the United Kingdom (inclusive aspects) are examined, taking into account the cultural, historical, and religious specifics of England, Scotland, Northern Ireland, and Wales. The paper presents distinctions stemming from these cultural and historical specifics, such as the emphasis on supporting youth from different ethnic groups and linguistic communities, particularly the Welsh-speaking community (Wales), and the implementation of educational, cultural, and social programs to overcome historical barriers and the consequences of political and religious division between Protestants and Catholics (Northern Ireland). It is concluded that while social work with youth differs somewhat across the four countries of the United Kingdom, the issue of inclusion is essential and relevant for all of them.
Based on an analysis of empirical data from a survey of British youth (from the comprehensive report “Next Generation 2024”), a conclusion is drawn about the significant attention given to the integration of vulnerable groups of British youth. This is particularly evident in young people's optimistic perceptions of their own future, as noted by 65% of respondents.
This article does not claim to comprehensively cover all inclusive aspects of social work with youth in the United Kingdom. It focuses on the analysis of the cultural and historical specifics of England, Scotland, Northern Ireland, and Wales in this context.

The social role of out-of-school education amidst wartime challenges (based on an all-Ukrainian survey)

Olena Lytovchenko — 2025-11-27

The article presents the results of an All-Ukrainian survey of educators from out-of-school education institutions, conducted by the Department of Out-of-School Education of the Institute of Problems on Education of the National Academy of Educational Sciences of Ukraine in March-April 2025. The survey aimed to ascertain the social significance of out-of-school education in Ukraine in the context of wartime challenges, particularly concerning the following aspects: inclusivity and accessibility (attendance at out-of-school education institutions by students with special educational needs, from families of internally displaced persons, etc.); the potential of out-of-school education to provide psychosocial support to students and parents (current practices from professional experience); the capacity of out-of-school education institutions to foster the formation of Ukrainian national identity among children and youth; volunteering, social practices, and others.
The research methodology includes theoretical and empirical analysis, surveys, and data generalization and systematization. The study employed quantitative and qualitative methods. Author-developed questionnaires, including closed, semi-closed, and open-ended questions, were used in the online survey of educators. The results are presented as diagrams and their interpretations.
The paper presents an analysis of the aggregated results of the all-Ukrainian survey, which included 2,114 respondents from 22 regions of Ukraine and the city of Kyiv. The results demonstrated the significant social role of out-of-school education in Ukraine amidst wartime challenges. In this context, the capacity of this educational sector has become particularly relevant regarding: creating an environment of Ukrainian national values; developing an inclusive and accessible educational environment to ensure access to quality out-of-school education for children affected by the war, those from families of internally displaced persons, and those with educational difficulties; engaging children and student youth in social practices and volunteering; and the socialization, social rehabilitation, and psychosocial and social support of children and youth, among others.

Peculiarities of the Formation of Social Experience in Senior Preschool-Age Children

Viktoria Lutsenko — 2025-11-27

The article reveals the relevance of social experience for children of senior preschool age, which accumulates knowledge, ideas, skills, values, and ways of behaving and serves as the foundation for the formation of a personality, its moral maturity, and emotional stability.
It is determined that senior preschool age is a critically important stage in the development of a child as a subject of the social environment (at this age, intensive enrichment of social experience occurs through active play, communicative, cognitive, artistic activity, ideas about the “I” and others are formed, moral and ethical guidelines are laid, the ability to compassion, empathy, responsibility develops; it is during this period that the child can master the basics of social behaviour).
The features of the formation of social experience of children of senior preschool age are substantiated: the creation of a developmental educational environment in which the child can actively interact with others, experiment with social roles, express judgments, show emotions, overcome difficulties in communication and develop acceptable forms of behaviour; organization of educational activities, participation in which provides experience of interaction in a socially significant context, becomes a source of new information, experience of belonging to a group, responsibility, mutual respect; implementation of reflective activities (situations of moral choice, modelling of social interactions), which should be adapted to the age capabilities of the child; inclusion of children in plot-role-playing games as a leading means that allows children to master social roles, models of behaviour, rules of interaction and moral and ethical norms in a safe symbolic space; conducting conversations of moral and ethical content and fairy tale therapy, which contribute to the development of primary reflection, the ability to empathize and critically understand social situations; exercises for the development of emotional intelligence (emotional “minutes”, recognition of emotions by facial expressions, gestures, cards), which allow children to better understand themselves and others.