PECULIARITIES OF PSYCHO-EMOTIONAL SUPPORT FOR PRESCHOOL AND PRIMARY SCHOOL AGE CHILDREN USING GAMING TECHNOLOGIES

Abstract

The purpose of the article is to provide a theoretical analysis of the characteristics of psycho-emotional support for preschool and primary school children using gaming technologies in educational institutions. The research methodology is based on a combination of systemic, activity-based, person-oriented, and competency-based scientific approaches to providing psycho-emotional support to children through play. The scientific novelty lies in the fact that, based on the analysis of scientific sources on the specified issue and the generalization of scientific research results, psychological and pedagogical conditions for the psycho-emotional support of children through gaming technologies have been identified. Conclusions. The use of gaming technologies requires consideration of the age and individual psychological characteristics of children, leading activities, compliance with safety and mental hygiene requirements.Children’s games serve as an important means of psycho-emotional support for children, as they help harmonize their psycho-emotional state, improve communication skills, and develop the ability to exercise emotional self-control and emotional self-regulation. The use of gaming technologies for the purpose of providing psycho-emotional support to children not only improves their emotional well-being, but also contributes to the development of emotional intelligence, empathy, and emotional flexibility in children, which is a guarantee of their emotional well-being in wartime conditions.Psychological and pedagogical support for children’s psycho-emotional well-being through gaming technologies also involves educational, preventive, and advisory work with primary school teachers and preschool educators to raise their psychological awareness, develop their emotional and ethical competence, and build their stress resilience.