Theoretical and Methodological Foundations of Preschool Education Adaptation to War Conditions: International Experience

Abstract

This article presents a comprehensive analytical review of theoretical approaches and practical experience in organising preschool education during armed conflicts, based on the systematisation of international scientific literature and comparative analysis of national educational strategies. The study encompasses the conceptual foundations of trauma-informed pedagogy in early childhood education, the mechanisms by which the educational system adapts to crisis conditions, and innovative pedagogical practices aimed at supporting the psychological well-being of children and the professional development of educators in extreme circumstances.
The experience of Syria, Afghanistan, Israel, and other countries in organising preschool education during prolonged conflicts has been analysed, revealing common challenges and national specificities of adaptive strategies. Particular attention is given to the transformation of educational spaces into protective environments, the implementation of preventive, interventional, and restorative trauma-informed practices, as well as the professional reconfiguration of the educator's role from traditional teacher to multifunctional specialist with elements of psychological support and crisis management.
Based on theoretical synthesis, a conceptual model of crisis-adaptive preschool education is proposed, incorporating five interconnected components: transformation of educational space as a protective environment, systematic integration of trauma-informed pedagogical practices, prioritisation of emotional self-regulation over academic achievements, professional transformation of pedagogical roles, and formation of mutual support communities as the foundation of organisational resilience. An original typology of trauma-informed practices has been developed, considering age-specific characteristics of children aged 3-6 years and the specificity of different types of conflict situations.
The study identifies prospective directions for the development of crisis preschool education theory, including research on the long-term consequences of conflict experience for children's neurocognitive development, the development of international quality standards for preschool education in conflict zones, and the creation of mechanisms for transferring innovative practices to standard conditions of post-conflict recovery. The research findings have international significance for countries facing similar challenges and contribute to the development of pedagogical science through the conceptualisation of principles for organising preschool education during prolonged armed conflicts.