A STUDY OF ANXIETY IN CHILDREN OF ELDERLY PRESCHOOL AGE DURING THE PERIOD OF MARTIAL LAW

Abstract

The article presents the results of a theoretical analysis of anxiety in older preschool children during wartime. It emphasizes that the preschool period is a sensitive stage of development when basic emotional and social skills, a sense of security, and trust in the world are formed. Armed conflict, forced displacement, loss of a stable environment, and separation from close relatives act as powerful traumatic factors that disrupt children’s adaptive mechanisms. Contemporary research demonstrates that chronic anxiety in preschoolers may lead to the development of anxiety disorders, depression, post-traumatic stress disorder, and have a long-term negative impact on emotional stability and personal growth. It has been established that anxiety in children manifests itself on the emotional level (fear, irritability, instability), behavioral level (sleep disturbances, avoidance of social interaction, regressive reactions), and cognitive level (concentration difficulties, constant sense of danger). Particular importance is attached to the role of parental emotional stability, maintaining family routines, social support, and contact with educators who are able to create an atmosphere of safety. The analysis confirms that successful adaptation of preschool children under wartime conditions is possible only with systematic psycho-emotional support. This involves a complex set of measures, including play therapy, art therapy, fairy-tale therapy, the development of emotional intelligence, and work with parents and teachers. Special attention is paid to the importance of early diagnosis and timely psychological intervention to prevent chronic anxiety disorders. The conclusion emphasizes that the formation of “resilience factors” – stability, predictability, emotional support, social connections, and cultural resources – is a key task for modern psychology and pedagogy in the context of war.