This paper presents the results of studying the use of information and communication technologies (ICT) in working with families of early aged and preschool children with visual impairments. The authors analyze the current situation in families during strict quarantine in 2020 and 2021 and study the possibilities of using information technology in the development of children with visual impairments at home. The study describes how or under what circumstances specialists worked with families of early aged and preschool children with visual impairments, what problems parents, professionals faced, and whether they were ready to solve—via the author’s questionnaires for professionals and parents, identified current problems that need urgent solutions. The theoretical basis and practical side of studying the problem of using information and communication technologies in families’ distance psychological and pedagogical support are presented. Attention is focused on different levels, and specialists with children with visual impairments in the context of family education and the absence or insufficiency of distance correction work with early aged children and their parents are emphasized. The need for further study of the situation for the development of appropriate forms, methods of ICT in working with families of children of early and preschool age with visual impairments. The relevance of scientific research on the use of ICT and distance psychological and pedagogical support is proved, as this format will be in demand not only during lockdown but also in seasonal outbreaks, challenging weather conditions, as well as constantly for families living in settlements, remote from International Rescue Committee and other educational institutions, families who due to various life circumstances are not able to visit institutions that provide educational and psychological services. It is concluded that there is an urgent need to create a holistic system using ICT to work with families of early aged and preschool children with visual impairments, which will help solve a wide range of psychological and pedagogical rehabilitation support tasks.

У статті розглянуто психологічні аспекти годування як одного із найважливіших аспектів у доглядіза дитиною і емоційно насичений процес спілкування між матір’ю та дитиною. Висвітлено можли-вості оптимізації комплексної взаємодії матері та дитини з порушеннями зору та покращення якостіпроцесу годування в процесі раннього втручання. Встановлено, що процес харчування незрячихдітей містить як спільні з нормотиповими дітьми моменти, такі специфічні.

Purpose is to examine psychological features of the impact of military actions on the emotional-volitional sphere of children with special educational needs; obtain scientific facts which will allow developing a system of support for parents and professionals working with such children. Two significant correlations were established: psychological well-being (PWB) with emotional state and mood (ES&M) (rs=-.289; р≤.01) and with the measurement “unchangeable” (U) (rs=.084; р≤.05). The study explains that significant differences in the emotional-volitional sphere have a negative effect on children’s psychological well-being. The second correlation signalizes the protection of children with special educational needs from psychological traumatic experience and creation of a favorable inclusive space. The research substantiates that psychological aid for sufferers of the war aggression is a permanent resource support, that can be provided for a long time. It has its favorable period and is capable of preventing serious complications.