Children are one of the most vulnerable groups of the population that is particularly affected by traumatic events. In many of them, traumatic events significantly disrupt their life, bring severe losses, damage their health, and increase the likelihood of them developing stressful states. The goal of the present study is to analyze the effect of parenting style on stressful states in preschool children who have experienced a traumatic event. The article determines the specific characteristics of having experienced a traumatic event and the indicators of a stressful state in preschool children based on a theoretical analysis of scientific literature. The article presents the results of an empirical study determining the relationship between parenting styles and the manifestations of stressful states in preschool children who have experienced a traumatic event. In the conducted study, a preschool child’s anxiety and the style of parenting are revealed to be factors in the emergence of stressful states in preschoolers. In the future perspective, these findings substantiate the development of a psychological support program for preventing and fighting stressful states in children of preschool age.   Received: 24 May 2022 / Accepted: 20 August 2022 / Published: 2 September 2022

The purpose of this study is to establish pedagogical conditions for managing the stressful states of preschool children with special educational needs. The article presents the results of a study of pedagogical conditions for managing stressful states of preschoolers. To solve the assigned tasks, the analysis of scientific literature, synthesis, and modeling were used. According to the results of the study on the topic “Pedagogical conditions for managing stressful states of preschool children with special educational needs (children with autism spectrum disorders, children with intellectual disability)”, attempts to solve stress terms in preschool children with intellectual disability were identified, as well as pedagogical conditions for reducing stressful states in children. The practical significance of the study lies in the fact that the developed model for solving stress terms in preschool children with special educational needs is of interest in preparing classes for students of pedagogical directions in the field of inclusive education.

No abstract