Mental Health: Global Challenges Journal

https://www.sciendo.com/journal/MHGCJ

ISSN 2612-2138

Parental Involvement and the Psycho-Emotional

Development of Children in Crisis Conditions:

Findings from the Third Wave of Multilevel

Monitoring

Olga Kosenchuk1,2, Dimitris Argiropoulos3, Natalia Tarnavska1,3

¹ All-Ukrainian Public Organization "Association of Preschool Education Workers", Kyiv, Ukraine

2State Non-Commercial Enterprise "State University 'Kyiv Aviation Institute'"

3University of Parma, Italy

Abstract

Introduction: This article presents the findings of the third wave of monitoring conducted within

the framework of the project "Improving Access to Early Childhood Education Services in

Emergency Situations." The study explores the impact of parenting practices on the

development of emotional intelligence, self-esteem, and stress resilience in children aged 3 to

6 under crisis conditions.

Purpose:

To examine the impact of parenting practices on the development of emotional

intelligence, self-

esteem, and stress resilience in children under crisis conditions; to identify

factors contributing to emotional safety and areas of vulnerability; and to develop approaches

for supporting mental health.

Methodology: The third wave of monitoring the development of children aged 3 to 6 in crisis

conditions employed a mixed-methods approach (quantitative and qualitative) to analyse the

influence of parenting practices on emotional intelligence, self-

esteem, and stress resilience.

The study covered 70 indicators across five developmental domains. A total of 3,820 parents

from eight regions participated in the survey (April 2025), accompanied by five months of

observations, activity analysis, and expert evaluat

ions. Data were processed using Google

Sheets, and a development index was calculated on a 0–1 scale. The ontogenetic approach

ensured the validity of assessments. Ethical standards were upheld throughout the study.

Results: The results of the study showed that parental emotional involvement is a key factor in

the formation of emotional intelligence and support for children's mental health. Both positive

trends (empathetic upbringing, support for self-

esteem, development of emotional

understanding) and areas of vulnerability (low level of use of bodily, play, verbal practices;

difficulties in communicating about fears; emotional burnout of parents) were identified.

Conclusion: The study emphasizes the importance of assessing the psycho-emotional

development of preschool children under crisis conditions and demonstrates the pivotal role of

parental emotional involvement. A positive dynamic in children’s self-regulation, self-esteem,

and stress resilience was confirmed in the presence of stable adult support. At the same time,

the limited use of play-based and body-

oriented practices (reported by fewer than 30% of

families) points to a risk area. The monitoring confirmed the effectiveness of the “2 by 2” model

and highlighted the need to strengthen parental education initiatives focused on fostering

children's emotional intelligence through everyday interactions.

Keywords

Mental health, parental emotional involvement, psycho-emotional development, emotional

intelligence, stress resilience, self-esteem, self-

regulation, support methods, educational

outreach, crisis conditions.

Mental Health: Global Challenges Journal

https://www.sciendo.com/journal/MHGCJ

ISSN 2612-2138

Address for correspondence:

Olga Kosenchuk, "State University 'Kyiv Aviation Institute', Kyiv, Ukraine

E-mail: ogkosenchuk@gmai.com

This work is licensed under a Creative Commons Attribution- 4.0 International

License (CC BY 4.0).

©Copyright: Kosenchuk et al., 2025

Publisher: Sciendo (De Gruyter)

DOI: https://doi.org/10.56508/mhgcj.v8i1.280

Submitted for publication: 09

March 2025

Revised: 12 June 2025

Accepted for publication: 23

June 2025

Introduction

The crisis in Ukraine, caused by ongoing

military actions, has created unprecedented

challenges for children's mental health.

Preschool-aged children, being among the

most vulnerable groups, require stability and

emotional support from adults. Monitoring

experience has confirmed that parental

involvement is a key factor in the psycho-

emotional development and stability of the child.

In response to limited access to education,

the “2 by 2” model was introduced—combining

offline meetings with educators and active

parental engagement at home. This approach

compensates for disrupted access to early

childhood education and strengthens emotional

bonds within the family.

The third wave of monitoring involved 3,820

parents across eight regions. The study focused

on the impact of parenting practices on the

development of emotional intelligence: the

child’s ability to recognize, express, and regulate

emotions and cope with stress. Children receiving

responsive support exhibit lower levels of anxiety

and greater stress resilience.

Most parents demonstrated empathy and

used language of encouragement and praise.

However, only 15.6% regularly practiced body-

oriented techniques, 20.9% engaged in

emotional play, and more than one-third

responded inconsistently to their children's fears.

The “2 by 2” model, supported by UNICE,

provided parents with access to practical

resources—such as diaries, guidelines, and

games—which increased parental awareness

and helped reduce children's anxiety.

Monitoring clearly showed that parental

emotional presence is a critical resource for

stabilizing a child’s mental state. Systematic

family engagement in the educational process

should become a priority in national policy under

crisis conditions.

Purpose

The aim of the study is to examine the

relationship between parental emotional

socialization practices and the psycho-emotional

state of preschool-aged children under

conditions of armed conflict, based on data

from the third wave of monitoring conducted

within the framework of the “2 by 2” model in

front-line regions.

Research Questions & Objectives

–To assess the level of parental emotional

involvement in daily interactions with children

under conditions of stress and instability.

–To determine the prevalence of supportive

practices, including discussing emotions,

teaching self-regulation skills, practicing breathing

exercises, accepting negative emotions,

encouraging effort-based praise, and modeling

emotionally open adult behavior.

–To identify barriers such as emotional

exhaustion, lack of knowledge, limited resources,

and prevailing stereotypes.

–To analyze the role of parents as primary

regulators of emotional safety and carriers of

coping strategies in the context of restricted

access to early childhood education institutions.

–To confirm the need for systematic parental

support and the enhancement of emotional

competence.

–To use the findings to advocate for policy

changes: implementing family support programs,

integrating the foundations of emotional

intelligence into early childhood education, and

fostering educator–parent partnerships.

Methodology

The parental survey was conducted from April

1 to April 28, 2025, with 3,820 respondents from

the Dnipropetrovsk, Zaporizhzhia, Mykolaiv,

Odesa, Poltava, Sumy, Kharkiv, and Kherson

regions. The questionnaire was designed to

collect empirical data within the framework of

multilevel monitoring aimed at studying the

development of the emotional domain, self-

esteem, and stress resilience in preschool-aged

children.

The respondents were parents of children

aged 3 to 6 years.

The questionnaire consists of seven

consecutive sections:

Section 1 – Introduction/Instructions (explains

the purpose and provides brief guidance on how

to complete the form).

Mental Health: Global Challenges Journal

https://www.sciendo.com/journal/MHGCJ

ISSN 2612-2138

Section 2 – Demographic information

(includes region, personal data about the

parents).

Section 3 – Emotion recognition.

Section 4 – Emotion expression.

Section 5 – Parental modeling.

Section 6 – Support for emotional

development.

Section 7 – Stress coping skills.

Table 1. Sample Structure of Children by Age, Gender, and Disability Status

Age

Quantity

Of which: girls

Of which: boys

Children with

disabilities

Third year of life

651

333

318

Fourt year of life

1172

610

562

Fifth year of life

1262

638

624

Sixth year of life

685

320

343

Seventh to eighth year of life

Total

3842

1932

1888

The assessment covered both cognitive

(awareness and understanding of emotions) and

behavioral (adult responses to children's

emotions) components, offering a

comprehensive view of parenting practices.

These elements correlated with monitoring data

on emotional development, self-esteem, and

stress resilience in children whose parents

participated in the third wave of the “2 by 2”

model (five months).

Findings from parent surveys and child

assessments revealed a clear link between

parental support and emotional skill

development. The study analyzed play

frequency, use of body-oriented techniques, and

responses to negative emotions (fear, aggression,

anxiety). A pilot test (57 respondents, March 2025)

helped refine the questionnaire.

To ensure data reliability, parental responses

were aligned with pedagogical observations. A

systemic approach, grounded in clear

developmental criteria, is essential for timely

identification of difficulties and planning support.

A multilevel monitoring model was developed

across five domains: emotional (8 indicators),

social interaction (8), cognitive (38), self-esteem

(8), and stress resilience (8), totaling 70 indicators.

These domains are interrelated; for example,

chronic stress may impair cognition and reduce

resilience (Kosenchuk & Tarnavska, 2023).

The analysis also included the role of play in

emotional stability, family-based relaxation

practices, and the influence of adults’

experiences on children’s emotional

competence. Ontogenetically based criteria

enabled adaptation to individual needs and

informed decision-making on the type and

intensity of support.

Methods were adapted to the cultural context

and applicable in both formal and alternative

educational formats. Quantitative (surveys) and

qualitative (observations, children’s work, expert

reviews) methods were used.

Observations in natural settings followed

standardized scales, ensuring authenticity.

Children’s activities were analyzed during classes

and play. Data were processed in Google

Sheets, with individual scores averaged and

classified as low (0–0.3), medium (0.4–0.7), or

high (0.8–1). Results allow tracking development

at child, institution, and community levels,

supporting targeted parental programs.

Based on the data obtained through

multilevel monitoring, an optimized system for the

education, upbringing, and development of

foundational emotional intelligence in preschool-

aged children was proposed. This system

employs a systemic approach and incorporates

methodological algorithms (Kosenchuk,

Tarnavska, Shytikova, Shulha, Karapuzova, &

Kovalevska, 2025).

The statistical data refer to the period during

which children attended educational settings

from February to April 2025. The results of child

development monitoring and parental surveys

were collected concurrently, allowing for the

correlation of parental influence on children’s

emotional state and emotional intelligence skills

with their interactions with educators and the

implementation of the program “Caring for

Emotions — The Language of the Heart”

(targeted at middle and senior preschool age

Mental Health: Global Challenges Journal

https://www.sciendo.com/journal/MHGCJ

ISSN 2612-2138

groups) (Kosenchuk & Tarnavska, 2024a;

Kosenchuk & Tarnavska, 2024b).

The influence of parental behavior on

children's psycho-emotional state in crisis

conditions was assessed based on

developmental indicators from two waves of

multilevel monitoring. A deeper analysis of the

relationship between parental emotional

involvement, awareness, and practical use of

emotional intelligence methods proved highly

relevant. The study identified key forms of

emotional support in families, such as the

frequency of discussing emotions, parents’ ability

to recognize children's emotional states, and their

responses to fears and tantrums—all of which

directly affect children’s anxiety levels, self-

confidence, and emotional stability.

While educators interact with children 6 to 12

hours per week, parents engage daily and across

diverse contexts. For young children, natural

imitation of parental behavior highlights the

family's central role in shaping emotional

development. Parents serve as primary

attachment figures, forming the most influential

emotional bond and acting as models for social

learning (Bandura, 1977).

Combining parent surveys with pedagogical

observations helped identify gaps in adults'

understanding of children's emotional needs,

often rooted in personal experiences, limited

knowledge, or difficulties in emotional response.

Comparative analysis clarified effective support

strategies both in families and in preschool

settings operating under the “2 by 2” model and

revealed additional resources needed for child

development.

Limitations such as socially desirable

responses, varying interpretations of terms, the

impact of war, and subjective pedagogical

evaluations were considered. There is also a

potential bias due to educators' desire to report

positive outcomes.

The study is grounded in the ontogenetic

approach, with all criteria aligned to age norms

and developmental regularities of preschool

children, ensuring the validity and reliability of the

dynamic assessment.

This approach enabled:

•Identification of individual developmental

delays by comparing children's behavior and

emotional responses to age-typical patterns;

•Detection of parental and child needs

arising from crisis conditions (e.g., armed conflict)

through observation of gaps in emotional

intelligence, self-esteem, and stress resilience;

•Adaptation of educational strategies to

match both developmental stages and critical

periods of emotional sensitivity, ensuring stable

emotional relationships.

Thus, the ontogenetic framework provided

scientifically valid criteria and allowed for both

quantitative and developmental interpretation of

results—clarifying each child’s trajectory and the

conditions that facilitate or hinder their progress.

Results

To assess the level of parental involvement in

the emotional development of children, a survey

was conducted with the participation of 3,820

respondents. Participants were invited to answer

questions aimed at evaluating the extent to

which emotional interaction and emotional

upbringing are integrated into daily family

communication.

The survey results are presented below in the

form of charts and tables to facilitate visual

analysis.

I. Emotion Recognition.

Question 1. Do you talk to your child about

their emotions?

Total responses: 3,831

Yes - 74,4 %

Sometimes - 23%

Rarely 2,3%

Never 0,3%

Chart 1. Distribution of responses to Question

1: Do you talk to your child about their emotions?

Question 2. How often do you name your

child’s emotions using words (e.g., "You look

upset," "I see you’re happy," "You're angry right

now")?

Always - 59,9%

From time to time - 36,6%

Rarely - 3,1%

Almost never - 0,4%

Mental Health: Global Challenges Journal

https://www.sciendo.com/journal/MHGCJ

ISSN 2612-2138

Chart 2. Distribution of responses to Question

2: How often do you name your child’s emotions

using words (e.g., "You look upset," "I see you’re

happy," "You're angry right now")?

Question 3. Do you use books, games, or

cartoons to talk about emotions?

Yes - 34,1%

Sometimes - 50%

Rarely 12,5%

Never - 3,4%

Chart 3. Distribution of responses to Question

3: Do you use books, games, or cartoons to talk

about emotions?

II. Expression of Emotions

Question 4. Do you encourage your child to

freely express their feelings (joy, sadness,

anger, fear)?

Yes - 78,9%

Sometimes - 15,7%

Only positive emotions - 4,4 %

I try to suppress emotional reactions- 1,0 %

Chart 4. Distribution of responses to Question

4: Do you encourage your child to freely express

their feelings (joy, sadness, anger, fear)?

Question 5. How do you respond when your

child is angry or cry

I help them understand the cause and calm

down - 82,9%

I distract their attention - 14,7%

I tell them such feelings should not be

expressed - 1,9%

I ignore it - 0,5 %

Chart 5. Distribution of responses to Question

5: How do you respond when your child is angry

or crying?

Question 6. Do you discuss with your child

situations in which they experienced strong

emotions (e.g., after a conflict or facing fear)?

Yes, always - 80,2%

Sometimes - 16,7%

Rarely - 2,6%

Never - 0,6 %

Chart 6. Distribution of responses to Question

6: Do you discuss with your child situations in

which they experienced strong emotions (e.g.,

after a conflict or facing fear)?

III. Parental Example

Question 7. Do you talk about your own

feelings in front of your child (e.g., "I’m a bit

worried right now," "I’m feeling happy")?

Often - 43,8%

Sometimes - 46,6%

Rarely - 7,4%

Never - 2,2%

Mental Health: Global Challenges Journal

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ISSN 2612-2138

Chart 7. Distribution of responses to Question

7: Do you talk about your own feelings in front of

your child (e.g., "I’m a bit worried right now," "I’m

feeling happy")?

Question 8. How do you respond when you

experience strong emotions in front of your

child?

I openly talk about my feelings and explain

them - 54%

I try to hide my emotions - 22,5%

I say everything is fine, even if it’s not - 21,8%

I express emotions uncontrollably - 1,4%

Chart 8. Distribution of responses to Question

8: How do you respond when you experience

strong emotions in front of your child?

Question 9. Do you play games with your

child that help recognize and express emotions

(e.g., “act out an emotion,” “what is the

character feeling?”)?

Yes, often - 20,9%

Sometimes - 47,1%

Rarely - 22,7%

Never - 9,2%

Chart 9. Distribution of responses to Question

9: Do you play games with your child that help

recognize and express emotions (e.g., “act out

an emotion,” “what is the character feeling?”)?

IV. Support for Emotional Development

Question 10. I teach my child that all

emotions are normal, and it is important to

express and regulate them freely.

Yes, often - 67,7%

Sometimes - 27,5%

Rarely - 3,7%

Never - 1,1%

Chart 10. Distribution of responses to Question

10: I teach my child that all emotions are normal

and that it is important to express and regulate

them freely.

V. Stress-Coping Skills

Question 11. Do you use relaxation

techniques or breathing exercises to help your

child calm down?

Yes, regularly - 15,6%

Sometimes - 38,1%

Rarely - 24%

Never - 22,3%

Chart 11. Distribution of responses to Question

11: Do you use relaxation techniques or breathing

exercises to help your child calm down?

Question 12. I explain that failures are a part

of life and they help us learn.

Yes, regularly - 73,3%

Sometimes - 21,7%

Rarely - 3,4%

Never - 1,6%

Mental Health: Global Challenges Journal

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ISSN 2612-2138

Chart 12. Distribution of responses to Question

12: I explain that failures are a part of life and

they help us learn.

Question 13. We talk together about how to

cope with fears and anxieties.

Yes, regularly - 64,5%

Sometimes - 28,1%

Rarely - 5,6 %

Never - 1,8%

Chart 13. Distribution of responses to Question

13: We talk together about how to cope with

fears and anxieties.

Question 14. I teach my child to ask for help

when they are struggling.

Yes, regularly - 86,8%

Sometimes - 11,2%

Rarely - 1,7%

Never - 0,3 %

Chart 14. Distribution of responses to Question

14: I teach my child to ask for help when they are

struggling.

Question 15. I praise my child for their efforts

to cope with difficult situations and

acknowledge their strengths.

Yes, regularly - 93,1%

Sometimes - 6,4%

Rarely - 0,3%

Never - 0 %

Chart 15. Distribution of responses to Question

15: I praise my child for their efforts to cope with

difficult situations and acknowledge their

strengths.

Discussion

The primary aim of the analysis is to identify

the relationship between parenting practices and

the psycho-emotional development of children

aged 4–6 under conditions of armed conflict.

Parental surveys and child assessments were

conducted simultaneously (April 1–28, 2025).

I.Emotion Recognition

The first section of the questionnaire,

“Emotion Recognition,” focuses on practices that

foster emotional awareness, labeling of emotions,

empathy, and self-regulation. Questions

addressed whether parents talk to their children

about emotions, how often emotions are

verbalized, and the use of books, games, or

cartoons for emotional learning. The following is

an interpretation of the results:

Question 1. Do you talk to your child about

their emotions?

A total of 74.4% of parents reported doing so

regularly, indicating a high level of emotional

involvement. Another 23% do so occasionally,

suggesting openness but a lack of consistency.

Only 2.3% rarely engage in such conversations,

likely due to a lack of knowledge or confidence.

A minimal 0.3% never discuss emotions with their

child, pointing to the absence of such a model in

their own upbringing. (See Diagram 1).

Table 2. Results of monitoring the development of emotional domain, self-esteem, stress resilience, and

related indicators in preschool children (February – baseline/interim, March – interim, and April – interim

2025)

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ISSN 2612-2138

Key

development

al domains

(criteria)

Child

development

indicators

February –

baseline

February –

interim

March –

interim

April –

interim

Development

of the

emotional

domain

1. Perceives their emotions as natural and

important 0,34 0,51 0,58 0,62

2. Understands how appropriately their

expressed emotions match the situation and

context 0,32 0,52 0,58 0,61

3. Knows that it is not necessary to be

ashamed of expressing one’s own emotions 0,41 0,51 0,55 0,56

4. Recognizes and names their emotion 0,25 0,52 0,58 0,61

5. Shows a tendency to restrain emotional

expressions when necessary 0,25 0,51 0,56 0,60

6. Accepts that other people

experience different emotional states 0,34 0,52 0,57 0,61

7. Is able to empathize and show

compassion 0,36 0,53 0,58 0,62

8. Demonstrates emotional readiness to

interact with others 0,37 0,53 0,57 0,61

Formation of

positive self-

esteem 1. Perceives themselves positively 0,39 0,53 0,58 0,72

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2. Displays confidence in their abilities 0,29 0,52 0,56 0,60

3. Demonstrates willingness to accept

others as they are 0,29 0,52 0,53 0,58

4. Shows a tendency to differentiate

actions and their consequences according

to the situations occurring 0,27 0,51 0,56 0,61

5. Responds appropriately to situations and

actions of adults and peers, adhering to

social norms and accepted rules of conduct

within the community

0,29 0,52 0,57 0,62

6. Supports cooperation with others and

participates in creative and cooperative

play 0,33 0,52 0,57 0,61

7. Understands and accepts the need to

negotiate roles and rules of interaction,

share toys, support one another, and so on 0,29 0,52 0,56 0,61

8. Recognizes situations in which they

feel insecure and reflects on how to

overcome them 0,21 0,51 0,55 0,60

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Stress

resilience

1. Demonstrates the ability to cope with

difficulties and stressful situations 0,20 0,49 0,55 0,59

2. Recognizes states of anxiety, worry,

internal tension, and similar feelings 0,24 0,49 0,55 0,59

3. Knows simple techniques to manage

worry and calm down 0,21 0,40 0,51 0,52

4. Demonstrates the ability to adapt to

new situations and changes, effectively

cope with challenges, and recover from

setbacks

0,21 0,50 0,55 0,58

5. Possesses basic self-regulation skills

in challenging situations, such as waiting

for their turn and restraining impulsive

behaviors and actions

0,23 0,50 0,54 0,59

6. Is able, according to age-specific

characteristics, to distinguish

disappointment, despair, fear, depression,

etc., and demonstrates skills in regulating

these emotions

0,24 0,50 0,54 0,59

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7. Expresses their needs, desires, and

feelings verbally without resorting to

tantrums or other destructive behaviors 0,27 0,51 0,57 0,61

8. Adheres to social norms and rules

such as saying “please” and “thank you,”

taking turns in conversation, respecting

others’ personal space, and so on

0,36 0,53 0,58 0,62

Table 3. Summary results of monitoring the development of emotional domain, self-esteem, and stress

resilience in preschool children (February – baseline/interim, March – interim, and April – interim 2025)

Domains of psycho-emotional

development in preschool children

Baseline

monitoring

February

interim

monitoring

March

interim

monitoring

April interim

monitoring

Development of the emotional domain

0,28

0,52

0,57

0,60

Formation of positive self-esteem

0,30

0,52

0,56

0,62

Stress resilience

0,25

0,49

0,55

0,59

The connection between parental and child

outcomes is clear: a high level of parental

involvement—74.4% of parents regularly talk to

their children about emotions—contributed to a

notable improvement in the child indicator

“Recognizes and names own emotions,” which

increased from 0.25 to 0.61 between February

and April (see Table 2).

Question 2. How often do you label your

child’s emotions with words?

A total of 59.9% of parents reported doing

so consistently, indicating strong awareness of the

role of verbalization. Another 36.6% do so

occasionally, reflecting a less structured

approach. Only 3.1% rarely label emotions, likely

due to low emotional literacy, while 0.4% almost

never do so, suggesting limited awareness in this

area (see Diagram 2).

Parental verbalization of emotions is closely

linked to the child indicator “Perceives own

emotions as natural and important.” The

increase in this indicator from 0.34 to 0.62

between February and April (see Table 2)

demonstrates positive dynamics; however, the

overall level remains within the medium range.

Question 3. Do you use books, games, or

cartoons to discuss emotions?

A total of 34.1% of parents do so regularly,

indicating a deliberate use of narrative materials

in emotional education. Another 50% use such

resources occasionally, reflecting interest but a

lack of consistency. About 12.5% rarely apply

these tools, possibly due to limited understanding

of their benefits or difficulty identifying characters'

emotions. Finally, 3.4% never use them,

suggesting a significant lack of knowledge in this

area (see Diagram 3).

Overall, the results indicate limited

consistency in the use of books, games, and

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cartoons for discussing emotions among parents.

Only 34.1% regularly use these tools as part of

emotional education, reflecting a conscious and

targeted effort to engage children through visual

and narrative materials. The child indicator

“Demonstrates willingness to accept others as

they are” increased from 0.29 to 0.58 between

February and April (see Table 2), reflecting a

moderate level of skill development.

II. Expression of Emotions

The second section of the questionnaire

explores how parents respond to their child’s

emotions and whether they foster an environment

for open emotional expression. Questions

addressed encouragement of emotional

openness, parental reactions to anger, tears, and

fear, as well as discussions of emotionally

charged situations. The results reveal a range of

parental strategies—from emotional support and

open communication to avoidance, dismissal, or

excessive control. The interpretation of findings is

presented below:

Question 4. Do you encourage your child

to freely express their feelings (joy, sadness,

anger, fear)?

A total of 78.9% of parents encourage open

emotional expression, indicating support for

emotional openness, trust, and the child’s ability

to explore and experience a full range of

emotions. Another 15.7% do so occasionally,

suggesting partial support and possible difficulties

in accepting intense emotions. About 4.4% allow

only positive emotions to be expressed, which

may lead to the suppression of negative feelings,

often due to a lack of understanding of children's

emotional processes. Finally, 1.0% try to suppress

emotional reactions, likely due to discomfort with

rapid emotional shifts or the perception that the

child is unresponsive to adult guidance (see

Diagram 4).

Although 78.9% of parents reported

encouraging children to freely express their

emotions, the child indicator “Knows that

expressing one’s emotions is nothing to be

ashamed of” increased only moderately from

0.41 to 0.56 between February and April (see

Table 2), without reaching a high level. This

suggests that in practice, parents may primarily

support the expression of positive emotions, while

negative ones (such as sadness, anger, or fear)

are often suppressed. It is possible that parents

overestimate their level of support, equating the

absence of prohibitions with active

encouragement to experience the full emotional

spectrum. A critical aspect is often overlooked: all

emotions—both “pleasant” and “unpleasant”—

are natural and require expression. These findings

highlight the need for deeper work with parents

on emotional acceptance and communication.

Question 5. How do you respond when your

child is angry or cries?

A total of 82.9% of parents reported helping

their child understand the cause of the emotion

and calm down, indicating a high level of

sensitivity and support during intense emotional

experiences. Another 14.7% distract the child’s

attention to relieve tension, which may reduce

emotional stress but does not always promote

deeper emotional understanding. About 1.9%

believe certain emotions should not be

expressed, often reflecting traditional views on

“negative” emotions or fear of uncontrollable

behavior. Finally, 0.5% do not respond to the

child’s emotions, indicating low parental

involvement (see Diagram 5).

82.9% of parents demonstrate support

during their child’s intense emotional experiences,

which correlates with the positive dynamics of the

child indicator “Demonstrates age-appropriate

ability to differentiate between disappointment,

despair, fear, and sadness, and to regulate

these emotions.” which increased from 0.24 to

0.59 between February and April (see Table 2).

Parents’ high self-assessment of their emotional

sensitivity (82.9%) may reflect actual emotional

socialization practices as well as a heightened

desire to be a source of stability during wartime.

In crisis conditions, parents tend to focus more on

their child’s emotions—even if they had not done

so previously—or may slightly overestimate the

extent of their support.

Question 6. Do you talk with your child

about situations in which they experienced

strong emotions (e.g., after a conflict or a

fearful event)?

A total of 80.2% of parents reported always

discussing such emotional experiences with their

child, indicating an understanding of the

importance of reflection for emotional

intelligence development. Another 16.7% do so

occasionally, likely due to time constraints or lack

of confidence. About 2.6% rarely revisit their

child’s emotions, which may reflect avoidance or

a lack of awareness about the value of

emotional support. Finally, 0.6% never engage in

such discussions, suggesting emotional

distancing, low involvement, or adherence to a

model of emotional avoidance (see Diagram 6).

80.2% of parents consistently discuss

situations involving strong emotions with their

child, which supports the development of

emotional reflection and awareness of internal

states. Through this, children learn to revisit events,

analyze their experiences, and recognize feelings

such as anxiety, tension, and excitement.

However, the child indicator “Demonstrates the

ability to cope with difficulties and stressful

situations” increased from 0.20 to 0.59

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between February and April (see Table 2), but

remains at a moderate level. This may suggest

that such conversations are often superficial or

spontaneous, focused more on events than on

emotional states, or that parents overestimate the

effectiveness of their communication.

III. Parental Example

The third section of the questionnaire

examined how parents express emotions in

interactions with their child and the example they

set in emotional expression and regulation.

Particular attention was given to parents'

openness in discussing their own emotions as a

means of fostering emotional reflection in

children.

Question 7. Do you talk about your own

feelings in front of your child?

A total of 43.8% of parents frequently share

their emotions with their child, which contributes

to the development of empathy. Another 46.6%

do so occasionally, depending on the context.

About 7.4% rarely speak about their feelings,

possibly due to personal difficulties or beliefs.

Finally, 2.2% never do so, reflecting emotional

reticence or adherence to traditional views of

adult roles (see Diagram 7).

Although most parents report being open

about their emotions, fewer than half

demonstrate this consistently. This likely explains

why the child indicator “Accepts that other

people experience different emotional states”

increased only moderately from 0.34 to 0.61

between February and April (see Table 2).

Children learn empathy not only through

explanation but primarily through modeled

behavior. A lack of emotional transparency from

parents hinders the child’s ability to accept and

respect others’ feelings, highlighting the

importance of fostering emotional openness in

adults.

Question 8. How do you respond when

experiencing strong emotions in front of your

child?

A total of 54% of parents openly share and

explain their feelings, fostering empathy and

emotional reflection in the child. Another 22.5%

hide their emotions, fearing emotional overload

or loss of authority. About 21.8% reassure the

child that “everything is fine,” even when it is not,

which hinders the child's ability to recognize

subtle emotional cues. Finally, 1.4% react

uncontrollably, setting a harmful example that

may confuse or emotionally distress the child (see

Diagram 8).

Parental emotional openness is directly

linked to the child's ability to understand the

appropriateness of their own emotions. In

contrast, children of parents who conceal or

deny their emotions (44.3%) receive inconsistent

or unclear emotional signals. This corresponds

with the moderate improvement of the indicator

“Accepts that other people experience

different emotional states,” which increased

from 0.34 to 0.61 between February and April

(see Table 2).

V. Support for Emotional Development

The fourth section examined how parents

foster emotional intelligence in daily interactions,

focusing on play, verbal guidance, and

emotional reinforcement. It assessed practices of

recognizing, expressing, and regulating emotions,

as well as parents' awareness of play as a tool for

emotional learning. Below is the interpretation of

the results:

Question 9. Do you play games with your

child that help recognize and express emotions

(e.g., “show the emotion,” “what is the

character feeling?”)?

20.9% of parents frequently engage in

emotional games, recognizing their value in

creating a safe environment where the child can

experience complex emotions without real-world

pressure. Another 47.1% do so occasionally,

indicating partial awareness of the role of play as

a space for emotional experimentation through

role enactment. About 22.7% rarely use such

games, likely underestimating their importance

for emotional development, while 9.2% never

play them, depriving the child of a safe outlet for

emotional expression, which may hinder the

development of emotional competence (see

Diagram 9).

The use of games such as “Show the

emotion” or “What is the character feeling?” has a

direct impact on children’s emotional literacy,

empathy, and self-regulation, particularly in crisis

contexts. Among the 20.9% of parents who

regularly engage in such play, a positive trend

was observed in the indicator “Engages in

cooperation with others, participates in

creative and cooperative play,” which rose

from 0.33 to 0.61 between February and April

(see Table 2). However, 56.3% of parents do not

use these games systematically, likely due to

limited awareness of their role and importance—

emphasizing the need for enhanced parental

education.

Question 10. I teach my child that all

emotions are normal and that it is important to

express and regulate them freely.

A total of 67.7% of parents frequently teach

their child that all emotions are natural and

should be openly expressed and regulated,

indicating high emotional awareness and a

desire to create a safe emotional environment.

Another 27.5% address this occasionally, likely

recognizing its importance but lacking a

consistent strategy. About 3.7% rarely discuss this

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topic, possibly due to limited understanding or

personal experience with emotional suppression.

Finally, 1.1% never address this issue, likely due to

emotional avoidance or adherence to outdated

models of emotional socialization (see Diagram

10).

A high level of parental awareness regarding

the importance of an emotionally safe

connection—where the child feels unconditional

acceptance and can freely experience

emotions—is evident among the 67.7% of

parents who consistently teach emotional

acceptance and regulation. This correlates with

the development of the skill “Demonstrates

basic self-regulation in challenging situations,

such as waiting their turn or controlling

impulsive behavior,” which increased from 0.23

to 0.59 between February and April (see Table

2). However, 32.3% of parents do not teach that

all emotions are normal, which may hinder

natural emotional development and weaken the

child’s connection with their inner emotional

experience.

V. Development of Stress Management

Skills

The fifth section assesses how parents help

children manage stress and difficult emotions,

focusing on body-oriented practices, attitudes

toward failure, openness to discussing worries,

and seeking help. It evaluates parental support in

building children’s emotional resilience, adaptive

strategies, and self-regulation. Below is the

interpretation of the results:

The questions in this section assess the level

of parental support in developing a child's

emotional resilience, adaptive strategies, and

self-regulation. Below is the interpretation of the

results for each item:

Question 11. Do you use relaxation

techniques or breathing exercises to help your

child calm down?

A total of 15.6% of parents regularly use

relaxation methods, indicating a high level of

awareness; 38.1% use them occasionally,

showing potential for growth; 24% do so rarely,

likely due to limited knowledge; and 22.3% do

not use them at all, suggesting low awareness

(see Diagram 11).

Only 15.6% of parents regularly use

relaxation techniques or breathing exercises to

help their child calm down. The presence of such

practices in the family environment directly

influences the child’s awareness of self-soothing

strategies. Irregular or absent use of these

techniques by 84.4% of parents results in a lack

of consistent behavioral models for managing

anxiety. The overall slow increase in the child

indicator “Knows simple strategies to manage

anxiety and calm down,” from 0.21 to 0.52

between February and April (see Table 2), can

be attributed to the low frequency of regular

parental practice and limited integration of body-

based methods into daily interactions.

Question 12. I explain that failures are a

part of life and help us learn.

A total of 73.3% of parents consistently

promote a constructive attitude toward

challenges, supporting resilience, adaptability,

and a growth mindset (Dweck, 2006). Another

21.7% do so occasionally, reflecting limited

understanding of mistakes as learning

opportunities. About 3.4% rarely address failure,

which may foster fear of mistakes and

dependence on external approval. Finally, 1.6%

never discuss this topic, possibly due to personal

traumatic experiences, increasing the risk that the

child will struggle to accept failure (see Diagram

12).

Regular parental explanation of the value of

failure (73.3%) correlates with the positive trend in

the child indicator "Demonstrates the ability to

adapt to new situations and changes, cope

effectively with challenges, and recover from

setbacks," which increased from 0.21 to 0.58

between February and April (see Table 2).

Question 13. We talk together about how

to cope with fears and anxieties.

A total of 64.5% of parents regularly discuss

fears with their children, demonstrating high

emotional sensitivity and supporting the

development of emotional intelligence, self-

regulation, and trust. Another 28.1% do so

occasionally, providing situational but inconsistent

support. About 5.6% rarely engage in such

discussions, potentially ignoring children's fears

and weakening emotional trust. Finally, 1.8%

never address these topics, indicating a lack of

open communication, which may increase

anxiety and emotional tension (see Diagram 13).

Overall, most parents (64.5%) regularly

discuss fears and anxieties with their children.

These children are more likely to develop the

ability to recognize their internal states—for

example, to distinguish fear from sadness or

disappointment from despair—and are better

equipped to apply appropriate strategies for

managing emotional tension. This correlates with

growth in the indicator "Demonstrates the ability

to adapt to new situations and changes, cope

effectively with challenges, and recover from

setbacks," which increased from 0.24 to 0.59

between February and April (see Table 2).

However, more than one-third of parents

(35.5%) rarely or never talk with their children

about how to cope with fears and anxieties. As a

result, children are left alone with their emotions

and lack opportunities to make sense of difficult

feelings. Due to this inconsistent support, the

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overall level of the skill remains below the high

threshold (0.7–1.0).

Question 14. I teach my child to ask for

help when they are struggling.

A total of 86.8% of respondents answered

“yes, regularly,” indicating an understanding of

the importance of encouraging help-seeking

behavior, which fosters the child’s confidence

and meets their need to feel heard. Another

11.2% do so occasionally, reflecting a lack of

consistency. About 1.7% rarely address this, likely

due to the belief that children should cope

independently—posing a risk of emotional

isolation. Finally, 0.3% never teach this, which

may instill the notion that asking for help is a sign

of weakness (see Diagram 14).

Most parents (86.8%) regularly teach their

child to ask for help, which supports the

development of verbal communication during

emotionally challenging situations. This reduces

the likelihood of tantrums, aggression, or

manipulative behavior as a means of seeking

attention. It correlates with the growth of the

indicator "Express needs, desires, and feelings

verbally without resorting to tantrums or other

destructive behavior," which increased from

0.27 to 0.61 between February and April (see

Table 2). However, nearly one in ten families do

so only occasionally or rarely, which may reflect a

compensatory parenting model shaped by

unresolved personal trauma.

Question 15. I praise my child for their

efforts to cope with difficult situations and

acknowledge their strengths.

A total of 93.1% of parents regularly support

their child’s efforts, fostering motivation and self-

confidence. Another 6.4% do so occasionally,

likely due to inconsistency or restraint in giving

praise. Only 0.3% rarely offer such feedback,

possibly due to a focus on outcomes or fear of

“spoiling” the child. Notably, 0% reported never

doing so—all respondents recognized the

importance of encouragement Regular praise for

effort and strengths by 93.1% of parents reflects a

healthy, supportive parenting style and alignment

with a growth mindset, which values not only

outcomes but also the process of effort. The child

indicator "Perceives self positively" showed the

highest increase—from 0.39 to 0.72 between

February and April (see Table 2)—confirming the

effectiveness of this form of support. Challenges

in Parenting Practices:

1. Irregular use of books, games, and

cartoons for discussing emotions limits the

development of children's empathy and

imagination.

2. Low frequency of emotional play hinders

the development of self-regulation and empathy

in children.

3. Lack of body-oriented practices prevents

children from developing physical self-soothing

skills, increasing the risk of psychosomatic

responses.

In conclusion, the development of children’s

psycho-emotional sphere is closely linked to

intentional and conscious parental practices.

During times of crisis, emotional modeling, body-

based self-regulation, and play-based processing

of experiences become particularly important.

Interpretation of Data from Table 2. The data

reflect the dynamics of psycho-emotional

development in preschool children across key

domains: emotional functioning, self-esteem,

and stress resilience, assessed over three time

points—February (baseline/intermediate), March

(intermediate), and April (intermediate), 2025.

Evaluation was conducted using a 0 to 1 scale,

representing the average level of development

for each indicator within the respective domain.

The most significant progress was observed

in the indicator "Perceives self positively," which

increased from 0.39 to 0.72 (+0.33), indicating

active development of a healthy self-esteem.

The least improvement was observed in the

indicator "Knows calming strategies," which

increased from 0.21 to 0.52 (+0.31). Despite the

growth, it had the lowest initial value and

remained among the lowest by the final

assessment, indicating a need to strengthen

body-oriented and self-regulation practices.

Interpretation of Data from Table 3. It

presents the aggregated results of monitoring

preschool children's development in the areas of

emotional functioning, self-esteem, and stress

resilience, assessed across three time points:

February (baseline/intermediate), March

(intermediate), and April (intermediate), 2025.

Each indicator was evaluated on a scale from 0

to 1.0, reflecting the average level of

development for each domain.

Throughout the monitoring period, positive

dynamics were recorded across all three areas of

psycho-emotional development.

The emotional domain increased from 0.28

to 0.60, indicating an almost twofold

improvement in the level of emotional skill

formation.

Self-esteem reached the highest final

score—0.62—demonstrating steady

development of self-confidence and social

adaptability.

Stress resilience rose from 0.25 to 0.59,

reflecting a significant improvement in self-

regulation and the ability to cope with emotional

tension.

Thus, from February to May, a consistent

positive increase was observed across all three

domains, correlating with the intensity of

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parenting practices. The most significant progress

was noted in the development of positive self-

esteem (up to 0.72), particularly among children

whose parents consistently offer support,

acknowledge emotions, and discuss challenges.

The slowest growth was in the area of self-

regulation (0.52), which is linked to the low

frequency of body-oriented practices used in

families.

Practical value

The materials include empirically grounded

tools for supporting children in crisis conditions.

The "2 by 2" model is presented as an alternative

to traditional early childhood education during

wartime, emphasizing active parental

involvement. The multilevel monitoring approach

enables timely identification of challenges in

emotional development and allows for the

adaptation of support strategies accordingly.

The survey covers key aspects of emotional

interaction, including emotional expression,

coping strategies, and the growth mindset,

guiding parents toward specific, actionable

practices. It also identifies barriers such as

emotional burnout, cultural norms, and lack of

knowledge—providing a foundation for designing

targeted educational programs for families.

The article is valuable for teacher training, as

it provides assessment criteria based on the

ontogenetic approach and includes examples of

integrating body-based, verbal, and play-based

practices into everyday interactions.

The results have implications for educational

policy development: they confirm the

importance of systematic parental support and

can be adapted to other crisis contexts, including

war, humanitarian emergencies, and

displacement. They may also be used to

advocate for the integration of emotional

intelligence foundations into educational and

partial (supplementary) programs.

Limitations and Future Directions

The study is limited by the impact of war,

which complicates the educational process,

reduces available resources, and narrows

coverage. External moderators—such as parental

psychological trauma, social media influence,

and community support—were not considered,

although they may affect the child's emotional

state.

The data are based on parental self-reports,

which may be biased by emotional distress or the

desire to give socially acceptable answers. The

study captures only an intermediate state and

does not reflect long-term developmental trends.

Future research should include longitudinal

studies to track changes from the onset of crisis

through stabilization, with further assessment of

their impact on children's psychosocial

development.

Conclusions

The third phase of monitoring within the

project "Improving Access to Early Childhood

Education Services in Emergency Situations"

enhanced the methodology, making it more

adaptive to crisis conditions and relevant for

preparing professionals to face complex

challenges in early childhood education.

The data confirm that parental emotional

involvement is a key factor in the development of

children’s emotional intelligence and overall well-

being. Over 70% of parents demonstrate an

empathetic style, provide support, and engage

in reflection, which contributes to improvements

in children's self-esteem, self-regulation, and

stress resilience.

At the same time, about one-third of families

show inconsistency in addressing fears, failure,

and emotional tension regulation—factors that

negatively affect children's psychological stability.

These families often lack the knowledge or

resources necessary for intentional emotional

support, which is particularly critical in times of

crisis.

In conclusion, parents are the foundation of

a child’s emotional safety. Systematic work with

families is needed to promote the use of body-

based, play-based, and verbal methods of

emotional support.

Early childhood education institutions are

encouraged to focus on strengthening parental

competence through training sessions, visual

materials, and collaborative partnerships.

The development and piloting of strategies

for supporting and maintaining mental health are

crucial for mitigating the effects of high stress,

enhancing children's overall well-being,

resilience, and socialization processes

(Kosenchuk & Tarnavska, 2024).

Systematic analysis and conclusions support

the creation of targeted psychological and

educational interventions, as well as the

development of optimized early childhood

development programs. These programs have

been successfully piloted and implemented

within the framework of the Project (Kosenchuk &

Tarnavska, 2024a; Kosenchuk & Tarnavska,

2024b).

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Ethical Considerations

The study adhered to ethical standards,

including obtaining informed consent from

parents and ensuring anonymity and

confidentiality. Personal data, photographs,

observation results, and children's work are neither

disseminated nor disclosed and are used strictly

in accordance with internal policies approved by

the All-Ukrainian Public Organization “Association

of Preschool Education Workers” (Protocol No. 3,

dated 16.06.2025).

Funding statement

This article presents the findings of the third

wave of monitoring conducted within the

framework of the project "Improving Access to

Early Childhood Education Services in Emergency

Situations." The publication fee was covered by

the authors personally.

Conflict of interest

The authors declare no conflict of interest.

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