MULTIPROFESSIONAL APPROACH TO EMOTIONALLY DEVELOPING ENVIRONMENT FOR CHILDREN SUFFERED FROM THE ARMED CONFLICT

The article concerns the current problem of protecting the younger generation from the negative psycho-emotional impact of armed and military conflicts that are currently occurring, with a certain periodicity, in different countries of the world. Our work is based on the researches of foreign and domestic scholars who studed various aspects of the mentioned problem and on our own experience of communicating with people and directly children living in the zone of armed conflict that is occurring in the east of Ukraine. For this category of children typical are violations in psycho-emotional (increased level of anxiety, fears, emotional discomfort, etc.), intellectual and social development (complications of social adaptation, difficulties in communicating and establishing contact with others, etc.). Empirical studies prove that work with such children requires multiprofessional approach, namely, the interaction of educators of preschool educational institutions and practical psychologists, which will allow the complex approach to the problem of psycho-emotional protection of preschoolers who have been affected by the armed conflict. According to the authors, an important condition that will allow to solve this problem is the creation of an emotionally developing environment in an educational institution, which includes the emotionally positive atmosphere and emotionogenicity of the educational process, emotional relationships between the subjects of interaction (preschool teacher, psychologist, children), children's activity, which contributes to the development of the emotional sphere, getting the experience of positive attitude to the surrounding world, emotional well-being and comfort of preschoolers. The article substantiates the directions of creating an emotionally developmental environment in the process of interaction between the educator and the psychologist: emotionally developing, emotionally supporting, emotionally adjusting, emotionally activating, emotionally preventing, emotionally correcting, and the forms of their introduction into the practice of preschool educational institutions are given.