Pedagogical Patronage of Families with Young Children in the Conditions of Socio-Political Crisis .

Abstract

The modern Ukrainian family, as one of the key social institutions, is currently experiencing destructive
consequences caused by the war initiated by Russian military aggression. The family serves as the foundation
for the emergence of new life and plays a vital role in ensuring the future and survival of society. Today, families are
facing numerous challenges: how to preserve the life and health of a child, avoid psychological trauma, address
economic difficulties, and maintain family integrity. These challenges have led to the primary task of the modern
family — ensuring the survival and physical protection of children. To accomplish this task, the family requires
the support of other social institutions, notably the institution of education. Legislative documents, particularly
the Law of Ukraine “On Preschool Education” (2024), emphasie the necessity of partnership between preschool
institutions and families to ensure favorable conditions for children’s development, while also defining
parental responsibilities. In the context of the modernization of preschool education, such cooperation is seen
as a prerequisite for ensuring education quality. The educational process in preschool institutions is regulated not
only by this law but also by the Presidential Decree No. 64/2022 “On the Imposition of Martial Law in Ukraine.”
Therefore, every participant in the educational process must prioritize the protection of life and health and
contribute to creating a safe environment during martial law and beyond. Within the framework of the State
Standard of Preschool Education (2021), the search for and implementation of effective forms of partnership with
parents is essential. Mutual efforts of preschool institutions and families based on parity and positive emotional
climate contribute to children’s development and benefit all stakeholders. In times of socio-political crisis,
pedagogical patronage becomes a key component of support for families in difficult life circumstances. Research in
psychology and pedagogy indicates that socio-political crises lead to family stress, anxiety, and negative impacts
on children’s development. Children of early and preschool age are among the most vulnerable populations
during wartime. Exposure to danger, prolonged stress, and disrupted living conditions hinder their socialization
and development. Parents, too, are under stress and may either overprotect their children or disengage from
parenting responsibilities. Forced displacement further complicates social adaptation for many children, and
while the Ministry of Education and Science of Ukraine has issued recommendations (Letter No. 1/3371-22), their

implementation requires methodological tools. This article presents the results of testing a set of methodological
tools for pedagogical patronage of parents with young children in a socio-political crisis. It includes analysis of
relevant research, diagnostics of parents’ skills in ensuring child safety, and validation of the proposed tools.
The findings highlight the importance of systematic, individualized, and resource-based pedagogical support
aimed at creating safe developmental environments. Pedagogical patronage is defined as a complex intervention
focused on assessing family needs, providing psychosocial support, educational guidance, and inter-institutional
cooperation to ensure the holistic development of children in uncertain conditions.