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

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.