Parental Involvement and the Psycho-Emotional Development of Children in Crisis Conditions: Findings from the Third Wave of Multilevel Monitoring

Kosenchuk, Olga; Argiropoulos, Dimitris; Tarnavska, Natalia

doi:10.56508/mhgcj.v8i1.280

Figures & Tables

Distribution of responses to Question 1: Do you talk to your child about their emotions?

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")?

Distribution of responses to Question 3: Do you use books, games, or cartoons to talk about emotions?

Distribution of responses to Question 4: Do you encourage your child to freely express their feelings (joy, sadness, anger, fear)?

Distribution of responses to Question 5: How do you respond when your child is angry or crying?

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)?

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")?

Distribution of responses to Question 8: How do you respond when you experience strong emotions in front of your child?

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?”)?

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.

Distribution of responses to Question 11: Do you use relaxation techniques or breathing exercises to help your child calm down?

Distribution of responses to Question 12: I explain that failures are a part of life and they help us learn.

Distribution of responses to Question 13: We talk together about how to cope with fears and anxieties.

Distribution of responses to Question 14: I teach my child to ask for help when they are struggling.

Distribution of responses to Question 15: I praise my child for their efforts to cope with difficult situations and acknowledge their strengths.

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)

Key developmental 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
	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

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
	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

Sample Structure of Children by Age, Gender, and Disability Status

Age	Quantity	Of which: boys	Of which: girls	Children with disabilities
Third year of life	651	333	318
Fourt year of life	1172	610	562
Fifth year of life	1262	638	624	15
Sixth year of life	685	320	343	22
Seventh to eighth year of life	72	31	41	35
Total	3842	1932	1888	72

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

Parental Involvement and the Psycho-Emotional Development of Children in Crisis Conditions: Findings from the Third Wave of Multilevel Monitoring

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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)

Sample Structure of Children by Age, Gender, and Disability Status

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)

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