PEDAGOGICAL STRATEGIES FOR COMPENSATING EDUCATIONAL LOSSES IN PRESCHOOLERS’ PHYSICAL EDUCATION UNDER MARTIAL LAW CONDITIONS

Abstract

Purpose. The purpose of the article is to investigate the issue of educational losses in the field of preschool physical education caused by the full-scale Russian aggression and to justify pedagogical strategies for their compensation under blended learning conditions. Methods. The study employs the analysis of international and domestic experience in overcoming educational losses, which allowed for clarification of the main definitions of the identified problem based on Ukrainian realities and the identification of strategies to minimize educational losses in the field of preschool physical education. Additionally, monitoring of the level of motor activity, physical fitness, and general health status of senior preschoolers was conducted, along with the generalization of experimental data.Results. The study emphasizes the negative impact of external factors (blended and distance learning formats, informatization of educational activities, prolonged stay in shelters leading to increased anxiety) on children’s physical activity and psychophysical condition. It was found that the most vulnerable to educational losses are children who do not have stable access to organized educational services. An increase in the number of overweight children, a decrease in daily motor activity duration, negative reactions to physical exertion, reduced adaptive capacity of the organism, exacerbation of chronic diseases, and low levels of physical qualities compared to the hygienic standards approved in Ukraine were identified.Strategic approaches to minimizing educational losses are proposed: systematic monitoring of children’s psychophysical condition, implementation of measures to regulate negative psycho-emotional reactions, integrated learning aimed at solving the tasks of physical development, the formation of cognitive activity and personal qualities, as well as the supplementation of the educational program with exercises adapted for performance in confined shelter spaces.Conclusions. The presented practical experience confirms the effectiveness of the proposed solutions for maintaining the physical and psycho-emotional well-being of preschool children and can serve as a foundation for updating the content of physical education in the context of crisis challenges.