DEPRESSIVE MANIFESTATIONS IN OLDER PRESCHOOL CHILDREN AMONG INTERNALLY DISPLACED PERSONS AS A RISK FACTOR IN THE FORMATION OF UKRAINIAN NATIONAL IDENTITY

Abstract

The article explores the psycho-emotional characteristics of older preschool children among internally displaced persons (IDPs) affected by the war in Ukraine. The main factors contributing to the emergence of depressive symptoms in children of this category are examined, including the loss of home, disruption of familiar living conditions, difficulties with language adaptation, and emotional instability of parents. The article emphasizes that depressive states significantly complicate the process of forming Ukrainian national identity during the older preschool age a critical period for the development of civic consciousness and national self-identification in the future. It is shown that under conditions of psycho-emotional traumatization, older preschool-aged IDP children may lose interest in national symbols, holidays, and cultural context, which hinders the development of a sense of belonging to the Ukrainian nation. Special attention is paid to the analysis of key legislative documents of Ukraine, in particular: the Laws of Ukraine «On the Fundamentals of State Policy in the Field of Affirming Ukrainian National and Civic Identity», «On Ensuring the Rights and Freedoms of Internally Displaced Persons» and the Basic Component of Preschool Education. The text highlights that the aforementioned state documents regulate not only the importance of fostering Ukrainian identity in preschool children but also the protection of children’s rights and the preservation and support of their health, including mental well-being. The author underscores the importance of creating a safe emotional environment, applying methods of patriotic education that consider traumatic experiences, and providing timely psychological and pedagogical support. The article offers methodological recommendations for educators, psychologists, and parents on overcoming depressive symptoms in older preschool children among the IDP population by integrating Ukrainian national imagery into the educational process. The conclusion is drawn that a multidisciplinary approach to supporting IDP children of older preschool age is essential for developing a stable Ukrainian national identity.