Pedagogical Conditions for Managing Stressful States of Preschool Children with Special Educational Needs

Abstract

The purpose of this study is to establish pedagogical conditions for managing the stressful states of preschool children with special educational needs. The article presents the results of a study of pedagogical conditions for managing stressful states of preschoolers. To solve the assigned tasks, the analysis of scientific literature, synthesis, and modeling were used. According to the results of the study on the topic “Pedagogical conditions for managing stressful states of preschool children with special educational needs (children with autism spectrum disorders, children with intellectual disability)”, attempts to solve stress terms in preschool children with intellectual disability were identified, as well as pedagogical conditions for reducing stressful states in children. The practical significance of the study lies in the fact that the developed model for solving stress terms in preschool children with special educational needs is of interest in preparing classes for students of pedagogical directions in the field of inclusive education.