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

Literature review

Abstract

Introduction: This article presents the findings of the third wave of monitoring conducted within the framework of the project "Improving Access to Early Childhood Education Services in Emergency Situations." The study explores the impact of parenting practices on the development of emotional intelligence, self-esteem, and stress resilience in children aged 3 to 6 under crisis conditions.

Purpose: To examine the impact of parenting practices on the development of emotional intelligence, self-esteem, and stress resilience in children under crisis conditions; to identify factors contributing to emotional safety and areas of vulnerability; and to develop approaches for supporting mental health.

Methodology: The third wave of monitoring the development of children aged 3 to 6 in crisis conditions employed a mixed-methods approach (quantitative and qualitative) to analyze the influence of parenting practices on emotional intelligence, self-esteem, and stress resilience. The study covered 70 indicators across five developmental domains. A total of 3,820 parents from eight regions participated in the survey (April 2025), accompanied by five months of observations, activity analysis, and expert evaluations. Data were processed using Google Sheets, and a development index was calculated on a 0–1 scale. The ontogenetic approach ensured the validity of assessments. Ethical standards were upheld throughout the study.

Results: The results of the study showed that parental emotional involvement is a key factor in the formation of emotional intelligence and support for children's mental health. Both positive trends (empathetic upbringing, support for self-esteem, development of emotional understanding) and areas of vulnerability (low level of use of bodily, play, verbal practices; difficulties in communicating about fears; emotional burnout of parents) were identified.

Conclusion: The study emphasizes the importance of assessing the psycho-emotional development of preschool children under crisis conditions and demonstrates the pivotal role of parental emotional involvement. A positive dynamic in children’s self-regulation, self-esteem, and stress resilience was confirmed in the presence of stable adult support. At the same time, the limited use of play-based and body-oriented practices (reported by fewer than 30% of families) points to a risk area. The monitoring confirmed the effectiveness of the “2 by 2” model and highlighted the need to strengthen parental education initiatives focused on fostering children's emotional intelligence through everyday interactions