Ensuring psychological comfort as a condition for the comprehensive development of children

Abstract

The fundamental reform of the education system globally involves strengthening the humanistic orientation of the educational process, focusing on the active role of children in their development. The importance of caring, attentive, patient, and tactful attitudes from adults, as well as meaningful and emotionally warm communication from the early stages of life, is emphasized. The main objective of the study is to determine the role and features of achieving psychological comfort to ensure effective and comprehensive development during the educational process. The methodology employed an analytical and bibliographic approach to review scientific literature on the psychological comfort of children's development. Induction, deduction, analysis, synthesis, system-structural analysis, comparative analysis, logical-linguistic methods, abstraction, and idealization were applied to study and process the data. Additionally, an online questionnaire was conducted to gain practical insights into the issues related to psychological support during children's development. Based on the research results, the primary and most significant theoretical aspects of psychological comfort as a significant prerequisite for multifaceted child development were established. This study provides valuable perspectives on the role of psychological comfort in educational practices, laying the groundwork for future research in this area.