THE ROLE OF EMOTIONAL BONDS BETWEEN THE CHILD AND THE EDUCATOR IN A SENIOR PRESCHOOLER’S SOCIO-PSYCHOLOGICAL DEVELOPMENT

Abstract

The article discusses the characteristics of the socio-psychological development of children at senior preschool age and the influence of emotional bonds formed between the educator and the child on this process. Special attention is paid to the role of emotional security, trust, and mutual understanding in the pedagogical environment as essential prerequisites for the formation of children’s social behavior and psychological stability. The purpose of the article is to substantiate the significance of emotional bonds between the child and the educator in the process of socio-psychological development of senior preschoolers and identify the main forms and mechanisms of their manifestation. The research methodology includes comprehensive observations, interviews using the PARLA method, and CBT-based techniques and exercises aimed at assessing the nature of child–educator interaction, communication styles, and emotional responses. The research findings indicate that sensitive, emotionally supportive, and empathetic approaches adopted by educators contribute to the formation of trusting and secure bonds with children, which directly affect the development of children’s social skills, self-expression, and emotional self-regulation. In addition, it has been substantiated that open and constructive educator–child relationships promote children’s active involvement in group activities, the manifestation of initiative, and the formation of positive interpersonal relationships.