PSYCHOLOGICAL AND PEDAGOGICAL PECULIARITIES OF ASSESSING EARLY CHILDHOOD DEVELOPMENT
DOI:
https://doi.org/10.54662/veresen.2.2026.07Keywords:
child development assessment, diagnostic protocols, early childhood, early interventionAbstract
This article examines the psycho-pedagogical features of assessing development in young children amid contemporary social challenges. Given the impact of martial law in Ukraine, timely diagnostics are highlighted as vital for effective early intervention and individual educational trajectories for children aged 0 to 4. The research provides an analysis of cognitive and psychosocial perspectives constituting the foundation of modern assessment. It emphasises the critical role of interdisciplinary interaction between specialists and parents, grounded in child-centredness and psycho-emotional safety. This approach is essential for children experiencing trauma or chronic stress, ensuring diagnostics serve as a supportive component of psychosocial assistance rather than a source of anxiety. The study expands upon the theories of L. S. Vygotsky, Jean Piaget, and Erik Erikson. Special attention is devoted to implementing standardised tools and diagnostic protocols to enhance objectivity and professional accountability. The authors present a structured protocol designed to monitor five core domains: emotional-social, cognitive, speech, sensory, and motor development. Utilising such instruments enables practitioners to achieve consistent, evidence-based results. Furthermore, the article provides a practical assessment algorithm, including goal definition, systematic observation, data recording, and collaborative discussions with parents to foster a harmonious developmental environment for the child.
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