PEDAGOGICAL CONDITIONS FOR THE FORMATION OF PSYCHOLOGICAL RESILIENCE IN PRESCHOOL CHILDREN THROUGH PHYSICAL EDUCATION
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Abstract
The article examines the impact of physical education on the development of psychological resilience in preschool children. It substantiates pedagogical conditions that promote emotional stability, self-regulation, and adaptability. Contemporary approaches are analyzed, and a model integrating motor activity and psychological development within preschool educational environments is proposed.
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