Mental balance as an important component of à personality formation of a preschool age child: philosophical, psychological and pedagogical aspects

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Dragomanov Ukrainian state university

Mental balance as an important component of à personality formation of a preschool age child: philosophical, psychological and pedagogical aspects

Shulyhina R.A.

Kovalova A.P.

Introduction. Human health is the highest value, which, in turn, plays the role of one of the key indicators of the civilization of a society, is a reflection of the general level of its socio-economic development and «a guarantee of an active person's life, his successful self-realization» [2, P. 163]. Unfortunately, today there is a negative trend regarding the escalation of geopolitical tension on the international arena, an increasing number of negative phenomena and determinants that produce an aggravation of the problem of the deterioration of human health.

Today, the issue of preserving the mental balance and mental health of young generation, especially children of preschool age, is extremely acute, because the influence of external stressors, internal experiences and fears, negative emotions, intrusions, inability to emotional and volitional regulation can lead to difficulties in the life competence's formation of a preschool-age child, an ability to overcome life problems, resolve interpersonal conflicts, develop social contacts, as well as to set and achieve goals. In this regard, it is extremely important and relevant for pedagogy and psychology to study the essence of mental balance as an important component of the preschool child's personality formation.

The problem of the formation and preservation of children's health is revealed in the scientific multidisciplinary studies of outstanding foreign and domestic scientists, among whom we can mention O. Bohinich, T. Boychenko, S. Hryshchenko, O. Dubohai, O. Kalimbet, Ya. Komenskyi, A. Koshel, N. Lisnevska, M. Noska, J.-J. Rousseau, V. Sukhomlynskyi, M. Khablova and others.

The question of the role of the mental health of preschool-age children was addressed in the scientific developments by G. Berezyuk, F. Vasylyuk, B. Bratus, L. Zanyuk, N. Kovryga, S. Maksimenko, E. Nosenko, M. Orlova, R. Bar? H. Gardner, D. Goulman, S. Freiberg, P. Kuper, J. Mayer, P. Salovey and others.

The need to maintain mental balance as an important component of the formation of a child's personality is devoted to the scientific works of such psychologists and psychotherapists as Y. Breus, U. Varnava, A. Revt, A. Besika, I. Brdar, A. Delle Fave, A. Horn, M. Joshanloo, S. Knardahl, S. Lawn, M. Martin, M. Nielsen, M. Wissing and others.

The purpose of the article is to analyze the phenomenon of mental balance as an important component of the personality formation of a preschool-age child in the context of philosophical, psychological and pedagogical scientific researches.

Research results. In recent years, the public demand for ensuring the preservation of the health of population has gained a special importance. This is due to the difficult global challenges that humanity has faced in the XXI century - climatic cataclysms, the spread of the COVID-19 pandemic, armed aggression, environmental disasters etc. All this has a negative impact on the general level of health of citizens of many countries of the world, especially on children of preschool age.

Today, Ukraine is in a state of permanent turbulence and uncertainty, which has a destructive effect on young Ukrainians, as their psychological and mental health deteriorates, mental balance and psycho-emotional stability are disturbed, and the level of anxiety and restlessness increases.

The provisions of the current Laws of Ukraine «On Education» (2017) [13], «On Preschool Education» (2001) [11], as well as the State Standard of Preschool Education (BCPE, 2021) [12] declare, that the main task of preschool education is «preserving and strengthening the physical, mental and spiritual health of a child» [11]. In this aspect, the issue of maintaining the mental balance of a preschool child is actualized, on the one hand, as a component of the child's mental health, and on the other hand, as one of the most important component of his personal formation and development.

In the modern psychological paradigm, the term «health» is understood as a state of functional resourcefulness of an individual, aimed at the ensuring the maintenance of the homeostasis of «internal environment» and the well-being of a person or other biosocial system, ensuring its adaptation and determining the possibilities of self-development [16]. In the Charter of the World Health Organization (WHO), the concept «health» is considered as «a state of complete physical, mental and social well-being, and not just the absence of disease or physical disability» [26].

It is known that one of the important and integral component of health is mental health, the essence of which is not only the absence of mental disorders or disability, but also the formed state of person's well-being, in which he is aware own abilities, able to overcome ordinary life stresses, can work productively with the goal of making a personal contribution to society [31]. The Psychological Dictionary offers the following definition of the analyzed term: «mental health» is a state of mental well-being, the characteristic features of which are the absence of painful mental manifestations and provision of regulation of behavior and activity adequate to the conditions of reality [14].

Ukrainian psychologist O. Shayda singles out a number of basic criteria for the mental health of an individual, namely:

- a correspondence of a set of a subjective nature's images to the reflected objects of the surrounding reality and the nature of reactions (to external stimuli, the meaning of life events);

- a presence of a formed level of maturity of the emotional, volitional and cognitive spheres of a personality, which adequately correspond to its age;

- an ability to adapt to microsocial relations;

- an individual's ability to behavioral self-regulation, intelligent planning of his life goals and ensuring active support in their achievement [4, P. 94].

Therefore, in the psychological context, the concept «mental health» is a relatively stable state of an individual, which ensures a person's conscious satisfaction of his individual, biological and social needs and the achievement of emotional well-being, taking into account his psychophysical capabilities and abilities, as well as the existing natural and social conditions on the basis of the normal functioning of psychophysical systems.

Considering the concept «mental health» from the standpoint of pedagogical science, the fundamental works of T. Andryushchenko, O. Bohinich, E. Vilchkovskyi, T. Duka, O. Kononko, K. Levshunova and other scientists, in which an inextricable relationship is noted, it deserves one's attention the connection between the physical and mental health of the child's personality. Thus, O. Bohinich emphasizes that preschool childhood is a period of formation of health's foundations, longevity and harmonious psychophysical development of a person [1, P. 88-89]. As to L. Svarkovskaya, the mental health of an individual is represented by such criteria as: «adaptability, social balance, harmonious development of the organism and its ability to function, a sense of well-being» [17, P. 324-325].

Ukrainian pedagogue T. Duka notes that the mental health of an individual is directly related to his well-being, playing the role of a continuous process of ascent and personal self-actualization; instead, misfortunes and certain painful conditions lead to the inability to become a full-fledged person, learn, improve oneself, and achieve the set goals [5, P. 96]. K. Levshunova in her dissertation study «Motion activity as a factor of a preschooler's mental well-being» defines a mentally healthy child as an active child in all its personal manifestations (physical, social, cognitive, emotional, etc.), which is aimed at achieving an additional quality - well-being, that is, «ensuring harmonization in the specified areas of development» [8, P. 33]. Thus, it follows that in the pedagogical aspect, mental health is a basic phenomenon of well-being and comprehensive personality development, including education, upbringing and socialization. Translating the above to the personality of a child of preschool age, we note that a mentally healthy child aged 3 to 6 (7) should be considered a child with harmonious development, balanced, adaptive, spiritual, focused on self-development, self-actualization and achieving mental well-being.

One of the indicators of mental health of a preschool-age child is his mental balance. Note that the term «equilibrium» or «balance» has been considered by notionalisti and scientists since ancient times. In particular, the ancient Greek thinker Aristotle (385-323 BC) taught that «balance is the key to a happy and meaningful life, which is in the «golden mean» between excess and deficiency» [23]. This philosophical point of view connects balance with the individual's personal involvement in discovering a set of already existing principles of human existence and accepting them as personal virtues [19, P. 175]. Representatives of the philosophical thought of the Ancient East, in particular philosophers and educators Confucius, Zhu Xi, Gautama and other thinkers in the V-I centuries BC pointed to the importance of balance in human life [29, P. 5].

American philosopher, pedagogue and psychologist E. Von Glasersfeld considers the essence of «balance» from the standpoint of pedagogical constructivism. In particular, the author emphasizes the need to construct life experience in the human mind in the direction of his extreme constructivism, which consists in the fact that in the process of building life, as a continuous educational process of a person, it is advisable to try to create balanced conditions in order to form in the individual motivation for acquisition and accumulation knowledge in order to restore the internal balance, and not focus on conveying certain information to one's own consciousness or the consciousness of the environment [29, P. 20].

According to the Pharmaceutical Encyclopedia, balance (from the Latin bilanx - «equality», «equilibrium of two scales») is a system of operations of interrelated indicators, which are designed to characterize the ratio and/or balance in certain changing phenomena and/or processes [18].

Turning to the analysis of the phenomenon of «mental balance» as an independent psychological phenomenon, we note that today there is no unified approach to understanding and interpreting its essence among representatives of scientific opinion. Thus, in modern reference sources, general and special psychological and pedagogical literature, there are various terms used to denote the analyzed category: «mental balance» (J. Delgado, M. Joshanloo); «emotional balance» (S. Haydamachenko, L. Stepanenko, N. Mandela); «psychological balance» (O. Sergeenkov, V. Sinyavskyi, G. Selye); «balance between work and personal life», or «work-life balance» (D.-J. Lee, M. Sirgy); «emotional equilibrium» (H. Dyomina, S. Makeev, Yu. Teptyuk, V. Khishchenko); «psychological equilibrium» (U. Varnava); etc.

According to the Psychological Dictionary (edited by N. Pobirchenko), mental balance is: 1) a state of removal of mental and/or physical tension of a person, acting as a reaction of his body to a set of changes in the internal or external environment; 2) an indicator of a person's mental health; 3) a person's ability to control the manifestations of his feelings and behavior [14]. As to Y. Breus, mental balance is a psychological state of a person in which he is able to effectively control his emotions, respond adequately to external and internal stimuli and at the same time maintain his mental stability [2, P. 63].

R. Fraley and B. Roberts believe that mental balance is an internal state of an individual, which is associated with psychological continuity in time (author - human ontogeny) [25, P. 61]. In return, American psychotherapists S. Knardahl and M. Nielsen emphasize that mental balance is a person's ability to overcome daily difficulties and problems [28, P. 144].

In their researches, A. Besika, A. Horn and M. Martin point to the direct relationship between the mental balance of an individual and the concept of «wellbeing», therefore they consider the analyzed psychological category as its (author - well-being) integrative component [23]. The named authors believe that mental balance enables a person to remain psychologically and emotionally stable in a constantly changing environment.

According to the British psychologists M. Joshanloo and S. Lawn, the concept «mental balance» should be understood as a feeling of peace, the emergence of which is caused by inner peace and harmonious relations of the individual with the outside world. The authors note that mental balance occurs when a person feels that various aspects of his life are in balance, and he feels a peaceful coexistence with his own life [27].

According to I. Brdar, A. Delle Fave and M. Wissing, mental balance is a multifaceted psychological construct that consists in a person's feeling of inner peace, which arises as a result of the harmonious interaction of the individual with the external environment, and is «missed» (author - those which is usually not taken into account) aspect of well-being [24, P. 254].

In their researches, scientists in the field of psychology, pedagogy, and philosophy assume that human harmony as a component of mental balance can be felt and studied at three levels, namely: intrapersonal (internal harmony, author - psychology); interpersonal (establishing harmonious social relations with the environment, author - pedagogy); and transcendental (establishing harmonious relations with wider natural and/or spiritual elements, author - philosophy).

Therefore, summarizing the different approaches and views of scientists to understanding the essence of the concept «mental balance», we have clarified the definition of the concept «mental balance of a child of preschool age», this is a dynamic psychological state of a preschool-age child, which has a consistent and flexible character and consists in the child's ability 3-6 (7) years old to face various life situations and problems, adequately respond to external and internal stressors and effectively overcome them, while maintaining psycho-emotional stability, not experiencing excessive emotional fluctuations, feeling satisfied with life and at the same time searching for inner harmony.

Modern Ukrainian researchers T. Boychenko, A. Koshel and N. Lisnevska note that mental balance has a number of specific features (Fig. 1) [7; 9]. Synthesizing the different views of researchers regarding the essence of the phenomenon of mental balance, we will determine the key signs of the mental balance of a preschool age child, which should be taken into account in psychological and pedagogical interaction with children:

- firstly, the child's calmless at the intrapersonal and interpersonal levels: it is embodied in the demonstration of internal harmony, calm (adequate) behavior during the child's time alone (an independent play; seclusion; sleep; etc.) and during interaction with peers and adults;

- secondly, relaxation, pacification: it consists in a weak level of excitement of a child and its sufficient level of self-confidence (the formation of the child's adequate self-esteem according to age, the ability to make decisions, etc.). It is noted, that the practical embodiment of this feature can be observed in the process of social interaction of a preschool child with peers in the process of joint game activities (plot and role-playing, theatrical or free games, etc.), collective artistic and creative activities (for example, collective application or making a lapbook) etc.;

- thirdly, the inseparability and interdependence of physical and mental health: it is assumed that it is impossible for a preschool-age child to have mental balance without paying serious attention to his physical activity, healthy sleep and nutrition (following the quote of the ancient Roman scientist Juvenal «A healthy body is a healthy mind» [6, P. 25] in accordance with the provisions of the educational direction «The personality of the child» of the Basic component of preschool education [12]);

- fourthly, emotional stability: consists in the formation of a preschool age child:

1) an ability to manage one's emotions (recognize them, understand the causes of this or that emotion and express it in a constructive way). For example: «What do I feel now?», «What emotion do I have?», «Why am I happy (sad, bad, good, fun…)?», «What should be done to improve my condition?» etc.;

2) the basics of stress resistance (a child of preschool age is able to face and overcome life's stressful situations without harming his mental health). In particular, the child is aware of the occurrence of a stressful situation (parents quarreled; heard the «Air raid alarm» signal; did not like the result of his own artistic and creative activity during classes at a preschool education institution; etc.) and is able to make decisions and act accordingly in order to overcome such a situation or avoid its consequences, and stabilize his psycho-emotional state;

- fifth, the existence of a close relationship between the emotional - volitional, cognitive, social and behavioral spheres of a preschool-age child.

Fig. 1. Features of mental balance (according to T. Boychenko, A. Koshel, N. Lisnevska) [7; 9]

The analysis of studies by U. Varnava [3], A. Revt [15], V. Rybyanskyi [16], J. Delgado [22] shows that the mental balance of a preschool-age child is a multifaceted, integrated phenomenon in the process of the formation of his personality, ensuring his well-being and maintaining health, which has a complex six-component matrix structure (Fig. 2) [22]. Let's consider this structure in more detail:

1) The conative component (conative balance) is the fundamental structural component of mental balance of a preschool age child, which consists in the formation of child's own intentions, motives and voluntary regulation, as well as their practical implementation. Conation consists not only in the setting of a certain goal or aspiration/desire by a child, but also in the child's taking upon himself obligations and responsibility for his own activities aimed at achieving it (author - set goal) in order to avoid disappointment, suffering and psychological pain. For example, a child of older preschool age asked his parents for an expensive toy for his birthday, and parents, in turn, asked their child to eat well (breakfast, lunch and dinner without throwing tantrums and refusals), because otherwise the child will not get the desired toy for the holiday. The child agreed and thus a conation was formed.

Fig. 2. The matrix structure of mental balance of a child ofpreschool age [22]

As S. Laws points out, a key role in the conative component is played by the development of goals and desires based on reality and focused on the happiness of a preschool-age child, for the achievement of which he is ready and able to undertake obligations and achieve the desired result, which will contribute to his mental balance [22].

2) The ethical component (ethical balance) is the next dimension of mental balance of a preschool-age child and consists in the formation of healthy behavior in it.

This component includes the child's knowledge of how to act in such a way as to contribute to social and environmental well-being, is based on the principles of internal self-regulation and requires the development, insight, adaptation and application of the set of values and ethical principles formed in the child of preschool age in everyday life. For example, the child remembers that he should lead a friendly lifestyle and communicate with others (peers, friends, adults) and to achieve his goal, the use of brutal, violent methods in the social environment is unacceptable.

It is worth noting that the formation of healthy behavior in a preschool-age child consists not only in relationships with peers or adults, but also in a valuable attitude towards natural environment and objects of nature, manifestations of ecoattributive behavior and environmental awareness. In particular, with the aim of forming the ethical component of mental balance, we consider it expedient to use innovative resource-oriented technologies by pedagogues, among which «forest bathing» is of particular importance [21, P. 1264].

3) Attentional component (attentional balance), or «concentration component», consists in ensuring the ability of a preschool-age child to maintain attention on his desire / aspiration, goal (will). This component is necessary in order for a preschool child, having set a certain goal, to be able to act optimally and not fall into hyperactivity (excessive excitement of the mind, which produces a state of obsessive excitement and distraction and does not allow the child to achieve his goal, which, in turn, leads to dispersion) or hypoactivity (a state of excessive relaxation that prevents the child from achieving set goals due to «aimless wandering» of mind) [30, P. 695].

As to the studies of T. Duka and A. Revt, attention is focused on the effectiveness of usage of art therapy techniques (mandalotherapy, isotherapy, music therapy, dance and movement therapy, etc.) and hatha-yoga in order to improve the concentration of attention of a preschool-age child [5; 15], which, in turn, contributes to the growth of the child's productive activity in the educational process, namely, better assimilation of knowledge, abilities and skills, as well as the development of physical health (good posture, flexibility, sportsmanship) and psychological stability.

For example, hatha-yoga is a system of raising a healthy body and a healthy mind through the use of special physical, psychotherapeutic and relaxation exercises that provide relief from physical fatigue, emotional tension and contribute to the concentration of a preschool child's attention on set tasks, goals and their achievement [5, P. 96].

4) Cognitive component (cognitive balance) - involves the interaction of a preschool-age child with the world of experience, which consists in the child living with an understanding of the difference between reality and fantasies or expectations, that is, the world that he (the child) rotates in his mind and which, as a rule, causes her misunderstanding or certain emotional reactions (disappointment, anger, tantrums, etc.).

5) The emotional component (emotional balance) is a synthesis of conative, concentration and cognitive components of mental balance. It is assumed that when a child of preschool age sets a realistic goal for himself and strives to achieve it, he keeps his certain expectations under control and focuses on what he really believes is important. Accordingly, the emotional component of the preschool child's mental balance can be considered a natural result of the balance between his desires, thoughts and actions.

It is important to note that if a child of preschool age has a well-developed emotional balance, then he is able to be aware of his emotions and feelings, understands their impact on himself, is capable of effective emotional selfregulation and can persistently express them in the process of interaction with adults and peers, as well as while being alone with oneself [21, P. 1266].

Among the means and methods for the development of the emotional component of the mental balance of a preschool child, we can mention game activities (didactic, moving, creative games), the use of fairy-tale therapy (including children's fiction and poetic literature of a therapeutic orientation), purposeful walks, etc.

6) The spiritual component (spiritual balance) is the culminating dimension of the mental balance of a child of preschool age, which consists in the formation of spiritual intelligence in him as a key personal quality of well-being, which gives strength and faith to the child to experience all the vicissitudes of life and death [22].

It should be noted, that the formation of the analyzed component of mental balance is made possible by the use of art-project technology, aimed at restoring the internal resources of the preschool child's personality and maintaining his health. For example, it is appropriate to conduct interesting art-projects with children of preschool age, such as: «The inner world of a child: what is it like?», «The Magical Country of Feelings», «The World of Children's Desires», «Happy Childhood», «Dreams», «Children are for Peace», «Clear sky», etc.

Conclusions. Today, the world community daily faces a wide range of social challenges and crisis situations that have a destructive effect on society, and especially on its most vulnerable representatives - children of preschool age. With this in mind, the strategic task of the domestic policy of every country in the world is to maximize the contribution to the formation of a healthy nation and ensure the well-being of future generations. In this regard, the conducted research made it possible to identify an important component - mental balance and determine its place in the formation of the personality of a child of preschool age.

Based on the study of the approaches of domestic and foreign scientists to understanding the essence of the psychological categories «balance», «mental balance» and «mental health», we have:

- refined a definition of «mental balance of a preschool-age child» is proposed, which is considered as a dynamic psychological state of a preschool child, which has a consistent and flexible nature and consists in the ability of a child aged 3-6 (7) to face various life situations and problems, to respond adequately to external and internal stressors and effectively overcome them, while maintaining psycho-emotional stability, not experiencing excessive emotional fluctuations, feeling satisfied with life and at the same time searching for inner harmony;

- determined the main characteristic features of mental balance of a child of preschool age as an important component of its personal formation and development: relaxation, pacification and confidence in oneself and one's abilities; the child's peace at the intrapersonal and interpersonal levels; inseparability and interdependence of physical and mental health; emotional stability; and the relationship between the emotional, volitional, cognitive, social and behavioral spheres of a preschool child;

- established that the mental balance of a child of preschool age is a phenomenon of an integrative nature, which has a six-component matrix structure and includes conative, ethical, attentional, cognitive, emotional and spiritual components.

As promising, it is necessary to carry out further scientific investigations into the problem of maintaining the mental health and balance of children of preschool age as determinants that contribute to the child's personal well-being through the usage of modern innovative technologies of health-preserving and resource-oriented content.

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