International Symposium "Psychological Well-Being in Preschool Age": Key Ideas and Outcomes

The event was attended by 15 UNESCO Chairs from India, the United Arab Emirates, Qatar, Nepal, South Africa, Iran, Cameroon, Brazil, Tanzania, and Russia. Such broad geographical representation facilitated the exchange of best practices and offered diverse cultural and scholarly perspectives on the psychological well-being of young children. Over 400 participants gathered at the venue, underscoring the high demand for and relevance of the issues under discussion.

The symposium was opened by its moderator, Alexander N. Veraksa, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University; Head of the Laboratory of Child Psychology and Digital Socialization; Deputy Director of the Federal Scientific Center for Psychological and Interdisciplinary Research; Dr. Sci. (Psychology), Professor, Academician of the Russian Academy of Education (RAE).

The participants were welcomed by Nikolay E. Veraksa, Dr. Sci. (Psychology), Professor, Head of the UNESCO Chair on Early Childhood Education and Development, and Rector of the International Pedagogical Academy of Preschool Education (IPAPE). In his address, he emphasized the growing importance of psychological well-being among children and adolescents in the context of rapid digitalization.

Dhanya Chandran, Head of the Department of Clinical Psychology at the Amrita Institute of Medical Sciences (Kochi), PhD in Clinical Psychology, and Member of the UNESCO Chair in Experiential Learning for Sustainable Innovation and Development (India), delivered a presentation entitled "Small Minds, Big Feelings: Fostering Psychological Well-Being in Early Childhood." She drew attention to the importance of nurturing the psychological well-being of preschoolers with due regard for their emotional development. A stable environment and the cultivation of emotional regulation skills play a pivotal role in a child's well-being. Particular emphasis was placed on play as a universal language of children's interaction and a vital tool for development.

A presentation entitled "The Future of Well-Being in Early Childhood Education: A Perspective Through the Lens of Anticipatory Thinking" was delivered by Fawaz Abu Sitta, Director of Foresight Research at the Center for Futures Studies, University of Dubai; Head of the UNESCO Chair in Futures Studies and Forecasting Systems for a Flourishing Future; and an expert in strategic thinking and complex systems management (United Arab Emirates). The speaker outlined key principles for engaging with the future: shaping the future rather than merely adapting to it; moving away from linear forecasts toward systems thinking; and constructing multiple future scenarios instead of relying on a single one. In the speaker's view, imagination and the ability to ask the right questions play a critical role.

Raian Ali, Professor at Hamad Bin Khalifa University (HBKU) and Head of the UNESCO Chair in Digital Technologies and Human Behavior (Qatar), addressed the issue of digital addiction, including the shift from social media dependency to artificial intelligence dependency. The presentation featured research findings demonstrating a correlation between the levels of internet addiction among children and their parents, and examined approaches to fostering digital well-being at the family level.

Tara Reza Pour, PhD in Cognitive Psychology, and Representative of the Institute for Cognitive Sciences Studies (Iran), discussed evidence-based methods for developing "hot" (emotional) and "cold" (cognitive) self-regulation skills and presented effective approaches to their implementation.

Alexander Veraksa presented the findings of a longitudinal study conducted within the framework of the "Rastem Vmeste" (Growing Together) project, which encompasses tens of thousands of children from various regions of Russia. The results demonstrated the contribution of self-regulation to successful adaptation to school, as well as a consistent negative association between screen time and the development of regulatory functions, language, and imagination in preschoolers. Attention was also given to comparing developmental outcomes across different cohorts of children.

The theme of digitalization in early childhood education was further explored by Hasina Banu Ebrahim, Professor at the University of South Africa and Co-Chair of the UNESCO Chair in Early Childhood Care, Education, and Development (South Africa). The speaker raised the issue of co-regulating the digital space in early childhood education, emphasizing the need to take into account cultural and socioeconomic contexts when implementing digital practices. Particular attention was devoted to challenges specific to the Global South: multiple forms of child interaction with different caregivers, parental stress and fatigue, precarious employment, and other structural factors affecting the possibilities for early learning.

Viktor A. Koksharov, Rector of Ural Federal University named after the First President of Russia B.N. Yeltsin (UrFU) and Head of the UNESCO Chair in University Governance and Planning, presented a computerized neuropsychological assessment tool designed to diagnose higher mental functions. Developed in a game-based format grounded in A. R. Luria's approach at the Laboratory of Brain and Neurocognitive Development, UrFU, the instrument has been adapted for children aged five to six.

Thomaz Edson Veloso, Doctor of Science (DSc) in Engineering and Natural Sciences, Director General of the Institute of Artificial Intelligence and Education at the Federal University of Alagoas, and Member of the UNESCO Chair in Artificial Intelligence in Education (Brazil), presented research on the use of artificial intelligence in education during 2024–2025. He noted a growing application of AI as a therapeutic tool and companion, alongside a decline in its use for idea generation. The speaker identified a key gap: AI is effective at modeling learners' knowledge but has limited understanding of the learning process itself and the well-being of the child.

In his address, Moeketsi Letseka, Honorary Professor at the University of South Africa (UNISA) and Head of the UNESCO Chair in Open and Distance Learning, linked UNESCO's mission to building a culture of peace, eradicating poverty, and promoting sustainable development. He underscored the importance of lifelong learning beginning at the early childhood stage and highlighted the need for early development of social and emotional competencies.

Janeth  Kigobe, PhD, Dean of the Faculty of Education and Head of the Department of Curriculum and Teaching at the Open University of Tanzania, and Co-Chair of the UNESCO Chair in Teacher Education and Curriculum (Tanzania), emphasized that mental health in early childhood is the foundation of learning and development. A child's well-being directly influences their ability to play, explore the world, and learn: if a child feels unsafe or overwhelmed, their cognitive engagement diminishes. Protective factors include warm and predictable relationships with adults, a safe environment, and activities such as play, music, and movement. At the same time, play is not a break from development but an essential part of it. In conclusion, the speaker outlined measures needed at the systemic level: training educators to recognize warning signs, supporting families and caregivers, and embedding children's well-being as a mandatory component of early childhood education policy and monitoring.

The closing speakers of the symposium were Therese Mungah Shalo Tchombe — Honorary Professor and Dean of the Faculty of Education at the University of Buea, Buea (Cameroon), Head of the UNESCO Chair in Special Needs Education, and Director of the Center for Research on Child, Family, and Education Development — and Lambert Wirdze Ph.D., Department of Educational Psychology, Faculty of Education, University of Bamenda (Cameroon).

Their joint presentation examined the use of digital technologies in parenting and early childhood education in rural areas of Cameroon and identified a significant gap in parents' digital literacy. The speakers highlighted the risks of digitalization for young children while also noting the potential of digital tools to support learning and inclusion. Key recommendations included adapting educational programs to incorporate local languages, values, traditional games, and the role of the family, as well as developing community-based early childhood education centers as platforms that integrate cultural practices with quality learning.

The Symposium provided an opportunity to build an international dialogue on the psychological well-being of preschoolers, bringing together scholarly approaches, practical insights, and forward-looking perspectives. The organizers extend their sincere gratitude to all speakers, experts, and guests for their engagement, stimulating discussions, and contribution to the advancement of early childhood education.