Resilience of Ukraine’s Early Childhood Education and Care System under Conditions of War (Martial Law)

This thesis examines the resilience of Ukraine’s Early Childhood Education and Care (ECEC) system amidst the ongoing challenges posed by full-scale invasion and martial law. The military aggression has forced a radical restructuring of the educational landscape, requiring the system to move beyond traditional pedagogical goals toward a specialized framework of safety, survival, and psychological stability. This study analyzes how the sector has adapted through the rapid implementation of safety protocols, the repurposing of physical infrastructure into secure shelters, and the integration of hybrid learning models designed to reach displaced populations. A central theme of the research is the shift toward a trauma-informed approach, where the primary objective of ECEC has transitioned from standard cognitive development to providing a "stabilizing environment" for children experiencing chronic stress. The paper highlights the agency of educators who have maintained educational continuity despite resource shortages and personal displacement. Furthermore, it addresses the digital transformation of the sector, noting how online platforms have become essential tools for connecting with refugee children abroad and maintaining a sense of national identity. The findings suggest that the resilience of Ukraine's ECEC system is rooted in a combination of centralized state flexibility and decentralized community-led initiatives. While the system faces significant long-term risks—such as the destruction of physical assets and the potential for a "lost generation" of early learners—its current survival strategies offer vital insights into crisis management. Ultimately, the Ukrainian experience redefines educational resilience as a dynamic process of evolution and radical adaptation in the face of existential threats.