REFERENCES

[1] Alfonso, S. A. M. (2014). Peace Education in Early Childhood Education. Journal of Peace Education and Social Justice, 8(2), 167–188.

[2] Anderson, R. (2004). A Definition of Peace. Peace and Conflict: Journal of Peace Psychology, 10(2), 101. https://doi.org/10.1207/s15327949pac1002_2

[3] Ashman, A., & Elkins, J. (Eds.) (2012). Education for Inclusion and Diversity. 4th ed. Frenchs Forest: Pearson Australia.

[4] Bandura, L. (2004). The impact of war on the psyche of children and young people (extracts from a doctoral dissertation, 1950) [Wpływ wojny na psychikę dzieci i młodzieży (fragmenty rozprawy doktorskiej z 1950 roku]. Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, Toruń (in Polish)

[5] Barton, E. E., & Smith, B. J. (2015). Advancing High-Quality Preschool Inclusion: A Discussion and Recommendations for the Field. Topics in Early Childhood Special Education, 35(2), 69–78. https://doi.org/10.1177/0271121415583048

[6] Budnyk, O. (2024). Problems of Professional Activity of Teachers Working with Students with Disabilities: Challenges of the Russian-Ukrainian War. In O. Budnyk & S. Sydoriv (Eds.), The Space of Inclusive Education: Voices from Ukraine and Beyond. Series: Studies in Inclusive Education, 53, (pp. 272–281). Brill. https://doi.org/10.1163/9789004688131_029

[7] Budnyk, O., & Mazur, P. (2017). The Hierarchy of Values Among Young People from Schools in the Mountainous Regions (Comparative study on the example of Poland and Ukraine. The New Educational Review, 47(1), 53-65. https://czasopisma.marszalek.com.pl/images/pliki/tner/201701/tner20170104.pdf

[8] Chandi, F., & Ferrari, M. (2013). Handbook of Resilience in Children of War. New York, Heidelberg, Dordrecht, London: Springer.

[9] Chen, X. (2021). Tolerance and Inclusion. In: The Essentials of Habermas. Springer, Cham. https://doi.org/10.1007/978-3-030-79794-2_7

[10] Cochrane, D. C., Gallagher, P. A., Stayton, V. D., Dinnebell, L. A., Lifter, K., Chandler, L. K., & Christensen, K. A. (2012). Early Childhood Special Education and Early Intervention Personnel Preparation Standards of the Division for Early Childhood Field Validation. Topics in Early Childhood Special Education, 32, 38–51.

[11] Ilfiandra, I., & Saripudin, M. (2023). The conception of war and peace in early childhood: a phenomenological analysis of kindergarten children in Banten, Indonesia. Journal of Peace Education, 20(3), 361–384. https://doi.org/10.1080/17400201.2023.2261394

[12] European Agency for Special Needs and Inclusive Education [European Agency] (2017). Inclusive Early Childhood Education Environment Self-Reflection Tool. Edited by E. Björck-Åkesson, M. Kyriazopoulou, C. Giné, and P. Bartolo. Odense, Denmark. https://www.european-agency.org/sites/default/files/IECE%20Environment%20Self-Reflection%20Tool.pdf

[13] Fernández-Villardón, A., Álvarez, P., Ugalde, L., & Tellado, I. (2020). Fostering the Social Development of Children with Special Educational Needs or Disabilities (SEND) through Dialogue and Interaction: A Literature Review. Social Sciences, 9(6), 97. https://doi.org/10.3390/socsci9060097

[14] Hanson, M. J., E. Horn, S. Sandall, P. Beckman, M. Morgan, J. Marquart, D. Barnwell, & H.-Y. Chou. (2001). After Preschool Inclusion: Children’s Educational Pathways over the Early School Years. Exceptional Children, 68(1), 65–83. https://doi.org/10.1177/001440290106800104

[15] Hart, R. (2009). Child refugees, trauma and education: interactionist considerations on social and emotional needs and development. Educational Psychology in Practice, 25, 351–368.

[16] Hebbeler, K., Spiker, D., & Kahn, L. (2012). Individuals with Disabilities Education Act’s early childhood programs: Powerful vision and pesky details. Topics in Early Childhood Special Education, 31, 199–207.

[17] Grisham-Brown, J., Pretti-Frontczak, K., Hawkins, S. R., & Winchell, B. N. (2009). Addressing early learning standards for all children within blended preschool classrooms. Topics in Early Childhood Special Education, 29, 131–142.

[18] Grütter, J., Gasser, L., & Malti, T. (2017). The role of cross-group friendship and emotions in adolescents’ attitudes towards inclusion. Research in Developmental Disabilities, 62, 137–147. https://doi.org/10.1016/j.ridd.2017.01.004

[19] Lundqvist, J. (2022). Putting preschool inclusion into practice: a case study. European Journal of Special Needs Education, 38(1), 95–109. https://doi.org/10.1080/08856257.2022.2031096

[20] Margas, N. (2023). Inclusive classroom climate development as the cornerstone of inclusive school building: Review and perspectives. Frontiers in Psychology, 14, 1171204. https://doi.org/10.3389/fpsyg.2023.1171204

[21] Molina Roldán, S., Marauri, J., Aubert, A., & Flecha, R. (2021). How inclusive interactive learning environments benefit students without special needs. Frontiers in Psychology, 12, 661427. https://doi.org/10.3389/fpsyg.2021.661427

[22] Muhtz, C. (2011). Long-term consequences of flight and expulsion in former refugee children. Psychotherapie, Psyhosomatik, Medizinishe Psychologie, 61(5), 233-238. https://doi.org/10.1055/s-0031-1275341

[23] Noel, A. M, & Kondracka-Szala, M. (2024). Early Childhood Education during conflict and change: Learning from the World War 2 experience of Breslau, Germany/Wroclaw, Poland. Social and Education History, 13(1), 20-37. http://dx.doi.org/10.17583/hse.12464

[24] Nazaruk, S., Budnyk, O., Ruszkowska, M., Dąbrowska, I., Sokołowska, B., & Tkachuk, T. (2024). Opening Polish Schools to Ukrainian Refugee Children and Providing Them with Spiritual Support: Survey Results. Religions, 15, 651. https://doi.org/10.3390/rel15060651

[25] Piekarski, G., Budnyk, O., & Fomin, K. (2025). Promoting Inclusion and Diversity: a Pathways to Preparing Future Teachers (Insights from Ukraine and Poland). Journal of Vasyl Stefanyk Precarpathian National University, 12(1), 80–95. https://doi.org/10.15330/jpnu.12.1.80-95

[26] Pine, L. (2010). Education in Nazi Germany. Oxford: Berg.

[27] Rembierz, M. (2020). Nazi total crime – on the anthropological and pedagogical aspects of the extermination, robbery, appropriation and Germanisation of Polish children. (In the pre-field of biographical research) [Nazistowska zbrodnia totalna – o antropologiczno-pedagogicznych aspektach eksterminacji, rabunku, zawłaszczania i zniemczania polskich dzieci. (W przedpolu badań biograficznych)]. Biografistyka Pedagogiczna, 5, 13-49. (in Polish).

[28] Seddio, K. (2017). Trauma, Psychopathology, and the refugee Crisis: A call to action. American Journal of Public Health, 107(7): 1044-1045. https://doi.org/10.2105%2FAJPH.2017.303857

[29] Semenov, O., Semenova, N., Fenko, M., Zdikhovskyi, A., & Udot, V. (2021a). Empirical research on the development of the emotional and volitional spheres of older preschool children. Amazonia Investiga, 10(48), 228–237. https://doi.org/10.34069/AI/2021.48.12.24

[30] Semenov, O., Semenova, N., Bielienka, H., Alendar, N., Yemchyk, O., & Onyschuk, I. (2021b). Empirical Research of a Creatively Oriented Personality’s Formation of a Child of Senior Preschool Age. Revista Romaneasca Pentru Educatie Multidimensionala, 13(4), 413-434. https://doi.org/10.18662/rrem/13.4/490

[31] Smith, L. A., & Williams, J. M. (2001). Children’s understanding of the physical, cognitive, and social consequences of impairments. Child Care Health Dev., 27, 603–617. https://doi.org/10.1046/j.1365-2214.2001.00236.x

[32] Somo, C. M. (2024). The Mental Well-Being and Inclusion of Refugee Children: Considerations for Culturally Responsive Trauma-Informed Therapy for School Psychologists. Education Sciences, 14(3), 249. https://doi.org/10.3390/educsci14030249

[33] Spohn, J. R., Tarara, C. T., & Sainato, D. M. (1999). Increasing the social interactions of preschool children with disabilities during mealtimes: The effects of an interactive placemat game. Education and Treatment of Children, 22, 1–18. https://eric.ed.gov/?id=EJ591217

[34] Tīģere, I., Bethere, D., Jurs, P., & Ļubkina, V. (2025). Developing Inclusive Preschool Education for Children with Autism Applying Universal Learning Design Strategy. Education Sciences, 15(6), 638. https://doi.org/10.3390/educsci15060638

[35] Vasianovych, H., & Budnyk, O. (2024). Philosophy of Research in Inclusive Education. In O. Budnyk & S. Sydoriv (Eds.), The Space of Inclusive Education: Voices from Ukraine and Beyond. Series: Studies in Inclusive Education, 53, (pp. 9-21). Brill. https://doi.org/10.1163/9789004688131_003

[36] Guidelines for Organising Inclusive Education in Times of War (2022). Retrieved from the official website of the Ministry of Education and Science of Ukraine [Guidelines for Organising]. https://mon.gov.ua/news/rozrobleno-poradi-dlya-organizatsii-inklyuzivnogo-navchannya-pid-chas-viyni (in Ukr.)

[37] Walker, K., Myers-Bowman, K. S., & Myers-Walls, J. A. (2003). Understanding War, Visualizing Peace: Children Draw What They Know. Art Therapy: Journal of the American Art Therapy Association, 20(4), 191–200. https://files.eric.ed.gov/fulltext/EJ784858.pdf

[38] Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315–352. https://doi.org/10.1007/s10648-015-9319-1