Дитяча бібліотека як простір фольклорно-ігрової діяльності дітей в умовах воєнного стану

The relevance of the research issues in the context of the socio-cultural situation in Ukraine under martial law is substantiated. The specifics and mission of the children's library as a space for children's folklore and play activities in modern conditions are considered. ts importance for the popularization and preservation of children's folklore and game heritage as a national heritage of the Ukrainian people in the modern information society is highlighted. The relevance of the research issues in the context of the socio-cultural situation in Ukraine under martial law is substantiated. The specifics and mission of the children's library as a space for children's folklore and game activities in modern conditions are considered. The essence and significance of the concept of spatiality as a significant factor in optimizing the activities of a modern children's library are revealed, and the characteristic features and its variant models presented in theoretical studies by domestic authors in the format of "library as space" are highlighted. The model of the folklore and play space of a children's library is characterized. The specifics of children's folklore, its genre diversity, and pedagogical features in working with children of preschool and primary school age are highlighted. The role of children's folklore in the comprehensive development (mental, spiritual, communicative-speech, creative) and education of children (aesthetic, moral, ecological) in the conditions of a modern children's library is outlined. The integration of children's folklore and information technologies is noted, which is an essential approach in its functioning in the modern information society. To optimize library practice in organizing systematic folklore and game activities for children, we have developed and recommended to library staff an annual program based on children's folklore and holiday traditions of the annual calendar. The program is integrated into the annual routine of children's lives, covers the period from September to August, and can be limited to the beginning of the summer holidays. It provides forms of work and methodological recommendations for their preparation and implementation.