Kiseleva M.G., Kotelnikova A.V., Kushu Z.R., Syrkin L.D. Psychological Outcomes of Congenital Heart Disease in Older Preschool Children: The State of the Problem

The article is dedicated to reviewing existing research and perspectives on cognitive and emotional functioning issues in older preschool children with congenital heart defects. The relevance of addressing this problem stems from the discrepancy between the growing interest of the professional community in enhancing the quality of life for older preschool children with congenital heart defects and the insufficient number of scientific and practical studies regarding the psychological implications of the condition.

This review provides a theoretical analysis aimed at systematizing the factors influencing the development of children with congenital heart defects during the senior preschool period, while also assessing their impact on the cognitive and emotional impairments that arise within the context of chronic illness.

The methods used include a theoretical analysis of existing research on the topic, allowing for the clarification and systematization of the facts accumulated in both domestic and international literature regarding the mechanisms and typology of cognitive and emotional disorders that arise in preschoolers with congenital heart defects.

It was found that the state of cognitive and emotional domains in these children is determined by several factors, including the nature of the defect itself, lifestyle changes resulting from disease-related limitations, as well as the quality of interactions with family members and the attitudes held by both parents and the child toward the illness. Specifically, cognitive deficits include decreased general intellectual abilities and disturbances in executive functioning, particularly manifested through impaired attention and memory. Emotionally, children frequently exhibit symptoms of anxiety and depression, closely linked to the mental health of caregivers and the characteristics of parent–child relationships. Additionally, an unusual developmental environment, characterized by restricted involvement in critical social institutions like kindergartens, appears to act as a secondary compounding factor, exacerbating cognitive-emotional dysfunction.

Key words: congenital heart defects, preschool children, social situation of development, parenting style, cognitive functions, executive functions, intellectual development, emotional sphere

For citation: Kiseleva, M.G., Kotelnikova, A.V., Kushu, Z.R., Syrkin, L.D. (2025). Psychological Outcomes of Congenital Heart Disease in Older Preschool Children: The State of the Problem. New Psychological Research, No. 3, 221–241. DOI: 10.51217/npsyresearch_2025_05_03_11