Abstract
The article examines the pedagogical conditions for the formation of empathic communication as a fundamental factor in the humanization of integration processes in the preschool education system. The author analyzes the specifics of implementing distance educational technologies in the Republic of Kazakhstan and identifies risks associated with the “digital depersonalization” of education and the increase in emotional anxiety among children aged 5–7. It is argued that the development of empathy serves as a key mechanism for overcoming the lack of live communication in the digital environment. The study reveals such conditions as the use of the teacher’s “live” voice, the introduction of interactive storytelling (parables and podcasts), and the transition to a partnership-based interaction model of “teacher – parent – child.” The conclusion is drawn that the humanization of integration processes is possible only when priority is given to the emotional comfort and spiritual-moral development of the preschool child’s personality.