Proceedings of the International scientific and practical conference ―Science, Technology and Culture: From Tradition to Digital Future‖ (December 8-10, 2025) / Publisher website: www.naukainfo.com. – Vienna, Austria, 2025. – 183 p.

160 - reduced impulsive reactivity and increased capacity for pausing before action; - improved emotional stability, especially among neurodivergent children. These results resonate with embodiment research [1, 3] yet extend it by showing that state-integration — not isolated regulation of body or emotion — is the central mechanism. 5.2. Changes in Teacher–Learner Interaction The model produced visible relational effects: - enhanced sense of safety and trust, - improved teacher attunement to the child’s state, - reduction of interpersonal conflicts. This strongly aligns with Taggart’s work on ethics of care, professional presence, and affective-moral sensitivity [18]. 5.3. Human–Environment Interaction Children demonstrated: - increased noticing of natural patterns and sensory details, - reduced sensory overload, - decreased anxiety. The key mechanism is not merely ―learning outdoors,‖ but re-embedding the child in a living ecological field where their state stabilizes through interaction — consistent with ecological and nature-based education research [4, 5]. 5.4. Development of Coherence Platforms For the first time, it was observed that children: - recognize themselves as a system (Self Platform), - stabilize in pair interactions (Self + You), - perceive their influence on group dynamics (World Platform), - initiate early forms of creative authorship (Creator Platform), - and occasionally enter coherent, resonant states (Conduit Platform). This validates the Five-Platform Structure as a functional analytic tool [1, 2, 9].