Project in the second junior group on the topic: “The ABC of Security”
Project
"The ABC of Security"
Miass
2017
Project in the second junior group on the topic: “The ABC of Security”
Author of the project:
Bochkareva Alena Petrovna teacher of MBDOU “D/s 53”
Project type:
educational and gaming
Project duration:
short-term – 1 (one) week
Implementation deadlines:
04/10/2017 – 04/15/2017
Project participants
: children, teachers and parents.
Objective of the project
:
Formation in younger preschoolers of elementary ideas about the basics of life safety;
Fostering a culture of safe behavior in a child in various situations.
Involving parents in the educational process on the basis of pedagogical cooperation and joint activities.
Project objectives
:
Introduce children to the rules of safe behavior at home, on the road, and on vacation;
To form in preschoolers an idea of objects that are dangerous to life and health that are found in everyday life;
Teach to follow certain rules of behavior at home;
To stimulate the development of independence and responsibility in preschoolers;
Expand and deepen children’s understanding of ways to protect their health and ways to behave safely in various situations;
Develop attention, observation, memory, instinct of self-preservation, caution and concentration;
Foster a caring attitude towards nature and the surrounding reality;
Draw the attention of parents to this issue and participation in project activities.
To increase the competence of parents in matters of children's safety in the environment.
Involve families to participate in the educational process based on pedagogical cooperation.
Involve parents in preparing attributes.
Project implementation stages:
1 Preparatory
Collection of information: conducting an initial survey of children and parents.
Preliminary work
2. Main (implementation of planned plans);
3. Final (summarizing).
Expected project results
:
Children must learn to put into practice the rules of safe behavior in the surrounding reality.
Pupils must know certain rules of behavior at home;
Must be able to behave adequately in dangerous situations at home and on the street: when communicating with strangers, interacting with fire hazards and other objects, animals and poisonous plants.
Must have an understanding of ways to protect their health and ways to behave safely in various situations.
Have a basic understanding of activities aimed at strengthening and maintaining health.
EXPLANATORY NOTE
The most important thing is the health and life of the child.
For their own safety, children from a very early age must clearly know the safety rules. This applies to all areas of a child’s life and activity – everyday life, play, movement. The direct responsibility of an adult is to teach a child the basics of safe behavior. A child may find himself in an unpredictable situation on the street, at home, in nature, on the road, so the main task of adults is to stimulate the development of independence and responsibility. So that children know how to behave correctly in different situations and be able to apply the acquired knowledge in real life.
Developing safe behavior skills in preschool children
Zhdaniko Elena Valerievna Zhuravel Elena Ivanovna teachers MBDOU "Kindergarten of a combined type "Teremok" Borisovka village, Belgorod region
The material was sent for publication in the All-Russian printed collection of practice-oriented materials “Preschool and primary education - modern methods and technologies of teaching and upbringing” - SEPTEMBER 2022.
EDUCATION OF SAFE BEHAVIOR SKILLS IN CHILDREN OF PRE-SCHOOL AGE
Life safety is directly related to all aspects of human life, with all aspects of human existence, and is manifested in economic, labor, moral, political, legal, environmental and other spheres of life.
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Household objects, electric current, flame, hot objects, hot water, food, household chemicals, various vehicles, wild and domestic animals, some insects and plants, sun rays, low air temperature, immersion in water, people and much more.
People's behavior in dangerous situations varies. For some, the feeling of threat turns into a feeling of doom, making a person completely helpless and incapable of active defense. The effect of surprise can dull attention and perception, weaken memory, affect the thinking process and cause confusion, which in turn leads to inadequate performance of life-saving actions.
For other people, a threatening situation can cause a general rise in mental and physical strength, mobilization of activity and opportunities to change the dangerous situation by influencing it or avoiding it.
Researchers Yu. Aleksandrov, O. Labastov, L. Spivak and others note that a “competent” person prepared for a dangerous situation overcomes feelings of confusion much faster; in a completely unprepared person, persistent confusion determines prolonged inaction and fussiness.
Thus, knowledge of safety rules, mastery of skills and abilities to perform safe operations, i.e. experience of safe behavior allows you to anticipate danger, avoid it if possible, and act if necessary. This training should take place at all stages of a person’s life. And we need to start from preschool age. This age is characterized by an increase in motor activity and an increase in the child’s physical capabilities, which, combined with increased curiosity and the desire for independence, often lead to the occurrence of traumatic situations.
The task of adults - parents and teachers - is not only to protect and protect the child themselves, but also to prepare him to face various difficult and sometimes dangerous life situations. The recent increase in tragic cases of injuries to children in everyday life and the analysis of the causes of their occurrence convince us of the need for systematic work with children and parents on this topic.
Most children of primary preschool age name only individual sources of danger in everyday life, do not know precautions and actions in case of danger, and children have not developed the skills to use dangerous objects.
To form children's ideas about the rules of safe behavior, various types of children's activities are used: cognitive, speech, visual, gaming, visual propaganda, theatrical. The child should not be a passive spectator or listener of all ongoing events, but an active participant, only in this case knowledge will become skills and abilities. Conducting games-activities, excursions, role-playing, didactic, board-printing, word games, reading fiction, looking at illustrative material, solving problem situations, making collages, composing fairy tales, stories - these are the main forms of working with children.
Organized excursions to the kitchen, laundry room, and medical office help expand children’s understanding of the sources of danger that are there and teach them how to use them. In the medical office, the nurse introduces the rules of first aid.
In order to help preschoolers see the implementation of specific safety rules in life situations, understand the need to comply with them, and what violation of safety precautions can lead to, specially selected works of fiction are used. After all, literature makes a child think and feel what is difficult or impossible for him in everyday life. Therefore, when working with preschoolers, techniques such as reading stories and poems with analysis of the characters’ actions are used; a fragment of a story as an illustration of a certain dangerous situation, an analysis of the work in order for children to independently identify precautionary measures. Children of the younger group can read the fairy tales “About a Needle and a Naughty Thread”, “The Tale of the Careless Tanya”, “How the Little Bear Prepared Lunch”; poem “What do I see at home?” N. Ushakova, “Don’t stop me from working,” “Pills are not candy.” At the end of the school year, children can be asked to come up with their own ending in the fairy tales “The Sleeping Beauty”, “About Ivan and Mitrofan”, “Zayushkina’s Hut”, “Kolobok”, “Little Red Riding Hood”, and guess riddles about sharp objects and electrical appliances. To make it easier for children to remember vital safety rules, select and make a card index of rhyming rules. Their perception causes an emotionally positive reaction in children; The dynamics, rhythm and spontaneity of short poems make it easy for preschoolers to remember them and use them in conversations.
To make a child active in acquiring knowledge, it is necessary to accumulate, deepen and systematize it mainly through play activities and, in particular, through didactic and developmental games.
Games allow you to:
- introduce children to sources of danger in everyday life, clarify and systematize these ideas, teach them to distinguish potentially dangerous objects;
- form ideas about precautionary measures and the possible consequences of their violation, about methods of safe behavior;
- introduce the necessary actions in case of danger.
At the same time, attention is actively developed and trained so that the child can foresee a threat, so that he develops self-control (the ability to listen to a friend without interrupting), and a caring attitude towards his life and health. In the didactic games “The fourth is extra”, “Attention! Dangerous!" Children are taught the rules for handling sharp objects. During the games “You can - you can’t”, “Put it in its place”, “Pick up a toy for Tanya”, the desire to comply with safety rules is fostered. In order to remember the rules for handling electrical appliances, didactic games “Our Helpers”, “Caution”, “Basics of Safety in the Home” are organized. Pupils display the acquired knowledge in role-playing games “Family”, “Hospital”, “Aibolit comes to the rescue”, “Firemen”. Children love theater very much, so they can be shown a tabletop theater, a theater on a flannelgraph, dramatization games, during which characters find themselves in dangerous situations and look for ways to overcome them. The use of game attributes, visual aids (plot and subject pictures), and incentive prizes evokes the desire of preschoolers to play. A positive assessment from the game character and adults allows the child to confirm his correct understanding of the norms of safe behavior.
In problem-game situations “Our kitten injured its paw”, “Let’s visit children in the hospital”, the rules for providing basic medical care are established, children become familiar with dangerous situations at home, in kindergarten, leading to falls and bruises. While solving problem situations “How Irishka stepped on a needle”, “What adults forgot to remove”, knowledge about the rules for handling and storing sharp, piercing objects is clarified.
And to make it easier to remember the rules of behavior during a fire, handling sharp, hot objects, tools, medications, electrical appliances (do not touch with wet hands, when leaving the apartment - turn it off, etc.), you can develop and make signs - symbols, mnemonic tables .
Together with parents, a safety corner is created, in which it is necessary to purchase and manufacture:
- posters “Home alone”, “If you are alone at home”, “Fire safety rules”, “If you are lost on the street”;
- Illustrative albums: “Fire Safety Rules”, “Rules of Conduct in the Event of a Fire”, “How to Avoid Being a Victim of an Attack in the Home”, “Rules of Personal Safety”, “Safety Rules for Preschoolers”
- educational games “First Aid”, “If the baby is injured”;
- fiction “Main Safety Rules”, “House Etiquette” by G. Shalaev, “Safety Rules” by Yu. Sokolov;
- toy household appliances: electric meat grinder, electric mixer, electric coffee maker, microwave oven, electric oven, vacuum cleaner, washing machine, stereo system, electric sewing machine;
- disc with the video film “Lessons from Aunt Owl. Safety regulations".
Make educational games:
- “It is possible - it is not possible”, “So and not so”, “The source of danger is fire”, “1, 2, 3, what can be dangerous - find”, “Snail’s house”, “What do we know about things”, “Fourth extra";
- collages “Sharp objects”, “Electrical appliances”, “Fire fighting”,
- layouts of electrical appliances, kitchens, rooms, bathrooms;
- for the role-playing game, attributes: fire extinguishers, hoses, hooks, helmets for firefighters, sewed covers for a fire truck;
Make card indexes: stories of things, rhyming safety rules, fairy tales, short stories, poems, riddles about sharp objects and electrical appliances, educational games on fire safety.
The knowledge acquired in kindergarten must be constantly repeated and consolidated in practical activities. And for this you need the help of parents.
You can do the following with parents:
Questioning. The main purpose of the survey: to identify the conscious attitude of parents to the need to specially familiarize children with the rules of safe behavior in everyday life, to determine the level of knowledge about sources of danger and about the procedure for action in dangerous situations.
Consulting, development of recommendations, tests for parents on the topic: “Play casually”, “Dangerous games”, “ABC for parents” “Help the child yourself”, “Both fun and useful”, “Pay attention”, etc.
Involving parents to help in the production of didactic material, layouts, composing riddles, fairy tales on given topics.
Help in creating a mini museum.
And the most important thing is to organize a “School for Busy Parents”, in which family members could study the available literature, try, and play out various situations of interaction with the child.
Use this form of work with parents, such as homework, which helps to streamline the “spontaneous” experience children gain in safe behavior at home, because the constant inclusion of children in joint activities with adults provides an emotional outlet for their activity, allows you to pay attention to ways of carefully handling objects everyday life, promotes the formation of safe behavior skills
During conversations with parents of students, we must try to convince them not to restrain the children’s activity, but to direct it in a “useful” direction.
Popular wisdom is always right. The correctness of the proverb “God protects those who are careful” was confirmed by the relatively new science VICTIMOLOGY (“victima” - victim and “logos” - teaching), which studies the behavior of the victim of a crime. It states that often – almost always! “It depends on the person himself whether he will become a victim or happily avoid danger.”
Bibliography:
- Anastasova L.P. “Fundamentals of life safety”, Moscow, Education, 2005.
- Shevchenko N.G. “Fundamentals of life safety”, Volgograd, “Teacher”, 2007.
- Shorygina T.A. “Fundamentals of Security”, Moscow, “Sphere”, 2006.
- Khromtsova T.G. “Education of safe behavior at home”, Moscow, “Pedagogical Society of Russia”, 2005.
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