Project on the basics of safe behavior for older preschoolers “Safety Space”

4 Try to pick up your child from kindergarten or school yourself. If someone else comes for him, warn the teacher or school teacher about this in advance.

5 Create a password for your child and teach him never to get into a car with a stranger or go anywhere with him if he does not know the password.

6 Convince your child that walking with friends is much safer than walking alone, especially at late times. A criminal is always attracted to a child walking alone.

7 Teach your child how to use a pay phone (including international ones). He should know the home telephone numbers and telephone numbers of help services by heart.

8 Take photographs of your child at least once a year, and the description you have of the child's appearance and special features will help you if he gets lost or kidnapped.

9 Be the kind of parents to whom your child can tell about everything that happens to him. Your child should be confident that you will always love him and will never stop looking for him if he gets lost or kidnapped.

COMMUNICATION WITH STRANGERS: REMINDER TO PARENTS

If a child walks alone on the street or plays in the yard, it is necessary to teach him several rules for safe communication with strangers!

1 Immediately move away from the edge of the sidewalk if a car slows down next to you or if it is driving slowly behind you. No matter what the driver says, you need to stay away from the car.

2 Get away from a stranger who looks suspiciously or wants to get closer. You need to be ready to call for help.

3 Do not get into a car with a stranger if he invites you for a ride.

4 Do not go anywhere with an unfamiliar adult (if he promises to give a toy, candy or show something interesting, introducing himself as an acquaintance of the parents or informing that he is acting at their request).

5 If an unfamiliar adult grabs you by the hand, takes you by the hands, drags you into a car, pushes you into an entrance or some building, you must shout loudly, calling for help and attracting the attention of others: “Help, help, stranger!”

6 Be able to say “NO” to older guys who want to involve them in a dangerous situation (for example, they call them to go see what’s happening at a construction site; light a fire; climb into the attic of a house and climb out onto the roof; go down to the basement; play in the elevator; “experiment” with medicines and odorous substances; climb a tree; climb into someone else’s garden or vegetable garden; go to the forest or to the railway station).

7 Do not enter the entrance alone, without parents or familiar adults. Do not open the door to a stranger, even if the stranger has a gentle voice and introduces himself as someone familiar to his parents and knows their name.

Project “Fundamentals of safety and life activity of preschool children”

Project “Fundamentals of safety and life activity of preschool children”

Safety for children
MDOU kindergarten No. 41 Developed by: teacher Chuprina Alena Aleksandrovna, Irkutsk

There is a formula for safety: You must see, anticipate, take into account. If possible, avoid everything, and where necessary, call for help!

Project passport:

Project duration:

from July 1, 2022 until August 28, 2022

Project type:

short.

Project type:

cognitively oriented

Project participants:

teachers, kindergarten workers, students and their parents.

Children's age:

children of senior preschool age.

Problem:

Modern science has made a revolution in the cultural and historical existence of people, value orientations and attitudes are changing, the problem of maintaining safe life and sustainable health is becoming the subject of scientific research, special practices and techniques are appearing. There are different approaches to this issue, so it is necessary to select educational tools that will most effectively achieve maximum results in preschool age, since preschool children do not have sufficiently formed concepts about their own safety, both in society and in the outside world.

Relevance of the project:

Human life is inextricably linked with the environment around him, which in turn is filled with a large number of dangers. The problem of life safety is recognized throughout the world, and is considered one of the most important problems to be solved. Every person, both adults and children, can find themselves in an emergency situation or face danger at any moment. In the Russian Federation, more than 300 thousand people die annually from social, man-made, natural and other disasters, 100 thousand people become disabled, and even more people lose their health and are subjected to violence. Protecting people from negative impacts of anthropogenic and natural origin, achieving comfortable living conditions are the primary tasks of our country. “The strategic priority of childhood policy is the formation and development of healthy lifestyle values”

, - emphasized by the President of the Russian Federation in his message to the Federal Assembly.

Man-made and environmental disasters, terrorist attacks, military conflicts, increased crime, social and economic instability have a particularly acute impact on children.

Such characteristics of a preschooler as gullibility, suggestibility, openness in communication and curiosity determine behavior in a dangerous situation and contribute to his greatest vulnerability, therefore, what is not a problem situation for an adult can become one for a child, since the child, by his physiological characteristics, cannot independently determine the full extent of the danger.

By security, most researchers understand a state of a person that, with a certain probability, ensures the impossibility of causing harm to his existence, both to others and to himself, thanks to the existing knowledge, skills and abilities on how to do this. This definition is given by O.N. Rusak, similar definitions of security are given by S.K. Shoigu, N.N. Avdeeva. As noted by S.K. Shoigu, ensuring life safety is essentially the creation of conditions in the system under which the action of deterministic or random factors causing the appearance of danger is limited and ultimately leads to a reduction in danger to an acceptable level.

The legal basis for the formation of safety principles in preschool children at the present stage is:

Convention on the Rights of the Child.
Law of the Russian Federation "About Education"
.
"The concept of preschool education"
, V.V. Davydov, V.A. Petrovsky.

Project implementation principles:

1. Availability:

taking into account the age characteristics of children
adaptability of the material

2. systematic and consistent:

gradual presentation of material from simple to complex
frequent repetition of acquired knowledge, rules and norms

3. clarity and entertainment:

the proposed material must be understandable, have an entertaining beginning, be playful or have elements of a game or surprise

4. dynamism:

integration of the project into different types of activities

5. differentiation:

creating a favorable environment for the assimilation of the material proposed for study by each child

Explanatory note

Novelty of the project

The novelty of the project lies in the fact that preschoolers master life safety experience through the interaction of preschool teachers, parents of students, and
society.
This allows us to combine the efforts of all subjects of the educational process in solving this problem. In accordance with the Federal State Educational Standard for Preschool Education, the designated assessment criteria can be used to determine targets at the stage of completion of preschool education for social and communicative development, as well as to develop the basic educational program of preschool education.

This work should be included in all sections and areas of the kindergarten education program:

organized forms of training – direct educational activities:
joint activities of an adult and a child,
independent activity of the child,
training behavior skills,
cultural and leisure activities,
game.

Objective of the project:

Formation in children of conscious compliance with rules of behavior that ensure the safety of their lives and health in modern conditions of the street, transport, nature, and everyday life.

In accordance with the goal, the following tasks were formed:

Project objectives:

study the theoretical foundations of teaching safe behavior in preschool children;
identify factors that influence a child’s behavior in a dangerous situation;
analyze modern preschool educational institutions’ programs from the perspective of promoting safe behavior in children;
develop a long-term plan and notes on life safety rules;
determine the pedagogical conditions for raising a child’s safe behavior in life;
introduce pedagogical technologies and methods into the educational process to form the foundations of life safety among older preschoolers;
create a system of educational work on the basics of safe life;
create a system for working with parents to form the foundations of life safety among older preschoolers.

Tasks in working with teachers:

create conditions for the formation of life safety in children of senior preschool age through variable forms of education;
to increase the professional competence of teachers in matters of organizing and educating children
systematize and summarize the work of the methodological service of the preschool educational institution on the formation of the fundamentals of life safety among older preschoolers through variable forms of education;
create a monitoring system to form the foundations of life safety among older preschoolers for all participants in the pedagogical process (teachers, parents, students)
.

Tasks in working with children:

to form children's knowledge about a healthy lifestyle, to promote awareness of the concept "healthy lifestyle"
;
to form in children a conscious and responsible attitude towards personal safety and the safety of others;
expand and systematize children’s knowledge about correct behavior when contacting strangers;
consolidate children's knowledge about the rules of behavior on the street. Road, transport;
develop the foundations of a child’s ecological culture and develop a valuable and caring attitude towards nature;
promote the emotional and successful development of a preschool child;

Tasks in working with parents:

to acquaint parents with the work of preschool educational institutions in developing the basics of life safety in children of senior preschool age;
increase the level of knowledge of parents on the formation of basic life safety in children of senior preschool age;
instill in parents responsibility for maintaining the health, safety of children, and their emotional well-being;
create a special form of communication between parents and educators: “Trusted business contact”

Project effectiveness criteria:

Creating the necessary conditions for organizing joint activities with parents to protect and safety the lives of children.
Formation of independence and responsibility in children in emergency situations.
Establishing family connections with kindergarten staff and society.
Automation in children of safe behavior skills in any situation.
Arouse parents' interest in the problems of kindergarten.
Children and parents will not only follow the rules of safe behavior themselves, but also involve other people in doing so.

Predicted result of the project:

Children:

conscious attitude to issues of personal safety and the safety of others;
manifestation of discipline, self-control, independence in observing the rules of behavior;
the ability to anticipate possible danger and find ways to avoid it;
knowledge of the rules of safe behavior on city streets.
the ability to take care of one’s physical health and follow safety rules;
the ability to choose an adequate model of behavior in various life situations;
the ability to organize activities in accordance with the rules of behavior that is safe for oneself and others "typical"
situations;
the ability to act in extreme situations in accordance with learned rules on the road;
ideas about possible negative consequences for other people by their careless actions.

Parents:

conscious involvement in the education of a safe type of personality.

Teachers:

formed orientation towards the implementation of a competency-based approach to the development of healthy and safe lifestyle values. The proposed project is an attempt to show in practice the system of activities of parents and educators of preschool educational institutions to teach preschoolers basic safety rules. To develop in children the necessary ideas, abilities and skills of safe behavior in various situations.

Project implementation stages:

First stage: Preparatory.

Target:

determine the main areas of work.

Tasks:

to develop conceptual approaches to issues that form the life skills of a child in kindergarten.

Second stage: Organizational.

Target:

draw up a program for a project of interaction between families, kindergartens and services that ensure the safety of human life.

Tasks:

assess the capabilities of prevention subjects; prepare the material and technical base. Create the necessary conditions for the prevention of basic life safety for children.

Third stage. Basic.

Target:

carry out project activities to prevent the basics of safety, select innovative methods of work to organize the prevention of the basics of children's life safety.

Fourth stage. Analytical.

Target:

systematize methodological material and compare intermediate results with project objectives.

Tasks:

quantitative and qualitative processing of intermediate results of work.

Fifth stage. Final.

Target:

generalization of the experience gained; understanding it in the form of a model of psychological and pedagogical interaction between family, kindergarten and city services that ensure the safety of human life.

The system and sequence of work on the basics of life safety for preschoolers is presented in thematic blocks:

The world around
Fire safety
Safe road

Block “The world around” :

An explanation is given of what exactly can be dangerous in communicating with other people; that a pleasant appearance does not always coincide with good intentions and what behavior should be chosen in a difficult situation.
If the child is lost, local orientation.
We are talking about environmental pollution, caring for wildlife; about poisonous plants; about contact with animals
Sharp and heavy objects, balconies, open windows and other household hazards. And also, the ability to use the phone in extreme situations. Household items that are sources of potential danger to children (objects that, depending on the age of the children, you need to learn how to handle correctly (needle, scissors, knife)
;
Items that adults should store in places inaccessible to children (household chemicals, medicines, alcoholic beverages, cigarettes, cutting and stabbing instruments)
.
Studying the structure of the body, consolidating personal hygiene skills, the role of medications and vitamins, attitude towards a sick person, as well as children's fears, conflicts between children, etc.

Block "Fire Safety" :

An idea of fire, the danger of fire, the procedure to act during a fire, and also the ability to use the telephone in extreme situations. Fire hazardous items. Household items that are sources of potential danger to children (items that are strictly prohibited to use (matches, gas stoves, sockets, switched on electrical appliances)
;

Block "Safe Road" :

Traffic rules, rules of behavior in transport.

Work plan for the project:

— Organizational work

— Assisting educators in drawing up work plans for life safety

(senior teacher)

— Design of road safety and fire safety corners in groups for parents and children (educators)

— Memos and booklets for parents throughout the year (educators)

— Consultation for teachers “Formation in preschoolers of a conscious attitude towards issues of personal safety and the safety of others”

(senior teacher)

Monitoring the organization of work with children on the topic “Safety” :

Traffic rules
fire safety
personal safety
safety in nature (Head, senior teacher)

Selection and systematization of games for all groups on the topic “Safety”
(traffic regulations, fire safety, personal safety, safety in nature)
during the year Art. teacher, educators

Work with children:

—

Participation in the children's creativity competition on fire safety
“Young Talents for Safety”
(senior teacher, teachers)

-Participation in the children's drawing competition “Remember the rules of movement, like the multiplication table!”

, dedicated to the prevention of traffic violations, as part of the All-Russian campaign
“Attention, children!”
(senior teacher, educators)

Competition of children's creative works on the topic “Safety” :

Traffic rules
fire safety
personal safety
safety in nature throughout the year (senior teacher

educators)

-Participation in the competition of children's creative works “Caution, fire!”

(senior teacher, educators)

-Participation in the competition of children's propaganda teams on the topic of road safety (senior teacher, teachers)

Target walks:

Junior and middle groups;

Senior and preparatory groups (teachers)

Games (moving, didactic, role-playing, theatrical)

(educators)

Thematic evenings or leisure activities (Music masters, physical education instructors, teachers)

Group classes:

life safety fundamentals
getting to know your surroundings
speech development
visual activity
designing according to a grid of activities (educators)

-Reading fiction (educators)

-Reading and memorizing poems on the topic (educators)

-Giving children riddles on the topic “Safety”

(educators)

-Watching videos, m/f (educators)

-Conducting fire safety drills

(senior teacher, educators)

-Interaction with parents

-Design of parent corners (head teacher, teachers)

-General parent meeting “Road ABC”

(with an invitation from a traffic police representative and watching a video;

Head, Art. teacher)

-Participation in the family craft competition “Safe roads for children”

(senior teacher, educators)

-Participation in the sports competition “Buckle up, or you’ll lose!”

(senior teacher, educators, physical education instructor)

-Participation of parents in the preparation and conduct of events on the topic: “Safety”

at MDOU (Head)

Interdepartmental relations:

-Participation of the traffic police representative in the general parent meeting (Head)

-Participation of the traffic police inspector, PCh-11 in the conduct of events (Head)

-Involvement of schoolchildren - kindergarten graduates in the production of attributes for games and conducting classes on the topic (senior teacher)

Forms of organization for the formation of the foundations of safe behavior.

Cognitive activities
Conversations
Story
Story - explanation
Working with visual material
Discussions
Games (moving, role-playing, didactic)
Game situations - riddles
Simulation of situations
Watching themed films
Watching cartoons
Competitions
Quizzes
Crosswords
Productive activities (drawing, design, applique, modeling)
Entertainment
Holidays
Excursions, etc.

Means of education.

Posters;
Illustrations;
Scene pictures depicting various situations;
Cut pictures;
Mosaics;
Board and printed games;
Didactic games;
Attributes for role-playing games;
Computer presentations;
Cards for individual work;
Video lessons on life safety;
Toy vehicles for various functional purposes (trucks, cars, buses, fire trucks, ambulances, etc.)
;
Vehicles: (scooters, battery-powered cars, bicycles)
;
Layouts: traffic lights, trees, streets, houses, figures of people (pedestrians, drivers, traffic controllers)
;
Tabletop layout simulating streets and roads;
Albums on life safety;
Road signs;
Models of edible and inedible mushrooms and fruits;
First aid kit;
Cards with emergency phone numbers;
Telephone;
Card index of outdoor games on life safety;
A selection of fiction on the topic;
Notes of classes, conversations, leisure, entertainment;
Mobile folders;
A selection of thematic consultations and instructions for parents.

System for monitoring children’s achievement of the planned results of mastering the program “Fundamentals of Safety and Life Activities of Preschool Children”

Target:

identify the level of development in children of the elementary fundamentals of life safety for older preschoolers.

Monitoring of children is carried out twice a year: at the beginning and at the end of the school year (the criteria are indicated for a high level of development)

Monitoring is carried out according to the following indicators:

Knowledge of safe activities in nature.
Knowledge of safe behavior rules.
Ability to make decisions.
Communication skills.

For all indicators, three levels of task completion are defined - high, medium, low. Levels are determined depending on the degree of independence of the child in completing the proposed task:

A low level implies practically failure to complete the task even with the help of an adult.
Intermediate level – the child copes with the task with the help of an adult.
High level – completes the task independently.

Indicators Criteria:

5-6 years 6-7 years

Knowledge about safe activities in nature The child has an understanding of natural phenomena, rules of behavior during various natural phenomena in the forest, on a pond, when meeting animals and insects; knows how to classify plants, mushrooms, and berries into edible and poisonous. The child has an understanding of the rules of behavior on the water, on hot summer days, during thunderstorms, blizzards, and when meeting animals and insects; distinguishes and names edible and poisonous mushrooms, berries, and plants.

Knowledge of the rules of safe behavior The child knows the meaning of traffic lights and acts in accordance with them. The child knows the purpose of the “Pedestrian crossing”

,
“Telephone”
,
“Food station”
,
“Medical aid station”
, knows how to navigate road signs.
The child knows the purpose of road signs “Parking area”
,
“Roundabout”
,
“Gas station”
,
“Entry prohibited”
,
“Pedestrian traffic prohibited”
,
“Cycling traffic prohibited”
,
“Two-way traffic”
,
“Railway crossing with barrier”
,
“ A railway crossing without a barrier”
, knows how to navigate the road signs.

Ability to make decisions. The child has formulated ideas about how to behave in extreme situations. The child chooses the right decision. The child can consciously foresee dangerous events, knows how to avoid them whenever possible, and, if necessary, act.

Communication skills The child knows how to choose the right line of behavior and regulates his behavior on the basis of learned norms. Interacts with adults. The child has self-regulation of behavior, upholding the learned norms and rules of interaction with adults, and helping adults.

A survey of children on this topic is carried out on the basis of the Program “Fundamentals of the Safety of Preschool Children”

N.N. Avdeeva, N.L. Knyazeva, R.B. Styorkina.

Conclusion

Preschool age is the most important period when the human personality is formed and a solid foundation for life and a healthy lifestyle is laid. Due to its physiological characteristics, a baby cannot independently determine the full extent of the danger. Therefore, nature entrusts an adult with the mission of protecting his child. Children need to be wisely helped to avoid harm, because it is impossible to lead them by the hand and hold them near you all the time.

Short-term project for children of the senior group “Fire Safety”

EXPLANATORY NOTE

Recently, unfortunately, a pattern of growth in such natural disasters as fire has emerged. The negligence of adults is to blame. But we cannot fail to mention that children are also the culprits of fires. And often they do not even have a basic understanding of fire safety rules, and do not know how to behave correctly in extreme and dangerous situations. It is estimated that out of a thousand fires, one hundred break out due to the fault of children who become victims of their ignorance and frivolity. The number of children affected by fire increases every year. This cannot but cause alarm, especially against the backdrop of increased fire danger in our village.

To make a person’s attitude towards this problem conscious, it is necessary to deal with fire safety issues from preschool age. This work must be carried out purposefully and systematically. Kindergarten and parents need to join forces to protect children from tragedy.

Project type according to implementation period: short-term creative.

Project implementation time: 09/17/2018-09/21/2018

Project type: informational, educational, creative.

Venue: municipal preschool educational institution, group and music hall.

Project participants: senior children, parents, teachers, fire department employees.

Children's age: 5-6 years

Statement of the problem: preschool children do not have a protective reaction to extreme situations, which is characteristic of us adults. The desire to constantly discover something new, their spontaneity and curiosity often puts children in front of a real danger of fire.

The goal of the project: to develop in children a conscious and responsible attitude towards compliance with fire safety rules, obtaining the knowledge, skills and abilities necessary to act in extreme and dangerous situations involving fire.

Project objectives:

1.Educational

Introduce children to the history of fire.

- Give the idea that fire can be both useful and dangerous.
- Teach children to see when fire is friend and when it is enemy.
Developmental
Help children remember fire safety rules.
Develop the creative abilities of preschoolers
Educational
Prevent fear of fire, instill self-confidence in children,
Cultivate feelings of gratitude to people who help us in difficult situations.
Practical