Bazhov's story - stone flower. Literature lesson. Topic: P.P. Bazhov “Stone Flower”. The theme of art, labor and love in the tale. Danila's obsession

Nina Shuvalova
Skill building safe behavior in the everyday life of middle children preschool age

The concept itself « safety» confirms the importance and necessity of carrying out work on formation of safe behavior in everyday life. Child in effect age, absence life experience may be exposed to various hazardous situations. At the same time, adults who love and care for their children are often repeated"Do not touch", "go away", "it is forbidden". Or, on the contrary, they try to explain something through long instructions that are not always understandable to children. Safety is not just the sum of acquired knowledge, but the ability to behave correctly in different situations.

So, the relevance of the topic is due to objective necessity informing children about the rules of safe behavior, their acquisition of experience safe behavior at home.

The purpose of my work is formation in children ideas about situations and methods that are dangerous to humans and the environment behavior in them.

Tasks:

1. Shape ideas about situations dangerous to humans in everyday life and ways of correct behavior.

2. Cultivate a cautious and prudent attitude towards potentially dangerous situations for a person in communication, in everyday life.

3. Build skills careful handling of electrical appliances.

4. Build skills careful handling of fire, expand understanding of the causes and consequences of careless handling of fire;

5. Enrich lexicon and develop coherent speech preschoolers.

Child development occurs in various educational areas. In accordance with the Federal State Educational Standard preschool education educational field socio-communicative development is aimed at formation of the foundations of safe behavior in everyday life, society and nature.

The work was completed in three stage:

1. Diagnostics skills for safe behavior of children at home. Parent survey.

2. Work system developing safe behavior skills at home.

3. Identification skills for safe behavior at home.

First stage.

At the first stage, the level was identified development of children's safe behavior skills at home. We found out that not all children have a complete understanding of how to properly handle electrical appliances, the causes and consequences of improper handling of fire.

A survey of parents showed that many of them are not interested in this problem, often demonstrating a lack of culture themselves behavior in everyday life and, accordingly, are laid at children negative stereotypes behavior.

Second stage of work

I began my work by creating conditions for familiarization:

Equipped with subject-spatial Wednesday. In accordance with the requirements of the Federal State educational standard are being implemented principles: availability, security, variability, content richness, transformability, multifunctionality.

To familiarize your child with the basics security I used: albums, educational games, books, layouts, different kinds theater, attributes for role-playing games etc.

The play space is equipped with elements that stimulate cognitive activity preschooler. Due to integration with others educational areas, happens formation in children intellectual potential, are being formed such vital qualities as resourcefulness, independence, speed, dexterity, habit of labor, mental, physical effort, confidence in one’s actions, and the development of empathy.

Interaction with the child is focused on his personal development, creating an atmosphere of warmth and emotional well-being in which the child feels confident and resistant to stress.

Principles of organizing educational work:

Systematic principle. The work is carried out systematically, throughout the year, with flexible distribution of the content of the long-term plan throughout the day. However, thematic plan cannot anticipate all spontaneously arising situations and questions that arise, so I take into account the reality of events.

The principle of integration. Education work safe behavior of a preschool child carried out in all types of children's activities, often gradually, naturally and organically integrated into a holistic pedagogical process.

The principle of continuity of interaction with the child in conditions preschool institutions and in the family. I try to convey to my parents what the issues are security child, we act together, complementing each other.

Familiarization methods children with the basics of safe behavior at home.

1. Conversation with viewing illustrations ( "A house is a machine for living", "Fire is our friend", "How people mastered fire", "How to Avoid a Fire", “Why can a window be dangerous?”, “Pills are not candy”, "Ambulance", “How to call the police?”, "About the rules safe behavior near the Christmas tree» ); viewing presentations; free communication ( “What dangers await us indoors”, “There is fire hidden in these objects!”, "How to make friends with electricity", "Use and storage of dangerous items", "Let's talk about a home first aid kit", “Balcony, open window and other household hazards”); writing creative stories; joint production of collages ( "Dangerous and safe items» , "Fire hazardous items", "Our Helpers and Enemies at Home": guessing and memorizing riddles about household items, professions of a doctor, fireman, policeman, memorization of proverbs and sayings.

2. Method of modeling situations. Modeling situations gives the child practical skills to apply the acquired knowledge in practice and develops thinking, imagination and prepares the child to be able to get out of extreme situations in life.

(games - trainings, "Fire alarm", “All the chairs disappeared from the group”, “The teacher feels bad - what should I do?”, "We are rescuers", "How to call the fire department, ambulance, the police?) remaking fairy tales so that children can finish it themselves and find a way out of the current situation.

simulating actions with household objects and simulating possible threatening situations of handling them;

3. Repetition method. IN directly educational activities it acts as a leading method or methodological technique. Repetition leads to the emergence of generalizations and promotes independent drawing conclusions, increases cognitive activity.

4. Gaming techniques. They increase the quality of assimilation of cognitive material and contribute to the consolidation of feelings.

Games type "What do we know about things", “One, two, three, what is dangerous - find

5. Reading fiction. promotes the development of creative imagination, the use of experience, and the consolidation of knowledge. Galchenko V. "The Adventures of a Fireman", Zhitkov B. « Help is coming» , "What I saw"; Marshak S. "Fire"; "The Tale of an Unknown Hero". "Cat house"; Ostrovsky B. "They don't joke with fire" and others.

6. artistic and creative activity. Preschoolers sculpted, drew, made collages about the causes of injuries, fires, how they imagine the work of rescuers, what special machines help people if trouble happens, etc. An exhibition of children's drawings was organized "Home Hazards".

Interaction with parents

In resolving the issue security in the family and kindergarten the principle of unity of requirements was taken into account.

I tried to get parents to understand that they cannot require their child to follow any rule. behavior, if they themselves do not always follow it. Their special parental responsibility is to keep the home as small as possible dangerous situations.

This issue was resolved at parent meeting dedicated to the problem security, jointly developed a work plan for prevention security.

As part of the work with parents and children, the following were carried out: Events:

Lectures and consultations “Prank” children with fire", “The main causes of fires and their prevention”, “In healthy body– healthy mind”, “Protection of the child in legal documents”;

watching videos: fragments of classes, holidays,

Distribution of leaflets “Actions in the event of a fire, procedure for calling the fire department”;

design of stands “Safety” your baby” - “Child and the road”, “Island security", “I’m friends with my dear”, “Choosing a nanny”;

Exhibitions teaching aids, games, crafts, art and methodological literature, children's works “Don't Yawn on the Road!”;

Exhibitions and presentations of joint artistic and creative works: posters “Don’t joke with fire”, “Teach children rules traffic", "The street is full of surprises"; layouts “Transport of the future”, “Healthy lifestyle”;

Timely informing parents about certain events security in the group, preschool educational institutions, city events.

In the course of the work done we have the following results:

U children the level of knowledge about household items and situations that can cause harm to people’s lives or health has increased ( electricity, flames, hot objects, hot water, Food, household chemicals, open window, balcony, etc.);

The understanding of fire-hazardous objects and the causes of fire has expanded.

- formed elementary ideas about behavior in the considered emergency situations;

Parents' attitude to this problem has changed, their interest in raising their own has increased. children.

So, we can say that the question forming the foundations of security life activity is associated with society’s need for a socially adapted personality. Modern ambient Wednesday requires not only high activity of a person, but also his skill, ability to adequately behavior. Preschool age - period of absorption, accumulation of knowledge. We not only protect the child from danger, but also prepare him to meet with possible difficulties, we form we instill in him an understanding of the most dangerous situations and the need to take precautions safe behavior skills at home together with parents who act as role models for the child.

Formation of skills of conscious safe behavior on city streets in preschool children

The modern world is fraught with a large number of various dangers. We all live in a society where it is necessary to observe certain norms and rules of behavior. Therefore, one of the most painful problems modern society is children's road traffic injuries. Often children are the culprits of road traffic injuries because they do not sufficiently know the rules of safe behavior. Safety is understood not just as the sum of the knowledge a child has acquired, but as the ability to behave correctly in various situations.

While the baby is too small and in a stroller, we feel anxious because he becomes one of the road users. And as soon as he begins to grow up and walk, the child becomes more active. Due to this, the number of road accidents has increased greatly. As a rule, this is due to the fact that, firstly, technology began to develop all over the world, and secondly, non-compliance and non-compliance with the rules of safe behavior for children on the streets, roads, in transport, etc. Therefore, children often suffer from a lack of understanding of the danger which is a car or any other vehicle.

Therefore, one of the most important tasks preschool is to develop safe behavior skills in children. That is why in this big and difficult work Special attention focuses on promoting safe behavior on city streets.

From an early age, it is necessary to teach children safe behavior on the streets, roads, and in transport. After all, the knowledge that a child receives in childhood is the most durable. A culture of public behavior is formed through knowledge of the rules of behavior on the road and compliance with standards. This is precisely what is an important prerequisite for reducing road traffic injuries among children.

The upbringing and education of a child from the first days of his stay in kindergarten must be organized so that by the time the child moves from kindergarten to school, he could easily navigate the surrounding space, be able to correctly assess situations and have the skills to behave safely in these situations. That is why it is in kindergarten that all children should receive qualified information about safe behavior on the streets and acquire the necessary skills and habits of correct behavior. The more these useful skills and habits a child has, the easier it will be for him to gain the knowledge he will receive in kindergarten.

Purpose my job was to familiarize preschoolers with the road, rules and norms of safe behavior for acquiring social experience, as well as to intensify the problem of personal safety culture.

To achieve this goal, the following tasks were developed:
- accounting age features children;
- development of independence and responsibility in children;
- creating conditions for children to learn the basics and rules of safe behavior on the road;
- consolidation of rules and norms of behavior in various life situations on the road;
- orientation in various traffic situations;
- control of your behavioral reactions;
- formation of spatial orientation;
- development of coherent speech in children;
- enrichment of children's vocabulary;
- interaction with the preschooler’s family;
- Creation didactic games, lesson development.

In my work, I use systematic, diverse work, use creative forms and methods of teaching and raising children, and also educate parents on this issue.

The main method of my work- is the creation of exactly that favorable subject environment, which will stimulate children's activity and provide the child with more time to freely explore objects of interest to him, develop the child's reaction, coordination, attention and observation.

For this purpose, I created a subject-development environment, which includes:
1. Safety corner in the group;
2. Information corner for parents;
3. Educational and promotional materials;
4. Illustrated stands for children and adults;
5. Working with parents.

Preschool and family– these are two socially significant institutions on which the effectiveness of the process of raising a child depends. Therefore, all work with children to educate them in safe behavior skills on the streets of a city, town, or home should be done in close cooperation with parents, since the family is a source of social experience. It is in the family that he finds role models. And if we want to raise a morally healthy generation, then we must solve this problem “with the whole world”: kindergarten, family, school, community.

Parent meeting

“Formation of safe behavior skills in children”

(middle group)

Lubinova Svetlana Vladimirovna,

teacher of preschool educational institution No. 25,

Dubna, Moscow region

Target: increase the competence of parents (legal representatives) of group pupils in developing safe behavior skills in children.

Tasks:

1. To form in parents (legal representatives) of group pupils a sense of responsibility for the safety of their children.
2. Determine the role of parents (legal representatives) of group students in developing children’s safe behavior skills.
3. To acquaint the parents (legal representatives) of the group's pupils with the rules of safe behavior on the street, at home, in nature, and with strangers, paying the greatest attention to the direction “Health and emotional well-being of the child in kindergarten.”
4. Provide an understanding of the most common and dangerous situations that can result in injury.
5. Introduce parents to the work of the kindergarten on the topic “Life safety of children.”
6. To develop the readiness of parents to cooperate with kindergarten teachers on the problems of developing safe behavior skills in children.

Preliminary work: parent survey “Safety of your children”

Meeting plan:

1. Introduction.
2. Main part

— What is “safe behavior”?

— Sections of work on developing safe behavior skills in children.

— Child safety on the street

— Child safety at home

— Child and nature

— Child and other people (stranger)

— Health and emotional well-being of the child

— Child safety while in kindergarten

1. Recommendations for parents
2. Reminders: No. 1 - “How to develop safe behavior skills on the road in preschool children”, No. 2 - “ Fire safety children”, No. 3 – “Health and emotional well-being of the child”
3. Summarizing

Progress of the meeting

Organizing time.

Today our meeting is dedicated very important issue– to develop safe behavior skills in our children. When are children happy? When they are healthy. When are parents happy? When their children are happy.

Main part

— What do you mean by “security”? (outdoor safety, fire management dangerous objects, behavior with strangers...) Safety is not just the sum of acquired knowledge, but the ability to behave correctly in various situations, applying knowledge in practice.

— Is this topic important and necessary, in your opinion? (parents' opinions are heard)

The relevance of teaching preschool children the basics of safety in our time is beyond doubt. From the first years of life, a child’s curiosity and activity in matters of understanding the environment sometimes become dangerous for him. The child finds himself in different life situations, in which he may simply get confused.

The safety of the child is the main link in the upbringing complex.

We must always remember that the formation of conscious behavior is a long process. Today the child walks everywhere hand in hand with mom and dad, but tomorrow he will become independent.

Whatever a person does and wherever he is, be it an adult or a child, he is always in danger, the cause of which may be the carelessness of the person himself or the carelessness of others. Wherever our children are - on the street, in kindergarten, at a party, at home - you, parents, cannot be absolutely sure that nothing will happen to him, no one will harm him and nothing threatens his life. The task of us, adults, is to warn and prevent the child from harm, to properly prepare him to face various, and sometimes life-threatening situations, and at the same time not just say “This cannot be done,” but show him by personal example or an example from a literary work, from life.

Working to develop safe behavior is conducted in several sections:

- “Child on the street”

- “Child at home”

- “Child and Nature”

-“Child and other people. Stranger"

- “Health and emotional well-being of the child.

1. Child safety on the street.

These are traffic rules (the law for streets and roads, which both drivers and pedestrians are required to comply with), rules of conduct in transport; rules of conduct if a child is lost; terrain orientation. In order for you to always be calm for your child, and the child himself to feel confident on the road, we recommend:

• Remind your child of basic traffic rules every day;
• Never violate traffic rules in the presence of a child;
• Teach him to navigate the road, be careful and attentive, never cross the road in front of nearby vehicles;
• Teach him to cross the road only on pedestrian paths when the traffic light is green;
• Don't let your child play on the road.

Basic rules of behavior on the road can be remembered during the game. For example, invite your child to play traffic controller and pedestrian at home. Set up an impromptu road in the room from rope, paper, and jump rope. Arrange the cars, make a zebra crossing, make a traffic light out of cubes. Let the child first be a pedestrian and then become a traffic controller. Feel free to “break” the rules - children like to make comments to “uncomprehending” parents.

Remember! The child learns the “laws of the road”, first of all, by following the example of you, the parents. And don’t forget that personal example is the most intelligible form of learning.

2. Child safety at home

Ensuring the safety of a child at home is a set of precautions that includes the safety of all components of your home (bathroom, bedroom, living room, etc.)!

Kitchen- a room literally stuffed with dangerous objects. Household utensils, cutlery, gas stove, hot water, food - this is an incomplete list. Never leave your child alone in the kitchen.

Main source of danger in the bathroom- water, but do not ignore jars and bottles with gel, shampoo, balm, cream, paste, etc. The child is able to take a sip of this or that chemical “juice”.

We adults think that home is the most safe place in the world. What could foretell trouble under the roof of your house, where everything is arranged conveniently and cozy, where there are reliable doors with strong locks. But every home is not just walls and a roof, it is also and balconies, and doors, and windows.

There is nothing to say about the windows. Regardless of the floor on which the apartment is located, you need to keep your child away from the windows. Even sitting on the windowsill is dangerous business: A smart child can turn the handle and open the window.

Where there are windows, there are doors. How many pinched children's fingers and hands have they seen in their lifetime?! And the bruises and abrasions on the foreheads are endless.

A preschool child must be under the supervision of adults (parents, teacher, nanny). Don't leave your child home alone for long periods of time

• electrical safety.

To make his home comfortable, man supplied it with a variety of various devices and mechanisms. Looking into any apartment or house: we will find wires and Appliances, which pose a great danger if used ineptly or carelessly. This electrical, heating and lighting devices(stoves, stoves, electric irons, kettles, desk lamp, washing machines, TVs, vacuum cleaners, microwave ovens and much more). Sometimes something breaks in them and this causes an accident, fire or an accident. All electrical appliances must be in working order. Explain to children that:

• Do not touch sagging or broken power line wires
• It is dangerous to approach a wire lying on the ground
• Do not turn on electrical appliances yourself

• Fire safety

And how many different types of furniture are there that not only burn easily, but also emit emissions when burning? poisonous gases. The gas is specially made so odorous that people can immediately sense if it is coming out somewhere. Children must be taught not to turn on the gas stove themselves.

Fires occur not only due to children's negligence; in most cases, children simply do not know about safe handling with flammable devices.

We can't live without sharp, piercing, cutting objects. To teach children, all sharp, piercing, cutting objects must be put in their place, since order in the house is not only for beauty, but also for safety.

Leaving a preschooler at home alone is a big risk for parents. And leaving several children at home is fraught with consequences: what does not occur to one, may occur to another.

Sometimes they try to get into the apartment intruders infiltrate. Teach your child not to open doors strangers, having played out this situation. Let one of the parents play the role of a “stranger” several times, and the other help the child correctly organize his actions: what to do, what to say. Name the people for whom the child can open the door by name - relatives, neighbors, friends.

• Poisoning

When a child wants to know something better, he often tastes it. The list of items that he can swallow is headed by those items that look like candy. The problem is that preschoolers have a hard time distinguishing sweet caramels from the pills of their grandparents. The consequences of such mistakes can be very disastrous and lead to poisoning.

Do we need to remind you that medicines are akin to jewelry that is kept in a box under lock and key. Only adults should have access to medicines.

It is our common responsibility that the child knows by heart his address, first and patronymic names of his parents; start introducing phones emergency services(fire department - 01, police - 02, ambulance - 03, gas service - 04). It’s even better if you and your child make a list of the phones you need and hang it on the wall next to the phone. Don’t forget to explain to your child the consequences of rash calls to these services.

3. Child and nature.

We're talking about pollution environment, about caring for living nature; about poisonous plants; about contact with animals.

4. Child and other people (stranger)

We give an explanation 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 difficult situation.

5. Health and emotional well-being of the child

This includes: studying the structure of the body, strengthening personal hygiene skills, familiarization with the role of medications and vitamins, attitude towards a sick person, as well as relationships between children (conflicts, etc.)

Emotional well-being or psychological safety of a child is the state of the child that ensures his successful mental development. The psyche of a preschool child is characterized by increased vulnerability and easy exhaustion. Many environmental influences can cause nervous disorders.

Dear parents! Before leaving home for kindergarten, be sure to check your children’s pockets, purses and backpacks for small, piercing and cutting objects (pins, badges, toilet water, etc.). It is not allowed to bring toys from home to kindergarten. Depending on the weather conditions You must bring a spare set of clothes for the child. (if it’s raining, sweating, etc.) The child’s shoes should be comfortable, fit properly and have a fixed heel. Girls should not wear shoes with heels.

Regarding the safety of children while in kindergarten:

- All entrance doors equipped electronic locks. Made for each employee and parents magnetic keys to enter the preschool building.

What dangers can await a child in the building and on the territory of the preschool educational institution? Several categories can be distinguished:

• Increased incidence. This is the most common danger factor encountered in preschool institutions. Kindergarten is a place where there is a large concentration of children different ages. And it is quite natural that children have different immunity and susceptibility to diseases. It should not be surprising that in kindergarten a child often “catch” various infections and diseases. This is especially concerning for parents whose children have weakened immune systems. But a child can “catch” the virus not only in kindergarten. Sections, studios, classes in other places, walks on playgrounds are potential areas for contracting various infections.

I remind you: Every parent loves their child and cares about his health. Finds out from the teacher about the incidence of children in the group. He is indignant when he hears or sees someone else's child sneezing or coughing. And he brings his child with a cough or snot, escorts him to the group, without caring about other children and group employees.

If a child does not attend kindergarten for an unexcused reason for two days, he is removed from meals on the third day. This happens especially strictly during exacerbation of infectious diseases.

Parents should be the first to take care of their child’s health: when elevated temperature, vomiting, diarrhea, you must leave the child at home and call a doctor. The parent is responsible for putting his child on and off the food. Without a doctor’s certificate after illness or missing 3 days, a child should not be admitted to a preschool educational institution.

Children take all medications at home; educators are strictly prohibited from giving medications to children. There should be no medicines in children's cupboards. In isolated cases, contact medical staff.

Injuries, accidents.

Dear parents! Before leaving home for kindergarten, be sure to check your children’s pockets, purses and backpacks for small, piercing and cutting objects (pins, badges, money, batteries, flashlights, etc.). The causes of injuries can be very different, there are a great many of them:

— children may injure each other in the fight for toys,

- pushing aside friends, rushing to or from a walk,

- fall out of bed during naps,

- carelessly ride down a slide, slip on ice,

- unlucky to fall out of the blue

If a child is injured on the territory of the preschool educational institution, all issues related to the incident are resolved on the spot, in the preschool educational institution. Trauma does not include bruises, abrasions, or minor cuts.

• Emergencies. Although such phenomena as fire, earthquakes and external (criminal, Act of terrorism, insane actions of adults) -

events are infrequent, and we live in peacetime, but forget about necessary measures preventing such situations and the principles of ensuring safety during an emergency are not worthwhile.

• Threat to emotional well-being ( psychological health child. Not all parents think about the fact that their child in kindergarten can be harmed not only physically, but also emotionally and psychologically. The reason for this is not only and not so much personal characteristics preschool staff, how much the relationship between children is, the stress of parting with their mother.

Therefore, parents need to monitor psychological state your child and carefully understand the reasons when the child categorically refuses to go to kindergarten.

Factors to ensure the safety of children in preschool educational institutions:

To protect children from various dangers, thereby keeping babies healthy and parents happy, a preschool must ensure that many safety factors are observed.

— in order to prevent various colds and infectious diseases in the garden premises, appropriate temperature regime, level of illumination and ventilation.

— regular medical examination of the institution’s personnel in order to exclude infectious diseases, compliance with personal hygiene rules.

— in the preschool educational institution there is always a nurse who monitors the health and condition of the children and is responsible for calling an ambulance, if necessary. Periodic examinations of pupils are mandatory medical workers professional medical institutions.

- monitoring the sanitary condition of the preschool educational institution, and, most importantly, the kitchen and children’s products.

Parents of children with a tendency to allergic reactions For certain products, you must bring a doctor’s certificate indicating the diagnosis and a list of prohibited products. You cannot remain silent about allergenic products, because... information about them may not be in the child’s medical record. Otherwise it would O The greatest responsibility falls on the parents.

— the preschool premises are subject to daily cleaning and periodic disinfection,

— technical condition premises and buildings adjacent to the kindergarten are subject to mandatory regular monitoring.

— each preschool employee has instructions on how to interact with the main security services. At the same time, training evacuations are carried out from the premises and from the territory of the preschool educational institution to practice skills of behavior in emergency situations.

— in order to avoid the kidnapping of children from kindergarten, children can only be given to their mothers and fathers, as well as to persons declared by the child’s parents in the application for permission.

- pay close attention fire safety buildings: conduct periodic inspections gas stoves in the kitchen, electrical wiring throughout the building. The premises of the preschool educational institution must be equipped with basic means of fire protection: fire extinguishers, shovels and sand. It is necessary to have in the building " panic button", with which you can quickly call firefighters or the Ministry of Emergency Situations.

Persons responsible for the safety of children on the territory of the preschool educational institution

Every parent wonders who is responsible for the safety of their precious child in a preschool? Responsible person number one and the one who ensures safety checks on the territory of the preschool educational institution is the head of the kindergarten. As the main document of any educational institution- Law “On Education”, the head is personally responsible for the safety of each of his students.

Of course, it is impossible for the head of a preschool educational institution to keep track of several dozen children at once, so the group teacher becomes responsible for ensuring the safety of the child in the kindergarten.

The child's parents can also make an invaluable contribution to ensuring the baby's safety. This may be voluntary financial and material assistance to preschool educational institutions aimed at updating outdated elements playgrounds, desks, cribs and other structures. It is also the task of parents to monitor compliance with safety standards in the garden.

All these are important steps to ensure the safety of the children of the preschool institution and, first of all, your beloved baby.

- Intervene in the situation, speak and act in favor of the child.

- Know the child’s age-appropriate possible reaction and take advantage of it.

- Respect your child's feelings, no matter how they are expressed.

— Encourage greater independence and responsibility.

- Supervise the child until he is ready to use O greater responsibility.

— Define the boundaries of what is permitted for your child and clearly and categorically enforce them. Any minor violation committed by adults is a bad example for a child. The safety of your child depends on the quality of your compliance with preventive and protective measures!

Summarizing

We all know that the range of problems related to the safety of a child cannot be solved only within the framework of a kindergarten. Therefore, success in working to ensure the safety of children can only be achieved through close interaction with the parents of the pupils, since the knowledge that the child receives in kindergarten must be reinforced in the family environment.

Working to develop safe behavior skills in our children on the street, in nature and at home is not a one-day job. For it to bring results, one lesson or conversation with children is not enough. The safety of our children is achieved through training, and not by reading morals, which children do not always even understand. The best way— demonstrate by example what to do in a difficult situation, and then reinforce the skill together with the child. The work must be systematic. It is not enough for children to have only theoretical knowledge; they must apply it in practice.

And if we can provide theoretical knowledge to children in kindergarten (these are conversations during restricted moments, during classes on familiarization with the outside world, on speech development, on familiarization with fiction, etc.), then their practical use rests entirely on your shoulders.

To help children better understand safety rules, you can use stories from your personal experience, reading works of fiction, fairy tales (“Little Red Riding Hood”, “The Wolf and the Seven Little Goats”, “The Three Little Pigs”, “The Cat, the Fox and the Rooster”, “Zayushkina’s Hut”), in which the theme of safety can be traced, conversations on the content of what was read. Artistic word always makes the child think about the problem situation presented, feel it, and evaluate the actions of the characters. You can look at illustrations with your children, solve riddles, play didactic and story games. In a playful form, children are better aware of the information offered; it helps to model the rules of behavior in specific situations, consolidate the acquired skills. Show your children only positive examples.

The main task of adults, teachers, and parents is not only to protect and protect the child, but also to prepare him to face various difficult and sometimes dangerous life situations.

I hope that you spent your time usefully and take an active part in learning and in passing on your experience to children. After all, the main goal of our work is to develop in children the skills of safe behavior in everyday life, in nature, on the streets, on the roads, in human society; cultivate the habit of a healthy lifestyle; learn to anticipate dangerous situations and, if possible, avoid them, and, if necessary, act. Act correctly, in accordance with the situation. May every day be safe!

Meeting decision:

1. Children and parents must strictly follow safety rules.
2. Work to develop safe behavior skills in children in kindergarten, on the street and at home.

Formation of safe behavior skills in preschoolers through modeling game situations.

Period preschool childhood in children 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.

SLIDE 3

Effective way teaching safe behavior skills is a modeling method.

SLIDE 4

The method contains in its structure a triad of components that determine valuable pedagogical properties:game, simulation and analysis of a specific situation .

SLIDE 5

The peculiarity of this method lies in the fact that it is a link between the content of knowledge about safety rules and the organization of activities for their application. Important to consider special conditions implementationmodeling method game situations:

using a mock-up setting or a specially designed object-play environment in a group room;

preliminary acting out of situations by the teacher (showing puppet shows) with the gradual involvement of children;

introduction of activity motivation that is meaningful for preschoolers;

"appearance" of obstacles or special conditions in the process of gaming activities;

maintaining an adequate emotional background.

Having learned to act in simulated game situations that closely reproduce the real situation, preschoolers will feel much more confident in real conditions. The essence of the game situation is that children are placed in conditions that are close to reality. In order to prevent children's fears, “information neurosis” due to the expansion and deepening of knowledge about dangerous situations, each lesson should be completed positively. At the same time, training should not be turned into fun game– Children should take this activity seriously.

SLIDE 6

The main content is based on specially developed areas from Bereginya’s book “Dangers at Home”, “Dangerous Road”, “How to Become a Victim”, “Games Can Be Dangerous”, “Safety in Nature”. In accordance with these directions, we have proposed a long-term plan with the theme of game situations, which allows us to develop in children a wide range of knowledge and skills.

Play activities We spend the second half of the day as part of interest activities. For example, situations such as “School of Traffic Light Sciences”, “Roller Skating and Bicycles”, “Crossroads”, “Traveling out of town”, “How pedestrians and drivers divided the street”, “In the yard” allow children to develop the skill of competent behavior on the road, develop ideas about the cause-and-effect relationships of dangerous situations. Explaining the rules of the road, we tell children what the sidewalk, roadway, and intersection are for, what types of transport can be seen on city streets, how to cross the road, and introduce them to the pedestrian route (zebra crossing, traffic light, traffic island). .

SLIDE 7

Game situations “In the park”, “ Poisonous plants", "A dog is a man's friend", "Collecting mushrooms and berries", "Edible - inedible" help introduce children to the beautiful and unique world of nature, children learn a responsible and caring attitude towards nature (do not destroy anthills, feed birds in winter, do not touch bird's nests). Preschoolers get acquainted with representatives of regional flora and fauna, while we explain that they should not forget about the dangers associated with certain plants or that arise from contact with animals.

Most children believe that people with an unpleasant appearance or unkempt clothes are dangerous. Some children think that it is primarily men (“the guy with the beard”) who pose the danger, and that young, well-dressed, pretty women, girls or boys cannot cause harm in the same way as any person with an open, friendly smile. The situations “A stranger is ringing the doorbell”, “A stranger in a group”, “A stranger is calling on the phone”, “Lost in the city”, “Defend yourself” teach children to act in such a situation.We have reviewed and discussed possible situations violent behavior on the part of an unfamiliar adult, for example, grabbing your hand, dragging you into a car, pushing you into an entrance or some building. It is necessary to explain to children how to behave in such situations: shout loudly, calling for help and attract the attention of others: “Help, help, stranger!”

SLIDE 8

It is possible to use fairy tales with animals: “The Three Little Pigs”, “The Cat, the Rooster and the Fox”. We explain to children that dangers can await them not only on the street, but also at home. It is advisable to role-play various situations: the child is home alone; child at home with friends, brothers, sisters; child at home with adults.

SLIDE 9

During special play situations, we tell children that household items can also be sources of danger.We draw the attention of preschool children to the fact that indoors pose a particular danger open windows and balconies. The selected games allow us to teach children the correct behavior in extreme situations at home, for example, during a fire, smoke, and familiarize children with the algorithm of actions. These are games such as “Fire Alarm”, “All the chairs have disappeared from the group”, “We are rescuers”, “How to call firefighters, ambulance, police?”.ABOUTLearning to use the telephone to call firefighters, ambulances, and the police requires work to prevent false calls. It should be noted that playing with a phone differs significantly from the real situation: in the present telephone conversation the child does not see the communication partner, and the timbre of the voice in the telephone receiver is unusually original. Therefore, the ability to use a real telephone can arise and be consolidated during a special game, which can be entrusted to parents, explaining to them what problems the child may have. It is necessary to explain to children that health is one of the main values ​​of life, the key to success and attractiveness in life. It is necessary to develop personal hygiene skills in children. By talking about the structure and functioning of the body, we draw children’s attention to its complexity and fragility, and also explain the need to take care of their body and care for it. We need to pay attention to the emotional well-being of preschoolers.This is facilitated by the following situations: “How the human body works”, “Beauty and health”, “Clothing and health”, “Attitude towards the sick”, “Actions when coughing, sneezing”, “Are you okay”, “What are you upset about? "

As additional material we include the use of literary works: poems, riddles, proverbs, they can be used on different stages revealing the problem in accordance with certain pedagogical objectives.

The proposed long-term plan fits organically into the pedagogical process organized in a preschool institution.

In general, all implemented areas to familiarize children with the rules of safe behavior are subordinated to the child learning to effectively interact and communicate with the outside world. After developing safe behavior through modeling play situations, the skills of most children in the group improved. We can talk about what happened significant changes in the level of development of safe behavior skills according to such indicators as interaction with people, behavior indoors, health, psycho-emotional stability and behavior on the street and on transport. In the course of our work, we determined the necessary conditions, ensuring the formation of safe behavior skills: selection of material accessible to children, systematicity of the provided activities, visual and didactic equipment, application game forms working with children, cooperation with parents. It should be noted that modeling game situations is important stage preschoolers mastering knowledge and skills of safe behavior. Children’s communication in play situations, “pronouncing” rules of behavior, and imitation of actions with potentially dangerous objects make it possible to form children’s safety experience. Modeling and playing out situations makes clear the meaning of prohibitions and methods of safe behavior. The main thing is not the child’s assimilation of meanings that are quite complex for his age, but a general understanding of the value of life and health and the relationship between lifestyle and human health. It is impossible to equip a child with ready-made recipes for all occasions. A child's experience of a simulated situation allows him to learn how to independently search for quick and effective solution, way out of a difficult situation.

SLIDE 10A person cannot truly improve unless he helps others improve.Charles Dickens

Create yourself, just as there are no children without imagination, there is no teacher without creative impulses

SLIDE 11THANK YOU FOR YOUR ATTENTION

Long-term work plan with children 6-7 years old on the topic “Safety”

"We rollerblade and bike"

"In the park"

"Poisonous Plants"

1. show the cause of road accidents due to the fault of pedestrians.

2. develop the ability to weigh yourself correctly on the road and in nature.

3. cultivate a caring attitude towards the natural world.

October

"Crossroads"

"Trip out of town"

"A dog is man's friend"

"Stranger in the Group"

1. learn to correlate your actions with the color of the traffic light.

2. develop ideas about the cause-and-effect relationships of the occurrence of dangerous situations.

3. cultivate a culture of behavior.

November

"How to call the police"

"How to call the fire department"

"How to call an ambulance"

"Fire alarm"

1.learn with children the algorithm of actions when calling the special services.

2.develop telephone communication skills.

3. help draw conclusions about the consequences of improper handling of dangerous objects.

December

"A Stranger Rings at the Door"

"A Stranger Calls on the Phone"

"Smoke in the room"

"Lost in Kindergarten"

1. teach children to act in a dangerous situation.

2. develop the skill of dialing emergency numbers.

3. cultivate a desire to help your neighbor

January

"Protect yourself - 1."

"Fire."

"How the human body works"

“All the chairs disappeared from the group”

1. practice the skill of safe behavior of children in emergency situations.

2. introduce children to a healthy lifestyle.

3. cultivate children’s ability to find a way out of a difficult situation.

February

"Human Beauty and Health"

"Clothing and health"

"Attitude towards the patient"

“It’s bad for the teacher. What to do?"

1. form ideas about healthy lifestyle.

2.develop the skill of acting in extreme situations.

3. awaken in children a sense of compassion, a desire to help a sick person.

March

"Protect yourself - 2"

"Find by description"

"Brushing our teeth"

"Invitation"

1. establish rules of behavior when contacting strangers.

2. develop the skill of careful and respectful behavior.

3.analyze specific situations.

April

“How pedestrians and drivers divided the street.”

"In the courtyard"

"We are rescuers"

"Nurse - Nurse"

1. teach how to cross the street and provide first aid.

2. create a sense of duty.

3. educate children to observe the rules of safe behavior.

May

"In city transport"

"Picking mushrooms and berries"

"Edible - inedible"

"Lost in the City"

1. consolidate the rules of ethical and safe behavior in transport and nature.

2.to form in children an attitude towards health as a value.

3. cultivate attention and caution.

The main character of the fairy tale Stone Flower" - a master stone worker named Danila. He was an orphan. At first he was assigned to serve in the master's house, to carry out various assignments. But Danila was thoughtful and dreamy and did not fit the role of an efficient servant. Then he was sent to graze the cows. And during this work, he often thought and spent a lot of time observing nature. He liked the natural beauty of natural creatures, and Danila could spend hours looking at a bug crawling on a green leaf.

One day he got carried away with his observations and several cows from the herd got lost and were eaten by wolves. Danila was severely punished and sent to study with malachite craftsman Prokopich, who had a stern disposition and was very picky with his students. But the strict Prokopyich liked the observant Danila and soon became dear to the old man, like his own son. The boy turned out to have a natural sense of stone. He understood how to process stone in order to fully reveal its natural beauty.

Rumors about the young talented master reached the master, and Danila began to be entrusted with the manufacture of complex products from malachite. One day he was given a drawing original vase and allowed me to work on it unlimited amount time. Danila took up this work, but it did not please him. The vase turned out beautiful, but did not look like it was alive.

Then he decided to make his own vase, in the shape of a flower, which was supposed to look like a living flower. Danila wanted to show all the natural beauty of the stone. From one old master he heard a story about a stone flower that the Mistress of the Copper Mountain has. Whoever sees this flower will learn how to make stone products that look like they are alive. And Danila really wanted to look at this wonderful flower.

One day, in search of a stone for his vase, he wandered through the mine and heard a woman’s voice who advised him to look for the right stone at Snake Hill. There he actually found the right stone and got to work. At first, work on the new vase went well, but soon stalled. The upper part of the flower did not work out. Danila even decided to postpone the wedding with his fiancee Katya, he was so passionate about his work. Failures with making a flower vase kindled his desire to see the mysterious stone flower, and Danila again went to Snake Hill. There the Mistress of the Copper Mountain appeared to him. Having heard that his idea with a vase did not come out, she suggested taking another stone, but still inventing a vase on her own. But Danila certainly wanted to see her wonderful stone flower. The mistress of Copper Mountain warned Danila that in this case he would not want to live and work among people and would return to her, to Copper Mountain. But Danila insisted on his own, and managed to see a wonderful stone flower.

He returned home joyful, and even told his bride that the wedding would soon take place. However, Danila soon became sad and one evening he took out his vase, which was not working at all, and broke it. After that, he left the house and no one saw him again. And people said that the Mistress of the Copper Mountain took him to her place as a master.

That's how it is summary fairy tales.

The main meaning of the fairy tale “The Stone Flower” is that a person must achieve everything himself, with his own mind. And you shouldn’t look for easy solutions and wonderful skills gifted by someone from the outside. Danila did not want to achieve his goal without outside help, he decided to master the supreme art of stone processing with the help of a wonderful stone flower. And he paid for his desire by voluntary imprisonment with the Mistress of the Copper Mountain. The fairy tale teaches you to persistently achieve your goal on your own.

I liked Master Prokopich in the fairy tale. He was a very stern man, but, having managed to discern a spark of talent in Danila, he treated him kindly and contributed in every possible way to Danila’s development, as experienced craftsman masonry

What proverbs fit the fairy tale “The Stone Flower”?

Everyone has their own skill.
Every master takes on training, but not every master completes the training.
Slow work indicates a skilled craftsman.