Pedagogical piggy bank. Forms of work on life safety with children of senior preschool age - consultation for teachers Consultations for educators on life safety

Consultation for preschool teachers on the topic:

“Formation of the fundamentals of life safety in children preschool age»

Prepared

teacher at MBDOU "Kindergarten"

Miklyaeva Oksana Viktorovna

Formation of the foundations of children’s safety and life activity in preschool conditionseducational institution is an urgent and significant problem, since it is determined by the objective needinforming children about the rules of safe behavior, gaining experiencesafe behavior at home. We, together with parents, are carrying out targeted work in this area.

formsafesecuritylife and health of childrensecurity

It is important not only to protect the child from danger, but also to prepare him to face possible difficulties,formunderstanding of the most dangerous situations, the need to take precautions, instilling in him skillssafebehavior in everyday life together with parents who act as role models for the child. Conceptsecurityin the preschool educational institution previously included only securitylife and health of children. But modern world changed the approach to the problemsecurity, it also included such concepts as environmental disaster and terrorism.

Upon reviewchildren with basic safety basicsthe following should be definedgoals:

laying the foundationsfor the preservation and promotion of health;

education of safe behavior, the ability to anticipate dangerous situations, avoid them if possible, and act if necessary.

Working with children on life safety includes a whole complextasks:

familiarization with household sources of danger, with necessary actions in case of danger,formationideas about wayssafe behavior at home;

development basicsecological culture,education of love, responsible and careful attitude towards our native nature;

upbringingcompetent participant traffic;

upbringingfeelings of mutual assistance and camaraderie.

Implementation of these tasks andestablishing the initial security foundationscarried out taking into account the followingbasic principles:

systematicity and consistency (any new level in trainingchildrenrelies on what has already been mastered in the previous one);

accessibility (complication of the material occurs taking into accountage characteristics of children);

inclusion in activities(game, educational, search and other types);

visibility (techniquesafety is best perceivedthrough rich illustrative material);

dynamism (integration of tasks into different types activities);

psychological comfort(removal of stress factors).

Implementation stages task data:

Stage 1 - interestchildren, update, clarify and systematize their knowledge about the rulessecurity;

Stage 2 - enter the rules intochildren's lives, show the diversity of their manifestations inlife situations, train in the ability to apply these rules;

Stage 3 - on basisacquired knowledge and skills to help consciously master real practical actions.

Forms educational organizations educational process :

Classes;

Memorizing poems;

Collection of photographic materials;

Games - activities;

Learning the rulessafe behavior;

Conversations;

Didactic games;

Outdoor games;

Reading fiction;

Examination of illustrations on the topic;

Observations;

Excursions;

Theatrical performances;

Plot - role-playing games;

Games - trainings;

Watching cartoons;

Labor activity;

Productive activity;

Guessing riddles;

Entertainment;

Leisure;

Playing out situations of correct and incorrect behavior;

Meeting with interesting people;

Participation in various competitions;

Personal example from adults.

Along with traditionalforms of education in preschool educational institutions, much attention is paid to organization various types activities and children's acquisition of experience. After all, everything we teachchildren, they must be able to apply in reallife, on practice.

The child finds himself in variouslife situations, in which he may simply get confused. Firstly, it is necessary to give children the necessary amount of knowledge of generally accepted human norms of behavior. Secondly, to teach how to act adequately and consciously in a given situation, to helppreschoolersmaster basic skills of behavior at home, on the street, in the park, in transport and thirdly, developpreschoolersindependence and responsibility.

Problem solving supportsafe, healthy imagelifeis possible only with constant communication between an adult and a childequal: together we look for a way out of a difficult situation, together we discuss a problem, we conduct a dialogue, together we learn, make discoveries, and be surprised.

For developing safe behavior skills in preschoolersneed to createsubject-development environment in Group. It includes:

1. Corner security, which contains materials: shield securitywith various types of sockets, switches, locks; street layout with road signs, markings for vehicles and pedestrians, traffic lights; attributes for role-playing games"Drivers and pedestrians", “Traffic Controller”, “Rescuers”, “Ambulance” etc. Plan-scheme of the microdistrict in which the kindergarten is located, marking dangerous areas, places favorable for games; life safety posters by topic"If you're lost on the street", "Attention! Terrorism!", "Fire safety for preschoolers" and etc; albums "Medicinal plants", "Poisonous plants and mushrooms", "Professions" , “Valeology, or Healthy Baby”, “If the baby gets hurt” and etc.

2. Game library, whichcontains: didactic games "Dangerous - not dangerous", "Continue the series" , “Call it in one word”, “The fourth one is extra”, “So - not so” and etc. ; board and printed games« Security basics» , "Great Walk Around the City", "Good bad", "Valeology" , "Road signs", "Emergencies at Home" and etc.

3. A library that contains educational and fiction literature, photo albums, illustrations for viewing and discussing various situations.

L. Tolstoy “Fire”, "Fire Dogs";

V. Zhitkov “Fire”, “In the Smoke”;

S. Marshak “Fire”, "The Tale of an Unknown Hero", "The Tale of the Stupid Mouse";

T. Shorygina "Green Tales", "Cautious Tales";

K. Zaitseva "Lessons of Aibolit";

Fairy tales "The Wolf and the Little Goats", "Three piglets" , "Little Red Riding Hood", "Zayushkina hut", "Kolobok" , "Cat, Rooster and Fox" and etc.

Y. Sokolova “Rules security» ;

I. Seryakov "The street where everyone is in a hurry", "Scientific Friend" ;

E. Permyakov "Hasty Knife";

A. Ivanov “ABCsecurity. How inseparable friends did not burn in fire,”“how inseparable friends did not drown in water”, “How inseparable friends guarded the house”;

I. A. Yavorskaya “Children and the Road”;

I. Leshkevich “Traffic Light”;

N. Nosov “Car”;

G. Yurmin "Curious Mouse";

A. Dorokhov "Underground crossing", "Fence along the sidewalk", "Barrier" ;

L. Galperstein "Tram and his family";

A. Dmokhovsky "Wonderful Island";

V. Semernin “Forbidden - allowed”;

A. Northern "Three wonderful colors".

Working with parents - one of the most important areaseducational-educational work in preschool educational institutions. After all, the range of problems associated withchild safety, cannot be solved only within the kindergarten, so close contact with parents is necessary. Nothing is noteducateswith such conviction as clear example adults.

Target work with parents - explain the relevance and importance of the problemchild safety, to increase the educational level of parents on this issue, to outline the range of rules that need to be introduced, first of all, in the family.

When working with parents we use:

informationally-analytical direction: conducting surveys. parent survey;

educational direction: parent meetings, workshops;

visually information direction: organizing open days, open viewing of classes and other activities,information at the stand, moving folders, development of memos;

leisure direction: joint holding of holidays, leisure activities, excursions; family exhibitions creative works, products made from waste and natural materials.

Thanks to the work done, it is expectedresults:

The knowledge and information the child receives about himself and his health will allow him to find ways to strengthen and maintain health.

The acquired skills will help you consciously choose a healthy lifestyle.life.

The experience gained will help you avoid accidents.

One of the pressing issues at present is the problem of security. It is dictated by the socio-economic and criminal situation in the country. Security issues have escalated sharply and have taken character traits problems of human survival, i.e. opportunities to protect yourself in different life situations.

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

Safety is not just the sum of acquired knowledge, but the ability to behave correctly in various situations, develop practical skills and behavioral skills in games, in everyday life, and teach the correct actions.

Children may find themselves in unpredictable situations on the street and at home, so the main task of adults is to encourage them to develop independence and responsibility.

The main general education program of our kindergarten, in accordance with FGT, obliges us to implement the content in our work educational field"Safety". This area involves achievinggoals - formation of the foundations for the safety of one’s own life and the prerequisites for environmental consciousness (safety of the surrounding world). And also the solution to the followingtasks :

Formation of ideas about situations that are dangerous for humans and the environment and methods of behavior in them;

Introduction to the rules of behavior that is safe for humans and the environment;

Transferring to children knowledge about road safety rules as a pedestrian and a passenger in a vehicle;

Formation of a cautious and prudent attitude towards situations that are potentially dangerous for humans and the surrounding natural world.

In addition to the specific problems of this area, it provides solutionscorrectional tasks:

Broadening your horizons;

Development of the communicative function of speech.

The tasks of each age group are spelled out in the “Program of education and training in kindergarten"edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, and they are formulated in more detail in the book “Fundamentals of the Safety of Preschool Children” by V.A. Ananyev.

In order to achieve the goal and solve the problems of the educational field “Security”, it is necessary to take into account the features in the development of our children:

lack of attention span, limited opportunities its distribution, reduced productivity of memorization, lag in the development of visual-figurative forms of thinking (ONR, ZPR), as a consequence

Children are often distracted, act impulsively, and have impaired self-control. All this can be the cause of incorrect, thoughtless actions of children and lead to dangerous life situations.

Let's look at which sections of the educational area “Safety” we will implement in our work with children.

This:

Child and other people;

Child and nature;

Child at home;

Child on the street.

What is the main content of these sections?

In chapter "The Child and Other People" We will talk with children about the dangers of contacts with strangers, about what needs to be done if a “stranger” comes to the house, about the discrepancy between people’s good appearance and good intentions.

In chapter "Child and Nature"- about poisonous plants, contact with animals, environmental pollution, and the fact that everything in nature is interconnected.

In chapter "Child at home"- the ability to handle electrical appliances, sharp, fire-hazardous objects, such sources of danger as an open window, balcony, as well as extreme situations at home.

In chapter "Child on the Street"- about traffic rules, rules of conduct in transport, about what to do if a child is lost on the street.

Work on the implementation of the educational area “Security” should not be separated into a separate section, but should be included in all sections and areas of work. It should be included in directly organized activities, in the joint activities of an adult and a child, in the independent activities of a child, in special moments and carried out not only by educators, but also by all specialists.

When teaching your child the rules of safe behavior, do not try to intimidate him or her. This will not teach your child to behave correctly in a critical situation. Excessive intimidation of a child can have a depressing effect on his psyche and negatively affect his future development. Because of this, our task is to teach the child to be careful, but not to turn him into an alarmist and a coward. When communicating with children, experts recommend:

What not to say...
1. Don't talk to strangers.
2. There are a lot of psychos around.
3. You can be stolen.
4. It is very dangerous for children to walk in parks.
5. You can't trust anyone these days.

Instead say:
1. You should behave with strangers as follows...
2. Most people are trustworthy, but...
3. Nothing will happen to you if...
4. If someone approaches you...
5. You can ask for help...

What methods and techniques are effective in working with children?

Of course, these are a variety of games.

The whole life of a preschool child is permeated with play; this is the only way he is ready to open himself to the world and the world for himself. It is too early to expect preschoolers to find safe solution in one situation or another. This is their decision need some advice.

You can suggest a solution to children in role-playing training games. Trainings help the child to be active in acquiring knowledge, to accumulate, deepen and systematize it. They actively develop in children attention, self-control, caring attitude towards their life and health, responsibility for actions, independence in choosing actions and variability of thinking (quickly and correctly selecting the necessary methods of help). And a positive assessment from other children and adults allows one to confirm the correct understanding of the norms of safe behavior.

An example of such a game could be game "Stranger".

Primary goal:Ability to refuse “I don’t know you” to the address of an unfamiliar, “alien” adult .

Stories may be offered for playback in which an adult stranger may ask a child:

bring something to the apartment;

find something (for example, a dropped key);

show something (for example, where is the pharmacy, store, etc.)

take you to your parents, etc.

The plot of the game can be played out with toys as a dramatization game or a director's game, or maybe as a role-playing game using costume elements.

A game: "Alone at home".

Purpose: To help understand that even people you know should not open the door in the absence of adults.

It is necessary to let the child understand that he should not tell a stranger that his parents are not at home. If a stranger asks to call their parents, the child should say the following: "Mom is busy right now and can't come".
In the case when a stranger asks to open the door in order to use the phone, the child should refuse him, offer to call from neighbors, or ask for the number and call himself . At the same time, saying that one of the parents is at home, but in this moment they are busy (sleeping, in the bathroom, etc.)

The door should not be opened even to those strangers who come on duty: postmen, plumbers, telegram delivery people, police officers, doctors.

During the game, it is important to listen to the children’s suggestions and statements on this situation. If possible, play through all options.
Children should be reminded that the vast majority of people who ring the doorbell do not pose a threat to them.

A game "Young health workers." This direction in teaching basic first aid techniques is available to children of middle preschool age (rinse, tell adults, apply cold, etc.).

I will give examples of such role-playing training games: « If you're lost...", "Danger", "Bribery", " Phone call", "The Road Home", etc.

The content of these situations can be played out with children using fairy tale plots “The Wolf and the Seven Little Goats”, “The Cat, the Fox and the Rooster”, “Little Red Riding Hood”. In this case, children of senior preschool age must independently find the right way out of the situation, come up with another continuation of the fairy tale, and children younger age must be shown correct behavior fairy-tale hero.

Selecting game content is necessary coordinate with the lexical topic.

Can be used when working with children gamingtelephone training to learn the phone numbers of help services (fire department, ambulance, police) and rules of dialogue, behavior in specific dangerous situations. The teacher voices the problematic situation to the children, and the children dial the desired number and report what happened.

For example: Masha, you are left at home alone, watching TV, it caught fire. What will you do?

Or, Vanya, you stayed at home with your grandmother, suddenly she felt bad - she had a severe headache. She asks you to call an ambulance.

For younger preschoolers, these can be games with dolls (“The doll is lost,” “Someone else’s uncle is treating the doll to candy,” etc.).

To consolidate the acquired knowledge, you can use it in working with children and outdoor games. I will give examples of games related to the content of work to familiarize preschoolers with the rules of the road.

In early preschool age, you can use well-known games "Colored Cars", "Sparrows and the car" and such as: “ Cars"
Each child receives a hoop. Children run around the playground, turning the hoops (or imitating the movement of the steering wheel) - steering wheels to the right and left, trying not to interfere with each other. At the teacher’s signal, they “go to the garage”, “stop”. You can complicate the task by giving signals: “turn left”, “turn right”, “forward”, etc.

"Tram"
Goal: To teach children to move in pairs, coordinating their movements with the movements of other players; teach them to recognize the colors of traffic lights and change traffic according to them.

Children of older preschool age can be offered a game"Traffic light". Goal: consolidation of knowledge of traffic lights, development of voluntary attention, self-control.

Children are divided into two teams. When the traffic light is green, everyone marches in place; when the traffic light is yellow, they clap their hands; when the light is red, they stand still. The one who mixed up the signal takes a step back.
Signals should change unexpectedly, at different intervals. The team that has the most participants left at the end of the game wins.

Game "Turns"
Children line up facing the teacher. You can give steering wheels to children. The teacher has signs: “Move straight”, “Move right”, “Move left”.
Rules of the game : If the teacher shows the sign “Move straight,” then the children take one step forward; if the sign is “Move right,” the children imitate turning the steering wheel and turn right; if the sign “Move left,” the children imitate turning the steering wheel and turn left.

In my opinion, the game is also interesting"Gestures of a traffic controller" Children stand in a circle.At the teacher’s signal, children pass the baton in a circle to the accompaniment of music or the sound of a tambourine.
The command “Red signal” is given - whoever has the baton in his hands at that moment demonstrates the “Red signal”, i.e. raises his hand with the baton up; if the player has completed the task correctly, he continues to play. If you fail, you are eliminated from the game. The game continues until the majority of the players take part in the game, that is, they show the signals “red”, “yellow” (the hand with the baton is moved forward), “green” (the hand with the baton is moved to the side).

Game "To your signs." Three road signs are laid out in hoops and placed at different ends of the site or group. The teacher gives similar signs to the children. Children move around the playground to the music or the sound of a tambourine. At the signal “One, two, three, look for your sign!” children gather around the hoop with their sign. A similar game can be played with modes of transport, and with younger preschoolers with traffic lights.

Meet some relay games possible in the magazine " Preschool education» No. 4-2007

When working with children to form the foundations of safe life, it is impossible to do without word games.

Game: “This is me, this is me, this all my friends" .

Educator asks questions, and the children, if they agree, answer: “It’s me, it’s me, these are all my friends!” If they don’t agree, they clap their hands or stomp their feet.

How many of you noticed the smoke, dial 01?

Who among you forgot to turn off the gas in your apartment yesterday?

Who doesn’t light candles and doesn’t allow others to do so?

A red glow ran through, who was playing with matches?

Seeing smoke without yawning, who calls the fire department?

Smoke suddenly rose in a column, who didn’t turn off the iron?

Who exactly knows the rules and always follows them?

Game “Say the Word”

For example, using a poem by S. Mikhalkov.

If the light turns red,
So, moving…..(dangerous).
Green light says:
“Come on, the way……(open).”
Yellow light - warning -
Wait for the signal to….(move).

Word game with ball "What is your name" in early preschool age, and for older children you can complicate “What is your name and where do you live?”

You can use a familiar game at work "Edible - inedible" for fixing edible and poisonous berries and mushrooms.

And also the game "Good bad", where, for example, children are identified beneficial features fire and its dangerous consequences.

Game “You can - you can’t”- children are verbally presented with a situation, and they evaluate whether it is possible to do this or not. The game can be played with a ball, with conditioned signals, for example, a green circle is allowed, a red circle is not allowed, or with movements: it is possible - children clap their hands, not - they stomp.

I will give an example of situations on the topic “Child and other people”: The teacher tells the children that they are left alone at home (open the door for the locksmith; open the door for the grandmother; say that the parents are not at home; tell them when the parents will come, etc.)

Game "Dangerous - not dangerous", is carried out according to the type of game “You can - you can’t.” It can be used when familiarizing children with traffic rules, the causes of fire, dangerous objects at home, and when familiarizing themselves with the rules of behavior in nature.

Game "Dangerous Neighbors" recommended for use with children of older preschool age. It is played with a ball. The teacher names household objects, and the children, returning the ball, define what kind of object it is? - piercing, cutting, fire hazardous, hot.

For example, a needle is piercing, matches are flammable, a knife is cutting, a fork is piercing, a kettle is hot, etc. At the same time, children’s ability to coordinate a noun with an adjective is developed.

The use of word games in work will contribute not only to solving the problems of the educational field “Security”, but will also help in solving the main task of our preschool educational institution - correcting children’s speech. The proposed games will contribute to the expansion and activation of the vocabulary, the formation of the grammatical structure of speech, the development of dialogical speech, the ability to listen attentively to the speech of an adult, follow his verbal instructions, and the development of attention and thinking. Verbal games will help children consolidate knowledge about the objects of the surrounding reality, ways of interacting with them, and therefore will help in solving problems in the “Cognition” area. In these games, children learn to interact with partners and follow rules, and these are the tasks of the educational field “Socialization”. The listed games can be used in their work not only by educators, but also by speech therapists, speech pathologists, and physical education instructors.

Thus, the use of verbal games in work helps to implement the principles proposed by FGT, integration and complex thematic, as well as didactic principles: systematicity, consistency, accessibility, etc.

When working with preschool children, it is advisable to use didactic games, during which the child receives and consolidates theoretical knowledge. Games with rules are beneficial for the development of preschoolers' ability to mutually evaluate and self-esteem. A child in a specific game situation that is interesting to him, brightly and emotionally colored, sees his mistakes, non-compliance with the requirements and realizes this in comparison, makes him want to become better, i.e. the desire for self-improvement is born. This path allows us to solve the assigned tasks - to introduce them to the rules of safe behavior.

I will give examples of such games. Game "Who to call?"

Goal: children know the telephone numbers of special services.

The teacher lays out pictures on the table with different situations (a house is on fire, a boy injured his hand, a stranger is knocking on the door, a girl is lost on the street, etc.) and cards with phone numbers -01, -02, -03. Then he invites the children to choose any upside down card, look at it and determine which number to call.

Game "Put it in Places"

Goal: To reinforce the rule “Every thing has its place” and the consequences of not following this rule.

On the table are laid out pictures of sharp, fire-hazardous objects, face down, and pictures with the approximate location of their storage: pincushion, kitchen table, cabinet, shelf, etc. Children choose a picture and tell where it should be put and why.

As a variant of this game, you can use the games “Collect berries (mushrooms) in a basket.” Edible children are placed in a basket, poisonous ones are placed in a forest clearing.

Variations of the game "Cut pictures": “Fold the sign”, “Fold the traffic light”, etc. These games can be used from the second junior group, you can complicate the game due to the number of parts and methods of cutting the picture.

Options for didactic games are presented in the magazines “Senior Teacher” No. 7-2009, “Preschooler’s Health” No. 3-2010 (fire safety). This magazine has a section “Life Safety”, where notes, leisure evenings, rules, and recommendations for parents are presented.

One of the prerequisites for effective work with preschool children is the use of visual aids. Board-printed games fit this condition perfectly. These games should be appropriate for the age and developmental level of the children.

Manufacturers have released the following games: “So - not so”, “What is good, what is bad”, “Road signs”, “Road signs in pictures”, “Do’s and don’ts”, “Big walk”, “The ABCs of safety” and etc.

To develop children's thinking and creative application of acquired knowledge in safety work, you can use educational games with Lulia circles, for example, “Make a sign.” On the outer circle - symbols of road signs (red circle - prohibitory signs, red triangle - warning signs, blue circle - mandatory, blue rectangle - service signs) on the inner circle - an image of a child, a car, a bicycle, a traffic light. By combining, the child collects a familiar sign and names it or comes up with a new sign for the game.

Similarly, you can come up with games with edible and poisonous plants, dangerous and safe objects.

Morphological path (Actions of the child in accordance with traffic rules). A boy plays with a ball near the road.

traffic light color (red, green, yellow)
2 - signal - verbal (“Stop!”, “Attention!”, “Go!”)
3 - symbols - signals (dot - exclamation point - straight line)

By analogy, you can come up with games on other topics. For example, (children’s actions in nature). The girl found an unfamiliar mushroom in the forest.

traffic light color (red, green, yellow)

signal – verbal (“You can’t!”, “You can”!, “Caution!”)

symbols – signals (crossed out circle, plus, exclamation point)

Indispensable in working with children to form the foundations of life safety role-playing games. On the one hand, play is an independent activity of a child, on the other hand, the influence of adults is necessary for the game to become his first “school”, a means of education and training. Making play a means of education means influencing its content. To do this, the teacher must be able to include in games problematic situations, which will allow you to simulate various situations and give children the opportunity to put into practice the acquired knowledge on the basics of safe life. Freedom of play activity presupposes that the child engages in it more often than in real life, is placed in conditions where he must make an independent choice (what should he do?). Repeated repetition of ways to get out of dangerous situations in the game will help you develop the skill of safe behavior.

For this purpose, in early preschool age, games on the following topics can be used: “Family”, “Bus”, “Passengers”, “Kindergarten”, “Travel”, “Hospital”.

What problem situations can be used? For example, in the game “Family” - a stranger rang the doorbell, a mother forgot porridge on the stove and it caught fire, her daughter got lost, etc.

At an older age, in addition to the listed role-playing games, you can offer the following plots: “Rescue Service”, “Firemen”, “We are Drivers”, “Traffic Police”, etc.

Thus, we can conclude that the possibilities of all types of games are extremely great. It is important for adults to implement them in such a way as not to disrupt the natural flow of the game, but, nevertheless, to achieve the goal, in in this case teach children safe behavior.

The educational potential of the game increases if it is organically combined with some other type of activity. For example, productive activities: making attributes for a role-playing game, drawing posters, signs of permission and prohibition, etc. Or musical and artistic activities, where they can be used plastic studies. For example, children imitate the flame of a fire to the music: sitting - a calm flame; standing - fire. We talked above about the use of motor and communicative activities in the game. The game can also be combined with cognitive and research activities, including its experimental activities. For example, the game “Detectives” - you need to find a lost needle. Children make assumptions about how to do this more effectively and test their assumptions using a magnet or plasticine.

It’s good to spend daily in a group "moments of safety" included in various GCD, regime moments. They will help consolidate the knowledge and skills of personal safety in students. Children will know that they need to be careful when going up and down the stairs, that it is dangerous to be near an open window or balcony door, they will have a clear understanding of behavior in possible meetings and casual communication with strangers (in a store, in the elevator, on the street) and much more

Excursions and targeted walks are informative and interesting for children. They give children the opportunity to actually see the structure of the road, its markings, road signs, the work of a traffic light or traffic controller, correct and incorrect actions of pedestrians. And the teacher’s story and his explanations will help children understand the relationship between passengers and pedestrians, the causes of accidents and accidents, and the consequences of violations of the rules. Memorable excursions to the fire department and rescue service are when children look at real tools, cars, talk with employees of these services or listen to their stories.

Can be used as a means of teaching children the basics of life safety. fiction. Children have a fragile and vulnerable psyche, and literary works and fairy tales are a universal means that allows them to talk about the negative in life and draw parallels with reality without moral and emotional damage. Children can read Russian folk tales, and works by authors such as: S. Marshak “Fire”, “The Story of an Unknown Hero”; L. Tolstoy’s “Fire Dogs”, S. Mikhalkov’s “Uncle Styopa the Policeman”, etc. The use of poems and riddles creates interest in children and makes it easier to remember the rules of behavior and road signs. Older preschoolers can and should be introduced to proverbs and sayings, taught to understand their meaning, and through them learn the rules of safe behavior.

For example:

Expensive in case of fire and a bucket of water;

A small spark burns cities;

Every person thinks about fire ahead of time;

Fires can be extinguished with water, but with intelligence they can be prevented;

They fight with fire, but without fire they grieve;

A flame is a blessing and life, if you don’t forget to put it out on time.

Traditional methods and techniques of working with children are conversations and exploratory questions on topics of safe life.

Examination of pictures, conversations based on their content, composing stories are also traditional methods of working with children, which can be used by both educators and other specialists, since this allows children to broaden their horizons, develop dialogic and monologue speech, thinking, and, along with This will introduce the rules of safe behavior.

Leisure evenings are one of the forms of working with children in the educational area “Safety”. They provide children with an emotionally positive attitude towards following the rules of safe behavior, updating their knowledge and consolidating their skills.

Thus, work on developing children’s safe behavior skills should cover all types of children’s activities so that the child passes the acquired knowledge through activities and then implements it in the everyday life of the kindergarten and beyond.

Social problems of our time especially affect children. Such characteristics of preschool children as receptivity, trust in the adults around them, openness in communication and curiosity determine behavior in a dangerous situation and contribute to their vulnerability. Preschoolers often experience poor development of skills in analyzing the situation and predicting the consequences of their actions. Thus, there is a need to protect children from dangers without suppressing their natural curiosity, openness and trust in the world, without frightening them and preparing them for a full life. In this regard, it is necessary to search for pedagogical conditions for ensuring the social security of the child.

To solve these problems it is necessary:

Provide an educational and educational influence on children in educational and educational institutions free activity;

Organize problem and play situations that ensure developmental interaction between children;

Create a developing object-based play environment that encourages the use of familiar rules in independent and joint activities of adults and children.

First, it is necessary to highlight the rules of behavior that children must strictly follow, since their health and safety depend on this. These rules should be explained in detail to children and then monitored for their implementation.

But safety is not just the sum of acquired knowledge, but the ability to behave correctly in various situations. In addition, children may find themselves in unpredictable situations on the street or at home, so the main task of adults is to encourage their development of independence and responsibility. In this regard, more attention should be paid to the organization of various types of activities and the children’s acquisition of experience. After all, everything that children are taught, they must be able to apply in real life, in practice.

The life safety program includes 5 sections:

Section I The child communicates with other people.

Section II. Child and nature.

Section III. The child is at home.

Section IV. Health and emotional well-being of the child.

Section V Child on the streets of the city.

1. "Child and other people", which explains 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.

2. “Child and nature.” We are talking about environmental pollution, caring for wildlife; about poisonous plants; about contact with animals.

3. "Baby at home"– fire hazards, 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 are divided into three groups:

Items that are strictly prohibited to be used (matches, gas stoves, sockets, switched on electrical appliances);

Items that, depending on the age of the children, need to be learned to handle correctly (needle, scissors, knife);

Items that adults should keep out of the reach of children (household chemicals, medicines, alcoholic drinks, cigarettes, cutting and stabbing instruments).

4. “Health and emotional well-being of the child”– 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. Most actual problem today is strengthening children's health. V.A. Sukhomlinsky wrote: “I am not afraid to repeat again and again: caring for the health of a child is the most important work of a teacher.”

It is very important to develop motives, concepts, and beliefs in preschool children about the need to preserve their health and strengthen it through familiarization with healthy image life

5. "Child on the Street"– traffic rules, rules of conduct in transport if a child is lost, terrain orientation.

According to statistics, tens of thousands of traffic accidents involving children and adolescents occur annually on the roads of our country. That is why road traffic injuries remain the main problem of society that needs to be solved with the participation of everyone.

In this area, it is necessary to pay attention when working with children starting from the younger group, and for children of older preschool age it is systematic and purposeful. The goal of preventive safety work in kindergartens is to increase the awareness of employees, children and parents about behavior in emergency situations.

With parents, it is planned to hold meetings, consultations, seminars, open viewings, evenings of entertainment and exhibitions of artistic and productive activities of children and adults.

For example: leaflets “Using electricity for children and adults”, “Procedure for action in case of an accident”;

booklets “Fundamentals of life safety for children”, “Educating a competent pedestrian”, “Fundamentals of life safety for preschool children”, “Doctor Aibolit”;

consultations “Introducing children to medicinal plants”, “The role of the family in reducing road traffic injuries”, “children playing pranks with fire”, etc.

Work on developing safe behavior skills in children must begin by identifying the level of their knowledge and interests. Twice a year it is necessary to carry out diagnostic work to determine the level cognitive development For each child, based on its results, further individual work is planned.

Use a variety of methodological techniques:

1. It is advisable to play different situations: R the child is home alone; the child is at home with friends, brothers, sisters; child with adults, etc.

2. Study literature on child safety.

Great importance devoted to reading works of art, namely fairy tales. Fairy tales are a textbook from which a little person begins to learn to live. The content of fairy tales is the life experience of many generations. In fairy tales we learn the very safety lessons that our children must learn. By listening and “discussing” folk tales with you, playing in them, your baby will easily learn some new situation or problem that a growing person will have to face in real life.

3. Pay attention to the illustrations.

Children have figurative memory. The child’s psyche “safeguards” that what the baby saw will remain before his eyes.

For this section, in our group we have a selection of illustrations, books, and children’s presentations.

4.Ask questions.

If the child cannot speak yet (or speaks poorly), he will still understand you. The point of the question is not even to immediately get the correct answer. The question emphasizes the main thing and makes you think. And this is exactly what you (we) need.

Encourage your child to ask you questions (however, they can do this without any problems, the main thing here is not to stray from the topic).

React emotionally. Young children are able to ask and answer with gestures, sounds, and actions. They react emotionally, and what is lived through emotions remains deeper in us.

5.Walk.

Walk perfect time in order to talk with the child about his safety. Of course, 5-7 year old children, as a rule, have difficulty accepting “naked” advice on how to behave in a dangerous situation or how to avoid it. But if we present them, so to speak, “with reference” to specific circumstances...

6. The game is very important point in the lives of young children.

It is through play that they learn about the world and become accustomed to it. So play together role-playing games, didactic games to develop cognitive processes in children.

You can use the following didactic games:

“Which of these people are your relatives?”

"Who's the odd one out"

"How can you finish a sentence"

“Guess by the sign”, etc.

If you find out that a child did the right thing in difficult circumstances, you should definitely praise him. This will help him be more confident in the future. If a child has done something wrong, there is no need to scold him - calmly explain the mistake he made and tell him about the possible consequences.

Work with children must be carried out systematically. Teaching safe behavior is a job that takes many years. You won't achieve anything here with one or two conversations.

The goal of “safe” parenting is to instill in the child confidence in his abilities, that if he strictly follows certain rules of behavior, he will not find himself in a dangerous situation, and if such a thing happens, he will find a way out of it.

Each safe behavior skill is practiced gradually. Check whether the child has understood what you said. Find out what turns out to be unclear. It has already been emphasized that compliance with safety rules should be made automatic. Only then is the child’s safety guaranteed.

So, we can draw conclusions that to conduct GCD on the “Fundamentals of Life Safety for Preschool Children”, you can use a variety of methodological techniques:

Conversations,

Experiments,

Trainings,

Visibility,

Stories from life

Works of art,

Games,

Drawing on various topics.

Everyone needs to know the rules of behavior in extreme situations and learn to make decisions independently and then no trouble will happen.

But we must remember that the main thing is the personal example of parents, educators and just adults.

teacher at MBDOU d/s No. 71, Belgorod, Russia.

Consultation for educators “Safety of preschool children”

To solve these problems it is necessary:

Provide an educational and educational influence on children in educational activities and in free activities;

Organize problem and play situations that ensure developmental interaction between children;

Create a developing object-based play environment that encourages the use of familiar rules in independent and joint activities of adults and children.

The life safety program includes 5 sections:

Section IThe child communicates with other people.

Section II.Child and nature.

Section III.The child is at home.

Section IV.Health and emotional well-being of the child.

Section VChild on the streets of the city.

Use a variety of methodological techniques:

1. It is advisable to role-play different situations: p the child is home alone; the child is at home with friends, brothers, sisters; child with adults, etc.

2. Study literature on child safety.

Great importance is given to reading works of art, namely fairy tales. Fairy tales are a textbook from which a little person begins to learn to live. The content of fairy tales is the life experience of many generations. In fairy tales we learn the very safety lessons that our children must learn. By listening and “discussing” folk tales with you, playing in them, your baby will easily learn some new situation or problem that a growing person will have to face in real life.

3. Pay attention to the illustrations.

Children have figurative memory. The child's psyche “safeguards” that what the baby saw will remain before his eyes.

For this section, in our group we have a selection of illustrations, books, and children’s presentations.

4.Ask questions.

Encourage your child to ask you questions (however, they can do this without any problems, the main thing here is not to stray from the topic).

React emotionally. Young children are able to ask and answer with gestures, sounds, and actions. They react emotionally, and what is lived through emotions remains deeper in us.

5.Walk.

A walk is an ideal time to talk to your child about his safety. Of course, 5-7 year old children, as a rule, have difficulty accepting “naked” advice on how to behave in a dangerous situation or how to avoid it. But if we present them, so to speak, “with reference” to specific circumstances...

6. Play is a very important moment in the life of young children.

It is through play that they learn about the world and become accustomed to it. So play together role-playing games, didactic games to develop cognitive processes in children.

You can use the following didactic games:

“Which of these people are your relatives?”

"Who's the odd one out"

"How can you finish a sentence"

“Guess by the sign”, etc.

Work with children must be carried out systematically. Teaching safe behavior is a job that takes many years. You won't achieve anything here with one or two conversations.

The goal of “safe” upbringing is to instill in the child confidence in his abilities, that if he strictly follows certain rules of behavior, he will not find himself in a dangerous situation, and if this happens, he will find a way out of it.

So, we can draw conclusions that to conduct GCD on the “Fundamentals of Life Safety for Preschool Children”, you can use a variety of methodological techniques:

conversations,

experiments,

trainings,

visibility,

stories from life,

works of art,

games,

drawing on various topics.

Everyone needs to know the rules of behavior in extreme situations and learn to make decisions independently and then no trouble will happen.

But we must remember that the main thing is the personal example of parents, educators and just adults.