Ensuring safety is a problem that affects all aspects of human life. Often people suffer from an elementary inability to behave competently in emergency situations. That is why it became necessary to prepare children for solving life safety problems even within the walls of a preschool institution.

The safety of the child's life and the protection of his health are urgent tasks preschool education... At the same time, it is important not only to protect the child, but to prepare him for meeting possible difficulties, to form ideas about the most dangerous situations, to instill in him skills safe behavior.

It is necessary to explain to both children and parents that ensuring the safety of life is possible through spiritually - moral education and the correct behavior of each of us adults.

Knowledge of life safety can be obtained when familiarizing with the works of painting.

Examining with children reproductions of paintings by K. Makovsky "Children running from a thunderstorm", the teacher reads poetry, makes riddles, talks with pupils about their content - about signs of an approaching thunderstorm, rules of behavior during bad weather (you must stay indoors and close all windows and doors ; pull out the external antenna cable from the TV equipment ...)

While getting acquainted with reproductions of paintings by artists I. Khrutsky "Still Life with Mushrooms" and E. Zuev "Gifts of the Forests", you should draw the attention of children to the fact that mushrooms are edible and inedible, and give them practical advice how to pick mushrooms (do not use unfamiliar mushrooms for food, do not take raw mushrooms in your mouth, and even more so do not taste them).

Since in the forest and on the site of the kindergarten, kids meet with various insects, using illustrations by the artist V. Konashevich to the poems of K. Chukovsky "Fly - Tsokotukh" and "Cockroach" to form children's ideas about the diversity of the world of insects and give the necessary knowledge about the rules of behavior when meeting them (in no case touch the hornets' nests; keep calm and do not wave your hands if a bee is hovering around your head ...)

While examining the illustrations by E. Charushin to stories about animals, it is necessary to teach children to understand the state and behavior of animals, to know how to properly handle them (do not pick up stray cats and puppies; do not offend or tease them ...)

Working with visual materials gives an outlet to feelings of irritation, anger, helps to increase the child's self-esteem, strengthen his self-confidence, and harmonize relations with family and friends. "Nice and kind" for children - that which gives a pleasant visual experience. "Ugly, evil" - everything unpleasant, scary, frightening, takes shape in visual activity usually in dark colors. While drawing, the child gives vent to his feelings, desires, rebuilds his relationships in various situations and painlessly comes into contact with some frightening, incomprehensible, traumatic images. The graphic representation of the danger does not lead to its intensification, but, on the contrary, reduces the stress of the young artist. In children's drawings, the danger is already largely realized, as something that has already happened, in fact, has already happened.

Basic safety rules that should be taught to a child:

Know your address and phone number of your parents; an ambulance telephone, police, fire brigade, gas service;

While walking, do not go far from your home;

Do not walk until dark;

Don't come in with by a stranger to the staircase, elevator;

Never take anything from strangers, step aside immediately;

Avoid deserted places, ravines, wastelands, attics, basements;

Don't tease dogs on the street;

Don't open the door to strangers when you are alone at home;

Never get into other people's cars;

Answer loudly to all the offers of strangers: "No!" and immediately leave or run away from them where there are people;

Do not hesitate to call people for help on the street, in transport, in the entrance or even at home;

In a moment of danger, when they try to grab you, use force, shout loudly, bite, break free, run away.

Senior educator: Reshetnikova A.O.

The beginning of the 21st century, unfortunately, for us, adults, for parents, for our children, is a time of anxiety and uncertainty about the future. Terrorist attacks with numerous victims of children, the elderly, contract killings, rampant banditry, theft of children, an increase in the frequency of manifestations of the destructive forces of nature, the number of industrial accidents and disasters, lack of skills correct behavior in various threatening and emergency situations - all or almost all of the above devalued the most precious thing for a person - life. As noted by A. I. Muravykh, "ensuring the safety of life is, in essence, the creation of such conditions in the system, under which the action of deterministic or random factors causing the appearance of danger is limited and ultimately leads to a decrease in the danger to an acceptable level."

Therefore, it became necessary to search for a mechanism for the formation of a conscious and responsible attitude in the younger generation to the preservation of life and health, to the issues of personal safety and the safety of others. Experts from different scientific fields note that education should be such a mechanism. This training should take place at all stages of a person's life, and it is necessary to start with preschool age.

Preschool age is characterized by an increase in motor activity and an increase in the physical capabilities of the child, which, combined with increased curiosity, the desire for independence, often lead to trauma-dangerous situations. A great deal of work on the education of safe behavior is being carried out in preschool institutions using various techniques and methods, which contributes to a gradual increase in the level of formation of elementary rules of safe behavior by children and the implementation of correct actions in the event of dangerous situations. Also significant is the problem of creating conditions in the family that allow the child to systematically accumulate experience of safe behavior.

How to ensure safety and healthy image life for our children? The child finds himself in various life situations, the way out of which requires knowledge and skills from him.

In order for the child not to get confused and to make the right decision, it is necessary: ​​first, to give a certain amount of knowledge about the norms of behavior generally accepted by a person; secondly, to teach adequately, consciously to act in a particular situation, situation, to help preschoolers master the elementary skills of behavior at home, on the street, in the park, in transport; thirdly, to develop independence and responsibility in preschoolers.

At the same time, it is important to teach the child to explain their own behavior. If he can explain how he behaved, good or bad, why it happened to him, and how he feels, then he can better understand what he is doing wrong. A child who can explain what is happening to him helps us, adults, to better understand him, which means he removes many problems and troubles.

While children are in the caring hands of their parents, adults, and even more so children, do not seriously think about safety issues. It is possible to completely protect the child from any accidents, provided that the adults are next to him all day, do not step away, and even begin to hold his hand. But soon the moment will come in the life of the family when the child will have to be released from himself. Is the child ready for independent steps? Will she be able to defend herself, avoid dangers? We need to think about this and take care of it now, while he is with us.

Time must not be wasted! It will be very difficult to make up for it. Each of our shortcomings regarding personal safety issues can subsequently turn into a disaster. Considering this fact, we will try to give you some advice and recommendations.

To introduce a child to safe behavior, certain principles must be observed:

1. Sequences: In order to avoid situations that are dangerous for one's own life and the lives of other people, it is necessary to form a certain culture of thinking and behavior. This process should take place systematically and sequentially - from familiar to unfamiliar; any stage of training is based on what has already been mastered in previous experience. This work should be done from an early age.
2. Parenting by example: Children prefer their observations of the real behavior of adults to boring preachings. And if one is at odds with the other, then it is difficult to require the child to follow the rules. An example of elders in developing a child's persistent habit of how to behave in a particular problem situation in accordance with the norms and rules of behavior - main factor education and disciplined behavior. (For example, collisions of vehicles occur at the moment a child crosses the carriageway with the parents. It is the parents who violate the rules of crossing (go to an unknown place, to a prohibited traffic light sign, in front of a nearby vehicle, etc.) example of parents.
3. Correspondence of the form of education to the child's age: The appropriateness of this or that behavior should act in the context of the child's needs, as well as his age-related capabilities. The process of teaching your children should correspond to their age capabilities, bordering on the ways of delivering this or that information in its various forms.
4. Inclusion of learning in the context of everyday life: Knowledge should become the basis for the child's life. An essential aspect of training is the practical consolidation of knowledge. Due to the concreteness and imagery children's thinking, training should be visual and take place in natural conditions. Adults are obliged to consolidate this knowledge in practice, expanding the possibilities of their practical application. You can include them in developing mobile, plot-based role-playing and didactic games, problematic game situations, etc.
5. Encouraging the child to take responsibility for his own safety and the safety of others: It is necessary to teach the child to self-assess the situation, since an adult cannot always be near the child. The duty to be responsible for another living being may contribute to this skill. Naturally, it is impossible without dry rules. But we must remember that the child remembers well only what is emotionally colored for him and can be applied in practice.

Based on the peculiarities of the perception and understanding of information by children, the following types of work in the family can be distinguished to form the personal safety of children's behavior:

Acquaintance through works of fiction: riddles, fairy tales by S.Ya. Marshak "The Cat's House", "The Story of an Unknown Hero", etc .; poems by E. Khorinskaya "Small match", S. Ya, Marshak "Fire" and others; stories by V. Galchenko "The Adventures of a Fireman", B. Zhitkov "The First Alarm", M. Postupalskoy "Eternally Alive", "Stories about Fire" E. Vasiliev "To avoid trouble - do it right", S. Oboeva "ABC of Security" ; examining illustrations "Children by the fire", "On the hunt", etc .; examining posters, sets of postcards, etc. It is very important for parents to talk with the child about the work they have read, to clarify the child's opinion about the actions of the heroes.

Game activity: didactic games: "Disorder", "Safety ABC", "Etiquette rules or how to behave in society", "I am a rescuer", "Health ABC", "Guess the object", "Draw a clue", "Connect point by point "," So and not so. "

Outdoor games: "Red, yellow, green", "Thieves and resourceful guys", "Fire", "One, two, three, what can be dangerous - find."

Observations and excursions: during these, discuss the situations with the child, finding the right way out with the child.

Particular importance for the child's mastery of the alphabet road traffic acquiring walks for adults with children, during which you can teach the ability to navigate in the road environment, understand and comply with safety requirements. To this end, it is useful to comment on the path from the kindergarten, indicating where and how to cross the street, which side to bypass a standing tram, draw the child's attention to areas with heavy traffic, as well as places where public transport stops. Preschool children should develop the habit of staying away from any object that interferes with viewing both sides of the road without making sure the crossing is safe.

Joint creative activity of children and parents. It is desirable to reflect the knowledge gained by the child in drawings, crafts, to consolidate in dramatization games, playing problem situations... For example, parents, together with their child, draw a plan-diagram of their apartment, find and outline in red pencil places that, in their opinion, are dangerous, justifying their answers. Consolidation of knowledge of traffic rules is possible by taking on the role of a traffic controller, vehicle driver, pedestrian. Raising children in the mainstream of responsibility for their own safety and the safety of others, the formation of a perception of the reality of the problem and the need to comply with the norms and rules of behavior is an ongoing process in which everyone should participate: both teachers and parents. Then the lives of the children will be safe.

Consultation for educators "Discipline on the street is a guarantee of safety."

The most common causes of road traffic accidents are:
Exit to the carriageway in an unidentified place in front of a nearby vehicle: few of our children have the habit of stopping before crossing the carriageway, carefully inspecting it before crossing the carriageway, carefully examining it with a turn of the head and monitoring the situation on the left and right while driving.
Exiting the carriageway from behind a bus, trolleybus or other obstacle: Our children are not used to walking to a pedestrian crossing, exiting a vehicle, or scanning the carriageway before exiting from behind bushes or snowdrifts.
Play on the road: our children are used to the fact that the entire free area is a place for games.

Walking on the carriageway: even if there is a sidewalk nearby, most children have the habit of walking on the carriageway, most often with all kinds of disabilities.
For the most part, there is no malice. The behavior of children on the road is influenced by a number of factors, of which it is necessary to emphasize the special importance age characteristics children:
Physiological
A child under 8 years old still poorly recognizes the source of sounds (he cannot always determine the direction from which the noise is coming from), and hears only those sounds that are interesting to him.
A child's field of view is much narrower than that of an adult; the child's field of view is much smaller. At the age of 5, a child orients himself at a distance of up to 5 meters. At the age of 6, it becomes possible to assess events in a 10-meter zone, which is approximately 1/10 of the field of view of an adult. The rest of the cars on the left and right remain unnoticed behind him. He sees only what is opposite.
The child's reaction is significantly slower than that of adults. It takes much more time to react to danger. It takes about 1 second for an adult pedestrian to perceive the situation, think it over, make a decision and act. The child needs 3-4 seconds for this. The child is not able to stop immediately while running, so he reacts to the signal of the car with a significant delay. Even to distinguish a moving car from a standing one, seven year old child it takes up to 4 seconds, and an adult only needs a quarter of a second. A reliable left-right orientation is acquired no earlier than at the age of seven.
Psychological
Preschoolers do not have knowledge and ideas about the types of forward motion of vehicles, that is, the child is convinced, based on similar movements from the microworld of toys, that real vehicles can stop as instantly as toy vehicles. The separation of play and real conditions in a child takes place gradually at school.
The child's attention is focused on what he is doing. Noticing an object or person that attracts his attention, the child can rush to them, forgetting about everything in the world. Catching up with a friend who has already crossed to the other side of the road, or picking up a ball that has already rolled away is much more important for a child than an oncoming car.
The child does not realize responsibility for his own behavior on the road. Does not predict the consequences of his action for other road users and for him personally. Their own safety in traffic, especially at pedestrian crossings, is often underestimated by him.