First, the content of safety education-infiltration in games and life
Children's thinking characteristics are concrete, and real life is full of various risk factors, so it is very necessary for children to learn to protect themselves from harm in life. Therefore, in the activities, we attach great importance to creating situations for children. For example, when we know the "magic phone number", we create a situation for children to ask for help when they are in trouble through situational performances. Such as: knocking at the door at home alone when you meet a stranger; Grandma suddenly fainted: there was a fire and other games. Let children actively participate in analysis and discussion, and take the initiative to acquire knowledge. At the same time, put the "magic phone" in the class's regional activities, let the children practice calling in the game, and consolidate their understanding of special phone numbers such as "1 10", "19" and "120".
Real life is full of all kinds of risk factors, so it is very necessary for children to learn to protect themselves from harm in life. Our safety education is more about combining life, so that children can experience what is safety by themselves in play, and gradually establish safety awareness and the ability to cope with danger. Take the theme of fire safety education as an example. In order to let children know the harm of fire to human beings, learn self-help measures in case of fire. We designed two activities, what to do if there is a fire and put out the fire. Let children have some preliminary understanding of fire safety; Then the teacher and the children discuss the contents of fire safety that the children are interested in, such as the steps of fire drills, how to escape from the fire scene, and what fire supplies are available. Next, in various game activities, children can experience the content just discussed. In art activities, children make some fire-fighting articles according to videos or picture books, such as fire extinguishers, firemen's uniforms, long water pipes for fire fighting, etc. After the production, everyone will discuss the respective uses of these things. Their self-made fire appliances will be used as props for role games, and teachers will also prepare a large number of props for them, such as a fire truck composed of a big cardboard box and four small chairs, fireman's badges and so on. In the role game, some children play firemen and practice how to use some fire-fighting equipment, while others play people fleeing from the fire scene and practice some escape actions or self-help skills. Children can also draw some interesting pictures about fire safety by themselves, and then look at the pictures and tell you a story about fire safety.
Second, the guarantee of safety education-the repeated practice of children's memory characteristics tells us that if we don't review and consolidate, some safety self-care knowledge and skills that children have mastered before will be forgotten again. We use games, knowledge contests, visits and random education to strengthen the cultivation of children's awareness of self-protection.
Games are children's favorite activities. Incorporating self-protection learning content into the game can help children consolidate their life skills in a relaxed and happy atmosphere. For example, the story of "who to throw the lifebuoy to" is compiled into a performance game and performed in a "small stage" game; Playing "good habit chess" with children during free activities develops children's self-protection ability in the game.
We also held a safety knowledge contest in the class to mobilize parents to participate. There are required questions, scrambled questions, connection questions, judgment questions and practical questions in the competition. Through the children's competition, the knowledge of self-protection was consolidated, the ability of self-protection was enhanced, and their interest in learning the knowledge of safety and self-protection was stimulated.
In addition, some accidents caused by careless safety in society are always taken as the content of on-site education to help children increase their awareness of self-protection. By creating and simulating problem scenarios, children are first guided to imagine self-help methods, and then through game demonstrations, children are allowed to master some preliminary self-help skills. In a pleasant atmosphere, I improved my self-help ability and enhanced my ability to deal with emergencies. With this approach, I can handle things calmly in the future.
Third, the supporters of safety education-parents and society.
In the process of cultivating children's awareness of self-protection, parents need to cooperate and carry out consistent education, which is the guarantee for children's safety and self-protection education. Because a considerable part of self-protection education exists in the family. The reason why children's awareness of safety and self-protection is weak is directly related to the misunderstanding of some parents. For example, if a child's shoelaces are loose, parents choose to buy their children shoes without shoelaces in order to avoid danger, instead of teaching them to tie their own shoelaces to avoid danger. It reflects parents' misunderstanding of children's safety education. These parents are aware of some factors that are not conducive to their children's development, take all-round protection, do everything their children should do, and strictly limit their activities. In fact, the dangers that children will face in life are unpredictable, and it is impossible for parents and teachers to rule out all the risk factors for their children. It is better to teach people to fish than to teach them to fish. Excessive negative protection will only produce many bad consequences. Only active protection-cultivating children's self-protection ability can prevent children from being hurt. It can be seen that we need to further raise parents' awareness and change their ideas. Make parents realize the feasibility and necessity of cultivating children's self-protection ability, improve their self-protection awareness and enhance their sense of urgency and responsibility. We use various effective forms to carry out parent work, so that parents can become our colleagues and partners. For example, introduce our research plan and activity arrangement to parents, introduce the importance of cultivating children's self-protection ability to their healthy growth, and listen to their opinions and suggestions with an open mind. With the support and cooperation of parents, our education has achieved twice the result with half the effort. Therefore, it is the key to cultivate children's self-protection ability to do a good job of parents and let family education and kindergarten education form a joint force.
Fourth, enlightenment:
Through various lively and diverse forms of education and game activities, children's awareness of personal safety has been improved and their self-protection ability has been exercised. At the same time, it is recognized that kindergartens should not only do their own education well, but also publicize the importance of children's self-protection to parents, and accumulate the joint efforts of kindergartens, families and social education to minimize and avoid the occurrence of children's accidents. It is our duty to ensure the health and safety of young children. However, health and safety should not be given passively, but should be obtained by children actively. This acquisition should come from a good environment, from various educational practice activities, from colorful games, from letting children practice repeatedly, and from consistent education at home.