Preventive measures for safety education in kindergartens

Safety education in kindergartens is urgent. The first task of kindergarten teachers is to actively carry out safety education, guide children to establish a strong awareness of protecting their own safety, and then cultivate and strengthen children's self-protection ability. In order to avoid the occurrence of children's safety problems, kindergarten teachers must take effective safety precautions to ensure the healthy growth and smooth learning of children. Preventive Measures for Kindergarten Safety Education 1

1. An all-round three-dimensional concept to create a safe education environment

1. To ensure the safety of outdoor environment facilities

We are In terms of the placement of large toys and the design and layout of the space, the safety of children during their activities should be considered, so that children can be fully exercised while ensuring safety. On the outdoor venues of various sizes, our kindergarten has built a leisure pool, sandy area, playground, cobblestone health path, groves and various green belts suitable for young children with modern concepts and unique designs. Purchase regular Large outdoor toys and equipment produced by the manufacturer; place plastic mats under climbing facilities such as large slides and climbing poles; set up fences or mark them with warning lines around swings to ensure that there are no accumulations or sharp objects around them, and that correct gameplay and attention should be paid Matters are hung in a conspicuous position so that parents can see them clearly; special personnel conduct regular safety inspections to ensure the safety of children's outdoor activity environment.

2. Eliminate unsafe factors in the indoor environment

Teachers in each class will find and eliminate potential safety hazards in the class environment based on the specific conditions of the class and the age characteristics of the children, and Children work together to create an environment suitable for self-protection education. For example, small classes create an environment to cultivate good living habits, middle classes create an environment to enrich children's life experience, and large classes create an environment to train children's self-rescue skills. At the same time, use various signs to remind children to pay attention to safety, because eye-catching and simple signs can attract children's attention and are the best safety reminders.

The teacher set up warning signs in various potentially dangerous places. For example, set a sign next to the power socket to indicate that there is an electrical hazard here and warn children not to play with electricity; set a sign next to the hot water barrel to remind children that there is boiling water here and be careful of burns; the restrooms, doors, stairs, etc. can be decorated with various cartoon images Safety warning signs provide silent reminders to children at any time. We handle wires, switches, etc. safely and place them out of reach of children. We also regularly check various facilities in the kindergarten and classes, and do safety education and safety measures when organizing children's activities.

3. Pay attention to the psychological "safety" of students

In addition to material safety, we also pay attention to the psychological "safety" of children, and treat children with equality and kindness every day. Accept children with enthusiasm and caring emotions, treat children's misbehavior with consideration and tolerance, and let children live in a warm and harmonious environment full of security and trust. Make children deeply understand that teachers care about their safety and health, and they should know how to pay attention to safety and protect themselves.

2. Carefully design educational activities to acquire safety knowledge

Activities are the main channel for early childhood education. Through activities, children can be placed in real scenes. Through themed teaching, systematic teaching, Independent games and other forms of activities create a specific environment for children, strengthen their safety knowledge, and allow children to put safety knowledge into a specific environment to think, experience and solve problems, and gradually establish an independent safety cognitive structure, thereby enabling children to Children's safety knowledge and self-protection abilities have been comprehensively improved.

The main contents include: traffic safety education, fire safety education, food hygiene and safety education, electric shock and drowning prevention education, kindergarten toy safety education, etc. The safety education content is very extensive and involves all aspects. Combining educational and teaching activities in various fields, safety issues can be infiltrated into them. The activities in various fields of kindergartens contain some opportunities for safety education. As long as teachers are thoughtful, they will find many entry points for integrating safety education.

For example: In language activities, some safety knowledge is integrated into stories and children's songs, so that children can also be educated on safety knowledge while learning stories and children's songs.

In addition, we can also combine the themes to provide corresponding safety education to children, such as: Because children in small classes are young, their self-protection awareness and self-control abilities are relatively poor, and they cannot control their own behavior and behavior well. Actions often cause unnecessary damage to the "facial features".

Therefore, it is particularly important for young children to understand the importance of "five senses" and how to protect and handle them. The protection of "five senses" can be combined with the understanding of eyes, ears, nose, etc., so that children can understand the "five senses" - the importance of "five senses" - the protection of "five senses", and finally form a good sense of self-protection.

Another example: During the "Lively Summer" theme activity in the middle class, combined with the theme content, we carried out the "Summer Food Hygiene" activity together. Through discussions, everyone knows: Don’t eat too many cold drinks, don’t eat unhygienic food, etc. It also enables children to understand hygiene habits such as eating clean food, washing hands before meals and after using the toilet, etc., so that children can initially perceive the importance of food hygiene and enhance their awareness of self-protection.

In addition, based on the actual situation, we conducted "What should I do if the adults are not at home?" for the children in the upper class. Through discussions, watching videos and scene performances, the children knew: there are some things that cannot be done when a person is at home, and they must learn to protect them. Your own safety, such as: close the door, do not climb on the window sill, do not take medicine randomly, do not touch the power socket, do not open the door casually when someone knocks on the door, etc. When encountering danger or problems that you cannot handle, do not be nervous or afraid , call your parents or 110 immediately to ask for help. At the same time, encourage young children to be smart and brave children and learn to protect themselves.

There is still a lot of safety education content in kindergartens. How to teach some simple safety protection knowledge to children, enhance their safety protection awareness, and learn the skills and methods to protect themselves requires teachers to continue to practice in actual work. Consider and think.

3. Skillfully infiltrate safety education into all aspects of daily life

Early childhood safety education itself is an integral part of life education, and it can only be reflected through daily life. In children's daily life, as long as teachers carefully search for and be good at seizing opportunities and seize every little thing that happens around children, safety education can be carried out randomly and flexibly, allowing children to learn lessons and gain experience, which can get twice the result with half the effort. Effect. For example: conduct a conversation in conjunction with the morning inspection to remind children not to carry dangerous items; to be careful and walk slowly when using the toilet; not to be crowded when queuing; not to leave the teacher's side during play;

Do not put objects in the ears and nose Intraoral; strengthen care for frail children after outdoor play, etc. I remember that during an event, a child's small chair was accidentally overturned. When he squatted down to hold up the chair and stood up again, his head hit the table and broke some skin. In response to this unexpected incident, we seized the opportunity and organized Children discuss "Why did the little chair fall over? How should children protect themselves when doing things?" and so on, allowing children to personally participate in the incident and gain real feelings, thus forming a sense of self-protection.

4. Carry out effective drill activities to let children learn to protect themselves

The "Professional Standards for Kindergarten Teachers" clearly states: caring for children and paying attention to their physical and mental health will protect their lives and safety. Put it first, and echo each other from the three levels of professional attitude, knowledge and ability, and comprehensively put forward specific requirements. Specific requirements include: For example, teachers should put the safety of children's lives first; be familiar with the kindergarten's safety emergency plan and master the basic methods of children's safety protection and rescue in accidents and dangerous situations; be able to effectively protect children and give priority to rescuing children in critical situations. wait.

True safety education is not enough to impart various safety knowledge alone. It should be a comprehensive education that integrates knowledge and practicality. In addition to letting young children understand some necessary safety knowledge, they can also be guided to carry out some drill activities.

For example: Carry out the theme activity of "What to do in case of fire?". By watching images and pictures, children can carry out some self-rescue drills after understanding the uses and hazards of fire. How to learn to dial 119, tell your location and fire situation, practice and learn simple emergency measures (cover your mouth with a wet towel and quickly escape the fire scene), etc., so that children can understand the knowledge of safe self-rescue and escape, and learn to protect themselves.

In addition, the harm caused by natural disasters to people is impossible to prevent. The "5.12" earthquake in Wenchuan in 2008 gave people a lot to think about. We convey the knowledge of various disaster avoidance and self-rescue to children by watching disaster prevention and reduction promotional videos, morning talks, and knowledge questions and answers, and through many "earthquakes are coming" drills, we let children experience disaster prevention, self-rescue, and mutual cooperation. importance of salvation. Through many drills, the children have enhanced their awareness of self-protection and learned not to panic, fear and remain calm when encountering difficulties. At the same time, it has also better strengthened children and teachers' awareness of disaster prevention and reduction and their ability to respond to emergencies. ability.

5. Actively communicate with the home, ensure children’s safety outside the kindergarten, and deepen children’s safety education

Kindergarten education alone is far from enough for children’s safety education. It is very important for children to improve their self-protection abilities by allowing them to master relevant safety knowledge through a variety of ways. It is related to the safety and healthy growth of every child, and to the happiness and peace of every family.

Safety education requires the joint efforts of families. Parents should closely cooperate with kindergartens and always pay attention to the safety of their children and not be careless. Teachers can make full use of parent meetings, parent open days, special events, publicity lectures, online platforms and other forms to provide parents with vivid safety education. Parents should let their children do what they can at home, so as to cultivate their self-care ability so that they can learn to take care of their own basic life, such as tying their shoelaces when they are loose, adding clothes when the weather is cold, etc.

Parents should strengthen the training of children's living habits, such as not laughing or playing when eating, preventing foreign objects from entering the trachea, and consciously allowing children to deal with some problems and difficulties independently, such as: "Being with parents when going out What should I do if I am separated and cannot find my parents?" This type of safety education is often carried out so that children can master the adaptability to changes in the surrounding environment and their own physiological or psychological changes, so that they can deal with things calmly and calmly. Through the cooperation of the home, a joint force of education is formed to introduce some "safety" and "self-rescue" knowledge to parents, improve parents' awareness of cultivating children's self-protection ability, and simultaneously improve children's safety awareness and self-protection ability.

In short, the purpose of our safety education for young children is to allow them to get more development opportunities. We should adhere to the principle of "it is better to be prepared than to be prepared" and be more prepared in our daily work. Take more precautions, reduce one risk, educate a child, drive a family, provide safety education in a down-to-earth manner, improve children's ability to survive emergencies and enhance children's awareness of self-protection, all for children, all for children's safety Healthy growth, this is the real safety education, so that the child's safety can be truly guaranteed! Preventive measures for kindergarten safety education Part 2

1. Safety education measures

(1) All faculty and staff must fully care for the physical and mental health of students. During the education process, they must respect the personality of students. They are not allowed to sarcastically, satirize, or insult students. They are not allowed to inflict psychological punishment, physical punishment, or disguised physical punishment on students. Students' personal privacy should not be disclosed casually. If the above situation occurs, we should communicate with the students in a timely manner afterwards to heal the students' psychological harm and obtain their understanding. The first person responsible is the faculty member who first sees the injured student.

(2) The school’s logistics department should inspect the school’s various safety equipment at least weekly to see if it is in good condition. The head teacher and grade leader should often check whether there are any safety hazards in the teaching equipment in the classroom, and report any problems to the General Affairs Office in a timely manner. be excluded to ensure that students have a safe environment for learning and activities.

(3) Class teachers should often provide safety education to students, including: ⑴ traffic safety, ⑵ self-protection, ⑶ behavioral safety, ⑷ safety of extra-school activities, ⑸ safety of sports activities, ⑹ property protection and psychological safety, etc. .

(4) When new students are admitted, the medical office and psychological consultation room will organize an investigation of the students’ physical fitness and abnormal mental state. Students should truthfully report their specific physical fitness and general mental health issues, and the class teacher will understand Then communicate with the physical education teacher or relevant departments to provide safety tips for such students and provide them with the best possible protection.

(5) The head teacher and grade leader must strictly manage self-study classes and evening self-study classes. Life instructors carefully check the number of students during lunch breaks and overnight stays. Without leave requests from parents and approval notes from the class teacher, students You cannot leave school without permission. If students do not return to school, parents should be notified in time and understand the situation, and individual education work should also be done.

(6) In physical activity classes, training classes and competitive games, physical education teachers should conduct safety education, prepare for exercise and strengthen inspection guidance.

2. Procedures for handling student injury accidents

(1) For students who are injured at school, the head teacher, grade principal and relevant personnel should go to the scene to deal with it in a timely manner. First, assist medical staff or parents to take timely rescue measures. The school doctor's office must keep records after handling the emergency. If it is necessary to send the injured person to the hospital for treatment, the head teacher or grade leader should promptly notify the parents and assist the parents in sending the injured person to the hospital for treatment.

(2) The head teacher should promptly report the situation of injured students to the head of grade, and also report to the Student Affairs Office for record. If the injury is serious, report to the principal's office.

(3) For injured students, the class teacher should care about and greet the students and take necessary help measures. It is necessary to embody the noble ethics of teachers in the provincial high school and try to reduce the negative consequences after the accident.

(4) When faculty and staff learn that a student has been injured outside school, they must promptly report to the school and contact the head teacher and parents to assist the school or parents in handling the problem in a timely manner.

(5) Procedures for handling personal safety accidents

The first responsible person——the head teacher or the life teacher——the school doctor——the parents of both students—— ——Prefects, lower-level administrators————Dean of Students————Principal in charge Preventive measures for kindergarten safety education 3

Campus violence is a major hidden danger that currently endangers students’ safety and undermines campus stability. . The mass fights not long ago still make our hearts palpitate, and we will never forget them. This is a wake-up call for us, and we hope that such violence will not happen again. In order to effectively prevent, timely control and eliminate the hazards of emergencies, improve the ability to respond to emergencies, effectively ensure the personal safety of students, maintain the normal teaching, work and life order of the school, create a good educational environment, and build a "civilized, harmonious, "Safe and Stable" campus, the following corrective measures have been specially formulated.

1. Strengthen leadership, clarify responsibilities, assign responsibilities to people, and have a clear division of labor.

1. A campus safety leadership group headed by the principal was established, and Deputy Director Ma Yuan was appointed as the leader directly responsible for campus safety work.

2. Establish and improve various campus safety systems, and adhere to the safety leadership responsibility system, the doorman responsibility system, the duty leader responsibility system, the grade and class management responsibility system, and the dormitory leadership responsibility system.

3. Two key students from each class were selected to form a nursing team, which directly worked on time every day under the leadership of Director Ma Yuan.

2. Give priority to prevention, prevent the slightest change, and increase publicity, education and management.

1. Attach ideological importance, increase publicity and education, and hold team meetings, teacher meetings, student unions, and dormitory student meetings on safety work.

2. Strict the guard registration and management system to control outsiders entering the school. Adhere to the job responsibility system and maintain campus safety. The on-duty leaders and safety managers conduct frequent inspections to identify and resolve problems in a timely manner.

3. Strengthen legal education and safety education for teachers and students, and enhance students’ legal awareness and self-protection awareness.

Police officers from the police station are regularly invited to the school to give lectures to popularize legal knowledge.

4. The leaders responsible for safety should be familiar with and understand the campus safety situation. They should do ideological work one by one for the parties who may cause conflicts to intensify, receive them patiently, and try their best to resolve them.

5. Keep in good contact with the local police station to jointly maintain school safety. Check the status of students carrying controlled knives from time to time, and deal with any hidden dangers in a timely manner.

3. Measures for handling sudden crowd gatherings and causing trouble.

1. If a crowd is found to cause trouble, those with knowledge should immediately report it to the emergency campus safety leadership group or the relevant person in charge. If the situation is serious, the relevant person in charge should call the local police station or dial "110".

2. The leaders of the campus safety leadership group and relevant responsible persons must rush to the scene of the crowd and cause trouble as soon as possible to understand and grasp the incident situation, control the situation, and prevent the development of the situation. If there are injured people, send them to the hospital for rescue as quickly as possible, and notify the injured person's parents or family members.

3. The leading group coordinates and convenes an emergency meeting to clarify the division of labor, strengthen responsibilities, collect information extensively, analyze the nature of the incident, properly educate those who gather to cause trouble, and evacuate the crowd in a timely manner to prevent the situation from deteriorating and Have a negative impact on other teachers and students.

4. Use various methods such as individual talks and small meetings to provide petition channels for those who gather to cause trouble, understand and grasp the crux of the problem, and provide solutions to reasonable parts of the problem in accordance with policies and regulations or report them for research and resolution. Severe criticism will be issued for those who gather to cause trouble in order to effectively resolve conflicts and stabilize the normal order of the school.

5. The school will resolutely cooperate with the public security organs’ strike force and resolutely put an end to the occurrence of campus violence; the school will deal with students’ violent behavior seriously, severely and expeditiously, and transfer serious cases to the public security organs for handling. Preventive Measures for Kindergarten Safety Education Part 4

The "Kindergarten Education Guidance Outline" points out: "Kindergartens must put protecting the lives of children and promoting their health at the top of their work, and safety work is the top priority of school education. "This shows that safety education plays a very important role in kindergarten work. According to Piaget's theory of cognitive development, children in early childhood are in the pre-operational thinking stage, and their perception of things relies more on their perception. They often do what they think of and often rely on actions and behaviors to understand things.

Children’s strong curiosity and thirst for knowledge make them want to try anything new without considering the consequences. Their awareness and ability of self-protection are poor, making them easily vulnerable. Some accidental injuries. Existing research has pointed out that there are many problems in the current kindergarten safety education. This article intends to start from the causes of safety education problems and propose corresponding countermeasures to improve kindergarten safety education, in the hope that educators can carry out kindergarten safety education well and lay a solid foundation for the physical and mental health development of children.

1 , Analysis of the causes of safety education problems

(1) Educators do not have a deep understanding of safety education. In early childhood education, ensuring the physical and mental health and safety of children should always be the primary goal. However, many teachers currently put the cultivation of children's intelligence first in order to cater to the needs of parents.

Because education in mathematics, language, music, art, etc. for young children may have more immediate effects than safety education for young children, so educators pay more attention to the intelligence of young children. education, while ignoring the safety education of young children.

This leads to the fact that in practical teaching activities, teachers are unable to make adequate emergency plans and measures for foreseeable safety problems in a timely manner, and have no ability to deal with unexpected safety accidents. Safety issues in kindergartens pose hidden dangers.

(2) The kindergarten safety education system needs to be improved urgently. If safety education in kindergartens is to be implemented smoothly, a sound safety education system must be in place. In this way, preschool teachers can carry out safety education activities scientifically and rationally in accordance with relevant safety education rules and regulations.

However, in the process of education and teaching in kindergartens, whether early childhood educators implement safety education and what is the educational effect? ??Without a complete safety supervision system, it is difficult to achieve the ideal safety education effect.

(3) The evaluation of safety education is unscientific. Educational evaluation is to evaluate the value of education, to judge the value of education, and to judge the extent to which education meets individual needs and social needs. ② However, the primary problem in the evaluation of safety education is that teachers lack awareness of educational evaluation. This lack of awareness of educational evaluation will cause teachers to be unable to clearly understand the problems existing in their work and to make decisions on the development of safety education. objective judgment. Through effective safety education evaluation, not only can educators better understand the safety needs of children, but also summarize and reflect on their own problems in carrying out safety education, which is conducive to the healthy and sustainable development of safety education.

(4) Teachers’ professional burnout has increased significantly. Teacher burnout refers to the exhaustion of emotions, attitudes and behaviors caused by teachers' inability to cope with stressful experiences. Typical symptoms are low job satisfaction, loss of work enthusiasm and interest, and emotional alienation and apathy. ③The increase in teachers’ work burnout will directly affect their enthusiasm for learning. They just complete the teaching content step by step and have no motivation to invest more in the details of their work. Teachers' neglect of work details can easily lead to their neglect of children's dangerous behaviors. When children have hidden dangerous behaviors, teachers are likely to miss a good opportunity to stop the dangerous behaviors because of the teacher's indifference, leading to irreparable consequences.

(5) Children’s own safety awareness is weak. Due to the imperfect development of the nervous system and motor system of young children, although they are sometimes aware of danger, their failure to react in time and effectively control their movements may lead to unexpected events, such as burns and drowning. ④ The imperfect cognitive development and motor development of young children, coupled with the strong contrast between their active nature and the hidden safety hazards in the environment, make young children more likely to have accidents than adults, which shows that young children have their own safety awareness. Weak and lacking scientific and effective safety measures. However, many safety education programs in kindergartens do not take into account these physical and mental development characteristics of children. Instead, they blindly carry out safety education activities from an adult perspective, which often fails to achieve the expected results.

(6) Insufficient safety education resources. Rich and safe educational resources are also very important in kindergarten safety education activities. We usually only see a little bit of safety education in the social or health fields, but this is still far from enough for the needs of young children's safety education. As far as the current safety education resources in kindergartens are concerned, the lack of safety education books limits the content of safety education; the lack of teaching equipment and video materials limits the educational form of safety education; the lack of social resources will make safety education out of touch. real life.

2. Countermeasures to improve safety education in kindergartens

(1) Improve educators’ understanding of safety education. The prerequisite for improving educators' understanding of safety education is to strengthen educators' learning of safety knowledge, change the previous concept of intelligence first, re-understand safety education, and put safety education in the primary position of kindergarten work. Educators must first clear up misunderstandings about safety education. They should focus on the combination of theory and practice, combine relevant knowledge with actual operations, and improve teachers and children's methods of correctly responding to and handling accidents. Secondly, kindergartens should regularly strengthen the training of kindergarten teachers, encourage and support kindergarten teachers to actively carry out safety education activities, so that teachers understand that safety education and other educational activities are mutually reinforcing, and are an important guarantee for the long-term stability and healthy development of kindergartens.

(2) Improve the kindergarten safety education system. The effective implementation of safety education in kindergartens requires not only improving the written rules and regulations related to safety education, but also improving the corresponding supervision mechanisms. The formulation of rules and regulations needs to be based on the actual situation of the kindergarten and implemented into every detail of the educational work. There must be specific arrangements and regulations for each link such as who is responsible, how to implement, and how to manage.

Kindergartens should strengthen supervision over the specific implementation process, and beware of some educators taking advantage of loopholes in the system and neglecting safety education. Negligence in every link may lead to accidents. Therefore, once problems are discovered, they must be taken seriously and improved in a timely manner. , try to eliminate the blind spots in safety education.

(3) Establish and improve the evaluation mechanism for kindergarten safety education. Effective kindergarten safety education evaluation helps educators understand whether the current safety education meets the development needs of children in the kindergarten, whether it can promote children to deeply understand and quickly respond to dangerous behaviors, and whether it can achieve the expected safety education goals. Safety education evaluation in kindergartens can be carried out based on process evaluation and result evaluation. The Reggio Emilia education system provides people with the practice of active participation spirit and reflective culture, inspiring us to use observation and recording methods to study children and their Study and study teachers’ education and teaching, thereby improving the effectiveness of children’s learning and promoting teachers’ professional growth. ⑤ Preschool teachers can record their thoughts and feelings as well as their observations of children while conducting safety education to facilitate future review and reflection, thereby better promoting the development of safety education.

(4) Enhance the professional happiness of preschool teachers. It is the various pressures that early childhood teachers face that cause them to suffer from professional burnout. To alleviate teachers’ burnout and improve teachers’ professional happiness, we should start by reducing the pressure that teachers face. First of all, kindergarten leaders should change their management style, realize humanistic care, understand the different situations of each teacher, and understand the teacher's situation, so that teachers can find a sense of belonging in the kindergarten environment. Secondly, kindergartens should focus on reward assessments and supplement them with punitive assessments to encourage teachers to work harder and more conscientiously. Thirdly, reduce the teacher-child ratio and reduce labor intensity. If the number of children cannot be reduced, the number of teachers in each class can be increased to achieve an appropriate teacher-child ratio. Finally, promote understanding and support from all walks of life and parents for the profession of early childhood teachers and give them their due social status.

(5) Strengthen children’s own safety awareness. In life, adults' understanding of dangerous places or harmful objects may not necessarily cause children to scream. Preschool children's understanding of dangerous situations and the cause and effect of accidents is obviously different from adults. For example, young children think that objects are obviously protruding and sharp. It is far less dangerous than vehicles coming and going or partners running here and there, because the former is "stationary" while the latter is constantly moving. ⑥It is the physical and mental development characteristics of children that determine the harm to children from safety hazards in the environment. In the daily life of kindergarten, not every move of every child can be noticed by teachers, so children’s own awareness of safety should be strengthened. Awareness is necessary and imperative. In addition, it is also necessary to cultivate children's awareness of rules and good behavioral habits to prevent accidents caused by crowding in queues, fighting for toys, etc.; strengthen children's physical exercise, enhance physical fitness and physical reaction capabilities, so that children can cope with danger when facing danger. Can react flexibly and dodge quickly.

(6) Develop safety education resources and enrich safety education content. Safety education can be carried out in various forms, and it is not just the teacher's eloquent preaching. Teachers can carry out scientific and effective theme activities to allow children to have a positive understanding of dangerous things. They can also provide children with safety-related picture books to make it easier for children to understand the truth. Presenting realistic teaching aids and safety-related images and videos to children can make them more vividly perceive dangerous behaviors and increase their sense of crisis.

Use existing social resources to allow professionals such as firefighters and police officers to explain and demonstrate to children the correct skills to deal with dangers. Kindergartens and parents should work together to integrate safety education into children's daily lives, so that children can unconsciously establish a sense of self-protection.