Shortcomings and countermeasures of safety education in kindergartens. The form is relatively simple.
The form of kindergarten safety education is mainly oral preaching by teachers, and other ways are not fully utilized. Because children's thinking characteristics are intuitive and action-oriented, and preschool children's language understanding ability is still immature, this kind of safety education method is mostly half the effort.
The development of small-class children's self-awareness, accompanied by the emergence of the first rebellious period, has made some small-class safety education counterproductive. The investigation found that the safety education in kindergartens through picture book reading, corner creation and theme activities is still relatively lacking. This phenomenon is particularly prominent in private kindergartens, partly because of the limitation of venues and teachers' level, which fails to effectively improve children's self-protection ability.
Second, the lack of corresponding support.
Kindergarten safety education has the characteristics of conservation and education, and it needs enough time, space, manpower and funds in the process of implementing education. The lack of enough space and time often leads to the inability of kindergartens to carry out thematic activities related to safety education; Lack of funds limits the number of picture books for kindergartens to purchase safety education content and the creation of a safe environment for running the park. Due to the lack of funds, there are obvious security risks in some parks, such as crowded classrooms, aging activity facilities and outdated sanitation and disinfection facilities.
Third, the leading role of teachers is weak.
Teachers are the leaders of educational activities, which is more prominent in kindergarten educational activities. In the investigation, it is found that most kindergarten teachers often lack logicality, randomness and passivity when conducting safety education for children. This is mainly manifested in children's daily life. Teachers observe the potential safety hazards and give them safety education. However, it is obviously lack of systematicness and logicality for children to discover and understand the potential safety hazards around them, avoid all kinds of safety problems and correctly handle complete accidents.
The leading role of teachers in safety education is not obvious, which may be closely related to teachers' lack of corresponding knowledge and skills. The investigation found that the training of kindergarten on safety knowledge and first aid methods was obviously insufficient, which led to some defects in kindergarten teachers' own understanding of safety. In addition, how to combine the age and cognitive characteristics of children and the nature of safety education to carry out appropriate educational activities is also a common question for kindergarten teachers.
Fourth, the content is one-sided and outdated.
Kindergarten safety education mostly involves the safety of children in activities, such as the safety in games, the safe use of teaching AIDS, and the safety of entering and leaving the classroom corridor. In addition, preschool teachers also carry out safety education such as safe drinking water, fire prevention and electricity prevention.
In contrast, safety education outside kindergartens involves less, such as travel safety and home safety. In addition, there is little safety education on major natural disasters such as earthquakes, collapses, typhoons and infectious diseases, which is consistent with previous research results. In addition, with the development of science and technology, the safe use of high-tech products has attracted more and more attention from preschool educators.
Fifth, parents have poor awareness of safety education.
What do most families in Tianjin belong to? 42 1? Parents of different generations often overprotect their children and are afraid of accidental injuries, thus preventing them from making all kinds of positive attempts, greatly limiting their independent exploration ability and leading to the loss of opportunities for safety education in their families. Some parents think that the most important thing for children is to eat and wear warm clothes, but they neglect to cultivate their safety awareness and self-protection ability. The safety education carried out in some kindergartens has not received enough support from parents, so it can not be extended to the family field, and it is difficult to strengthen and consolidate the educational activities. 5+2=0? Phenomenon.
(A) integrating theory with practice, various forms of kindergarten safety education.
Teachers can design theme activities according to children's age characteristics and safety education content, so that children can participate in intuitive theme activities, learn safety education knowledge in activities, master emergency measures when safety accidents occur, and improve their self-protection ability. Stories, poems, children's drama performances, dance demonstrations and other scene memory methods are better than oral preaching, so that children can better master safety knowledge in study and practice, which can promote children to understand potential safety hazards and unsafe behaviors and establish safety awareness.
(two) the relevant departments to provide adequate support for kindergarten safety education.
Lack of hardware and equipment is the biggest obstacle to the development of safety education, and sufficient time, facilities and funds are the basic guarantee for the effective development of safety education in kindergartens. Therefore, the relevant government departments should formulate relevant laws and regulations on kindergarten safety education, set up special funds for kindergarten safety education, and establish corresponding implementation plans and supervision systems, so as to implement kindergarten safety education.
Provide adequate training for preschool teachers.
To carry out effective kindergarten safety education, teachers must first ensure that they have enough safety knowledge and skills. Kindergartens need to provide enough professional training for teachers. According to the nature of their own kindergartens, let relevant experts go into kindergartens to teach professional knowledge, and let preschool teachers have the opportunity to go out and receive safety training. Moreover, teachers should not only master relevant safety knowledge, but also have appropriate teaching methods. Kindergartens can regularly carry out teaching and research activities in this area, so that preschool teachers can exchange experiences in safety education with each other, enrich educational methods and promote preschool teachers to effectively integrate their own safety knowledge into educational activities.
(D) enrich the content of safety education
Falling injuries, burns and traffic injuries are still the most important events that endanger children's health. At the same time, preschool teachers should strengthen the safety education caused by drugs, natural disasters and infectious diseases at home. Such as natural disasters, kindergarten teachers can increase thematic activities in this area, increase children's understanding of disasters, and provide practical exercises for children, so that children can master simple escape skills to deal with natural disasters such as earthquakes and fires, and improve their self-protection ability.
In addition, high-tech has entered people's daily life, and the resulting security risks have gradually attracted the attention of kindergarten teachers. Safe riding on airplanes, trains, private cars, network information security, safe use of mobile devices such as mobile phones and many other aspects should also be indispensable contents of kindergarten safety education.