Project in the second junior group on the topic: “The ABC of Security”

Project in the second junior group on the topic: “The ABC of Security”

Project

"The ABC of Security"

Miass

2017

Project in the second junior group on the topic: “The ABC of Security”

Author of the project:

Bochkareva Alena Petrovna teacher of MBDOU “D/s 53”
Project type:
educational and gaming

Project duration:

short-term – 1 (one) week

Implementation deadlines:

04/10/2017 – 04/15/2017

Project participants

: children, teachers and parents.

Objective of the project

:

Formation in younger preschoolers of elementary ideas about the basics of life safety;

Fostering a culture of safe behavior in a child in various situations.

Involving parents in the educational process on the basis of pedagogical cooperation and joint activities.

Project objectives

:

Introduce children to the rules of safe behavior at home, on the road, and on vacation;

To form in preschoolers an idea of ​​objects that are dangerous to life and health that are found in everyday life;

Teach to follow certain rules of behavior at home;

To stimulate the development of independence and responsibility in preschoolers;

Expand and deepen children’s understanding of ways to protect their health and ways to behave safely in various situations;

Develop attention, observation, memory, instinct of self-preservation, caution and concentration;

Foster a caring attitude towards nature and the surrounding reality;

Draw the attention of parents to this issue and participation in project activities.

To increase the competence of parents in matters of children's safety in the environment.

Involve families to participate in the educational process based on pedagogical cooperation.

Involve parents in preparing attributes.

Project implementation stages:

1 Preparatory

Collection of information: conducting an initial survey of children and parents.

Preliminary work

2. Main (implementation of planned plans);

3. Final (summarizing).

Expected project results

:

Children must learn to put into practice the rules of safe behavior in the surrounding reality.

Pupils must know certain rules of behavior at home;

Must be able to behave adequately in dangerous situations at home and on the street: when communicating with strangers, interacting with fire hazards and other objects, animals and poisonous plants.

Must have an understanding of ways to protect their health and ways to behave safely in various situations.

Have a basic understanding of activities aimed at strengthening and maintaining health.

EXPLANATORY NOTE

The most important thing is the health and life of the child.

For their own safety, children from a very early age must clearly know the safety rules. This applies to all areas of a child’s life and activity – everyday life, play, movement. The direct responsibility of an adult is to teach a child the basics of safe behavior. A child may find himself in an unpredictable situation on the street, at home, in nature, on the road, so the main task of adults is to stimulate the development of independence and responsibility. So that children know how to behave correctly in different situations and be able to apply the acquired knowledge in real life.

MAGAZINE Preschooler.RF

Prepared by:

Educator: Korzhenko G.G. Municipal Autonomous preschool educational institution "Sineglazka" of the municipal formation of Noyabrsk 2021

Junior preschool age. Game 1. “Big and small “No”.

Goal: teach your child to say “No” loudly and confidently.

Roles: adults, teenager, child.

Game material: cards with inscriptions, attributes and toys.

Situation to play:

Little “no” sits on a bench and eats a chocolate bar. It is really very small, really tiny and very quiet.

Then a big fat woman comes up and asks, “Can I sit next to you? ” The little “no” quietly whispers: “No.” I'd be better off alone. “The big fat woman didn’t even hear him and sat down on the bench.

A boy comes up and asks? “Can I have your chocolate? The little “no” whispers quietly again: “No, I would gladly eat it myself.” “But the boy didn’t hear either, took the chocolate from the little “no” and started eating.

Then a man who had often seen the little “no” in the park before came up and said, “Hi, Baby! You're very handsome. Can I kiss you? “The little “no” whispered for the third time, “No, I don’t want your kiss.” But the man, it seems, didn’t understand either, approached the little “no” and was about to kiss him.

Here, finally, the little “no”’s patience ran out. It stood up, stretched out tall, and screamed at the top of its voice: “NO-NO! ” and again: “ NO! NO! NO! I want to sit alone on my bench, I want to eat my chocolate by myself, and I don’t want to kiss. Now leave me alone! ”

The big fat woman, the boy and the man opened their eyes wide: “Why didn’t you say so right away? ”, and went on their way.

Who's sitting on the bench now? No, not a small “no”, but a big “NO”. It is big, strong and loud and it thinks: “So it is so.” If you always say “no” quietly and hesitantly, people won’t hear it. You need to say “NO” loudly and clearly.

So the little “no” became a big “NO”.

Game 2. “Stranger”

Target:

• help your child understand that you should never go anywhere with anyone
• teach to see those situations when you can help a stranger (for children of primary school age)

- form the following behavior model - when attempting to kidnap

“shout, run, tell” (tell other adults, definitely parents);

— introduce the rule of “reporting” to parents about your whereabouts.

Roles: stranger, 5-6 guys playing in the yard.

Game material: toys, cards with inscriptions.

Situation to play:

Option 1. A stranger approaches a child on the street and asks him to show the way somewhere.

Option 2. In the yard, an old woman approaches a child playing separately from the children.

and asks for help in removing a kitten from a tree in the neighboring yard.

Mandatory addition to playing out the “Stranger” situation:

an adult asks to help him plant a tree, remove garbage, etc., that is, something that does not require any removal or privacy with him. Then we need to accept it correctly and provide help. This may require the participation of other children and will take place in front of other people. Mandatory rule: inform your parents about your whereabouts.

Game 3. “Home Alone”

Goal: to form a safe strategy for the child’s behavior in this situation: never open the door to anyone if he is home alone.

Roles: adult (neighbor, parent's acquaintance, plumber, policeman, doctor, stranger, etc.) child.

Game material: various attributes, drawings for fairy tales.

Situation to play:

The child is home alone. Doorbell.

Mandatory addition to playing the “Home Alone” situation:

All possible and probable situations are played out, after which it is once again clarified that the door cannot be opened even to an acquaintance, a neighbor, or a plumber (even if the neighbor is well known, and the plumber was called for that day). Next, children are asked to remember fairy tales in which the characters found themselves in similar situations, and this led to sad consequences. Examination of drawings for fairy tales.

Game 4. “Phone Call”

Goal: teach your child how to communicate safely on the phone. Develop the ability to make decisions independently and act confidently.

Roles: adult, child.

Game material: toy phone, drawings on the topic.

Situation to play:

The child is home alone. Telephone call.

Mandatory addition to playing the “Phone Call” situation:

- consider the case when no one answers the phone, this may mean that there is no one in the house.

• consider a case where a child is told obscenities over the phone

- when they threaten.

Game 5. “Bribery”

Roles: adult, children.

Game material: various treats, toys, drawings for fairy tales.

Goal: to develop a safe behavior strategy for the child in this situation: not to take anything from a stranger. When trying to kidnap - “scream, run, tell.”

Situation to play:

A stranger offers the child some kind of treat or gift.

Mandatory addition to playing the “Bribery” situation:

after each game moment, a discussion of possible consequences (the treat can be poisoned, is a bribe, a reason for making acquaintances, etc.). Invite children to come up with possible situations themselves. Remember similar situations from life, from fairy tales. Organize a viewing of drawings on the topic.

Game 6. “Machine”

Goal: to develop a safe strategy for the child’s behavior in this situation:

• you must not approach the edge of the road or approach the car (the “Three big steps” rule)
• don't get in the car

- firmly and confidently refuse.

Roles: adult “driving a car”, child.

Game material: attributes for the game, drawings.

Situation to play:

A child walks down the street. A car stops not far from him.

Option 1: an adult asks the child for directions somewhere;

Option 2: An adult offers a ride.

Mandatory addition to playing the “Car” situation:

consider and discuss all possible options for this situation during the analysis of the game.

If an adult asks for directions somewhere, you can advise him to ask one of the adults about it, but strictly follow the rule of “Three Big Steps”.

Be sure to play out a situation in which the child is invited to get into the car by friends or acquaintances of the parents. This cannot be done without prior agreement with the parents or a pre-agreed password.

In situation “Option 2”, discuss possible pretexts with which an adult can contact a child.

The main rule here is: never get into a car under any pretext.

Be sure to play out a situation where a driver in a car is chasing a child.

Rule: run in the direction opposite to the movement of the car.

At the end of the game session, use an exercise on the ability to shout loudly. Use drawings in the game (examination) Game 7. “If you get lost”

Goal: to teach a child to turn to adults for help, to be able to find a safe stranger (policeman, salesman, cashier, bus driver, trolleybus, etc.) To develop a sense of confidence when communicating with people who can provide help.

Roles: adults, children, extras - the whole group.

Game material: cards with inscriptions.

Situation to play:

The child gets lost in a crowded place (market, stadium, park, on a trip, etc.)

Mandatory addition to playing the situation “If you are lost”:

during the game, lead the child to the fact that he must be persistent in seeking help (if they don’t help the first time, contact him a second and third time). To avoid such situations, you can invite the child to agree in advance with the parents about the place where they will wait for each other if the child gets lost. Help firmly remember the following: strangers to whom children turn for help themselves are much safer than those who first offer it to the child.

Game 8. “Defense”

Roles: adult, child.

Game material: cards with inscriptions.

Situation to play:

An adult tries to drag a child into an entrance (a gateway, a construction site, etc.)

Goal: to develop a safe strategy for the child’s behavior in this situation, to teach him not to get lost, to be decisive and try to save himself.

Mandatory addition to playing the “Protection” situation:

Exercises are recommended for the ability to shout loudly “This is not my dad! ", "Save!" and so on. (listen to the children's suggestions).

In this situation, children may bite, scratch, fight, or wrestle.

It is important to teach your child not to give up and continue to come up with new attempts to get out of the situation.

Re-enact the situation of being stalked by a stranger. In this case, you can sneak into a “shelter” if it is nearby (in the event that the pursuer is behind and does not see where the child can follow), and if not, run to the nearest crowded place. If this is not the case, scream as loudly as possible and try to escape. Invite children to come up with additional means and methods of protection themselves.

Game 9. “The Road Home”

Goal: to teach the child to refuse, to say “No”, to teach him to take such situations seriously and to confidently defend his opinion.

Roles: child, his friend, adults.

Game material: cards with inscriptions.

Situation to play:

A friend suggests that the child take a shortcut on the way home late in the evening by passing through a vacant lot or yard.

Mandatory addition to playing out the “Road Home” situation:

offer for re-enactment various situations where children can become easy prey for a criminal. Ask your child to try to convince a friend not to take a dangerous path. Help him understand that refusing such an offer is not cowardice, but reasonable and safe behavior.

Game 10. “Extortion.”

Goal: to develop a safe behavior strategy for the child in this situation: to give unquestioningly. Help them understand that such behavior is not cowardice, that life and health are the most precious thing they have, and that the main thing is to get out of the situation alive and healthy.

Roles: adults, children (peers).

Game material: cards with inscriptions, decorations, money.

Situation to play:

Option 1. The child goes with a friend. On the way, three high school students accost them and extort money.

Option 2. On the street, a stranger demands to give him jewelry (for girls - earrings, chain, ring, etc.), money.

Mandatory addition to playing the “Extortion” situation:

lose the situation when peers are engaged in extortion (you can resist, having previously calculated your strengths).

Game 11. “Danger”

Goal: to develop a safe strategy of behavior in each of these situations. Teach not to get lost, be well versed in phone numbers of services, be sure to know your address, phone number, and be able to open the lock of the front door.

Roles: child in various situations, adults.

Game material: cards with inscriptions.

Situations to play:

Option 1. A fire started in the apartment.

Option 2. The child is in the house with one of the adults. The adult felt ill.

Option 3. There is only one child in the house. Someone is trying to break down the door.

Option 4. The child is alone in the house and there is a smell of gas.

Mandatory addition to playing out the “Danger” situation:

During the playback, discuss each child’s action and the possible consequences of the situation, choose the most successful behavior options, listen to the children’s statements on each case and their suggestions.