Individual forms of work with parents.
The advantage of this form of work with parents is that through studying the specifics of the family, conversations with parents (with each individual), observing the communication of parents with children, both in a group and at home, teachers outline specific ways of joint interaction with the child.
Pedagogical conversations with parents. Providing timely assistance to parents on one or another issue of education. This is one of the most accessible forms of establishing communication with family. The conversation can be either an independent form or used in combination with others, for example, it can be included in a meeting or family visit.
The purpose of a pedagogical conversation is to exchange opinions on a particular issue; Its peculiarity is the active participation of both the teacher and parents. Conversations can arise spontaneously at the initiative of both parents and teachers. The latter thinks through what questions he will ask the parents, announces the topic and asks them to prepare questions to which they would like to receive an answer. When planning the topics of conversations, we must strive to cover, as far as possible, all aspects of education. As a result of the conversation, parents should gain new knowledge on the issues of teaching and raising a preschooler. In addition, conversations must meet certain requirements: • be specific and meaningful; • give parents new knowledge on issues of teaching and raising children; • awaken interest in pedagogical problems; • increase the sense of responsibility for raising children.
As a rule, the conversation begins with general questions; it is necessary to provide facts that positively characterize the child. It is recommended to think through in detail its beginning, on which success and progress depend. The conversation is individual and addressed to specific people. The teacher should select recommendations that are suitable for a given family and create an environment conducive to “pour out” the soul. For example, a teacher wants to find out the features of raising a child in a family. You can start this conversation with a positive description of the child, showing, even if insignificant, his successes and achievements. Then you can ask your parents how they managed to achieve positive results in their upbringing. Next, you can tactfully dwell on the problems of raising a child, which, in the teacher’s opinion, still need to be improved.
Family visit . The main purpose of the visit is to get to know the child and his loved ones in a familiar environment. By playing with a child, in a conversation with his loved ones, you can find out a lot of necessary information about the baby, his preferences and interests, etc.
The visit benefits both parents and the teacher: parents get an idea of how the teacher communicates with the child, have the opportunity in a familiar environment to ask questions that concern them regarding the upbringing of their child, and allows the teacher to get acquainted with the conditions in which the child lives, with the general atmosphere in the house, traditions and morals of the family. The teacher of each age group must visit the families of his pupils. Each visit has its own purpose.
The purpose of the first visit to the family is to find out the general conditions of family upbringing and to examine the child’s living conditions. Repeat visits are scheduled as needed.
When organizing a home visit, it is necessary to comply with the following conditions: • be tactful when visiting a family; • do not start a conversation in the family about the child’s shortcomings; • do not ask parents many questions about raising children; Make yourself a reminder about organizing home visits and try to follow it.
Individual consultations. Consultations are similar in nature to conversation. The difference is that a conversation is a dialogue between a teacher and a parent, and when conducting a consultation and answering parents’ questions, the teacher strives to give qualified advice. Individual notebooks, where the teacher records the children’s successes in different types of activities, parents can mark what interests them in raising their children.
These forms also include: • “Young Family School”; • execution of individual orders; • helpline; • Trust mail; • piggy bank of Good deeds, etc..
Individual forms of interaction with parents include:
1. An intimate conversation (can have a strong impact on parents, significantly change the attitude towards the teacher, the child, the concerns and affairs of the class. Parents are asked to think about what is important for teachers to take into account in raising their child, and prepare questions for the class teacher).
2. Execution of individual orders
3. Correspondence
4. Telephone conversation (it is necessary to agree on the terms of communication so that both parties do not have additional problems and inconveniences), etc.
The main goal of all forms and types of interaction between preschool educational institutions and families is to establish trusting relationships between children, parents and teachers, uniting them into one team, nurturing the need to share their problems with each other and solve them together.
8. Conditions for successful work of a preschool educational organization with a family.
The relationship between the preschool and the family should be based on cooperation and interaction, provided that the kindergarten is open inward and outward.
Partnerships with parents of students are relationships that will allow us to combine efforts to raise children and create an atmosphere of common interests.
A teacher who wants to establish constructive partnerships with parents must follow the principles:
1. Use positive communication skills. When communicating with parents, you need to ask and listen more than pointing or giving them advice. Parents should be frequently informed, both orally and in writing, about their child's progress and achievements, and individualized forms of sending information to and receiving information from families should be used. Before communicating to parents the goals and objectives of the educational program, you need to find out what they want, and also respond to parents' suggestions, ideas and requests in a timely and positive manner.
2. Providing family members with the opportunity to make choices and decisions. The educator helps family members summarize what they want for their children and for themselves. When planning and providing services, parents should be treated as the true experts on issues related to their children. The teacher gives parents the right to choose when, where and how they will participate in their child’s education.
3. Identifying and using the positive traits and strengths of the child and family. Parents should be informed about the child's strengths, accomplishments, and positive character traits through interviews, telephone conversations, notes, etc. Educators obtain information from parents about long-term goals, hopes, and aspirations for the future of their child and family; recognizes and expresses gratitude to parents for their unique contributions to their child's progress.
4. Respect for the diversity and uniqueness of families. It is necessary to accept and respect the opinions and feelings of parents, even if they do not coincide with our own, and try to develop an understanding of the cultural values of the families with whom we work.
5. Creating a friendly partnership between the kindergarten and the family. The teacher provides all family members with the opportunity to actively participate in group activities and does everything to make parents feel comfortable. Parents should be given the opportunity to participate in decisions regarding group activities.
At the present stage, partnership interaction between teachers and parents of preschool children is carried out mainly through:
— involving parents in the pedagogical process;
— expanding the scope of parental participation in organizing the life of an educational institution;
- parents attending classes at a time convenient for them;
— creating conditions for creative self-realization of teachers, parents, children;
- information and pedagogical materials, exhibitions of children's works, which allow parents to become more familiar with the specifics of the institution, introduce them to the educational and developmental environment;
— various programs for joint activities of children and parents;
- combining the efforts of a teacher and a parent in joint activities for the upbringing and development of a child: these relationships should be considered as the art of dialogue between adults and a specific child based on knowledge of the mental characteristics of his age, taking into account the interests, abilities and previous experience of the child;
- manifestation of understanding, tolerance and tact in raising and teaching a child, the desire to take into account his interests, without ignoring feelings and emotions;
— respectful relationship between family and educational institution. If educators want to encourage successful parent involvement, they need to establish active, ongoing, flexible, and positive communication with parents.
9. Creation of a unified educational space “Pre-Family”.
Refusal to use the unique experience of family education in the pedagogical process of kindergarten, rejection of the family and, as a consequence, passivity of parents leads to an impoverishment of the content of education.
A positive result can only be achieved when considering the family and kindergarten within a single educational space, implying interaction and cooperation between preschool teachers and parents throughout the child’s preschool childhood.
The most important feature of a unified educational space and at the same time a condition for its creation is the definition and acceptance by participants of the pedagogical process of common goals and objectives of educating preschoolers, which are formed in a unified program for the upbringing, training and development of children.
Modern education programs for preschoolers are built on the basis of the Concept of Preschool Education, achievements of psychology and pedagogy. However, parents who act as social customers of educational services often do not have in-depth knowledge in this area.
Therefore, the goal and objectives of public education should be the subject of detailed discussion by teachers and parents, during which the teacher needs to convey to the family his vision of the result of raising a child and reconcile it with the pedagogical attitudes of the parents.
The next sign and condition for creating a unified development space should be the development and acceptance of uniform requirements for the child at home and in preschool educational institutions. This helps not only to create psychological comfort for the child, but also to strengthen the authority of parents and teachers. An equally important feature and condition for creating a unified educational space is the development of a common approach to solving problems of education, the identification, generalization and coordination of pedagogical methods and techniques based on the study of the educational experience of the family and the transfer of information to parents about the technologies of the educational process.
Thus, modernity poses quite complex tasks for preschool educational institutions and places high demands on the professionalism of teachers.
Conditions of a single space of a preschool educational institution - family.
The federal educational standard for preschool education is aimed at solving the problem of providing psychological and pedagogical support for the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children's health. The content section of the educational program of preschool education should present the features of interaction between the teaching staff and the families of students. In the educational environment of the kindergarten, conditions must be created for the participation of parents in educational activities.
The kindergarten has developed its own system of interaction with the parents of pupils. In accordance with the results of the study of the parent contingent, work is carried out in the following areas:
— analysis of the level of psychological and pedagogical culture of parents (questioning, sociometry method, observations and analysis of the child’s interaction with parents).
— popularization of modern psychological and pedagogical ideas, providing parents with the necessary theoretical and practical information (open days, parent meetings (group, general, conference at the end of the school year, various forms of visual information in the corner for parents: booklets, recommendations, consultations, mailbox for questions, “repeat with the child”, “cook for the child”, “make with the child”, etc.) For children who do not attend preschool institutions, a short-term group for children aged 2-3 years is organized. Classes are held 3 times a week for two hours the entire school year.Narrow specialists work with children and parents: educational psychologist, music director, physical education instructor, speech therapist.
- the use of non-traditional forms of work with families of pupils - family meetings: master classes on making a product of artistic and aesthetic activity, training games “When you were little”, creation of joint projects “Space”, “Household Appliances”, “Cook”, “ Seller”, “Pets”, “Computer”, “How to build a house” and others, holidays “Russian song - Russian soul”, “Family Day”, “Olympiad”, “Defenders of the Fatherland”, “Health Day”, “Tasting dishes."
— bringing to parents interesting and useful information related to the life of children in kindergarten: advice from experts, a music and poetry corner; corner “Neboleyka”, exhibition “Do it with the children”, photo exhibition “The world around me”, Rainbow of success, “Today we did ...”, “We sincerely thank you”, “In the family circle”, Children’s creativity corner, “We live and live” .
— individual focus in working with parents (differentiated consideration of educational influences in a family environment, inclusion of parents in the pedagogical process, taking into account their individual interests and abilities);
— involving parents in the management of the kindergarten through participation in the work of the Conference, the parent committee, and the Council of Teachers.
Summary of an individual conversation with parents of the second junior group “Warmth of the Family”
Summary of an individual conversation with parents of the second junior group “Warmth of the Family”
Goal: direction of development of the emotionally positive background of the child and family, acquisition of the necessary knowledge in conducting educational games with the child.
What does family mean to a child?
Family is that fortress, those walls behind which a child feels safe. A child comes into our world helpless and defenseless. His life, health and future depend entirely on his parents and the adults around him. The child believes in the kind attitude of adults towards him and, in turn, counts on their love and protection.
Once you have a child, this places responsibility on you for his development, upbringing and education. No time should not be said from the lips of parents. It brings up everything, every free minute that we must find, despite our busyness. “If you know how to give birth to a child, you know how to teach it,” says the popular proverb. Father and mother are the closest and most convincing models by which a growing person checks and builds his behavior. “People raised without parental love are often crippled people,” said A.S. Makarenko. “Even a chicken can love children,” wrote A. M. Gorky. But to be able to educate them is a great thing, requiring talent and a wide knowledge of life.” In a family, a child must constantly see and feel that he is loved and cared for.
Every mother wants to see her child not only healthy, beautifully and comfortably dressed, but also smart and diversified.
The main meaning and goal of family life is raising children, namely, giving children a happy childhood.
Childhood is a game, a game is childhood. Childhood is given so that we prepare the child to enter a rather complex social life. And the game helps us with this. Currently, serious attention is paid to the gaming activities of children, since it is the game that creates favorable conditions for personal development. Play is a child’s life, not preparation for life. The game should become traditional in every family.
What games and how often do you play with your child?
There are a lot of games and toys. But you should carefully and thoughtfully approach their selection. I advise you to play various games: board, active, verbal, educational. Good games like “Loto”, “Dominoes”, “chess”. It is also necessary to play the following games: “Guess which tree the seeds come from?”, “Who will be who,” “Does it fly or doesn’t it fly,” “What looks like a circle,” etc.
We are all born, grow, and develop in a family. We need to have close, beloved people nearby who would be a source of development, knowledge, formation and understanding.
Work with parentsconsultation (junior, middle, senior, preparatory group) on the topic
Consultation for parents
"Child safety on the street"
Child safety on the street
Perhaps some parents of children will think that this article is not for them. It will take many more years until the baby is old enough to walk on his own. All this is true. But it is necessary to instill responsibility in a child from an early age. The sooner you explain to your child the rules of safe behavior on the street, the more likely it is that he will not forget science and will be able to use these lessons correctly if necessary. Your task is to teach your child to behave correctly in extreme situations.
A yard without danger
Modern children begin to walk unaccompanied by their parents much later than we ourselves did during our childhood. But it’s worth preparing the baby for independent “going out” in advance. So, while walking with your baby, go around the entire yard and pay attention to the most dangerous places: hatches, basements, attics, construction sites. It’s important not to just say: “You can’t go here! Is it dangerous!" It is necessary to explain clearly why exactly it is impossible: you can fall into the hatch, someone can close the basement door, and then the child will remain there in captivity (if the baby is locked in the basement, there is no need to scream and cry, it is better to knock on the door with all your might - this will happen sooner) someone will hear and come to the rescue).
Even cars parked near the house can pose a great danger. Usually, kids clearly understand that they need to be extremely careful with moving cars. But a stationary car does not cause them concern. Tell your child that the car can suddenly move, and the driver will not notice the baby, who, playing hide and seek, hid behind the trunk. Therefore, you cannot run, much less hide around cars, and if a ball rolls under a car, you need to turn to adults for help.
Kids love to play hospital, store, or “cook” dinner for dolls on a toy stove. To do this, they tear plants growing nearby (grass, flowers, leaves) and collect seeds. And this is not always used “for fun”. The child can taste the prepared “medicine” or the doll’s “soup”. But not all plants are as harmless as they might seem. For example, castor beans, which in recent years have often been grown at the entrances of houses (popularly called “palm trees”), have deadly poisonous seeds. It is enough for a child to swallow 2-3 seeds to get serious poisoning. Be sure to explain to your child that no plants, berries or seeds picked on the street should be put into the mouth. And for the game it is better to use harmless and well-known plants, for example, dandelion, plantain, rowan.
When walking with your baby in the yard, you must be firmly sure that there are no open sewer manholes around. The statistics are merciless: hundreds of children die and are injured precisely for this reason. And here no warnings “watch your step” and “don’t step” will help. In the excitement of active play, a child may simply not notice the danger. Therefore, do not rely on public utilities, but take the initiative into your own hands: conduct periodic inspections with other parents and close the hatches with boards.
Equipment rules
When dressing your baby for a walk, check his clothes. It would be better if it had no laces that could get caught. It is desirable that the shoes fit tightly on the foot and do not “slip”. This will make your child's games safer.
Life on the playground
It’s so good that there are playgrounds with swings in the courtyards! And how bad it is at the same time that they exist! Modern heavy iron structures have truly destructive power. And if such a swing hits a child at high speed, it could end in disaster. Danger awaits not only the tiny foolish ones who get close to the swings while their mothers are enthusiastically chatting on the bench. And older children sometimes cannot correctly assess the safe distance. Therefore, you must clearly explain to the child that you can only approach the swing from the side, and walk around it at a great distance. You need to sit down and get off only when the swing is stopped, and under no circumstances should you jump from it. Tell us what the consequences of violating these rules may be.
Merry-go-rounds can also seriously hit your baby if you don’t follow basic safety rules. Just as in the case of the swing, remind your baby often that approaching the spinning carousel is dangerous. First you need to wait for them to stop, and only then sit down on the seat. And, of course, hold on tight.
Any kid knows that ladders, horizontal bars, monkey bars, in a word, sports equipment, are very interesting and fun things. They develop agility, endurance, and coordination of movements. And mom won’t forbid you to climb and hang on them to your heart’s content. Of course, provided that the baby does all this with due care. First of all, pay attention to the surface of the playground. If it is sand, grass, sawdust, or, as a last resort, small gravel, feel free to send your baby there. If the site is concreted or paved, it is better to look for another place to play. Teach your child how to jump off a ladder or horizontal bar correctly. When a child swings on the bar, he needs to jump at the moment when the body begins to move backward. Otherwise, you can easily fall.
All kinds of slides are a favorite pastime for children. But moms and dads should pay attention to their condition before letting the baby roll away with the breeze. If the handrails or sides of the slide are wooden, then parents need to check how well the surface is treated to avoid splinters on children’s hands. For preschool children, the height of the slide should not exceed 1.2 m. Check whether the slide covering is intact and whether there are any nicks on it. From the “correct” slide, the baby rolls down without stopping to the very bottom and does not fly to the ground, but lingers on a special, raised ledge. The kid should know that slides are not a place for pampering. You need to get up and down carefully and carefully, respect the queue and under no circumstances push other children. This could result in serious injury. Of course, you don’t have to stand next to the slide and look after your baby all the time. But it is better not to let the child out of sight in order to respond in time to the dangerous behavior of children.
Forbidding children to climb trees is useless. All the same, sooner or later, they will test the strength of the surrounding trees. And to avoid falls and injuries, it is better to teach your child to do it correctly. First of all, only old trees with thick trunks and branches are suitable for climbing. A young tree can be easily damaged, and it will die, and the baby itself, standing on a thin branch, will fly down. You need to lean only on thick living branches and, under no circumstances, on dry ones. You should first check the strength of the branch, and only then stand on it. And one more thing: make sure that your child alternates between arms and legs when climbing: for example, first he grabs his arm, then moves his leg. Supporting three limbs at the same time reduces the risk of falling.
Roller skating or cycling are useful activities in all respects, but at the same time quite dangerous. First of all, take care of the protective equipment for little athletes. All kinds of helmets, knee pads and elbow pads are not just fashionable gadgets, but something that will protect the baby not only from broken knees and skinned hands, but also from much more serious injuries. Be sure to select a helmet for roller skating with fitting. It should sit comfortably on the head, cover the forehead, but not slide down into the eyes. Special fingerless gloves will also be useful. It is better to roller skate in specially designated areas. It’s easier with a bicycle, just be sure to teach your child to be attentive to “pedestrians” and not to develop high speed where there is a chance of hitting one of the kids. If you and a small cyclist need to cross the roadway, be sure to remove him from the bicycle and lead him across the road by the hand, driving the bicycle separately. And, of course, never let the little “racer” out of your sight.
Fighting is a common cause of serious injury in children. More often this is the lot of boys, but there are also cocky girls who are ready to “deal” with the offender with their fists. And fists are half the trouble. Often improvised objects are used: sticks, pieces of iron, stones, etc. One of the main reasons is very simple: the guys do not yet understand how seriously they can injure the enemy with these objects. The usual movie stereotype comes into play: the hero was hit on the head with a huge cobblestone, but he is not only alive, but also completely healthy. Such scenes distort our children’s understanding of the real force of impact, of pain, of how fragile and vulnerable a thing human life really is. And who else, if not mothers and fathers, should convey these simple truths to kids? If we talked to all children about the possible consequences of such fights, there would be much less childhood traumatism...
Another danger is large and small four-legged animals, not only stray ones, but also real domestic ones. We are talking not so much about dangerous diseases that animals can carry, but about dog aggression, of which children sometimes become victims. Undoubtedly, you must instill in your child love and trust for his smaller brothers, but the child must clearly know that dogs are different and not always kind. In addition, it is better not to approach unfamiliar animals at all. Tell your child not to wave your arms or a stick near the dog. She will think that they want to hit her and may bite her. You should not pet or cuddle an unfamiliar dog. She might not like it. The child must know how to behave when attacked by a dog. If there is no shelter nearby - a driveway or a tree - you should not run away, the dog will still catch up. Show your baby how to protect his face and neck by pressing his chin to his chest and covering himself with his arms bent at the elbows. And adults will definitely come to the rescue.
Beware: stranger!
Even if your child is still too young to walk without adults and you are not going to let him go out alone yet, he must clearly understand the basic rules of communicating with strangers. Most of us instill in our children that they need to be well-mannered and polite towards people, not to be rude or lie. All this is, of course, true. But it is quiet, well-mannered children who more often become victims of criminals. After all, it’s so easy to deceive them, and they themselves are accustomed to always tell adults only the truth. What to do, is it really necessary to raise a child to be a liar and a rude person? There is no need to raise a rude person, but it is simply necessary to explain to the child that among good and kind people there are sometimes bad ones. From early childhood, a child must clearly know important rules:
Never talk to strangers or take anything from them.
Never get into a stranger's car or go anywhere with him.
You cannot take ANYTHING from a stranger: neither candy, nor toys, nor gifts, nor anything that “needs to be given to mom.” In a situation where a child is asked to go or go somewhere with a stranger (“see the Barbie collection”, “play a movie”, “feed the kittens”, etc.), the child should answer only one thing: “Now I’ll ask my mother’s permission " The child must also be prepared for provocation from a stranger: “I thought you were already big, but you keep asking your mother for permission!” The answer in this case must be firm and unambiguous. Explain to your child that if someone grabs him by the arm and drags him somewhere or tries to push him into a car, ABSOLUTELY all methods of self-defense are permitted. You can be rude, lie, kick, bite, scream. By the way, in such a situation you should not shout “Help!”, but “This is not my dad (mom)! My name is so-and-so, call my parents at number so-and-so!”
From a very early age, instill in your child that his body belongs only to him and no one has the right to touch the baby without his consent. Try not to cuddle or kiss your child if he doesn't want to at the moment. And never let other people do this. The baby must clearly know that no one has the right to pick him up without his mother’s permission, and if this happens, then it is quite possible to behave in a not very mannered manner: scream loudly and even kick.
Instill in your child that you will never send a stranger to pick him up from kindergarten. And if something like this happens, the baby should not go anywhere with this person, even if the stranger assures that his mother (father, grandmother, etc.) sent him. And remind me of all this more often, more often, more often! Children so easily forget everything we teach them...
I'm lost!
Any parent who has ever lost their child (even if only for a couple of minutes) is almost certainly familiar with the all-encompassing feeling of panic that chills the body and prevents them from thinking soberly. A baby who suddenly discovers that mom or dad isn't around is no better. He is scared alone in a crowd of strangers. And even if you try not to let go of your baby’s hand in crowded places, situations when a child gets lost are not that rare. But, if both the parents and, most importantly, the baby clearly know how to behave in extreme situations, trouble will not happen. Let's teach our little one the correct behavior in public places so that we never have to go through these terrible moments.
At the supermarket. First of all, the baby must clearly understand that when making family purchases with mom and dad in a large store, he should not lose sight of his parents. Holding a child's hand all the time is almost impossible, because every now and then we stop at shop windows, pick up some product, and are distracted from the baby for a short time. This time is quite enough for a nimble, curious toddler to sneak away from his parents, get lost in the crowd, or linger in the toy department. Therefore, accustom your child to the idea that it is not you who are watching him, but HE is watching you. If the baby no longer fits into the shopping cart, let him hold on to it with his hand and certainly tell you that he wants to linger near this or that product. Then you just stop and wait for him. Tell your child what he should do if he suddenly doesn’t find his parents nearby. Instill in your child an important thought: you love him very much, worry about him and will never scold him, even if the baby got lost due to his own negligence, not following your rules. This will help him remember everything you taught him and do the right thing. The best thing a child can do when lost in a crowd is to stay still and wait. You can even sit on the floor. Sooner or later, mom and dad will certainly find him. The child should know that under no circumstances should he leave the store to “wait for his parents near the car.” Unfortunately, not all supermarkets have security guards who will not let a child go out alone. Tell us, or better yet, show your child the people you can turn to for help: police officers, security guards, supermarket employees, cashiers. In a word, all people are in uniform. You can trust them, they will help. The child should not go with anyone else, even if this person seems kind and good and promises to take him to his mother. If someone tries to take him away by force, let him shout loudly: “Dad! Mother!" A child who can speak well should know by heart his first and last name, home address and, it would be nice, telephone number. This information must be learned with the child and must be repeated from time to time. While kids remember their first and last names well, they often forget their address. It would not be bad, when going to crowded places with your child, to put a note in the pocket of his clothes with the name, surname, address and mobile phone numbers of the parents. Even better, engrave this data on a metal plate, attach it to a chain and fasten it inside the pocket of children's trousers so that the baby does not inadvertently lose it. Nowadays you can find special keychains on sale where all the information about the child is recorded.
At the station, at the airport. All the rules mentioned above are true here. You just need to watch your baby even more carefully, because there are much more dangers at the station than in the store. Every time you find yourself at a train station or airport when going on a trip, remind your child of the rules of behavior. Draw his attention to the fact that under no circumstances should he leave you anywhere without asking permission. If it gets lost, you can turn to police officers, security guards, and cashiers for help.
In the subway. When entering the train car, hold your child tightly by the hand and let him pass in front of you. Just in case, explain to your child how to behave if he finds himself in a carriage, the doors slam shut, and you remain on the platform. Even if it seems to you that this will never happen to you, it is better to be prepared for any surprises. The kid should know that, having passed one station, he should get out of the car, move away from the edge of the platform and wait for you. And you will certainly arrive on the next train. If everything happened exactly the opposite (the mother left, and the baby remained on the platform), then there is no reason to panic here either. Again, you need to move away from the edge of the platform (it’s better to sit on a bench if there is one nearby) and wait for mom.
In the park, in the forest. Walking in the park is a wonderful opportunity to spend quality time with the whole family. And in order for such a vacation not to turn into a complete hassle for you, from a very early age it should be an absolute taboo for your child to go too far from you. Of course, walking in the park solely hand in hand with your mother is stupid. But running away and, especially, “hiding” from her is absolutely unacceptable. The baby must know that he can only run and play where his parents can see, and they, in turn, must see him.
It is not uncommon for children to look for entertainment on their own during a family picnic in the forest, while the adults are busy making a fire or preparing barbecue. And it happens, as in that fairy tale about Masha and the Bear: tree after tree, bush after bush, so they moved quite far from the camp. It's very easy to get lost in the forest. And very scary. But if your baby clearly understands that YOU NEED TO STAY IN PLACE, you will find him very quickly. In this case, adults should split up, going on searches simultaneously in different directions, periodically calling out to the child. The baby, in turn, should also loudly call for help. It is very useful to buy your child a good whistle for walks in nature. And if he is lost in a forest or park, his whistle will be clearly audible for hundreds of meters.
If there is a pond in a park or forest, you will need additional attention. Moreover, even a very shallow depth can pose a danger to the baby. Do not allow the baby to approach the water alone, but do it together. If the shore is flat, the baby can play by the water under your constant supervision. If the bank is steep, under no circumstances let go of the child’s hand and do not come close to the edge.
Attention, road!
First of all, it is very important to always follow the traffic rules yourself. If, when walking with your child, you cross the road only when the light is green, use above-ground and underground pedestrian crossings, your child will learn from early childhood that this is what you need to do and not otherwise. If we ourselves often neglect these simple rules, all our moral teachings will be an empty phrase for the child. Children copy adults in everything, remember this. Why can’t a child cross the road in the wrong place if his mother does the same, even occasionally? It is better to be patient and wait an extra minute for the green light than to teach your child that it is acceptable to not follow the rules.
Every time you cross the road with your baby, say the algorithm. Teach your child to look carefully at the road, even if you are walking at a green traffic light. Unfortunately, there are drivers for whom the rules are not written... Explain to your child the purpose of a zebra crossing on the road, figure out what certain road signs mean. It would be great to play at home with toy cars and plush “pedestrians”, drawing traffic signs on sheets of paper and hanging traffic signs around the apartment. Any science is better remembered in the game...
Be careful when traveling on public transport and teach your child to be careful. Do not neglect the rules, no matter how simple they may seem to you. You should approach the doors of a bus, trolleybus or minibus only after the transport has come to a complete stop, otherwise you may slip and end up under the wheels. In addition, you may be pushed by one of the passengers pressing behind you. When entering a tram or bus, let your child pass first. It is better to take the smallest ones in your arms. Get out of the vehicle first, then help your baby get out, holding his hand.
An elevator is not exactly a vehicle, but like any mechanism it can pose an extreme danger. An adult always enters the elevator when it opens, followed by a child. It is better to hold the baby's hand. When leaving, it’s the other way around: the child goes first, the mother follows. Don't let your child jump in the elevator - this could cause him to get stuck.
Dear parents, remember that children's safety depends on us. The task of adults is not only to constantly look after and protect children. We simply have to teach them to take care of themselves. But this must be done competently and carefully so that the baby does not perceive the world around him as hostile, full of dangers, troubles and evil people. No, the world is beautiful and amazing, discovering it is interesting and fun. You just need to always be attentive to yourself and your loved ones. And then troubles will bypass you and your wonderful kids!
Consultation for parents “Child safety on the street” - about how to protect a child from injury, warn, teach how to behave correctly on the playground, in the entrance, in transport.
