One is to set up safety signs. Various safety signs are painted on the walls of all corners of the kindergarten so that children can easily and naturally recognize various safety signs while playing activities, leaving school, and going to school every day. The second is to open up safety education publicity columns. Each class set up a special safety education knowledge column in the contact column of the home garden. By regularly changing the safety education content, the purpose of safety education is achieved; “Traffic safety”, “Fire safety”, “Earthquake knowledge I know”, etc. are created on the interactive wall of the classroom. The poster allows children to learn about safety knowledge and improve their self-care ability while appreciating colorful prints, learning catchy nursery rhymes, and easy-to-understand stories. The third is to create a small gallery for safety education. Let children be the little masters of the kindergarten environment, and use the painting skills they have learned to express their understanding of life, such as: “Fire Safety Group Painting”, “Lively Crossroads”, “Planning and Signs” and other painting activities. Subjectivity provides a platform for children to share experiences, expands their learning space, and strengthens children’s safety awareness.
2. Promote children’s self-protection ability through various educational activities
Teachers can use thematic unitized teaching activities to let children absorb the awareness of safety protection and form good habits. If young children cannot push and collide, they should keep to the right when going up and down the stairs, and they should not jump with one or two feet. When picking and placing schoolbags and drinking water tanks, they should line up one by one in an orderly manner; how to avoid other people or objects from hurting themselves. Good daily habits are the basis of safety, and children’s self-protection awareness is the main guarantee for safety. Early childhood educators can also organize special discussion activities, in which children can express their opinions one after another, so as to learn some self-protection skills. For example, if you pour a cup of hot water, ask the children to discuss: “When can the water be drunk?” A said: “The cup is steaming, it must be very hot and you cannot drink it right away.” B said: “Touch the outside of the cup with your hand, if You can’t drink if your hands are hot.” C said, “When you drink water, you should also blow it first, and drink it with small sips, so that it won’t be hot.” During the discussion, the children learned some common sense in life, and at the same time We should also pay attention to improving the ability of young children to analyze and judge, and prepare small pictures for young children to draw safe and dangerous things, such as fire, sockets, hot water, medicine, food, toys, etc., and ask young children to distinguish by themselves which are safe. Which ones are dangerous, improve children’s ability to judge things, thereby improving children’s foresight of things.
3. Strengthen the awareness of safety education through various means
The main body of safety education in kindergartens is innocent and lively children. Safety education activities are inseparable from the active cooperation of all faculty, staff and children. This requires the development of an effective safety system and the establishment of a safety network. The formation of safety education has a dedicated person responsible for education. A good atmosphere where everyone is responsible for the process.
How to put the safety system in place and make the security system play its due effectiveness. On the one hand, teachers must strengthen their sense of responsibility for safety education, organize their learning and discussion on a regular basis, and conduct classroom observations and evaluations of safety education when necessary. Safety facilities and other hardware can also perform safety assessments to find unsafe factors; on the other hand, in the education process, it can be incorporated into an assessment mechanism to link teachers’ safety teaching performance with personal income to further promote the quality of safe teaching.
