Elena Alexandrovna
Consultation "Fundamentals of the formation of safe behavior skills in older preschool children"

Bronnikova E.A.

Fundamentals of the formation of safe behavior skills in older preschool children

The most important condition for solving complex and multifaceted tasks related to protecting the population from dangers of various nature, the successful implementation of these tasks in our society and state, is human personality formationready and able to anticipate and avoid the dangers of everyday life, and if necessary act competently in the face of danger. The company imposes increased requirements on security the younger generation.

Behavior skills are of great importance in the formation personality traits. They add up to based on knowledge of norms of behavior and reinforced with exercises. Behavior skills are at the core of habitual behaviors... By repeated repetition, the child may develop skills of correct behavior... According to scientists (E. I. Boyko, S. A. Borodai, S. Yu. Golovin, F. N. Gonobolin, V. V. Davydkina, R. G. Dobryanskaya, A. N. Leontiev, S. L. Rubinshtein, M. I. Stankin, V. N. Chulakhov and others), skills as automated components (components) conscious activity, developed in the process of its implementation, are included in almost all types of human activity and constitute the overwhelming part of the movements that we make. Safe behavior skills people belong to the group of mixed skills... They are formed by repeating the learned actions in the form of exercises involving thinking and speaking, when comprehension occurs. skill... Rubinshtein S. L. notes that “in essence skills are not so much a specific, completely independent behaviorhow much by its component or mechanism, which a person builds on the basis of higher forms of conscious behavior with their historically determined motivation ”.

Life safety of children is a serious problem. The growth in the number of cars on the streets, the increase in the speed of their movement, the growing congestion on the roads are one of the causes of road accidents. No one is left indifferent by the disappointing reports of road accidents, where, unfortunately, children are also victims.

Wrong behavior of children on the roads may be due to the following factors:

Ignorance preschoolers elementary rules;

- age and physiological features children;

- unformed they have coordination of movements;

The child's desire for independence, but the inability to adequately assess the situation;

Indifferent attitude of adults towards the behavior of children on the road.

Security child safety on the road remains a priority problem for society. Testimony this includes target programs adopted both at the federal and regional levels.

An important role in solving this problem is played by the organization of work on the prevention of road accidents in preschool institutions.

Importance preschool skills acquisition is based on, so that it is during the transition from kindergarten to school that the child can easily navigate in the immediate spatial environment, be able to observe and correctly assess traffic situations, own safe behavior skills in these situations.

Acquaintance children with road alphabet, developing their skills of correct behavior on the road, you must start at the earliest age... It is important to do this before the child adopts and accepts the wrong stereotypes. behavior on the road, unfortunately, are currently prevalent in the adult environment.

Attention in preschool childhood is predominantly involuntary. A number of Russian psychologists (D. B. Elkonin, L. S. Vygotsky, A. V. Zaporozhets, N. F. Dobrynin, etc.) associate the predominance of involuntary attention with age psychological characteristics preschool children... Involuntary attention develops throughout preschool childhood... N. F. Dobrynin, A. M. Bardian and N. V. Lavrova note that the further development of involuntary attention is associated with the enrichment of interests. As the child's interests expand, his attention is riveted to a wider range of objects and phenomena. Arbitrary attention formed in preschool age in connection with age development of speech and its role in regulation child behavior.

From degree formation attenuation abilities in preschool age depends not only on the success of training, but also on the degree of attentiveness, and in particular, attentiveness on the roads of the city. Very often, children who play near roads, cross the street in the wrong places, enter and exit vehicles incorrectly are the culprits of road accidents. Therefore, it is necessary, starting with preschool age, learn children safe behavior on the street, road, transport and traffic rules.

IN senior preschool age, individual information about the rules of the road is formed into a sequential system of representations. Children continue to acquaint with the rules of the road, road signs, road elements, the duties of pedestrians and passengers, the rules for crossing railway crossings, traffic control means, rules for cycling, teach to convey the traffic situation in the picture, expand the understanding of vehicles, about the rules of crossing carriageways parts. WITH preschoolers work to consolidate behavior skills in public transport, in any traffic situation, on the development of search activities, an intellectual initiative for the prevention of injuries, on the formation independence and responsibility in the actions of the child on the road, to improve the culture behavior of children on the street and in transport.

Elements of work to create conditions for developing safe behavior skills are the following constituents:

Educational and educational work with children;

Creation of medical and pedagogical and material and technical conditions;

Interacting with your family.

In order to expand the views children about the rules of safe behavior using stories, explanations, conversations, exercises, reading fiction, working with diagrams and cards, using didactic, desktop-printed, construction and plot-based role-playing games, as well as suggestion, persuasion, encouragement, example, working off safe routes from home to kindergarten and so on. Great value in working with children senior and preparatory groups, the organization of excursions plays, where children master practical pedestrian skills, such a technique is used as drawing attention to the right or wrong behavior of other pedestrians.

In such age practical games are also effective - trainings for children with the aim of mastering practical knowledge and skills.

One of the defining conditions for successful learning children to the rules of safe behavior on the roads is the creation of an appropriate material base and a developing environment, which allows you to stimulate cognitive activity in play and educational activities children... A tool in professional activity is the equipment of the corner for familiarization with the rules safe behavior.

Family interaction is an important part of teaching. The range of problems associated with securitycannot be solved within the group space, which is why it is so important to ensure continuity between kindergarten and family. In vaccination work safe behavior skills a positive example of parents and surrounding adults is of great importance. Parents regularly receive various kinds of advice on the formation of practical skills for safe behavior at home and on the street in preschool children.

Systematic work with children on developing safe behavior skills in the road transport environment, the use of effective modern methods and techniques, accounting age characteristics of children give positive results.

List of references

1. Anufriev, A. F., Kostromina, S. N. How to overcome difficulties in learning children... Psychodiagnostic tables. Psychodiagnostic techniques. Correctional exercises [Text] - M .: Os-89, 1997. - 224 p. (Practical psychology).

2. Belenok, I. L., Mishina, Yu. D. Development of general abilities of the individual [Text] - Novosibirsk: Ed - in: NSU, 2005.

3. Bozovic, L. I. Personality and formation in childhood [Text] - St. Petersburg.: Peter, 2008 .-- 400 p.

4. Big psychological dictionary [Text] / Ed. Meshcheryakova B.G., Zinchenko V.P. - M .: Prime-Evroznak, 2003 - 672 p.

5. Vedernikova, N. V., Smirnyagina, L. A. Formation of social behavior skills of preschool children [Electronic resource] Access mode - http://www.den-za-dnem.ru/page.php?article\u003d397

6. Velichkovsky, B. Cognitive the science: basics psychology of cognition [Text]: in 2 volumes - T. 1 / Boris M. Velichkovsky - Moscow: Academy, 2006. - 448 p.

7. Halperin, P. Ya. To the problem of attention [Text] // Reports of the Academy of Pedagogical Sciences of the RSFSR. 1958.- No. 3, - S. 33 38.

8. Maklakov, A. G. General psychology [Text] - SPb .: Peter, 2006. - 224 p.

9.Matyukhina, M.V., Mikhalchik, T.S., Prokina, N.F. Age and educational psychology [Text]: Textbook. manual for ped students. in - tov / M. V. Matyukhina, T. S. Mikhalchik, N. F. Prokina and others; Ed. M.V. Gamezo et al. -M .: Education, 1984.-256s.

10. Obukhova, T. I. Psycho-correctional and developmental work with children of early and preschool age with hearing impairment [Text]: textbook. -method. allowance. - Minsk: BSPU, 2007 .-- 54 p.

The article discusses the issues of correct formation of safe behavior skills and provides examples of games that can be used in the work on the formation of safe behavior in preschoolers.The material is intended for teachers and professionals working with preschoolers.

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Formation of safe behavior skills

in preschool children through game trainings.

(for specialists and teachers of preschool educational institutions)

Prepared by: Vavilovtseva Valentina Vladimirovna

Psychologist

municipal budget

Preschool educational

institutions of Murmansk No. 7

The preservation of children's health and the formation of a culture of safe, responsible behavior in relation to their life and health in them today are considered as one of the main tasks of the education system. Child safety is a state of protection of his vital interests from internal and external threats to the sustainable development of his personality in society and the state. Safety is one of the basic human needs, without which it is impossible to fully develop and self-actualize a person.

The modern world, which has a developed infrastructure that provides a person with ample opportunities for self-realization, also involves a lot of problems and risks, to which the immature, forming personality of a child is especially susceptible. The environmental problems of a big city are often the cause of asthenia, a decrease in energy and vitality in the younger generation. The development and widespread dissemination of technologies, the instability of the socio-economic situation, information redundancy give rise to massive psychological stress, deformation of social interactions, as well as an increase in the phenomena of alienation and loneliness. The complexity and ambiguity of interpersonal relationships, built on consumer values, discrediting many moral guidelines, lead to social, cognitive, emotional infantilization of children and adolescents, to the formation of a sense of helplessness in building relationships and solving life problems on their own.

Such features of modern society predetermine the main risks of childhood:

• the growth of conflicts in relations between people, including in educational institutions;
• destructive adult behavior patterns;
• reducing the influence of traditional social institutions, in particular the family as a basic reference group;
• replacement of the family by the Internet community and child and adolescent subcultures;
• a large flow of negative information load from various media sources, the Internet;
• decline in children's health indicators.

Since it is impossible to completely avoid the considered risks, the need for the formation of safe behavior skills becomes an obvious and necessary task of the teaching community.

Safe Behavior -this is behavior that ensures the safety of the existence of an individual, and also does not harm the people around him.

The child's personality as a particularly flexible and mobile, unstable system especially needs to ensure the protection of its interests and needs, since only in conditions of safety is it possible to fully form the personality.

Preschool age is characterized by an increase in physical activity and an increase in the child's physical capabilities, which, combined with increased curiosity, a desire for independence, often lead to dangerous situations. Therefore, creating conditions for a child that allow him to systematically accumulate experience of safe behavior is an urgent pedagogical task.

The researchers note that a child prepared for a dangerous situation overcomes confusion much faster; a completely untrained preschooler remains confused, which causes prolonged inactivity, fussiness and prolonged stress. On the other hand, there is a group of children who need the very feeling of fear as an inhibitory phase of behavior. At present, the number of children who are "not afraid of anything" has increased, can, without thinking or poorly controlling themselves, perform awkward actions, while getting injured.

Often children not only do not know how to cope with a situation, but also do not realize the very fact of its occurrence. Therefore, they should be familiarized with the sources of danger, precautions and their own capabilities. This is what can be considered an experience of safe behavior that allows future students to anticipate, avoid and act correctly when unsafe situations arise.

Based on the foregoing, we can conclude that the child's behavior in a dangerous situation depends on whether he can correctly assess it and whether he knows the way out, as well as on how familiar he is with the danger. Therefore, its "playing" is the best way to overcome the feeling of fear in dangerous situations in some children and restrain from hasty, but wrong actions - in others.

Ways to shape safe behavior:

• Information and communication technologies.
• Game technologies:

• valeological tales;
• art technology;
• dramatization games;
• training games (game trainings).

The choice of the form of training is not accidental, but due to several reasons:

• the inclusion of the preschooler in the game is simple and natural;
• preschool children do not play, they live the situation in reality;
• practical exercises are supported by vivid emotional experiences and do not disappear without a trace, but become the first step of future experience;
• play training - the opportunity to be in a dangerous situation, and not to play in it (i.e., the best way of teaching the child the correct behavior in a dangerous situation is brought into action).

Game trainings help the child to be active in acquiring knowledge, accumulating, deepening and systematizing it. Trainings actively develop children's attention, endurance, respect for their life and health, responsibility for actions, independence in the choice of action and variability of thinking (quickly and correctly choose the necessary ways to help). A positive assessment from other children and an adult allows one to assert the correct understanding of the norms of safe behavior.

The choice of games is determined by which educational and educational tasks are dominant. These can be tasks aimed at consolidating knowledge about the sources of danger, the causes of traumatic situations, and deepening knowledge about the possible threat and methods of action in a particular situation.

1. "Stranger"

If this game is played with children of preschool age, then it is necessary to develop in them the ability to respond with a refusal to any appeal to them by an adult, to teach them to say “I don’t know you”. If the children of the group are not familiar with the concepts of “dangerous and safe stranger”, it is necessary to explain what they mean. For playback, plots may be offered in which an adult stranger may ask a child:

Bring something to the apartment;

Find something (for example, a dropped key);

Show something (for example, where is a pharmacy, store or house with such and such a number, etc.).

The stranger may also say that the child is called by the parents; invite to your home under any pretext; offer to be photographed. During the playback, it is advisable to invite the children to come up with requests on their own, with which, in their opinion, an adult can address them. Ask the children if they have a rule established by their parents in their family: “When you are walking on the street and you want to go somewhere, then you must come home and take time off. Parents should always know where you are. " Or offer the children a rule: "Always tell your parents where you are going." Next, you should tell the children that no adult who really cares about a child will ever suggest that he break the parental rule. Even if he says, "I'm sure your mom will approve of this." “Your mom knows. She allowed. " "We'll be back soon, so let's not tell your mom anything." No one should ask the child to keep anything secret from the parents.

1. "Bribe"

During the game, it is necessary to orient the child: what seems to him just a gift, in fact, may turn out to be bribery. The person who gave the gift may expect something from the child in return. Children should be helped to distinguish between adults who only expect "Thank you" in return for a gift from those who expect to receive "services" in return for their generosity. These adults, most likely, ask the child to go somewhere with them: into the car, into the entrance; show you the way somewhere, invite you to your home, promise another gift or treat, can take you to a deserted place. Rule: Take nothing from a stranger. If, nevertheless, the child forgot about safety and responded to the invitation, but suddenly realized that he was being taken away somewhere, remind him that there is a rule: "Shout, run, tell" (For example, you can play fairy tales: "Snow White and the Seven Dwarfs" , "The Tale of the Dead Princess and the Seven Bogatyrs").

1. "The machine"

In this game, it is very important to draw the attention of children to the distance (Rule "Three large steps"), closer than which he should not come to the edge of the sidewalk. Rule "Three large steps": when you walk on the sidewalk, the distance to the edge should be at least three large steps. Show how you can take big steps. After you have explained this rule to the children, ask each of them to show you this distance. Ask the children why it is not safe to come closer. The next rule is not to get into the car. Play all possible excuses for an adult to lure a child into a car. Invite the children to think of requests that adults in the car can make to the children. For example, an adult might say:

That there is a patient in the car and you need to show where the pharmacy or clinic is;

That mom or dad asked for a ride somewhere;

That someone close to him ended up in the hospital and offered to take the child there. Or an adult might try to attract attention with a beautiful toy in a car, exotic animals, sweets, jewelry, money, etc.

It is recommended to include the following situation in the course of the game: an adult is trying to drag a child into a car. Rule: to attract people's attention, to resist in all possible ways (to break free, bite, pinch, kick, shout loudly “This is not my dad!”, “Help!” Throw a stone through the window, into the shop window, etc.) If the car is chasing a child , then it is necessary to turn in the direction opposite to the direction of traffic, this will complicate further pursuit. This episode must be played.

1. "Big and small" No! "

(based on the fairy tale by Gisela Brown)

Before starting the game, ask each child to shout "No!" After staging a fairy tale, offer a discussion. Some children, although they say “No,” if they don't like something, they say shyly, hesitantly and quietly, and therefore are not taken seriously. It is necessary to teach children to say "No" loudly, clearly and confidently. For this, it is useful to additionally conduct the exercise "Learning to say" No ". The teacher tells the children, “Now I’ll show you how differently you can say“ No ”. Please listen and tell me which “No” sounds better. Which "No" will you get the result you need ":

1. The teacher says "No" quietly and with restraint, while looking to the side and bending down a little.

2. The teacher shouts "No" loudly and clearly, while straightening and raising his head. Children discuss options and come to the conclusion that in the second case, "No" is more effective. The group is divided into pairs, and each participant tries to say "No" quietly and loudly.

5. "Familiar, friend, stranger"

Ask the children to stand a short distance from each other, forming a circle. The driver is in the center and alternately throws a ball to each child, saying “Familiar, friend, stranger,” highlighting the one who needs to be named with intonation and pause. The child who catches the ball names the appropriate person and returns the ball to the driver.

A teacher can also act as a driver, and the pace of throwing the ball can speed up or slow down. The game ends when all children cope with the tasks of the driver without mistakes.

6. "Kidnappers and resourceful guys"

Invite the children to split into two teams: kidnappers and resourceful guys, so that each team has an equal share (one child per attacker). Set the rules: the kidnapper can drag the kidnapped person in any way; the one who is being kidnapped must call for help, run away, escape, not allow himself to be dragged in any way; fighting and biting are not permitted. Play the game several times, inviting the children to switch roles each time

7. "Guide"

Goal:

Develop a sense of responsibility for the other person.

Foster a trusting relationship with each other.

Materials: blindfold according to the number of pairs of children. Obstacle objects: chairs, cubes, hoops, etc.

Game progress:

Objects-"obstacles" are laid out and placed in the room. Children are divided into pairs: leader - follower. The follower puts a blindfold on his eyes, the leader leads him, telling him how to move, for example: “Step over the cube”, “Here is a chair. Let's go around it. "

Then the children switch roles.

8. "Golovomyach"

Goal:

Develop collaboration skills.

Game progress:

Children, split into pairs, lie on their stomachs opposite each other. A ball is placed between their heads. Touching the ball only with their head, they try to get up and pick the ball off the floor.

When children learn to cope with this task, the game can be complicated: increase the number of people who pick up one ball to three, four, five people.

List of references:

1. Bashinova S.N. Psychologist's advice on the basics of children's life safety / S.N. Bashinova, M.G. Matveeva, E.E. Ulyanova // Kindergarten from A to Ya. Scientific and methodological journal for teachers and parents. - 2016. - No. 4. - pp. 15–20.
2. Methodological materials on the formation of safe behavior skills in children and adolescents. - Yekaterin-burg: SBEE SO TsPRiK "Lado", 2014. - 52 p.
3. Fopel K. How to Teach Children to Collaborate? Psychological games and exercises: A Practical Guide / Per. with it .; In 4 volumes. M .: Genesis, 1998.

Formation of a healthy lifestyle, responsible and safe behavior, prevention of addictions in students

Health is an invaluable asset not only of every person, but of the whole society. When meeting, parting with loved ones and dear people, we wish them good and strong health, as this is the main condition and guarantee of a full and happy life. Good health, reasonably maintained and strengthened by the person himself, ensures him a long and active life.

But how can you keep your health? howto join the culture of health? How to succeed in life without falling victim to alcohol or drugs? A child wants to get answers to all these questions from an adult. Therefore, today the most urgent problem of educational work at school is the problem of forming the skills of a healthy lifestyle, responsible and safe behavior of students.

I work as a homeroom teacher for grade 10and I think this direction is very relevant, since health is an incomparable value. Every person has a desire to be strong and healthy.

I start working in this direction with planning. In the educational plan of my classroom I include both traditional school-wide activities and a variety of class activities. Traditional in our school are:

Health days (every second Saturday of the month)

Suicidal Prevention Month (September)

Thematic weeks or decades for the International Days of Quitting Smoking, Drugs, AIDS Prevention Day.

Thanks to the well-coordinated work of class teachers and teachers of physical education and health, the Days of Health in our school turn into real sports events with observance of all organizational aspects, from listening to the national anthem at the beginning and end of the event, ending with musical and entertainment pauses.

Photo 1. During the competition Photo 2 ... Dance break

Once a year, our friends from sports BFSO "Dynamo" are present at our Health Day, who organize an interschool sportland.

Photo 3. Traditional competition Photo 4. Cup from BFSO "Dynamo"

Tug of War

The guys are happy to participate in such mass events.Physical culture holidays contribute to the development of a sense of collectivism, support and responsibility for each other and for the team, improvement of children's motor skills, the formation of interest and the need for physical exercises.

For several years in a row, the school has been holding a month for the prevention of suicidal behavior among students. This is a very sensitive and "slippery" topic. Discussing it, my task, as a teacher, is not to harm, i.e. not arouse interest in these actions, but focus on the value of human life. Therefore, during an hour of communication on the topic “Life is an invaluable gift”, the guys and I discuss what life is, what they put into this concept; values \u200b\u200bof life, why a person should live and not give up under any circumstances. I have not deliberately changed the topic of the lesson for three years now, since each time I start it with the exercise "Finish a sentence", during which the children answer in writing questions about their attitude to life, and I have the opportunity to analyze the changes in their answers, therefore, in their outlook on life. Of course, the main content of the lesson changes according to the age of the students.

Photo 5. Report of the representatives of the groups Photo 6. The result of the work

During school-wide thematic weeks and decades on the prevention of bad habits and addictions, I conduct interactive talk shows, with the invitation of specialists. As a result of such events - the release of wall newspapers.

Photo 7. During the talk show Photo 8. The result of the talk show

Among the cool activities to promote a healthy lifestyle, responsible and safe behavior, I use:

hours of communication separately with boys and girls on the topics of personal hygiene of adolescents “Between us girls (boys)”;

Photo 9. Acquaintance with informational photos 10. Acquaintance with informational booklets booklets

meetings with the school nurse or paramedic of the Dotish FAP;

issue of "medical bulletins":"About the influenza virus", "On the dangers of smoking", "Sweet life", “Piercing. Is it really necessary? ", "The daily routine is a friend of the student" etc.;

video lectures (viewing and discussing videos on this topic);

hiking trips (cycling trips).

These activities provide an opportunity to educate adolescents about the importance of physical and mental health in the life of every person. Health is what nature has given us. Without it, it is impossible to imagine a happy life in the future, a successful career and family. And today there are many opportunities to spoil it quickly and irrevocably. Therefore, schoolchildren should know how to preserve their health.

Positiveresultsineducationphysicalandmentalhealthpupilscanto reachonlyatcooperationwithfamily. Whena familywill beexample " healthybehavior", thenandchild, educatedinthisfamily, will bestick tosuchbehavior.

Forfor parents of my students, I organize both individual counseling and general class meetings. Individualconsultationi spendbythe resultsmedical examinations, i inform the parents of the recommendations given by doctors. Subsequently, I keep track of the implementation of these recommendations through the "Individual health improvement plan" for each student. Oncoolmeetingsandmeetingsi propose the following topics for discussion: "Features of adolescence", "Responsibility and irresponsibility of a teenager. What is behind this?", "Features of gender education of adolescents", etc. can hear and analyze different views on problems and ways to solve them.

Photo 11. Round table with parents

The sports festival "Dad, Mom, I am a sports family" is traditional in our school. It is held for Family Day (May 15). My parents and I are regular team members. The joint activities foster a love of sports, develop dexterity, and allow not only students to join a healthy lifestyle, but also their parents, who in the future become an example for their children.

Photo 12. Team of mothers and daughters

I consider it important to discuss the topic "Regime of the day" with students and parents. And although everyone knows what it is, but not everyone adheres to it. Children do not strive, and parents do not control. And this is a problem, since modern schoolchildren lead a passive lifestyle, they spend a lot of time sitting at the TV and computer. And they should know about the benefits of morning exercises, walking in the fresh air, about the benefits of changing activities during the day.

Preparatory (or diagnostic) work has an important impact on obtaining a positive result from activities aimed at promoting a healthy lifestyle and responsible and safe behavior. Very often, before discussing any problem on a given topic, I conduct a survey, both among parents and among students. The following techniques and diagnostics help me with this:

teating"Your attitude to health";

mmethodology "What prevents me from leading a healthy lifestyle";

health diagnostics by handwriting;

questionnaire "The attitude of a teenager to his bodily" I "" (grigoriev's method), etc.

The results of these diagnostics allow me to carry out my work more effectively and targeted, to achieve qualitative changes in the behavior of students.

Through systematic workon the formation of a healthy lifestyle, responsible and safe behavior I see positive results in my students: they rarely get sick during flu epidemics, do not smoke, do not miss physical education and health lessons, try to adhere to the daily routine, etc. But this does not give me the right to stop there. I plan to improve work in this direction, namely, to use new forms and methods of work. Recently, I have been a peer educator and consultant, so I will often conduct trainings on this issue and involve my students in volunteer activities on the principle of “peer educates peer”.

"Man is the highest value, the preservation of whose life is the purpose of his existence".
Safe Type Personality Formation Project

The project "Forming a Safe Type of Personality" is focused on creating conditions for a comprehensive solution to the problems of preserving and strengthening the health of schoolchildren through the formation of a culture of personal safety. The concept of creating a safe type of personality provides for the formation of key competencies in the field of life safety, increasing the creative potential of the individual, developing the skills of independent choice of the correct solution in a particular non-standard, including an emergency situation. And in the future, it will allow the formation of professional competence as the personal ability of specialists to solve professional problems.

The project involves the implementation of educational, methodological, educational, creative work to ensure the safety of behavior, life and activities. As well as improving the material and technical base of the educational institution.
Explanatory note
Every year in our country, the number of technogenic emergencies is growing, which occur through the fault of a person due to non-compliance with the rules of safe behavior. The problem of the security of the individual and society is becoming key and acquires a global character.

Analysis of the "National Doctrine of Education in the Russian Federation", where one of the fundamental goals of education is "the formation of a culture of peace and interpersonal relations" makes it possible to understand that the issues of ensuring high-quality (comfortable) and safe living conditions of the individual, society, state and the entire world civilization special attention must be paid.

Monitoring of the safety level of the educational process and the awareness of all its participants about the culture of safe behavior in Secondary School No. 41 of JSC Russian Railways revealed the lack of a coherent system of necessary knowledge, skills and abilities. In this regard, issues related to the acquisition and application of knowledge by students aimed at preserving life and health, the formation of the experience of the younger generation in extreme situations are becoming relevant.

To achieve these goals, the entire education system at school should be aimed at forming a new worldview, creating a system of ideals and values \u200b\u200bthat make it possible to transform life safety into an internal need for a person and society, i.e. to form an appropriate culture and, as a consequence, a corresponding person of a safe type.

Life safety culture is understood as a system of historically established socially significant values, as well as certain personality traits that regulate, direct and control his lifestyle and activities, providing an optimal level of security .

In its activities, the school is guided by the following aspects of the formation of a safe type of personality:

1. Worldview aspect.

Human practice shows that it is impossible to achieve absolute safety in any kind of activity, i.e. any activity is potentially dangerous (the material world is potentially dangerous) . This statement is called the axiom of potential danger.

Due to the impossibility of achieving absolute security, the world has come to approve the concept of acceptable risk, the essence of which is to ensure such security that society accepts in a given period of time and with which one can agree. For example, the UK Health and Safety Committee uses a value equal to 6 × 10 - 6 as the lower limit of individual acceptable risk (the possibility of unnatural death of 6 people out of a million). It is these risk values \u200b\u200bthat are typical for most developed countries that should be used as a benchmark.

The value of the individual acceptable risk in our country is orders of magnitude higher than the indicator recommended in Western countries.

In society, it is necessary to radically change the system of views on ensuring safe living conditions. Humanistic universal values, kindness and sensitivity, mercy, a sense of duty and responsibility should become the basis for the formation of a safe type personality.

2. Educational aspect.

DI. Mendeleev in his work "To the Knowledge of Russia" emphasized that the solution of any problem must begin with education, ie. with the training of those people who are called upon to solve this or that problem.

At the legislative level, a system has been developed to prepare the population for action in emergency situations, as well as in everyday life in extreme situations of various nature. Training has been prolonged through the system of preschool, primary, incomplete secondary, secondary, higher and additional education and, in fact, should cover all categories of the population of our country.

However, the effectiveness of educational programs and the ability to skillfully act in emergency and extreme situations, as practice shows, remains at a low level. The reasons are psychological lack of readiness for action, a gap in the theoretical understanding of the issues of protecting the population and the practical implementation of knowledge in certain conditions.

Knowledge of the basics of life safety in its importance for a person should become no less important than mathematics or literature, and the educational aspect should correspond to modern teaching methods with a specific practical focus for the region of residence.

3. Applied aspect.

Safety culture can be represented as the sum of skills, abilities, individual psychophysical and personal qualities of a person, necessary for successful actions in emergency and extreme situations.

Practice shows that of all persons in an extreme situation, only 10–20% are able to act decisively and skillfully, 40–60% act inadequately for the first half hour, and only after this time they begin to act in accordance with the prevailing situation. 10–20% fall into apathy and are unable to make independent decisions. Today there is a need for special additional conditions so that knowledge will turn into skills, and skills - into skills.

In these conditions, the formation of a safe type of personality presupposes specific psychological and physical training of children, starting from an early age.

4. Environmental aspect.

Human intervention in all spheres of nature causes a sharp deterioration in the state of ecological systems. Environmental education and upbringing of children is a requirement of the times.

Only by educating and forming a person of a safe type, it is possible to solve the economic, political, social and other important state tasks facing the country.

Project goal: creating conditions for a comprehensive solution to the problem of preserving the life and health of schoolchildren.

It will be achieved when solving the following tasks:

1. 
   Formation of a safe health-preserving environment at school.
2. 
   Development of a set of measures to educate a safe lifestyle, protect and promote health.
3. 
   Joining efforts and coordinating the work of schools, health care institutions, law enforcement agencies, institutions of the Ministry of Emergency Situations in solving the problems of creating a safe educational environment for schoolchildren.

Priority areas of the project:

1. 
   Health monitoring.
2. 
   Creating a safe environment in an educational institution.
3. 
   Increasing the level of knowledge of schoolchildren in matters of safe behavior during the educational process and in everyday life.
4. 
   Raising the level of legal knowledge of schoolchildren.
5. 
   Raising the level of knowledge of parents in matters of safe behavior, health promotion, education of a healthy and safe lifestyle.
6. 
   Helping children with developmental disabilities and learning difficulties.
7. 
   Creation of teaching aids on issues of safe behavior, health promotion, education of a healthy and safe lifestyle.

Expected results:
Parents students want the school to provide:

• 
  the opportunity for a child to receive a quality education in the safest possible conditions;
• 
  detailed information on the rules of behavior and health preservation in various emergencies;

and also created conditions for:

• 
  meeting the interests and development of the creative abilities of schoolchildren;

Learners want at school:

• 
  it was interesting to study and communicate;
• 
  there were safe and comfortable psychological and pedagogical conditions for successful self-realization;
• 
  there was an opportunity to get a quality education.

Educators expect:

• 
  creating safe and comfortable psychological and pedagogical conditions at school for creative self-realization and successful professional activity;
• 
  improving the material and technical support of the educational process;

Project implementation period 2011-2015
Results of the first year of the project:
1. Healthy lifestyle

• 
  monitoring the health of students for the 2011-2012 academic year showed a decrease in the incidence of colds in children by 8%; scoliosis by 11.1%.
• 
  the number of students involved in sports sections and circles in comparison with the previous period increased by 20%;

2. Legal literacy and self-discipline:

• 
  during the analyzed period, there were no road accidents involving school students;
• 
  there was not a single incident provided for by the Code of Administrative Offenses of the Russian Federation;
• 
  a lecturer group was created at the school, which, under the guidance of a social teacher, held a series of class hours and film lectures followed by discussions: "The right to life", "Chizhik - fawn", "Know to live" (films are recommended by the Ministry of Education of Russia)
• 
  in grades 2-4, a travel game "A fairy tale is a lie, but a hint in it" is practiced. Together with the heroes of famous cartoons, children study the rights of the child and their possible violations.
• 
  In the middle link, trainings on the rights of the child are practiced in international and Russian practice, in which these rights are enshrined. (Legal game "Trial over hooliganism", discussion club "My life. My rights").
• 
  At the senior level, legal education is aimed at shaping the civic positions of a young citizen (role-playing game "We are future voters", class hour "We are citizens of great Russia")

4. Creative self-realization:

• 
  issue of thematic booklets: "Children about safety" (3 booklets) 2012; "Fire safety" (1 booklet) 2012; “Safe Holidays” (3 booklets) 2013;
• 
  first place in the city round of the children's creativity competition "Volunteer Firefighter - Yesterday, Today, Tomorrow"
• 
  first place in the regional round of the competition for children and youth creativity on fire safety in the nomination "Arts and Crafts" in 2012,
• 
  third place in the IX All-Russian competition of children's creativity on fire-fighting topics, held by VDPO in 2012;
• 
  first place in the city and regional round of the creative competition for fire safety in 2013. The results of the X All-Russian round of the fire fighting competition for children will be announced in June 2013.
• 
  Diplomas of the participants of the II All-Russian competition of drawings "Land of Security" in 2012. The competition is held within the framework of the All-Russian educational project "Safety Culture". LLC "Premier-Uchfilm" together with the Russian Emergencies Ministry.

5. Implementation of practical skills of students:

• 
  all students possess evacuation skills in case of emergencies of various origins;
• 
  senior students have the skills to provide first aid;

• 
  participation in regional competitions in fire-applied sports in 2012 and 2103;
• 
  first place in the district competition of the youth army detachments among senior schoolchildren in 2012;
• 
  third place in the regional competition of the youth army detachments among junior schoolchildren in 2012;
• 
  first place in the regional competition of youth army detachments among junior schoolchildren in 2013;

6. Methodical work of the creative group of students:

• 
  creation of thematic educational films on life safety "Procedure for incomplete disassembly and assembly of AK", "Manufacturing of cotton-gauze bandages";
• 
  creation of social films "No to alcohol", "Drug addiction is evil";
• 
  creation of an illustrated methodological guide in verse on the rules of evacuation for younger students.

7. Improving the material and technical support of the educational process:

• 
  Conclusion of contracts:

"On the medical care of students";

"On the provision of services to prevent the impact of production and consumption waste on human health and the environment";

"To carry out work to eliminate emergency situations of power supply and lighting systems."

• 
  Employees were trained to receive I-IV groups in electrical safety. Briefings with employees are regularly held.
• 
  A single console center for the protection of an educational institution was created.
• 
  The necessary medications for first aid and respiratory protection were purchased.
• 
  The OBZH cabinet is equipped with new furniture, teaching aids for lessons, models, personal protective equipment, a simulator for first aid, office equipment. A laboratory was built to store equipment and visual aids.

Action plan of the teaching staff

non-governmental educational institution "Secondary school number 41 of the open joint-stock company" Russian Railways "

on the implementation of the project "Formation of a safe type of personality"

for 2011 - 2015

Events	Term	Responsible	Expected Result
Ensuring OS safety
Conclusion of contracts: "On medical care for students"; "On the withdrawal of alarm means of the object to the ARC"; "On the provision of services for the removal and disposal of solid domestic waste production and consumption"; "On deratization and disinfection"; "For the production of work to eliminate emergency situations of power supply and lighting systems" "On the provision of services to prevent the impact of production and consumption waste on human health and the environment";	september
Training of workers for obtaining I-IV groups in electrical safety. Conducting briefings with employees	September-November	Deputy health and safety director	Implementation of the requirements of regulatory legal acts in the field of OS safety
Carrying out technical inspections of the school building	May, October	Deputy Director for AHR	Improving school safety
Timely repair work	annually	School director, deputy. Director for AHR	Improving school safety
Creation of a single control center for the security of an educational institution	July 2012	School director, deputy. Director for AHR	Improving school safety
Material and technical support of the educational process
Equipping the OBZh office with furniture, necessary visual aids, computer and educational equipment	2012-2013
Creation of a library on life safety	During the duration of the project	Teacher-organizer of OBZH.	Improving the level of teaching the subject
Purchase of the necessary medicines for the provision of first aid, respiratory protection	annually	School director, deputy. Director for AHR, teacher-organizer of life safety.	Bringing the equipment of the office in accordance with modern requirements for the educational process
Overhaul of the shooting gallery and weapons room	2014-2015	School director, deputy. Director for AHR
Educational and methodical work
Optimal organization of the school day and week, taking into account the sanitary and hygienic standards and age characteristics of children	Aug. Sept	deputy. Director for SD, Deputy. BP director	Overload prevention of students.
Timely instruction on labor protection in the classroom	During a year
Registration of the necessary documentation on labor protection in classrooms	Aug. Sept	deputy. Director for SD, Deputy. Director for Health and Safety, Head. Offices	Prevention of injuries among students and employees
Subject-thematic control: "Formation of a modern level of safety culture among students in life safety lessons"	January	deputy. Director for SD	Obtaining information about the formation of a safety culture among schoolchildren in life safety lessons
Analysis of the introduction to the OBZh course of the section "First aid first aid"	January February	deputy. Director for SD	High-quality training of schoolchildren in the provision of first aid
Conducting training camps	June		Preparing young men for service in the Armed Forces of the Russian Federation
Organization of a creative group from among students to create thematic educational films on life safety	During 2012	Teacher-organizer of life safety	Formation of the school's own educational and methodological base
Organization of thematic school projects: “Safe behavior in public places”; "Behavior in emergency situations of a criminal nature"; "Consumer's ABC";	During a year	Teacher-organizer of life safety
Participation in the President's program of forest restoration after the fires "More oxygen"	2011-2013	deputy. Director for SD, Deputy. health and safety director	Shaping the values \u200b\u200bof a safe lifestyle
Educational work
Conducting creative competitions: Poster competition "Safety is the basis of life" Booklet Competition: "Children about safety"	October November November-January	Teacher-organizer of life safety	Shaping the values \u200b\u200bof a safe lifestyle
Participation in the All-Russian competition for children and youth creativity in fire safety in the following nominations: artistic and visual creativity; arts and crafts.	December		Shaping the values \u200b\u200bof a safe lifestyle
Participation in the All-Russian competition of children's drawing "Land of Security".	October	Teacher-organizer of life safety, teacher of additional education	Shaping the values \u200b\u200bof a safe lifestyle
Organization of pupils on duty at school	During the academic year	Deputy VR directors, class teachers	Injury prevention among students
Prevention of bad habits among minors	During the academic year	Deputy VR directors, class teachers, social educator, psychologist	Moral development of schoolchildren
Conducting the "Month of Safety"	September, December, March, May		Teaching schoolchildren to be safe
Conducting training sessions with students on evacuation from school in case of emergencies	1 time per quarter	Teacher-organizer of life safety	Developing safe behavior skills in emergencies
Celebrating Children's Day	june	Deputy director for VR, teacher-organizer of life safety, physical education teacher	Formation of motivation of schoolchildren for health-preserving activities
Conducting educational work on safe behavior with students, their parents with the involvement of specialists from the Civil Defense of Emergency Situations, VDPO, law enforcement agencies, medical institutions	During the academic year	Deputy Director for VR, teacher-organizer of life safety	Attracting additional resources to participate in school safety activities
Sports and health work
Attracting the maximum number of students to classes in sports sections	During the academic year	Physical education teachers, teacher-organizer of life safety	Increasing the number of students involved in sports sections
Participation in competitions in fire-applied sports	september	Teacher-organizer of life safety	Instilling skills in emergency situations
Development of the material base of the school's medical office	During the academic year	School principal, medical professional	Implementation of SanPin requirements
Monitoring the health of students	2 times per year	Deputy BP director, medical worker	Obtaining information about the state of health of students.
Implementation of the "Health" program in primary school	During the academic year	Primary School MoE Head, Medical Officer	Improving the health of schoolchildren
Conducting a school-wide competition "The Healthiest Class"	During the academic year	Deputy BP director	Promotion of healthy lifestyles

Criteria for the effectiveness of project implementation

Criteria	Indicators	Methods of obtaining information
Criterion "Safe health-saving environment"	- absence of injuries, food poisoning, epidemics, emergencies; Number of concluded agreements on joint activities with law enforcement agencies, medical institutions, service organizations	Objective data
Criterion "Possession of the basics of safe behavior"	- knowledge of the basics of safe behavior by students; Skills of evacuation from school in case of emergencies; Prize-winning places in competitions in fire-applied sports; Prize-winning places in military sports shows and competitions;
Criterion "Moral development of students"	- attitude to bad habits; Knowledge and possession of methods of safe behavior in various situations	Observation, certification, diagnostics
The criterion "Professional growth of teachers	-use of health-saving technologies; Monitoring the health of students; Methodical developments; Educational films on the rules of safe behavior;
Criterion "Satisfaction of subjects of the educational process	- the desire to search for new knowledge; Relationships between various participants in the educational process; The need of teachers for constant updating of methodological tools	Expert analysis, objective data
Criterion "Physical health of students"	- physical fitness of schoolchildren; Equipping with sports equipment; Sports coverage; Sports victories; Morbidity rate; Vaccination coverage	Objective data, expert analysis; Results of medical examinations, clinical examination

To conduct a thorough analysis of the implementation of the "Forming a Safe Personality" project, the project manager must submit the following information annually.

Information on the implementation of the action plan for the implementation of the project "Forming a safe personality"

Events	Delivery time	Responsible
Monitoring the safety of the educational process	september	School director, deputy. Director for AHR, teacher-organizer of life safety
Student Injury Monitoring During Summer Vacation	september	Deputy health and safety director
Providing traffic police information about schoolchildren-offenders on the roads during the summer holidays	september	Social teacher
Providing information to the IDN about schoolchildren registered for various offenses during the summer holidays	september	Social teacher
Monitoring of equipping with sports stock and equipment	Aug. Sept	Physical education teacher
Thermal monitoring at school	November-April	Deputy Director for AHR
Evaluation of the effectiveness of training sessions with students on evacuation from school in case of emergencies	1 time per quarter	Teacher-organizer of life safety
Making a health sheet in class journals	september	Nurse
Monitoring the health of schoolchildren	December, May	Local therapist, deputy. BP director
Provision of medical certificates for the exemption of boys from training fees	may	Teacher-organizer of life safety
Generalization of the experience of class teachers conducting conversations on the protection of life and health of students	may	Deputy health and safety director
Final questionnaire survey of students in order to identify the attitude of children of different ages and their parents to safe behavior		Teacher-organizer of life safety, social educator

The relevance of the problem of safe human behavior becomes more and more evident every year. For several centuries, mankind has formed and improved technical resources in order to ensure the safety and comfort of its own life. As a result, a person was faced with the dangers associated with the creation and use of technology. In a difficult situation, when a danger appears, an adult is helped by “the instinct of self-preservation, agility, speed of action. Unfortunately, children do not fully possess these properties and, finding themselves in a dangerous situation, cannot make the right decision. Due to the increasing volume of dangers, painstaking preparation is needed not only for adults, but also for children to ensure their safety.

According to the requirements of the Federal State Standard (FSES), the basic educational program of primary general education (PLO NEE) must include the Program for the formation of a culture of a healthy and safe lifestyle. This is a document, which is a comprehensive program for the formation of knowledge, attitudes, personal guidelines and behavioral norms that ensure the preservation and strengthening of the physical, psychological and social health of students, as one of the value components that contribute to the cognitive and emotional development of the child, the achievement of the planned results of mastering the LEO LEO.

Modern psychological research has revealed various aspects of safety. Security is understood as a special characteristic reflecting the security and preservation of the ability to develop an individual subject and various groups. Recognizing the psychological layer of safety as the main one in the construction of safe behavior, scientists have identified psychological patterns, principles and resource bases for its provision, revealed various mechanisms of construction: the characteristics of different types of security and various conditions for its provision are given. Considerable attention is paid to the issues of self-maintenance of human safety in extreme situations. Research shows the need to design training for safe behavior taking into account the characteristics of each subject. This fully applies to children of primary school age.

It is especially important to teach children the basics of safe behavior from the moment they start school.

The main task in the formation of safe behavior in younger schoolchildren is to provide any child with knowledge about the features of the main types of dangerous situations and the ability to organize correct (safe) behavior in connection with them. Safe behavior in this regard can be understood as the readiness and ability of the subject in the event of difficult and extreme situations to preserve his security and ability to further develop. In the process of forming safe behavior, the psychological characteristics of children of primary school age should also be taken into account.

The younger school age is considered to be the age of children from about 7 to 10-11 years, which corresponds to the years of their education in primary school. This is the age of comparative calm and uniform physical formation, and at the same time, this stage is characterized by rapid emotional development, novelty of perception. It is well known that in younger schoolchildren visual-figurative understanding and visual control dominate, which make it possible to remember events and objects, their descriptions and definitions. School makes important changes in a child's life. The whole way of life of his existence, his social status in the team, in the family is rapidly changing. From now on, teaching becomes the main and main activity, and the most important duty is the obligation to learn, to acquire knowledge. Learning is a serious work that requires the development of such qualities in a child as organization, discipline, and self-regulation.

At the stage of adaptation, the first grader has difficulties that are associated with the peculiarities of the school regime and the requirements of the teacher. The teacher does not yet know the individual characteristics of children and therefore cannot yet provide an individual approach to each child. At this stage, the teacher is obliged to form in the students the feeling that both the class and the school are not an alien environment, but a friendly team of peers, senior comrades and mentors. The schoolboy joins in a new collective for him, in which he will live, study for twelve years.

Safe behavior at this stage is not sufficiently mastered by the child, so danger can be regarded as courage. A striking example of this behavior is the behavior of first graders from the movie "Attention, Turtle" when children do not feel danger.

So, the task of an elementary school teacher is being actualized to prepare children for safe life. When a child enters school, for the first time, he encounters a number of strict rules and school direct responsibilities that always determine his actions at school, at home. The first grader is just beginning to master the skills to evaluate his actions. Because of this, at the initial stage of his teaching safe behavior, one should ask the student for a detailed explanation of absolutely all actions he performs in order to understand their meaning. It is the teacher who must teach children how to behave in different situations that are dangerous for his normal existence, work and rest. This work should be done regularly, not just occasionally. This is the only way to develop skills and knowledge that ensure the preservation of life and health.

A new direction has appeared in modern pedagogical science - safety pedagogy, which studies the patterns of development of life experience of safe existence (vital activity) of a person. This experience is formed in childhood in the conditions of educational organizations, in particular, in primary school, when there is an active development of the world, the circle of communication and interaction, spheres of activity, geography of the child's movement expands.

Scientists distinguish the stages of formation of skills of safe behavior of younger students: 1 stage - informational, when younger students receive knowledge about dangers, their overcoming and prevention; Stage 2 - motivational, when the motivation for safe behavior skills is developed; Stage 3 - training, involving exercises in the use of safe behavior skills.

We consider the creation of a safe and health-preserving infrastructure of an educational institution an important condition for the formation of safe behavior skills among first graders. All school premises must comply with sanitary and hygienic standards, fire safety standards, health and safety requirements for students (in classrooms, in the cafeteria, in the gym, at the stadium, etc.). The functioning of the medical and psychological service is mandatory.

The organization of physical culture and health-improving work in the classroom and in extracurricular activities allows students to form strength, agility, reaction speed and, in general, to increase the adaptive functions of the body, which are important for maintaining and strengthening psychological, physical and social health.

The teacher's use of style, methods and techniques of communication, technology of educational cooperation, group work contribute to the formation of a sense of confidence in their abilities in children, the creation of a situation of success, and the removal of feelings of anxiety, aggressiveness. A favorable emotional and psychological atmosphere contributes to the development of a sense of security, comfort, which determines the adequate behavior of children in various, including dangerous situations.

Purposeful systematic work on the formation of discipline in the children's team, adherence to a clear schedule of the school day, allow to form in children responsibility, discipline, punctuality and other qualities necessary for the formation of safe behavior.

The development of the components of educational activities: teaching planning, forecasting and controlling the stages of activity makes it possible to teach children to clearly allocate teaching time, and then free, to think over routes in advance, quickly perform various actions, which is a good basis for safe behavior.

There are a number of additional educational programs aimed at developing practical life safety skills: "First Aid", "Me and Security". Teachers develop independently practice-oriented courses and forms of extracurricular activities that allow them to develop will, endurance, courage, and the ability to overcome difficulties: "Rope courses", hiking trips, a "young fighter" course, competitions "Help a friend", "Military training", etc. ...

It is important to educate parents (legal representatives) on the formation of a unified approach to the formation of safe behavior skills in younger students, etc .; involvement of parents (legal representatives) in joint work on developing safe routes for children from school to home, conducting recreational activities, sports competitions, role-playing games, training sessions in first aid, etc.

So, primary school age is a period of rapid assimilation of accumulated knowledge and experience. Because of this, it is important not only to protect the first grader from danger, but also to purposefully and consciously prepare him for a meeting with possible problems in the field of personal safety, to teach him to build safe behavior in everyday life.

Thus, the formation of safe behavior skills in junior schoolchildren at the stage of admission to school is an integral system of work and organization of children's life in an educational institution, which includes several areas of work: the organization of education of students on the rules of safe behavior, the formation of skills and habits of safe behavior in the process of learning -oriented courses, the organization of extracurricular work, the creation of a safe educational environment, the organization of physical culture and health-improving work, cooperation with a teacher-psychologist and with parents, the teacher's use of methods and techniques of work that ensure the activity-based nature of teaching safe behavior, psycho-emotional well-being of each child.