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LIFE SAFETY CULTURE IN EARLY CHILDHOOD
M. V. Pogodaeva
The number of emergency situations of various kinds has been growing steadily in our country in recent decades. In connection with this safety of human life in all spheres of human activities, assessment and analysis of the existing risks are a priority. That is why it has become necessary to find a mechanism for formation of a conscious and responsible attitude towards one’s own safety and that of others in the young generation. It is obvious that education should become such a mechanism. Teaching the basics of life safety must begin at a preschool age. It is easier to cultivate motivation among children, prompting them to comply with safety standards and rules of life.
Development of responsibility for one’s own life is based on the natural instinct of self-preservation, and therefore, at first glance, should not call up any difficulties. However, man, withdrawing from his natural instincts so fast, violates the laws of nature and breaks the ecological balance. This results, on the one hand, in a significant loss of natural instincts, but on the other hand, in an increase of the number of natural and manmade disasters. Therefore, generating responsibility for one’s life, and developing harmonious interaction with the environment and skills of safe interaction with the world should begin to be developed in early childhood, when natural instincts are still there and contribute to the development and safety of the child. In parallel with training and formation of skills of interaction in the environment, we witness the formation of a holistic vision of the unity and interdependence of phenomena of the world. Preschool age is a sensitive period for the development of successive powers of cognition, personality traits, and the culture of human interaction with the outside world on the whole. Preschool education is the initial element of lifelong education and is aimed at providing conditions for socialization of the child and the harmonization of his relations with the world of humans and nature. Building a culture of life safety, as a means of preservation and development of the child, should be the goal of the educational process, because it is the human factor that in 80% of cases is the cause of environmental emergencies and disasters. Low professionalism, environmental illiteracy, lack of responsibility, greed, immorality, and the predominance of economic priorities over environmental ones have already caused thousands of deaths, and may lead to extinction of the mankind as such. At present, life safety education, which is now a method of knowledge transfer, should turn into a mechanism of development of culture of interaction with all the elements of the surrounding world, formation of personal qualities that enable one to experience and empathize with the events taking place in the world, assess them and act in accordance with the situation [3]. In connection with the increase in the number of hazardous and emergency situations in the country and the world, one of the most important tasks of all levels of education is formation of a safe, health saving educational environment [4]. It is important to give children, as early as possible, a variety of general concepts of peace and unity which are reflected in the triad “nature-man-society”, including the many dangers of everyday life, natural,
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technological and social hazards. It is necessary to cultivate in children a sense of caution, but not fear, with basic skills of safe behavior in various situations [4].
Building a culture of safety is possible only through purposeful, systematic and continuous work. Each educational institution must have a program of safety, regulating actions of each member of the educational process, government, administration of educational institutions, teaching and support staff. A specialist of the education system, like in any other field, cannot consider himself a professional if he does not know the basics of life safety. Psychological and pedagogical preparation of staff and students of educational institutions for the dangers and cultivation of safety culture in them are decisive factors in the prevention of diseases, injuries and other emergencies.
The best way to reduce the risk of injury during natural disasters is to change people's behavior by providing knowledge and formation of appropriate life skills to ensure people’s own and collective security.
Bibliography
1. Авдеева Н.Н., Князева О.Л., Стеркина Р.Б. Безопасность: учеб. пособие по основам безопасности жизнедеятельности детей старшего дошкольного возраста [Текст] / Н.Н. Авдеева, О.Л. Князева, Р.Б. Стеркина. - СПб.: Детство-Пресс, 2002. - 144 с.
2. Смирнов А.Т. Основы безопасности жизнедеятельности // Б.И. Мишин, В.А. Васнев. -М., 2007.
3. Горина Л.Н. Многоуровневая педагогическая система формирования культуры безопасности жизнедеятельности человека на основе изо- и гомомофизма [Текст] / Л.Н. Горина: автореф. на соиск. уч. ст. д-ра пед. наук. - Тольятти, 2002. - 43 с.
4. Белая К.Ю., Зимонина В.Н., Кондрыкинская, Л.А. и др. Как обеспечить безопасность дошкольников [Текст] / К.Ю. Белая, В.Н Зимонина, Л.А. Кондрыкинская и др. - М.: Просвещение, 2001. - 173 с.
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