Keyword: «safe behavior»

The article reveals the need for the formation of the basics of life safety in preschool children. The experience of working with children on instilling the basics of safety in a preschool institution is presented.

The article deals with the problem of school shooting as one of the phenomena of modern society. The authors analyze the causes of this social phenomenon and offer an algorithm for safe behavior in the event of an attack on an educational institution. The article provides an analysis of the questioning of students of a pedagogical university on the problem of school-shooting.

The article examines the effectiveness of using a laptop as a means of developing ideas about the rules of safe behavior in nature in children aged 5-6 years. The purpose of this work is to reveal the possibilities of a laptop as a means of developing ideas about the rules of safe behavior in nature in children aged 5-6 years. Research objectives: to characterize the ideas about the rules of safe behavior in nature among older preschoolers; to determine the pedagogical conditions for using a laptop as a means of developing ideas about the rules of safe behavior in nature in children 5-6 years old. The leading methods of studying the problem are the theoretical analysis of psychological and pedagogical literature on the problem of research, conversation, pedagogical experiment, methods of mathematical processing of experimental data. The main results of the article: the ideas of older preschoolers about the rules of safe behavior in nature are characterized; pedagogical conditions for using a laptop as a means of developing ideas about the rules of safe behavior in nature in children 5-6 years old are determined; a laptop "Rules of safe behavior in nature" for children 5-6 years old has been created and tested.

The article discusses the problem of developing a mechanism for regulating social communication and behavior in children with autism spectrum disorders (ASD). Children with special needs are exposed to various risks in their communication with peers and adults, as well as in assessing dangerous situations and their consequences, and in planning their own actions. This highlights the need for implementing technologies that focus on developing the social and communication skills of children in this category, which is the objective of this study. The theoretical and methodological foundation of this work is based on the works of domestic and foreign authors who are specialists in the field of special education and correctional pedagogy. The following research methods are used in this work: theoretical methods based on psychological and pedagogical literature, which involve summarizing and systematizing the information obtained, as well as empirical methods. The study was conducted on the basis of the Center for Psychological, Pedagogical, Social, and Medical Assistance, the Department of Therapeutic Pedagogy and Rehabilitation, and the Tula Kindergarten for Children with Special Needs in Tula. The study involved 20 older preschool children with ASD. The diagnostic program included the comprehensive methodology of A.V. Khaustov, and the results showed that: it is difficult for preschoolers to express their requests and ask for help from an adult, and they experience significant difficulties in describing objects. Their social behavior is extremely limited: they do not know how to share and do not initiate joint play. The novelty of the research lies in the development of a set of social stories aimed at improving social communication skills in public places and managing one's own behavior and emotions, as well as the conditions for their implementation. The theoretical significance of the work lies in the study and evaluation of the effectiveness of methods aimed at developing the social and communicative skills of children in the studied category through the development and testing of social storytelling technology. The practical significance is that the results of the study can be used as a basis for pedagogical guidance in supporting children with developmental disorders in their socio–communicative development.