Kotlovanova O.V., Emelyanova I.E., Batenova Y.V. Effectiveness of Forming Ideas about Safe Behavior in Terrorist Emergencies in Preschool Children
This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)
Abstract
Background. In the modern world, the threat of terrorist attacks is increasing. An important role for ensuring the safety of children belongs to the education system, in particular preschool educational organizations.
The purpose of the study. The aim is to analyze the effectiveness of forming ideas about safe behavior in terrorist emergencies in children of older preschool age, classes with whom were conducted in preschool educational organizations according to the author’s partial program “Safe I in a Safe World “. A program of social and pedagogical orientation, which aims to form ideas about safe behavior in children of older preschool age in the event of a threat and occurrence of terrorist emergencies. The rules of conduct laid down in the program are consistent with the recommendations of the Ministry of Emergencies of the Russian Federation.
Description of the research progress. For the formative experiment we randomly selected children: the control group included 90 children of older preschool age, and the experimental group included 98 children who studied according to the program for one school year.
Research results. Effectiveness of the program was assessed by three components: cognitive, behavioral, and motivational. The cognitive component is knowledge of the signs of terrorist emergencies and the rules of behavior. The behavioral component with emotional and volitional reinforcement is the readiness to plan and perform a series of required actions in an imaginary situation. The motivational component includes recognition of the value of life and health and the ability to substantiate a behavior strategy (in accordance with the principles of a positive attitude to safety and following the rules of behavior). It was revealed that classes within the framework of the program made it possible to reliably effectively form ideas about safe behavior in terrorist emergencies in older preschool children. Particularly important outcomes were child behavior strategies that allow children to act safely in an atypical situation.
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