Kindergarten Small Class Safety Teaching Plan 1 Small Class Health Activities: Food Safety
I. Activity objectives:
1, to know the safety precautions when eating various foods (jelly, fish, hot soup, fruit, etc.). ) and learn the correct way to eat. 、
2, know that when eating, don't include meals, chewing slowly is good for your health, and don't talk when eating.
Second, the activity preparation:
Food pictures
Third, the activity process:
(A), teachers and children talk, lead to the theme of the activity.
1. Teacher: What do you like to eat, children? Snacks are our children's favorite food. What snacks have you eaten? (Guide the child to answer)
2. Teacher: Just now, the children talked about many snacks they like to eat. Besides snacks, we also eat vegetables. What did you eat, children? (The teacher guides the child to answer positively. )
(2) Guide children to understand the dangers of eating.
1, Teacher: Do you know, children? The food is delicious and the snacks are delicious, but if we don't pay attention when eating, it will be very dangerous!
The teacher told an example of bad consequences caused by improper diet. For example, some children suffocate because of eating jelly, and some children eat at noon and sleep with rice.
3. Teacher: Now, children, what should we pay attention to when eating?
The teacher leads the children to talk about their incorrect eating style and what they should do to avoid danger.
5. Teacher's summary: Don't put rice in your mouth when eating, and chew slowly when eating fish to prevent being stuck by fishbones; If the soup is too hot, you should drink it later. As long as we chew slowly and pay more attention when eating, these dangers will not happen.
(3) Show pictures to learn more about the safety when eating.
Teacher: Please look at what's in this picture, children. How do pictures remind us of what we should pay attention to when eating?
2. Guide the children to observe the pictures carefully and say them in their own language.
3. Teacher's summary: Smooth food should be chewed up in small bites before swallowing. Spit out the core in time when eating fruit, chew slowly when eating prickly food, and wait until it is a little cooler before eating overheated food.
(4), activity extension
The teacher guides the children to review and summarize the contents of today's activities, hoping that the children can develop good habits in their daily lives and pay attention to food safety.
Small Class Safety Teaching Plan in Kindergarten Part II Activity Purpose:
1, through reading children's books, know the safety precautions when household appliances work.
2. Be able to think and answer questions from the perspective of safety according to the teacher's questions.
3. Cultivate children's ability to think and solve problems.
4. Initially cultivate children's safety awareness and improve their self-protection ability.
Activity preparation:
1, pictures of various common household appliances.
2. Teaching wall charts and children's books.
Activity flow:
1, showing pictures of electrical appliances.
2, children watch the wall chart and try to say the picture content, understand the safety precautions when electrical appliances work.
1) Observing the first picture, I know that the electric fan at work is very dangerous and can't be touched casually.
Teacher: ① Please look at the first picture. What are people doing?
② Is it dangerous when the electric fan is working? Why?
③ What happens when the electric fan is unplugged?
Teacher's summary: Mother told the children that the electric fan at work is very dangerous and can't be touched.
2) Observe the second picture and know that you can't lie beside the washing machine, otherwise it is very dangerous.
Teacher: ① What is the washing machine doing? What does the child want to do?
(2) Is this what a mother would say to her children?
Teacher's summary: Mother told her children not to lie on their side when the washing machine was working, because it was prone to danger. Why did mom say that? What's the danger of lying by the washing machine?
3) Observing the third picture, I know that the electric iron summarized in the work is very hot and can't be touched casually.
Teacher: What is Mom doing?
② What should my mother pay attention to when ironing clothes with an electric iron?
Teacher's summary: Mom told us that the electric iron at work is very hot and can't be touched by hand.
3. Children should read the home appliance diagram to understand the safety precautions when other home appliances work.
Teacher: (1) What other household appliances are painted? What's their use?
(2) What should we pay attention to when these appliances are working?
(3) What electrical appliances are there in the child's home? Talk about their security measures.
Teaching reflection
In this activity, let the children know the importance of safe use of electricity. The children are very interested and can actively answer the teacher's questions. On the whole, it is good.
Small class safety teaching plan in kindergarten Part III Activities: Play and grow healthily.
Activity purpose:
1, initially know to pay attention to safety, protect yourself, and know not to do dangerous actions.
2. Learn some simple safe behaviors.
Activity preparation:
Provide some pictures of pairs of safe behaviors and dangerous actions, such as "fighting with branches", "throwing pebbles" and "waving knives". Provide a number of safe or dangerous goods and cards, such as empty medicine bottles, fragile items (cards), sharp objects (cards), etc.
Activity flow:
1, guide children to perceive group discussion and arouse children's attention to safety issues.
(1) Show pictures of children's outdoor activities.
Question: Who is in the photo? What are they playing? Do you think it's good for them to play like this? Maybe something will happen.
Can wrestle, hurt, fall off the toy shelf, etc. )
Then what do you think should be done to prevent this from happening to children? (Guide children to communicate boldly)
(2) Help children sort out their life experiences and learn how to avoid danger: don't go to dangerous places; Don't play with dangerous things (such as firecrackers and glass); Proper use of toys and tools (such as scissors); Don't chase and fight, etc.
2. Look for unsafe factors in the classroom.
(1) Teacher: Just now, we looked at unsafe things for children outside. In fact, there are many unsafe places in our classrooms, nap rooms and bathrooms, such as blackboards, tables and chairs, tea buckets filled with water and so on. If …
It is not safe for children to find out what is in the classroom in pairs.
3 After discovering unsafe places, put red warning signs in unsafe places to remind children to pay attention.
End of activity
Children practice collectively or in groups, using daily life or creating specific situations, so that children can learn to protect their own physical safety.
(1) Close the door carefully.
Show the pictures and guide the children to observe what happened. "Why is the kitten crying?" "How to close or open the door carefully?" And ask each child to demonstrate.
(2) Use scissors safely
Strengthen and consolidate the self-safety protection behavior in daily life, and lay the foundation for the formation of good habits.
Activity evaluation
Children can initially know to pay attention to safety, protect themselves and know not to do dangerous actions. Can carry out some simple safety behaviors.
Kindergarten Small Class Safety Teaching Plan Chapter IV Activity Objectives
Understand the safety matters of taking transportation.
Observe the basic rules of riding.
Activities to be prepared
Experience preparation: Experience in taking school bus and other means of transportation.
Courseware preparation: "Is this the right way to take a bus?" Illustration.
Activity process
Talk to stimulate interest and guide children to remember what they did on the bus when they took the school bus.
-How do you usually come to kindergarten?
What do you like to do on the school bus?
-Can you do these things on the school bus?
Summary: Some things can be done by school bus, but some things that may cause danger cannot be done.
Show the picture "Is this the right way to take a bus" and guide the children to discuss whether the children in the picture do it correctly.
1, and the diagram 1.
Now let's look at the behavior of these children in the picture.
How did they get on the school bus?
-Is that right? Why?
2. Show pictures 2.
-What should I do when I get on the bus and find a seat?
-What can't you do?
3. Show pictures 3.
-The school bus has started, and the children are playing with sharp toys. Is that so? Why?
Can I eat in the car? Why?
-Can your head and hands stick out of the window? Why?
4. Show pictures 4.
The school bus must get off at the station. How should I get off?
Summary: You must abide by the rules when taking the school bus, so as to ensure your own safety and the safety of others.
Teachers and children play school bus games together to consolidate children's basic rules and precautions about riding.
1, the teacher tells the rules of the game: the teacher plays the driver and the child plays the passenger. Passengers should say "code" before boarding the bus. "Secret code" means that children say the rules or precautions they know about riding. Children who can't speak can repeat what they said before. If the child violates the rules during the game: don't say "secret code" to get on the bus or don't follow the rules after getting on the bus, the child can't continue the game.
2. Teachers and children play together to consolidate children's relevant experience.
Chapter 5 Activity Design Background of Kindergarten Small Class Safety Teaching Plan
Many children don't care about the environment, paper scraps are littered, and fruit skins are not thrown into the trash can. Sometimes the classroom is messy and the hygiene habits are poor.
moving target
1: Let children develop good habits of caring for the environment through activities.
2. You can simply evaluate others and your own behavior.
3. Explore and discover the diversity and characteristics in life.
4. Strengthen children's safety awareness.
5. Cultivate children's keen observation ability.
Teaching emphases and difficulties
1: Understand the correct rules for visiting the park.
2. Through evaluation and experience, form the correct behavior of caring for the environment.
Activities to be prepared
Small tree model, paper-cut leaves, apple cards, flowers, simulated fish ponds, simulated shops, and various snack models.
Activity process
Speak first and lead to the topic.
1, autumn is coming, take the children to the park to play.
2. Let the children play freely first. (Some children pick apples, some flowers, some reach into the fish pond to catch fish, some pull leaves with small hands, and some buy snacks, but the bags after eating snacks are littered everywhere. )
Let the children see what the park looks like now. There are no apples on the tree, leaves are much less, flowers are gone, fish are dying, and snack bags are everywhere on the ground. )
Second, guide children to discuss the right and wrong behaviors of themselves and others.
1. Does anyone come to this park to play? Do you like this kind of park?
2. So what do children say about their mistakes? What should we do to learn to evaluate others and our own practices?
3. Correct the mistakes, restore the original appearance of the park, and visit the park again under the guidance of the teacher. Children don't pick apples or leaves. They glued the apples and leaves they had picked to the tree. They don't pick flowers or catch fish. The snacks they eat are all wrapped by themselves. Some children also take the initiative to pick up the garbage on the ground and put it in the trash can, and some children also straighten the bent small trees. )
Third, guide children to recall how they usually play in the park. How did you do that? Have you done anything bad? What should I do if someone else does something bad?
Fourth, deepen the experience: I went to the park with my mother.
The teacher plays the mother, some children play the tourists, and the mother takes several children to the park to play. Tourists deliberately make some behaviors such as cutting trees, picking flowers and throwing scraps of paper, so that children can judge right and wrong and cultivate children to boldly stop this bad behavior. So as to deepen the impression of children, care for the environment consciously and spontaneously, and achieve the purpose of activities.
Kindergarten small class safety teaching plan Chapter VI Activity objectives:
1. Learn about firefighters and their work.
2. Learn fire prevention knowledge and escape methods.
Activity preparation: 1, contact the nearby fire brigade to visit in advance, and ask a fireman to introduce their work, equipment, fire engines and fire prevention knowledge to the children.
2, pens, children's written paper record form
Activity flow: 1. The teacher describes the scene of the fire and asks the students to discuss:
What is the harm of fire?
Why did the fire break out?
What should I do after a fire?
Have you ever seen firemen put out the fire on TV?
What do they use? How to put out the fire?
2. Prepare to visit the fire brigade. Today, we are going to visit the fire brigade, to see those "heroes fighting fires", to make friends with them and learn skills. Let's get ready first:
What should I pay attention to when I go out and come back?
What should I pay attention to when I get to the fire brigade? For example, don't leave the team, don't make any noise, say hello to the fireman's uncle, and don't touch other people's things casually. )
What do you want to ask after meeting the fireman? Will you be afraid to put out the fire? How can we save people from tall buildings? Why is it on fire? )
3. Visit the fire brigade.
Teachers and students set off for the fire brigade. Please listen carefully to the introduction and demonstration of firefighters, follow the tour and stay with the team, and encourage children to ask questions.
When you leave, remind your child to thank the fireman.
After returning to the classroom, recall the contents of the visit with the children and record them on written paper one by one. What's on the fire truck? How to prevent fire? What should we do in case of fire? See if it is consistent with our previous discussion.
Kindergarten small class safety teaching plan Chapter VII Activity objectives:
1, understand the shallow knowledge of safe use of electrical appliances.
2, learning vocabulary: plug, socket, electric shock.
3, a preliminary understanding of electrical knowledge.
4. Willing to explore, communicate and share.
Activity preparation:
1, children's operation card
2. A few wires and sockets.
Activity flow:
1. Ask questions to arouse children's interest in talking and inspire them to talk about the use of electricity.
(1) It's dark and I can't see anything. What should I do if I want to read at this time?
It's very hot, and I want to work in a cool environment. What should I do?
There is a lot of dust on the carpet in my room. I want to clean it. What should I use?
(4) What do lamps, electric fans, air conditioners and vacuum cleaners need?
(5) What other things need electricity in our life?
Summary: Electricity has so many uses, it brings us a lot of convenience, and we cannot live without it more and more. Is our good friend, but this friend sometimes loses his temper and hurts people.
2. Ask the children to take out the operation card, guide them to observe and discuss, and help them understand the superficial knowledge of safe use of electrical appliances.
(1) Question: Did this bear do it right? What will happen if this is done? Why?
Show a wire, let children observe its basic structure and function, let children know that the inner layer of the wire is copper wire, which can conduct electricity, and the outer layer is plastic, covered with copper wire, which is a protective layer, and it has no electricity. If the protective layer of the wire is damaged, people may come into contact with electricity, which will bring us danger.
(2) Question: What is this rabbit doing? Is this the right thing to do What will happen?
Show a socket, let children observe the basic structure and function of the socket, let children know that there are copper sheets or copper wires in the socket, and the outer layer is a box made of plastic, which plays a protective role. If you put your hand or something into the jack and touch the copper, electricity will spread to us and hurt us.
(3) Question: What is the child doing? What will happen if you do this?
Summary: Water can conduct electricity. If electrical appliances are used in wet places, electric leakage will occur.
3. Summary:
Electricity has brought us many benefits, but if we don't use electrical appliances correctly, it will bring us danger. Therefore, children must pay attention to the safe use of electricity and remind people around them to use electricity safely.
Teaching reflection
In this activity, let the children know the importance of safe use of electricity. Children are very interested and can actively answer the teacher's questions, but at this stage of children's discussion, I want to create a scene for children to experience when they see the wire section on the road. I will watch more and learn more, so that my teaching activities can be better in the future.
Encyclopedia: Electricity is a natural phenomenon, which refers to the phenomenon brought about by the movement of charge. Lightning in nature is an electrical phenomenon. Electricity is a property of repulsion and attraction between subatomic particles such as electrons and protons. It is one of the four basic interactions in nature. There are two kinds of electron motion phenomena: we say that atoms lacking electrons are positively charged and atoms with redundant electrons are negatively charged.
Kindergarten Small Class Safety Teaching Plan Chapter VIII Activity Objectives
Know that outdoor activities should pay attention to safety, don't make dangerous moves when playing games, and master certain skills.
When you know the team game, you should follow the corresponding rules.
Activities to be prepared
Courseware preparation: "playing games" group map; "What should I do if I get hurt in the game?" Picture.
Activity process
Show the group picture of "playing games" and organize children to discuss the safety problems when playing games.
1. Show the picture "Playing games-building sand" and discuss the safety when playing sand collectively.
What are the children playing?
Who did the right thing? Who did something wrong? Why?
What is the right thing to do when playing with sand?
Summary: When playing in the sand pile area, you should play gently and don't lift the sand.
2. Show the picture of "playing games-slides" and discuss the safety problems when playing slides collectively.
What are the children doing in the picture?
Who did the right thing? Who did something wrong? Why?
How can we avoid danger when sliding on the slide?
What else should we pay attention to when playing the slide together?
Summary: when playing slides, everyone should line up in order; Don't push or pull the child in front; You can't slide down until the child in front leaves the slide; When sliding down, you should sit still and not lie flat or slide down on your stomach; You can't jump on the slide.
3. Show the picture of "playing games-running after running" and discuss the safety problems when playing running after running games collectively.
What are the children doing in the picture?
Who did the right thing? Who did something wrong? Why?
What should I pay attention to when playing "running after" or other "catching games" with my friends?
Summary: When playing the "chasing game", pay attention to whether there are people around, and don't bump into other children; You can't run too fast when you play, and it's easy to fall and get hurt. When you see children playing games, you should also keep a certain distance to avoid being beaten.
4. Show the picture "Playing games-seesaw" and discuss the safety precautions when playing seesaw collectively.
What are the children playing in the picture?
Who did the right thing? Who did something wrong? Why?
When playing on the seesaw, some children often sit unsteadily, so how to sit safely?
Summary: When playing the seesaw, the body should sit steady, the calf should be opened, and the hand should grasp the handrail of the seesaw; Also be careful not to crowd too many people on the seesaw at the same time.
Show the picture of "What to do if you get hurt in the game" and guide the children to discuss the treatment of injuries while playing the game.
Lele accidentally fell down and got hurt while playing games. What should she do?
What should I do if I find myself fractured after falling? Ask other children to help tell the teacher. )
What should I do to avoid injury when playing games? Summary: When playing outdoor games, we must pay attention to the safety of the game, don't push, squeeze or hit, and abide by the rules of the game. If you get hurt while playing, don't be afraid. Let other children tell adults for you right away. Adults will help you.
Kindergarten small class safety teaching plan 9 parents:
Hello everyone!
Your children are very welcome to live and study in our small class. First of all, let me introduce myself: I am a teacher in Class One, Mr. Zou. I graduated from junior college majoring in kindergarten teachers and have been teaching for 6 years. I am the head of teaching and research in the small class grade group. The teacher in class * * * and I are called Miss Cao. After graduating from kindergarten, Mr. Cao Can treated every child equally and gave them warm and thoughtful care. In the new teacher exam of our school, I got excellent results and was admitted to our school. Secondly, in order to welcome small class children into the park, we have provided them with a spacious and bright activity room, a toy cabinet for children to play in, and pictures that children like on the wall. In order to deeply understand the living conditions of each child before entering the park, relieve their anxiety before entering the park, successfully pass the entrance barrier and enter the collective, we do this:
First of all, this question:
For most children, going to kindergarten is the first time they leave their parents and enter the collective life. During this period, many children will feel nervous because of the departure of their main caregivers, which is their temporary inadaptability to their new life. Moderate separation anxiety is normal. However, excessive long-term maladjustment will interfere with children's normal psychological and physiological functions and seriously affect their life in the park. In order to make children adapt to the new environment faster and better, our garden hopes that parents and teachers will cooperate in the following aspects:
(1) Let children know the new environment. Children are full of novelty, strangeness and even fear about the new environment they are about to enter. One way to eliminate this tension is to take the children to the kindergarten for a walk before school starts, show them the playground, activity room, nap room and bathroom of the kindergarten, introduce them while watching, and tell the children that he will come soon, and many children will play with him.
Gender differences in children's adaptability;
1, there is a significant difference in adaptation between boys and girls. The adaptability of girls is better than that of boys, and there is a significant difference between boys and girls. According to previous studies, there is no gender difference in children's anxiety and timidity in various stress situations, but women are more likely than men to report their cowardice and anxiety, and tend to express their emotional reactions strongly and profoundly, while boys' emotional communication is weaker than girls'. In addition, girls are more obedient to their parents and teachers than boys, and are more likely to receive comfort. Therefore, the duration of discomfort is shortened and the severity is reduced.
2. Possible situations: Ordinary children come to the park step by step, like-fear-like.
(1) Cry
(2) Pretending to be sick
(3) said that his companions bullied him.
(4) hunger strike (for example)
⑤ Cry when you pick it up.
(C) Age differences in adaptability
Children with poor adaptability are often younger, and the younger the child, the stronger the dependence on family caregivers. Physiologically speaking, the caregiver has a lot of physical contact with the child and meticulous life care, which makes the child unable to leave the caregiver for a long time. The younger they are, the stronger this demand is. Many children's adaptation obstacles are caused by their inability to take care of themselves in daily life.
The influence of family caregivers on children's adaptability
Children with low adaptability often lack the ability to communicate with their peers independently when participating in group activities. Although they want to go, they will not take the initiative to join. In fact, parents now pay great attention to the cultivation of children's communication skills, but why are some children's communication skills still weak? The reason is the concept of caregivers: "It is not safe for children to associate with strange children". They like to answer questions instead of children, and even the teacher's questions and answers are arranged. "Actively" resolve disputes between children. Therefore, when the child is in kindergarten, as soon as the nurse walks away, your child will feel uncomfortable sitting.
When children come to the park, they will first encounter problems such as defecation, eating and sleeping. Children with poor self-care ability are faced with the problems of feeding, sleeping with them and not wearing clothes. Tension is inevitable. And although children are young, they always want to be affirmed by their peers and teachers. Children who have just entered the park and have strong self-care ability are often praised by teachers, and their peers are easy to accept these children. In this way, the feelings of missing will often be diluted. On the contrary, children with poor ability often worry about not being accepted by their peers and not being liked by teachers. It can be seen how important it is for parents to cultivate their children's independent life.
(4) Solutions
1, let the children spend their first day in the park happily. Children will inevitably be afraid and anxious in a strange environment. Our garden is going to invite parents to accompany us on September 1 and September 2 to avoid loneliness and anxiety of children.
2. Let the children take some familiar things to kindergarten.
3. Keep abreast of the children's situation in the park, even if problems are found.
Second, home visit in advance, questionnaire survey.
In order to let the children know their teachers before entering the park, two teachers in the small class will visit each child's family one by one during the summer vacation (August). Before the home visit, we will call to make an appointment and come to the door when the children and parents are at home. During the home visit, parents' questions will be answered seriously, and the children's daily life arrangements after entering the park will be introduced. At the same time, learn about children's living habits at home and listen to parents' opinions and demands in order to make a good work plan after entering the park.