Children’s behavior

One of the traditionally sustainable misconceptions that prevailed in pedagogy until the mid-eighteenth century was the comparison of a child with “small adults”. Although representatives of humanisticdirection pointed out the fallacy of such a provision. For example, John Chrysostom (C. 347-407) wrote that the Supreme art of parenting is to first get down to understanding raise, and then raise him. To understand the child, it is necessary to know. It was a really brilliant idea. Subsequently, Rousseau in his novel “Emile, or On education” (1762) wrote: “the Child does not know when those false notions that exist about it, the further you go, the more mistaken. The wisest of us are chasing what is important, is to know, without taking into account the fact whether the children to learn this. They are constantly looking for the adult child, not thinking about who he is before becoming adults”. And further advised: “First of all, a good look at your pupils, since you strongly don’t know them”. Indeed, at the end of the XVIII century of the child was considered an adult, only a small growth. So you can see them and on the drawings, and sculptures of that time.

“I have no doubt — Pies wrote the article “to be and to profess,” that the child has his own world separate from our own. he lives in his own world created by his spirit, and shall, following the laws of this world. And if children do not have neither the power nor the means to violate the laws of our life, and we have no right arbitrarily with impunity and to subvert equally certain laws of the world of children”. And “we, the adults, continually breaking the harmony of the children’s world. We forcibly breaking into it, move the child at every step of it, according to our light. We hasten to give our information, our ideas, our views, acquired a century of efforts already an adult. We heartily admire our progress, believing that the child understands us, and do not want to understand what he understands us.” In the work with children is important “not to carry the child out of his sphere in our, and to move into their spiritual world.”

The relevance of the topic coursework due to the fact that in our days more and more place in the security system of life is childhood injuries. The explanation for this fact can be searched and both negligent behaviour by adults and as from the modern trends of child development.

This age is characterized by increased curiosity and the attempt to know the world independently of what parents often turned a blind eye, arguing that if other children grow up, they too will grow up without any educational efforts.

Insufficient educational impact, as parents and caregivers is often the cause of child injury and death among children.

The purpose of coursework is to reveal the essence of the work with parents on the safety of children under the age of 7 years.

Tasks of the course work as follows:

1. To present the features of the cognitive world of a child under the age of 7 years;

2. To disclose the child’s safety at home;

3. To consider the concept of child safety on the street.


Educational impact that parents and teachers on the child is an integral part of child safety on the street and at home. This impact should be directed to the development of safe behavior of the child, knowledge of basic security measures. As we devote time to care for our child and it depends for its security and well-being. The child, despite the ability to learn about the world unable to the age of 7 years to comply with security measures. Educational work fully and generally lies on the parents and less on teachers and educators. Admonition and censure for committing is not education, but rather represents a child the world was distorted and devoid of sense cognition, because the child understands that he was punished, and knows what it is, but can not answer why this was impossible to do. Immersion in children’s world with its features makes parents become the child even closer together and how would learn about the world, where a child seeks guidance and explanation of certain phenomena. The safety of the child is possible only in a happy family, where there are no conflicts, where the child feels to their own parents, where he can always turn to for advice or with a question, knowing that I will get to it believing the answer. Child safety is not only the educational process, and a range of activities that promote the child to fully develop, to be dressed, groomed, receive educational and psychological support from their parents. However, the fact that you can at home does not necessarily have to be resolved in kindergarten, and Vice versa. To outline this border, you can offer parents establish absolute prohibitions, write them on one side of the sheet, and then transfer is not the most important on the other side. Such work effectively with small groups of parents (4-5 people). Thus, it is possible to allocate the main thing that will require joint efforts of teachers and parents. You can review and discuss the results and decide together on the final list of essential rules and prohibitions. Selecting as a sample a few techniques, positive regulation of behavior of children can uncover them on concrete examples. Such trainings is advisable to carry out every six months, as the ratio of permissions and prohibitions will vary depending on the time of year, and from possible changes in the conditions in the kindergarten and at home, and on the characteristics of children. In addition, it is necessary to consider the following possible courses of action teachers parents: – organization of meetings (General and group) for the purpose of informing parents about working together and encouraging their active participation; – to familiarize parents with the work of the nursery on the proposed programme (meetings, open sessions, a special exhibition, thematic videos); – organization of various events with the participation of the parents (including the use of their professional experience of medical worker, policeman, fireman); – familiarize parents with the learning outcomes of children (open classes, various General activities, the information in the “corners parents”).

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