Training Firefighters in the kindergarten
The following is a kindergarten training program for young firefighters: ##1. Activity Target 1. Let the children actively participate in every clearing activity, work hard to complete the task and ensure their own safety. 2. It allows the child to easily run around the obstacles and take the initiative to cooperate and negotiate with his peers. 3. Let the children experience the courage to put out a fire and feel the pride and difficulty of becoming a firefighter. 4. To improve the child's physical coordination, experience the fun of the game, cultivate wit, courage, flexibility and discipline of good moral character and lively and cheerful personality. ##2. Event preparation 1. ** Materials related to venue layout ** - Maps of the two teams 'venues, corresponding post-it notes, and blackboards. - The doll house acted as the "restaurant's fire point", with a number of flames (made of red wrinkle paper). - Empty buckets (the number of buckets is determined according to the children's grouping, such as 8), small chairs arranged into a "balance beam", conical hats "roadblocks", arched doors "fire rings" and other obstacles. 2. ** Other Materials ** - Warm up, games, and other music. ##3. Activity ###(1) The beginning part: Enjoying the situation and warming up before the activity 1. Create a situation where the commander chooses a little firefighter to attract the interest of the children. 2. They were doing warm-up training for the firemen, such as six columns, alternating walk, interweaving walk, detour walk, big circle, six small circles, blooming walk, six roads, etc. ###(2) Basic activities 1. ** Firefighter Training ** - The teacher assigned the task: The little firefighter had to learn the ability to climb ladders. Ask two children to practice climbing. The other children watch and discuss the main points of climbing. The teacher will summarize, such as when climbing, hold the hands above firmly, then start to raise the feet. When the feet are stable, then go up. Eyes must be looked at, hands must be held firmly, and feet must be stable. - The children began climbing exercises, emphasizing that the person on top had left before they began to climb the second person. 2. ** Fire-fighting drill ** - Divide the number of children into equal groups (such as three groups). - One by one, they picked up the buckets and set off from their destination. They passed through the small bridge (like a balance beam made of small chairs) to different directions of the ladder, climbed to the highest point, aimed at the fire source (like a flame made of red wrinkle paper), and then returned to their destination from the side. 3. ** Saving people in a fire ** - The teacher used words to exaggerate the situation: receive a fire call, such as a fire in the zoo, many children are trapped, we have to rush to help them, on the way through the maze (S-shaped road), through the corridor, over the low wall, etc. - The children took turns to set off and played the game repeatedly. ###(3) Relax 1. The teacher announced that the rescue operation was a complete success. In this rescue, everyone relied on their wisdom and courage to safely rescue small animals and children, and put out the fire. They completed the task well. 2. He led the children, rescued children, and small animals to dance "Dolls and Bears Dance" and sent them home. Read more exciting novels for free
Classes for Training and Research in the kindergarten
The following is an example of a kindergarten training activity form: | name of activity| key areas| moving target| activity preparation| active procedure| Analysis of young children (Overestimating/Underestimating)| Teacher teaching highlights| to be desired| | --- | --- | --- | --- | --- | --- | --- | --- | | [Event Name]| For example, science, language, etc.| 1. Target 1 Details<br> 2. Target 2 Details<br> 3. [Target 3 specific content], etc.| 1. [Knowledge and experience preparation: ]<br> 2. [Material preparation: Materials and other related content]| 1. [Step 1 Description]<br> 2. [Step 2 Description]<br> 3. [Description of Step 3], etc.| According to the performance of the child in the activity, the participation of the activity and the achievement of the goal, the analysis is carried out| For example, the innovation of teaching forms, the mobilization of children's enthusiasm, and the ingenious use of teaching aids| For example, the rationality of goal setting, the connection of teaching links, and the attention to individual differences in children| Of course, different kindergarten training activities might adjust or supplement the contents of the form according to their own needs. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Matches for thinking training in kindergarten
The following are some types of matchstick thinking exercises suitable for kindergarten: ** 1. Diagram related ** 1. A triangle required at least three matchsticks, and a square required at least four matchsticks. 2. At least 5 matchsticks were needed to build 2 triangles (because they could share one side), and at least 7 matchsticks were needed to build 2 squares (also sharing one side). 3. It took at least 7 matchsticks to build three equally big triangles and 10 matchsticks to build three equally big squares. ** 2. Moving the matchstick to change the direction of the pattern ** 1. For example, there was a fish that was tied up with matchsticks. The child was asked to move three matchsticks so that the fish would swim in the opposite direction. 2. Give a slingshot made of matchsticks and ask the player to move two matchsticks so that the slingshot faces in opposite directions. 3. Give a cup made of matchsticks and ask them to move three matchsticks so that the mouth of the cup faces in opposite directions. ** 3. Calculation related ** 1. For simple numerical calculations, such as 1+1+1 = 7, only one match could be moved to make the equation true. This required a certain understanding of the composition of numbers and changing the numbers to make the equation reasonable. 2. There were also matchstick number questions with certain logical and computational relationships such as "Two plus six equals eight, three plus four equals seven, this number equals this number minus these two numbers, and then divided equally equals nine, eight plus nine equals seventeen, and nine plus seventeen equals sixteen." According to the operational relationship between the numbers, the number could be changed by moving the matchstick to satisfy the equation or logical relationship. ** 4. Number combinations ** For example, use 20 matchsticks to form two two-digit numbers and consider the sum of these two numbers. This required the child to have a certain understanding of the composition of two-digit numbers (using matchsticks to represent numbers) and to be able to try different combinations to achieve the maximum and minimum values of the sum. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to write the training record of kindergarten health care training
The following is an example of a kindergarten health care training record: ** 1. Basic Training Information ** 1. ** Training date **:[specific date] 2. ** Training duration **:[Start time-End time] 3. ** Training location **:[Details] 4. ** Trainees **:[For example, all health care doctors, all teachers, etc.] ** 2. Training Purpose ** To improve the ability of the kindergarten to prevent and control sudden infectious diseases, regulate the emergency response work of various infectious diseases emergencies, reduce or eliminate the harm of emergencies, ensure the health and safety of all teaching staff and children, and maintain the normal teaching order and stability of the kindergarten. At the same time, improve the knowledge and skills of relevant personnel in various aspects of child health care, such as daily hygiene management, child health examination, infectious disease prevention and control, etc. ** 3. Training content ** #(I) Health check-related 1. The requirements and significance of the physical examination and regular check-ups. 2. The key points of the morning and afternoon check-ups and daily check-ups emphasized that the health status of the children should be understood through the first question (asking about the child's physical condition, etc.), the second touch (touching the forehead and other parts to determine whether there is a fever, etc.), the third look (looking at the child's complexion, mental state, etc.), and the fourth check (checking whether there are dangerous items, etc.). #(II) Health Management 1. The environmental hygiene requirements included the hygiene and cleanliness standards of the learning and living places, as well as the ventilation requirements. 2. In terms of personal hygiene, such as the cultivation of good personal hygiene habits for children, the importance of staff maintaining their own hygiene. 3. Disinfection and ventilation knowledge, clear different areas (such as classrooms, activity rooms, toilets, etc.), different items (such as toys, tableware, etc.) disinfection methods, disinfection frequency, ventilation time and frequency, etc. #(3) Control of infectious diseases 1. The types of infectious diseases that may be caused by infants, such as Class A infectious diseases (plague, malaria), Class B infectious diseases (SARs, avian flu, measles, etc.), Class C infectious diseases (flu, mumps, etc.). 2. precautionary measures - Establishing the responsibility system for health work and clearly identifying the responsibilities of each department. - The health care teacher and the class teacher cooperated with each other to do the morning check-up work and carefully filled in the registration form for the child's full-day observation. - All staff members must have a health certificate before taking up their posts. Children can only enter the park after passing the health examination before entering the park. - Carry out training on the knowledge of infectious diseases prevention and health education, guarantee a certain amount of health education courses every week, and teach teachers and students general knowledge of disease prevention. 3. infectious disease treatment procedure - After a confirmed infectious disease, report to the relevant department by phone in a timely manner according to the reporting system, and fill in the basic information report form of the case in detail. - The epidemic team had a separate morning check-up to pay attention to the characteristics of infectious diseases. - The patient should be isolated in time, and the quarantine period of returning to school after recovery should be grasped. The recovered patient should enter the park with the hospital's return certificate. - During the epidemic, health care teachers worked closely with class teachers, such as home visits, health monitoring, and observation records of suspected children. - The health care teacher carried out disinfection and isolation guidance for the epidemic class and disinfected according to the regulations. - Carry out publicity and education activities on the prevention and control of infectious diseases, such as publishing special columns, attending classes, distributing materials, etc. - The epidemic class will stop using public classrooms and suspend group activities. Their utensils and tableware will be disinfected separately. - Children in the epidemic class were not inserted into the normal class, no new children were inserted, and no classes were taught. The case could only be closed when there was no new case within the longest incubation period after the last case. #(4) Other content (if any) For example, emergency first aid knowledge (CPR first aid method, treatment of foreign bodies in the trachea, trauma treatment, etc.), food health education (children's bad eating behavior, wisdom, food education to help children develop healthy eating habits, etc.). ** 4. Training Method ** 1. ** Expert Lectures **: Invite professionals (such as hospital emergency experts, nutritionists, etc.) to give a special lecture. 2. ** Practical-operation drill **: For example, the scenario drill of trauma treatment and treatment, etc., to enhance the practical operation ability. 3. ** Discussion and Exchange **: Serious discussions will be held on topics such as infectious disease prevention and control, diet and nutrition management, kindergarten bottom-line work, and freshmen nursing to promote the implementation of knowledge. ** 5. Evaluation of Training Effects ** 1. Comprehension of the training content: Through after-class questions, small tests, etc., assess the participants 'mastery of the training knowledge (such as infectious disease prevention and control measures, health inspection points, etc.). 2. Guidance for practical work: observe whether the participants apply the knowledge learned in the training in the follow-up work (such as morning and afternoon inspection operation, hygiene and disinfection work, etc.) and the effect of application. 3. feedback from the participants: collect the opinions and suggestions of the participants on the training content, training methods, and trainers, so as to improve the training work in the future. ** 6. Review and outlook ** 1. The main results of this training were summarized, such as improving the participants 'health care knowledge and skills, and enhancing their emergency rescue ability. 2. He proposed the future of health care work, such as applying the knowledge he had learned to daily work and further improving the level of health care in kindergarten. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The experience of the kindergarten director's training
The following is a possible example of a kindergarten director's experience in the transition between young and young: After participating in the training, he deeply felt that the work was of far-reaching significance and great responsibility. ** I. A deep understanding of the content of the connection between the young and the young ** The transition between childhood and adulthood was not only the transition of knowledge, but also the connection of habits and consciousness. There were many differences between primary school and kindergarten in terms of curriculum structure, environment, and group. The primary and secondary connection was to slow down the slope caused by this difference, using games and interests as a guide to let the child adapt to life and learning habits in advance. He realized that the "connection" between the kindergarten and the primary school was the transformation of the child's life from a play-based kindergarten to a learning-based primary school. It was to train the child to become a small master of learning, so that they could establish the responsibility and awareness of learning for themselves and understand that they had to do their own things. ** 2. Thoughts on the direction of kindergarten education adjustment ** 1. ** Course and Teaching ** - Pay attention to literacy teaching: Knowing that the amount of literacy has a huge impact on children's learning after entering primary school. If a child did not have enough literacy, not only would their language learning be hindered, but their understanding of mathematics and other subjects would also be affected. The kindergarten should help the children increase their literacy through appropriate methods, such as reading picture books. - Pinyin learning guidance: Realizing that the progress of Pinyin learning in primary school is very fast, although the kindergarten can't completely teach Pinyin knowledge, it can be appropriate to let the child have some initial contact, such as through interesting children's songs, simple letter cognition activities, etc., to reduce the difficulty of Pinyin learning after the child enters school. - Pay attention to writing practice: Writing practice is easy to ignore, but it has an important impact on the child's learning pace after school. Under the premise of respecting the child's physical development, the kindergarten should properly carry out writing related activities, such as simple doodles and basic strokes, to help the child establish the initial awareness and ability of writing. 2. ** Habit Cultivation ** - Living habits: Cultivate the child's self-discipline, such as setting and implementing a work and rest schedule. This would help the child adapt to the regular work and rest requirements of primary school. - Social adaptability: Although she was relatively confident in her child's social adaptability, she also recognized the importance of controlling the details. Education activities related to social adaptation, such as the cultivation of financial management skills, should be carried out continuously and persisted. ** 3. Comprehension on the guidance of the teacher team and the updating of educational concepts ** 1. Teachers should teach by example like parents. The teacher team played a key role in the work of connecting the primary and secondary schools. The teacher's own quality and behavior had a subtle influence on the children. Teachers should be patient, caring, attentive, and responsible. This was not only the basic requirement for early childhood education, but also the guarantee for the smooth implementation of the work of connecting the primary and secondary schools. 2. The concept of education needed to be constantly updated. Through the training, they were exposed to new educational concepts and methods. They realized that they had to pass these concepts on to the teacher team so that everyone could make progress together. Only then could they better guide the children to make a good transition from young to young. For example, in the organization of teaching activities and the establishment of teacher-student relationships, they needed to follow new concepts, pay attention to the child's main position, and stimulate the child's thinking and judgment. The work of connecting children to primary school was a systematic project. It required the kindergarten director to plan from concept to practice, from curriculum to habit cultivation, and lead the teacher team to make full preparations for the smooth transition of children to primary school. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Wenjiang kindergarten director training institution
Wenjiang had once held relevant training for kindergarten directors, such as the Wenjiang District kindergarten director curriculum leadership improvement seminar held in the experimental primary school affiliated to Southwestern University of Finance and Economics on July 4 - 5,2021. It was organized by the Wenjiang District Education Bureau and invited Wang Chunyan, executive director of the China Preschool-education Research Association, director of the National kindergarten curriculum and teaching committee, and a team of Zhejiang early childhood education experts to teach. In addition, Wanying kindergarten organized a special training camp for outstanding principals on July 19 - 20. However, this was not a specific training institution in Wenjiang, but a training organized by Wanying kindergarten itself. Zhang Fan, a special coach hired by a well-known enterprise, was invited to share. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Training content of kindergarten morning exercise
The kindergarten morning exercise training mainly included the following aspects: 1. ** Warm-up activities **: Warm-up by walking, running, or alternating between walking and running, so that the child's physical functions can quickly enter the state of exercise. 2. ** Formation Practice **: - ** Common formation **: Stand at attention, at ease, march in place, march in unison, run, stand, look forward, look left (right), etc. - ** Commonly used formations **: Single column, 2 - 6 (multiple) columns, circular or semi-circular formation, dense formation (surrounding the teacher), scattered formation (standing scattered within a certain range), etc. The formation change training in the primary, middle, and upper classes could improve the children's sense of teamwork, order, and understanding of instructions. It was also a continuation of the warm-up. The changes in formation and formation included speed changes, splitting into groups or splitting into groups on the left and right (such as four roads becoming two roads, two roads becoming four roads), circles, and so on. 3. ** Drill Festival **: This is the main part of the morning exercise. - ** From the form of morning exercise **: - ** Small class **: mainly hands-on exercises and imitation exercises, such as chicken exercises, duckling exercises, greeting exercises, etc. - ** Middle and Senior Class **: Hand-to-hand exercises and light equipment exercises. - ** Type of Free-handed exercises **: It includes imitation exercises, rhythmic exercises, martial arts exercises, and calisthenics. Generally, there are upper limb exercises, squatting exercises, body testing exercises, body turning exercises, abdominal and back exercises, and jumping exercises. - [Light Equipment Drill]: On the basis of the bare-handed exercise, you will hold light equipment (such as sticks, garlands, red flags, dumbbells, ropes, rings, musical instruments, chairs, broadswords, chopsticks, flowers, balls, hats, etc.) to perform the movements. 4. ** Song and Dance Performance **: Rhythm, song performance, and dance are important parts of morning exercises. They can increase performance and stimulate children's interest. However, sports should be emphasized to serve the development of children's movements. Too many dance performances should be avoided to weaken the amount of exercise. The movement design should be simple, generous, easy to reach, and have a certain degree of strength. It should also be based on the actual situation of the child. The movements should generally be four to eight beats. Teachers should integrate the requirements of the art field into it, cultivate children's sense of orientation, movement coordination, cooperation ability, etc. in the morning exercises. The arrangement can be changed in the direction of movement, children's grouping and group cooperation, children's concentrated and scattered activities, etc. 5. ** Sports games **: The games are mainly sports games. You can also choose music games that require a lot of exercise and simple plots. They require high density, short time, fun, less equipment, simple movements, and a lot of exercise. They can be played in groups or small groups, such as fishing and sweeping leaves, to improve the physical fitness of children. 6. ** Relaxation activity **: At the end of the morning exercise, the children are required to walk casually and take deep breaths while walking. They can also do relaxation exercises, flexibility exercises, and static exercises to restore their heart rate to normal and gradually relax in a relaxed atmosphere. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
One day of regular training, kindergarten
The following is an example of a regular day of kindergarten training: After attending the regular kindergarten training, I had a deep understanding in many aspects. I. A new understanding of the complexity and importance of kindergarten routines The regular work of the kindergarten was complicated and trivial, but it was also very important. From the moment a child entered the kindergarten to the moment he left, every link was closely linked, just like every link in the chain was indispensable. These links covered all aspects of children's lives, including the development of living habits and learning activities. For example, in the morning, the teacher's warm reception would start a good day for the children. In the educational activities, they would actively guide the children to think, do, and cultivate their various abilities. These seemingly ordinary links actually influenced the development of the children subtly. Moreover, daily routines played an important role in a child's daily life, such as eating, sleeping, going to the toilet, and other details. Every part of the work required a lot of patience and care from the teacher. Especially in the small class, the children had just come into contact with kindergarten life. Many routines needed to be taught by the teacher, such as recognizing their own items and learning to go to the toilet. Second, the experience of cultivating children's conventional consciousness in game activities Games were an important part of early childhood education. It was an effective way to cultivate children's common sense in games. Children in small classes had strong self-awareness and were self-centered. It was a feasible way to guide them to understand themselves and coordinate themselves in the game. This would help children form a correct attitude towards things and gradually establish a sense of routine, thereby improving the quality of daily activities and promoting the healthy and harmonious growth of children. Third, the key role of cooperation between teachers in the routine training of children The tacit cooperation between teachers was extremely crucial in the routine training of children. In the management and teaching activities of a child's day, the two teachers needed to work together. When a teacher organized a group life or teaching activity, another teacher should actively cooperate with them to find problems in the children in time. After a period of training, children can gradually develop good routine habits. IV. Thoughts on the improvement of one's professionalism This training also made me realize the need to improve my professionalism. In the face of the changes in parents 'educational concepts, such as the 70s and 80s, parents had a certain understanding of education but might not be able to put the concept into practice well. Teachers needed to constantly improve their professional standards and update their educational concepts. Only in this way could they better guide parents and let them understand the importance of kindergarten activities to the growth of children. Then, parents could participate in early childhood education and play the role of education together. All in all, the daily routine training in the kindergarten has benefited me a lot. I will apply what I have learned in the training to my actual work, continuously improve the daily routine management of children, and improve the quality of early childhood education. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Experience in kindergarten fun game training
The kindergarten fun game training could give people a lot of gains and insights. First of all, from the perspective of understanding games, they recognized that games had a unique value for children. It was of great significance for kindergarten to use games as basic activities. It not only reflected the value and status of games in education, but also recognized the role of games in children's physical and mental development, ensuring children's right to play, which was also the embodiment of ensuring children's right to development. Moreover, playing games was the nature of children. It could promote the development of children's body, cognition, emotions, and other aspects. It could create a suitable kindergarten life for children and satisfy their physical and mental development needs. At the same time, it was also an inevitable requirement for children to take the initiative to learn. Secondly, in terms of the development of game activities, teachers should focus on children. The teaching, outdoor physical fitness, regional activities, and other activities should highlight the game. It was necessary to combine the Guide, the characteristics of children's physical and mental development, and the rules of exercise to carry out outdoor games in a scientific manner. Respect and protect children's curiosity and interest in learning, create a rich educational environment, arrange the time and content of activities reasonably, and respect individual differences. Also, regarding the role of the teacher in the game. In the outdoor autonomous game, the teacher had to provide invisible guidance. For example, according to the psychological and cognitive development needs of children, the division of game areas, the setting of signs, and the matching flowers and plants were guided. The chaos after the game could be avoided by teachers and children making game signs and explaining the rules together, guiding children to establish the awareness of protecting equipment and maintaining the environment. When carrying out game activities, teachers should consider whether the games created are suitable for the characteristics of children's development, whether the equipment provided is reasonable, whether the guidance for children's activities is indirect, protection, help, and guidance, and whether the teacher's position can guarantee the safety of children. In addition, different types of games had different educational meanings. For example, music games could design jumping methods according to the characteristics of different animals; indoor games such as "Figure Shooting" could train children's hand-eye coordination ability and increase their autonomy and enthusiasm; outdoor sports games could allow children to train their body movements and coordinate their development while cultivating their awareness of rules and norms of behavior, understanding sports knowledge, and developing learning habits. Finally, teachers also needed to constantly reflect on their own teaching work. For example, reflecting on the effectiveness of the game, including the reflection of the child's participation, interest points, material usage, exercise volume, etc., thinking about how to improve the child's original level in the next activity, and how to encourage the weaker children to improve. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Social behavior training program in kindergarten
The following is a kindergarten program to cultivate social behavior: ##1. Setting a goal 1. ** Cultivate prosocial behavior ** - Let the children understand and practice sharing, cooperation, humility, assistance and other pro-social behaviors. The development of pro-social behavior is the core content of the child's moral development, laying the foundation for the formation of good personality and moral character. 2. ** Establishing Rule Awareness ** - To make children master and abide by the basic social code of conduct, cultivate good behavior habits, and let children understand what is right and what is wrong, as well as how to do and why to do so. 3. ** develop interpersonal skills ** - Children should be encouraged to interact with their peers and improve their ability in social interaction. Children should learn to treat others, care for their peers, and master social skills such as coordinating relationships and resolving disputes. ##2. Details ###(1) Model 1. ** Teachers lead by example ** - Teachers should pay attention to their role model and influence children with their own behavior. Teachers should set a positive example for children in terms of concepts, values, words and deeds, psychological behavior characteristics, appearance and clothing characteristics. For example, if a teacher wanted to display qualities such as friendliness and willingness to help others, children would gradually show similar positive behaviors if they were affected by this for a long time. 2. ** Set a positive example ** - Find and set up good social behavior models for other children to follow. ###(2) Empathy Training 1. ** Face recognition ** - Teach children to observe the emotions of others, to be able to recognize facial expressions, and to understand the emotions represented by different expressions, such as happiness, pain, and sadness. 2. ** Story Guide ** - Through a series of storytelling activities, it provides empathy clues for children, vividly presents emotional information, guides children to understand other people's perspectives, and experiences other people's emotions. 3. ** Game Enhancement ** - Various games and activities were carried out to strengthen the cultivation of children's emotions and emotions, so that children could have pro-social behavior motives and form emotional experiences. 4. ** Daily Reflection ** - In daily life, guide children to fully experience and reflect on their emotions, form a stable empathy ability, and encourage children to evaluate and adjust their own behavior. ###(3) Companion Contact 1. ** Create a game environment ** - Create a role-playing and cooperative game environment for children, such as the role-playing game "I am Little Master". In the game, children could experience the inner experiences of different "characters", resonate with each other, and form a stable empathy ability. 2. ** Guide and resolve conflicts ** - In the process of conflict between children's peers, guide children not only to consider themselves, but also to consider the actions and opinions of their peers, so that children realize the equality of peer relationships, learn tolerance, humility, sharing and cooperation, know how to sympathize with and comfort their peers, care and help their peers, and put themselves in the shoes of their peers. ###(4) Prompt Enhancement 1. ** Active encouragement ** - Children's pro-social behavior should be affirmed and encouraged in a timely manner. Rewards included material rewards and more importantly, spiritual rewards. For example, through praise, reward, hug, touch, etc., children can get a pleasant experience of prosocial behavior and promote their good behavior. 2. ** Active stimulation ** - Teachers could not wait for children's prosocial behavior to occur, but could actively stimulate children to make corresponding responses through positive hints. ###(5) Practice 1. ** To provide practical opportunities ** - To provide a large number of practical opportunities for children to learn social knowledge, experience, and rules of behavior in real life, and to guide their own practice with the knowledge they have learned, and gradually develop habits. For example, designing the teaching content of the scene, such as the performance of "The lovely Snow White is missing", so that the children could experience the feelings of different characters in role-playing, so as to form the correct understanding. 2. ** Guiding behavior migration ** - Guide and help children to apply the good social behaviors they have learned in specific conditions or situations to a wider range of daily life. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Training on the emergency procedures for kindergarten accidents
The following are some general points of the kindergarten's emergency response procedures for common accidents: ** I. Emergency procedures for food poisoning ** 1. ** Discoveries and reports ** - If there are several cases of vomiting, abdominal pain, diarrhea and other similar food poisoning symptoms in a short period of time, the teacher on duty should immediately report to the safety leading group of the park. After receiving the report, the safety leadership team reported to the director and rushed to the scene to command and coordinate. The leaders of the park must immediately report to the higher-level food hygiene department, the hospital, and the higher-level education department. The report should include the unit where the poisoning occurred, the location, the number of people poisoned, the main clinical manifestations, and the food that may cause poisoning. Report to the public security department if poisoning is suspected. 2. ** Emergency response ** - The park leaders immediately organized personnel to activate the emergency plan and informed the relevant personnel to rush to the scene to carry out work. The poisoned people were immediately sent to the hospital for emergency treatment. - The canteen staff is responsible for keeping the samples of rice and tableware and sending them to the health and epidemic prevention department for inspection. During this period, unrelated personnel are strictly prohibited from entering the canteen. - A team consisting of the principal, health care personnel, and key teachers was responsible for accompanying the child. - To stabilize the children's emotions, to do a good job as parents, and to ensure that the kindergarten was in order. - Report the situation to the organizer and the local health and epidemic prevention department in a timely manner. - Protect the scene and suspicious food. The food and excrement (vomit, feces) left by the poisoned person, cooking utensils, finished food, semi-finished food, and samples should be kept for inspection by the health department. Food samples were taken every day and disposed of after 24 hours. - The person-in-charge of the park and relevant personnel (canteen staff, meal teachers, poisoned personnel, etc.) truthfully reported the poisoning situation, including the food eaten by the poisoned personnel, the total number of people who ate, the people who ate without illness, the main characteristics of the poisoned person, the source of suspicious food, quality, storage conditions, processing and cooking methods, heating temperature and time, etc. - According to the regulations, the person responsible would be held accountable, and the director's office would report the results of the incident to the Education Bureau. ** II. Fire Emergency Flow ** 1. ** Personnel Organization and Division of Labor ** - A voluntary fire brigade was established, including the captain and deputy captain, and was divided into an evacuation team and a rescue team. Under the leadership of the team leader, the evacuation team would organize the class teachers and nurses to be responsible for the evacuation and escape of the children. The health care teachers would be responsible for dealing with emergencies during the evacuation and escape process. The rescue team would be led by the team leader to organize the class members to be responsible for the early fire fighting work in the kindergarten. 2. ** Emergency Preparedness Requirements ** - Evacuation team members should be familiar with the fire exits and skillfully organize the evacuation of children. The safety of children should be the most important. - Members of the rescue team should be familiar with the key parts of the fire protection, familiar with the use of fire extinguishing equipment, clear about the operation of the emergency device, familiar with the location of fire extinguishing equipment, and have participated in at least one fire emergency drill. ** 3. Emergency response procedures for children with fractures and trauma (Tianfu New District kindergarten as an example)** 1. ** Initial diagnosis, emergency treatment **: The teacher will make a preliminary diagnosis of the fracture and trauma and carry out emergency treatment. 2. ** Follow the facts and report in time **: Report the accident situation to the relevant personnel in a timely manner. 3. ** Send to the hospital, accompany the whole process **: Send the injured child to the hospital and accompany the whole process. 4. ** Accident Follow-up Visit, Home Co-education **: Pay a follow-up visit to the accident and work with the parents to do a good job in the follow-up rehabilitation of the child. 5. ** Information preservation, summary and reflection **: Save information related to the accident and summarize the lessons learned. 6. ** Seize the opportunity, safety education **: Use this accident to educate children about safety. ** 4. Other accidents (19 types such as falling and bumping, cutting with sharp weapons, squeezing, etc., taking Tianfu New District kindergarten as an example)** 1. [Danger Analysis: Analyzing the possible scenarios of accidents.] 2. ** Injury diagnosis **: Judge the injury of an injured child. 3. ** First aid treatment **: Carry out first aid according to standard procedures. 4. ** Protective measures **: Take corresponding preventive measures. - After an accident, the class should do a good job in management. The garden level should deal with it according to the emergency handling procedures. Moreover, they should pay attention to the handling process and whether the parents 'work is appropriate. They should establish a perfect and systematic accident handling management mechanism and work process so that they can respond in an orderly manner when the accident occurs. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>