The Design of the Program for a Small Safety Speaker in the kindergarten
The following is the design of a kindergarten safety lecturer: * * 1. Activity Target ** 1. * * Knowledge and Skill Target ** - To allow children to clearly express and explain at least three common safety knowledge, such as traffic safety (recognizing traffic lights, etc.), fire safety (fire escape points), and food safety (identifying healthy food). - Children learn simple safety skills, such as the correct way to wash their hands (related to food safety), fire alarm calls, etc. 2. * * Course, Method, and Target ** - Through training and practice, children's language skills and performance in front of others will be improved. - Cultivate children's observation and analysis of safety knowledge, and be able to identify safety risks in daily life and propose countermeasures. 3. * * Emotions, attitudes, values, goals ** - Increase the importance of safety issues in children and form a positive sense of safety. - Nurture children's sense of responsibility and make them realize that they can make a positive impact on others as safety speakers. * * II. Activity Details ** 1. * * Safety Knowledge Training ** - Road Safety: Explain the meaning of various signs on the road, such as pedestrian crossing signs, no traffic signs, etc.; how to cross the road safely, such as looking left first and then right. - Fire safety: How to cover your mouth and nose with a wet towel and bend down to escape when a fire breaks out; how to identify the sound of the fire alarm; a brief introduction to the use of the fire extinguisher (through simulation props). - Food safety: Understand the characteristics of fresh food, such as the color and smell of vegetables and fruits; explain the possible dangers of unsanitary food, such as stomachache and vomiting. - Daily life safety: such as not climbing tables and chairs indoors to avoid falling, not touching the power socket at will, etc. 2. * * Skill Training ** - Expression-based training: Let the children practice explaining safety knowledge in simple and clear language. It could start from a sentence and gradually increase to a paragraph. For example,"Stop at the red light, go at the green light, and cross the road at the zebra crossing", and then expand it to "Children, remember, there are traffic lights on the road. When the red light is on, we have to stop. When the green light is on, we can go. And when crossing the road, we must walk on the zebra crossing." - Demonstrating training: instruct the child to demonstrate safety skills correctly, such as the steps to wash his hands correctly (rubbing the palm and back of his hand, rubbing between his fingers, etc.); simulate calling the fire alarm number (stating the address, the fire situation, etc.). 3. * * Scene Simulation ** - Different safety scenarios were set up, such as a simulated home kitchen scene (involving food safety and fire safety), a road scene (traffic safety), etc., so that children could preach safety knowledge and demonstrate safety skills in the scene. * * 3. Event arrangement ** 1. * * Preparing Stage (specific time interval 1)** - Teachers collected all kinds of safety knowledge materials and made simple safety knowledge manuals or picture cards. The contents included key points of knowledge and corresponding pictures in traffic safety, fire safety, food safety, etc. - Prepare props for safety skills demonstration, such as simulating traffic lights, wet towels (for fire escape demonstration), small phones (simulating alarm phones), etc. - The selection of small safety lecturers who were willing to participate could be based on the children's ability to express themselves and enthusiasm. 2. * * Training Stage ([Time Range 2])** - Arrange a fixed time every day, such as 10 - 11 am, for safety knowledge training and skills training. - The teacher first explained the safety knowledge, and then let the children imitate the explanation. The teacher would correct the child's mistakes or inaccuracy in a timely manner. - In the skill training, the teacher first demonstrated, and then let the children practice one by one. The teacher gave guidance and encouragement. 3. * * Practice Stage ([specific time interval 3])** - Set up different areas in the kindergarten as safety propaganda points, such as classrooms, playgrounds, etc. - Arrange small safety lecturers to teach safety knowledge and skills to other children at these preaching points. They could arrange for different lecturers to take turns every day. - During the lecture, the teacher would observe from the side and help if necessary. 4. * * Summing up and Evaluation Stage (specific time interval: 4)** - The organization of children and teachers to evaluate the performance of the small safety lecturer, from the accuracy of the knowledge explanation, the clarity of the expression, the accuracy of the demonstration, and other aspects of the evaluation. - Reward those who perform well, such as small certificates or small prizes, to encourage children to actively participate in the spread of safety knowledge. * * IV. Event Effect Evaluation ** 1. * * Knowledge Mastery Assessment ** - Through the question-and-answer session, the students could understand the children's mastery of safety knowledge. For example, he would randomly ask about the meaning of some safety signs and the key points of safety behavior. 2. * * Skill Mastery Assessment ** - Observe whether the safety skills demonstrated by the children in the scene simulation and actual preaching are accurate, such as whether the posture of fire escape is correct, whether the steps of washing hands are complete, etc. 3. * * Expressiveness Assessment ** - It was to assess whether the child's language was clear and fluent, whether his voice was loud, and whether he could attract the attention of other children. 4. * * Impact Assessment ** - By observing the feedback of other children on safety knowledge, such as whether they could remember the content of the lecture, whether there was an improvement in safety awareness in their daily behavior, etc., the influence of the Little Safety Speaker's activities was evaluated. Read more exciting novels for free
Traveling Safety Education Program in the kindergarten
The following is a kindergarten travel safety education program: ** 1. Activity Target ** 1. Let the children know the common traffic signs, signal lights, zebra crossing, etc. to enhance their traffic safety awareness. 2. Help children master basic traffic safety knowledge, such as red light stop, green light go and other rules. 3. Through the activities, children's self-protection ability will be improved, and children will understand the importance of obeying traffic rules. ** 2. Event preparation ** 1. Collect pictures or cards of all kinds of traffic signs, such as traffic lights, zebra crossing signs, and pedestrian warning signs. 2. Make props for red, green, and yellow signal lights, or use a multi-media device to display the image of the signal lights. 3. Prepare videos, nursery rhymes, and other materials related to traffic safety. ** 3. Activity process ** #(I) Introduction 1. The teacher can introduce the topic by telling a short story. For example,"Children, today I will tell you a story about a car. When Didi went out for the first time, it saw that the road was very lively, so it drove everywhere. Suddenly, it saw something and kept blinking. Guess what it is?" Guide the child to think and lead to the topic of traffic lights. #(II) Understand the traffic element 1. ** Know the traffic signs ** - The teacher took out the collected pictures or cards of traffic signs and showed them to the children one by one. For example,"Children, look at this sign. The little white man is walking on the zebra crossing. This tells us that there is a zebra crossing in front of us. Pedestrians should walk on the zebra crossing to cross the road." Then, he explained the meaning and function of each symbol. - Children can deepen their memory of traffic signs through question-and-answer. For example,"Children, there is an exclamation mark in this triangle. Who can guess what it is reminding us?" 2. ** Know the signal lights ** - The teacher showed the props or images of red, green, and yellow signal lights and introduced them to the children."These are signal lights. They have three colors: red, green, and yellow." - They explained the meaning of the color of the signal lights separately."Children, when the red light is on, it's like saying 'stop,' whether it's the uncle and aunt who are driving or us who are walking, we have to stop. When the green light is on, it's like saying 'we can go'. At this time, we can cross the road or drive forward. When the yellow light is on, it means that we are ready to stop. If you are already walking on the road, you have to speed up and walk to the other side." #(3) Learn traffic safety songs 1. The teacher taught the child a simple traffic safety song, such as: "Red lights, blink your eyes, blink and see clearly." Stop at the red light, go at the green light, and prepare to stop at the yellow light. Walk steadily at the zebra crossing and remember the traffic rules." 2. Recite the children's song repeatedly, let the child recite it together, and at the same time cooperate with simple movements. For example, when it comes to "stop at the red light", the child can stand with his hands on his hips; when it comes to "green light", the child can walk forward in small steps. #(4) Game segment 1. ** Signal Game ** - The teacher divided the children into several groups and set the starting point at one end of the classroom and the ending point at the other end. - The teacher stood between the starting point and the finishing point with a signal light. When the teacher raised the red light, the child had to stand in place; when the green light was raised, the child had to walk quickly to the end; when the yellow light was raised, the child had to walk in place. - Children could take turns to be drivers or pedestrians in the game to increase participation. 2. ** Scene simulation game ** - Set up a simulated road scene in the classroom and mark the road, zebra crossing, sidewalk, etc. with colored tape or building blocks. - The children were asked to play the roles of driver, pedestrian, and traffic police to simulate the traffic scene on the road. "The traffic police" could use hand gestures to direct traffic,"the driver" had to drive according to the signal lights and the traffic police's instructions, and "the pedestrian" had to cross the road through the zebra crossing. During the game, the teacher should pay attention to the child's grasp of traffic rules and guide them in time. #(5) Summing Up and Strengthening 1. At the end of the game, the teacher and the child reviewed the content of the activity together and asked the child,"Children, what did we learn today?" Guide the children to answer the meaning of traffic signs, signal lights, and traffic safety songs. 2. He emphasized the importance of traffic safety, such as,"Children, we must abide by the traffic rules on the road so that we can protect ourselves and go home safely." 3. Children were encouraged to tell their families about the traffic safety knowledge they had learned, so as to educate a child and drive a family. Watching "Safe Entry" wasn't enough. Everyone, please click to read the novel!
Reflection and summary of safety work in kindergarten small classes
Your expression is a little strange. I'll do it according to the reflection summary of the kindergarten's small class safety work. The " Reflection on Safety Work in the Small Classes in the Nurseries " had to reflect on and summarize the safety work of the small classes in the kindergarten. The children in the small class were all very young and had a weak sense of safety. We have to ensure their safety from all aspects. For example, the facilities in the classroom have to be checked for safety risks. The toys can't have sharp edges or something. During the activity, the teacher had to keep an eye on the children at all times to prevent them from running around and getting injured. They also had to ensure the safety and hygiene of their diet. They could not let the children eat anything unclean. There was also the pick-up and drop-off segment. They had to make sure that the parents would pick them up. They could not let the children be taken away by strangers. After this stage of work, he realized that there were still some areas that he did not do well. For example, sometimes he did not stop the children from fighting in time. In the future, he had to be more careful and do a better job in safety so that the children could grow up healthily in a safe environment. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Safety in kindergarten
The following is an example of a kindergarten safety lesson plan: ** 1. Activity Target ** 1. To enhance children's safety and self-protection awareness. 2. Let the children know that they should not be crowded in the event of an emergency. It is more time-saving and safe to act in order. 3. Cultivate good behavior habits for children, such as queuing to wash their hands, go to the toilet, drink water, etc. 4. To help children understand the safety knowledge in daily life. ** 2. Event preparation ** 1. Collect some video data of casualties caused by crowding and trampling. 2. Self-made teaching aid: Put a few small balls with strings in the bottle. The size of the bottle can only allow one small ball to pass through. 3. Safety related pictures, watercolor pens, markers, white paper, etc. ** 3. Activity process ** #(I) Introduction 1. The teacher expressed the awareness of the safety picture through body language, such as being careful of electric shock, to stimulate the child's interest. 2. A small experiment was to tell the boys in the class that there were new toys on the playground. Whoever got them first would play with them first. The boys scrambled to run out. Because the door was narrow, only two people could pass through at the same time. Several people squeezed at the door. Two people were squeezed down, and the others could not get out. He used this opportunity to start a topic. #(II) Main Part 1. ** Talking about the consequences of crowding ** - He called the boy back and organized the class to discuss the way the boys went out and the consequences. - Watching videos of people being injured or killed due to crowding and trampling would shock the children's hearts and make them say that they should not be crowded and should not wait in a crowded place. 2. ** An experiment where order saves more time than crowding ** - He put a few small balls with strings in a bottle. Only one ball could pass through the bottle. He asked a few children to pull the strings together to see who could pull the ball out. In the end, it took a long time to succeed. Then, he asked everyone to pull the ball one by one. The ball was quickly pulled out. - Ask the child to think: To pull the ball out of the bottle, should everyone pull it together or one by one? Why? Let the children understand that walking one by one in order is faster and safer than crowding. 3. ** Safety Knowledge Explanation ** - The teacher described or showed some dangerous behaviors through pictures, such as children pushing each other up and down the stairs, touching the plug at home or kindergarten, throwing stones and sand around, putting beads or pen caps in their mouths, running around the classroom, chasing and fighting, etc., to guide children to distinguish between dangerous and safe behaviors, and to master simple self-protection and help methods when encountering danger. - With the help of stories (such as Little Pig Slave), first describe the original unsanitary and naughty piglet, and then describe the change in attitude of friends after the piglet became sanitary. Guide children to discuss how to be a child who pays attention to hygiene and cultivate good habits of paying attention to hygiene. #(III) Extension Activity 1. Fire evacuation drill: organize the children to carry out fire evacuation drills without their knowledge, so that the children can apply what they have learned into practice and evacuate to a safe place in an orderly and rapid manner. 2. Ask the children to draw on a piece of white paper based on the safety knowledge they have learned, such as lining up to wash their hands, going up and down the stairs in an orderly manner, etc. Watching "Safe Entry" wasn't enough. Everyone, please click to read the novel!
Teaching plan and reflection on food safety in kindergarten small class
The following is a lesson plan and reflection on food safety for a small kindergarten class: ** 1. Teaching plan ** #"Food Safety Teaching Plan for the Small Classes in the Nurseries" ##(1) Teaching objectives 1. Let the children understand the safety precautions during the meal process, know the dangers of eating indiscriminately, and improve their self-protection awareness. 2. Guide children to make a simple evaluation of food safety related behaviors and cultivate children's ability to express their own ideas. 3. Help children develop good eating habits. ##(2) Difficulties in Teaching 1. ** Main point ** - Let the children realize the dangers of eating indiscriminately and raise their safety awareness. - Master the basic safety points when eating. 2. ** Difficulty ** - Guide children to develop good eating habits in their daily lives. ##(3) Teaching preparation 1. Case studies, such as "The Star Stuck in the Throat." 2. The relevant teaching pictures, including pictures of correct and wrong behaviors when children eat (such as laughing and laughing while eating, eating while running, etc., as well as pictures of correct behaviors when eating quietly). 3. Prepare some simple food or food models to demonstrate the eating process. ##(4) Teaching process ### 1. Story Introduction - The story of the pentagram stuck in the throat: A child suddenly couldn't stop coughing, couldn't breathe, and couldn't sleep well at night. His parents took him to the hospital for a check-up. At first, there was no problem. Later, an experienced old doctor took out a large iron pentagram from his throat. This pentagram was stuck in a very dangerous place. Fortunately, his parents brought him to the hospital in time, or his life would have been in danger. The doctor told the child not to put dangerous things in his mouth in the future. - [What's wrong with this kid?] Was his body uncomfortable? How were his parents feeling? What did the doctor take out from his throat? Why was this happening? Do you know what else you can't put in your mouth? ### 2. View pictures and discuss - Show pictures of children's different behaviors while eating, and guide children to observe and discuss. - In response to the pictures of laughing and joking while eating, he asked,"Is it right for children to eat like this?" Why? (Explain that when a person eats, the food must pass through the trachea and then reach the stomach. If you joke and play while eating, the food may go the wrong way and choke the trachea. In serious cases, you will not be able to breathe and die.) - Regarding the pictures of not washing hands before meals and eating dirty things, he asked,"Is this child's behavior good?" Why? (Guide children to understand that eating without washing their hands will cause bacteria to enter their stomachs and cause illness.) ### 3. Food demonstration - Take out the prepared food or food model and demonstrate the correct way to eat: wash your hands first, sit quietly in your seat, chew slowly, etc. - During the demonstration, it was emphasized that cutlery could not be treated as toys, such as chopsticks could not be put into the mouth to play. ### 4. summarize and strengthen - He summarized the key points of dining safety: wash your hands before meals, don't play around when eating, don't eat dirty things, don't put dangerous items in your mouth, don't play with cutlery, etc. - Let the child repeat these points to deepen his memory. ### 5. movable extension - Set up a small dining room scene in the role-playing area of the class, put some homemade food props and cutlery, and encourage the children to practice the correct eating behavior in the game. ** 2. Reflection and Evaluation ** ###(I) Achievement of Teaching Target 1. ** Knowledge and Awareness ** - Through stories, pictures, and discussions, children had a more intuitive understanding of the dangers of eating indiscriminately. For example, most children could say that small toys and unclean things should not be put into the mouth, indicating that the goal of raising children's awareness of food safety was basically achieved. - In terms of food safety precautions, the children could say some key contents under the guidance of the teacher, such as not playing around when eating, but some details might need to be further strengthened in daily life. Overall, the goal in this aspect was achieved well. 2. ** Ability ** - In the evaluation of the eating behavior in the picture, the children could actively participate and express their opinions. Although some children's expressions were not complete and accurate, they could gradually explain the reasons clearly with the guidance, and the goal of cultivating the children's ability to evaluate the eating safety behavior was achieved. ###(2) The effectiveness of teaching methods 1. ** Story Teaching Method ** - The story "The Five-pointed Star Stuck in the Throat" was very attractive to children. Children showed a strong interest in the plot of the story. Through the real cases in the story, children could be triggered to think. This method effectively transformed abstract food safety knowledge into content that children could easily understand, laying a good foundation for subsequent teaching. 2. ** Picture Observation Method ** - Using pictures to show different eating behaviors was intuitive and suitable for the cognitive characteristics of small class children. Children could quickly judge right or wrong by observing the pictures and tell the reason under the guidance of the teacher. This method helped children understand and remember the knowledge of food safety. 3. ** Food demonstration method ** - When demonstrating the correct way to eat, the children's attention was highly focused, and they could see more intuitively how to eat correctly. However, during the demonstration process, if more children could participate in the imitation operation, the effect might be better. ###(3) Inadequacies and improvement measures 1. ** Inadequacies ** - In the teaching process, some children's participation was not high enough. It might be because the difficulty of the questions was a little high for the children in the small class, or the pace of the teaching session was not tight enough. - In the extended segment of the activity, although a small restaurant scene in the role-playing area was set up, there was insufficient guidance and supervision for the children in the game. It might not be possible to ensure that the children completely followed the correct eating behavior in the game. 2. ** Modification measures ** - He adjusted the difficulty of the teaching questions and tried to use simple, vivid, and close to the language of the children's life to raise the participation of the children. At the same time, he had to improve the rhythm of the teaching sessions to avoid the transition between sessions being too slow. - In the extension of the activity, strengthen the guidance of children in role-playing games. Teachers can participate in the game at the right time to guide children to operate correctly, or arrange for students on duty to supervise the behavior of other children to ensure that children consolidate the food safety knowledge they have learned in the game. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Individual self-inspection report on the safety of the kindergarten small class
Reflection and summary of the beginning of autumn program in kindergarten small class
The following is a reflection and summary of the kindergarten's "Beginning of Autumn" plan: ** 1. Reflection ** 1. ** Event content ** - For small class children, some of the knowledge related to the beginning of autumn might be too complicated. For example, when introducing the characteristics of the beginning of autumn solar term, some professional terms about climate change, such as "increasing the temperature difference between day and night," were difficult for children to understand. - For the crafts in the activity, such as making crafts related to the beginning of autumn, the selection of materials could be safer and more interesting. Some small tools were dangerous for small children to operate. 2. ** Child participation ** - In the beginning of autumn custom experience segment, such as eating watermelon and other activities, some children may not participate well due to physical problems or eating habits, and did not fully consider the individual differences of children. - In the group game segment, some children might not be able to actively participate in the traditional games related to the beginning of autumn due to shyness or difficulty in understanding the rules. 3. ** Teacher guidance ** - When the teacher explained the relevant knowledge of the beginning of autumn, the guidance method was relatively simple. Most of them were oral narration, and there was a lack of more vivid display methods, such as the use of multi-media animation. - When children were drawing on the theme of the beginning of autumn, teachers did not stimulate and guide their creativity enough, resulting in the lack of uniqueness of some children's works. ** 2. Summing Up ** 1. ** Success ** - The activity successfully gave the children a preliminary understanding of the beginning of autumn, such as knowing that the beginning of autumn was the beginning of autumn. - Some of the custom experience activities, such as sticking autumn fat (tasting autumn specialty food), let the children feel the atmosphere of the beginning of autumn and increase their understanding of food. 2. ** Modification measures ** - To simplify the content of the knowledge and adopt a more suitable method for small children, such as children's songs and simple stories to pass on the beginning of autumn knowledge. - In the preparation of activity materials, safety and fun should be fully considered, and the individual situation of children should be understood in advance to provide more choices in the diet. - Teachers should enrich their guidance methods, make more use of pictures, animations and other multi-media resources, and strengthen the inspiration and guidance of children in creative activities. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Safety in the kindergarten, cartoon, fire safety
Some kindergarten would organize fire safety cartoons to carry out fire safety education activities. Through this educational and entertaining method, children could learn the common sense of self-rescue in the event of a fire and the things to pay attention to during evacuation. For example, in some fire safety education activities, firefighters would organize children to watch fire safety cartoons. Then, they would deepen the children's understanding of fire safety knowledge by interacting with questions and answers, simulating fire scene plays, etc., such as fire alarm calls, fire response measures, understanding of fire equipment and their functions, etc. These fire safety cartoons could help children understand fire protection knowledge more intuitively and raise their awareness of fire safety. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Safety education in kindergarten
The kindergarten travel safety education Ppt class can include the following contents: ** 1. Safe Walking ** 1. ** Basic Rules ** - Pedestrians had to walk on the sidewalks, and those without sidewalks had to walk by the roadside. - When walking, you must concentrate. Don't wear headphones to listen to music, play games, play mobile phones, etc., and don't play, sit, lie, or stay on the road. - When crossing the road, you must obey the traffic lights. You are only allowed to cross the pedestrian crossing when the green light is on. When the red light is on, you are forbidden to enter. - They had to walk through the street facilities and crosswalks and recognize the traffic signs. - Following the principle of "first stop, second look, third pass", crossing the road must take the zebra crossing or pedestrian bridge and other crossing facilities, under the premise of ensuring safety. 2. ** Taboo behavior ** - Don't play football or skateboard on the road. - Don't climb over the guardrail. - Don't cross the road. - Don't push the car, chase the car, throw the car, etc. ** 2. Safety on the bus ** 1. You can only get on and off after the car has stopped. Pay attention to order when getting on and off. Don't be crowded. 2. When you ride with your family, stand firmly and don't stick any part of your body out of the window. 3. When there are many people, you should take care of your own belongings and guard against pickpockets. 4. Pay attention to the etiquette of public places, don't make a racket, maintain environmental hygiene, and take the initiative to give up seats for the old, the weak, the sick, and the disabled. ** 3. Safety in private cars ** 1. The child should sit in the back seat and use the child safety seat correctly. 2. Lock the child safety lock at any time while the vehicle is driving to prevent the child from being thrown out of the vehicle due to an accident. 3. Be it parents or children, do not casually lean out of the skylight or side window. ** 4. Cycling (for older children)** 1. Children under the age of 12 are not allowed to ride bicycles on the road, and children under the age of 16 are not allowed to ride electric bikes on the road. 2. Those who have reached the age should drive on the non-motor vehicle lane or on the right side of the road. They should not take the motorway, drive in the opposite direction, ride side by side with many people, ride with people, and not wear headphones to listen to music while riding. ** 5. Refuse to take the "illegal school bus"** They should refuse to take the overcrowded and illegally operated "black school bus" to and from school to avoid serious danger caused by inadequate safety facilities. Watching "Safe Entry" wasn't enough. Everyone, please click to read the novel!
Seeking CCTV-10's "Lecture Room" program list, speaker, speaker title
The program list of CCTV-10 'Lecture Room' is as follows: Season 1: Records of the Historian-Sima Qian Dream of the Red Chamber-Cao Xueqin Journey to the West-Wu Chengen Water Margins-Shi Nai 'an Season 2: The Analects of Confucius Mencius-Mencius Xunzi-Xunzi University-Zhu Xi Season 3: The Doctrine of the Meanings-Confucius The Book of Songs-Zhou Dynasty Chu Ci-Chu State Culture The title of the speaker was usually professor, researcher, and so on.
Safety tips for firecrackers in kindergarten
The safety tips for setting off firecrackers in kindergarten include the following points: First of all, children should be accompanied and supervised by adults when setting off firecrackers, especially for children under the age of 10. It is best not to set off firecrackers alone. Secondly, choose an open space to set off the fireworks to ensure that there were no pedestrians and vehicles around to avoid obstructing safe passage. In addition, children should pay attention to keeping warm. Remember to protect their ears and eyes to prevent injuries. He also had to be careful of fire to avoid starting a fire. The most important thing was that children should understand the safety knowledge of setting off firecrackers, enhance their self-protection awareness, and know how to deal with the emergency treatment methods of being injured. Parents also needed to participate in the safety education of fireworks and firecrackers in the kindergarten, so that the family could become an extension of the children's safety education. In short, the safety tips for setting off firecrackers in kindergarten included accompanying adults, choosing an open space, keeping warm, being careful of fire, and understanding safety knowledge.