Individual self-inspection report on the safety of the 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>

The following is a self-introduction lesson plan for a small kindergarten: ##1. Teaching objectives 1. Guide the child to know his or her own name and answer when he or she hears it. 2. Children are encouraged to introduce themselves boldly in front of the group to cultivate their self-confidence. 3. To train the child's oral expression ability, to be able to simply say their own name or nickname. ##2. Teaching preparation He could prepare some small sticker or toys as a reward. ##3. Teaching process ###(1) Introduction 1. The teacher greeted the children warmly, attracting their attention. For example, the teacher said,"Hello, children. Today, I'm going to do a very interesting activity with everyone." ###(2) Children communicate their names 1. The teacher asked,"Children, who can tell me your name?" Children were encouraged to stand up and say their names. 2. Teachers can ask questions in a variety of ways, such as,"What's your name, cute kid?" Or "Little friend in red, what's your name?" It would lead more children to participate in the answers. ###(3) Teacher, introduce your name. 1. The teacher said,"The children are all very good. Now, I want you to guess my name." Then, he gave some small hints, such as a word in the name that was related to a small animal or a color. 2. After that, he told the children his name and said,"The children can call me [Teacher's Name] Teacher. We will play together often in the future." ###(4) Children are encouraged to introduce each other's names. 1. The teacher guided the child to introduce his name to the child next to him. He could say,"Now, children, you can tell the child next to you your name." 2. The teacher walked around the classroom, listening to the children's communication and giving appropriate encouragement and guidance. For example, he said to the children who were positive,"You speak so clearly." ###(5) Consolidating the game 1. The teacher said,"Now let's play a roll call game." Whoever the teacher calls, say 'here' loudly." During the roll call, if any child does not answer, you can encourage them a few more times, such as "[Child's name], the teacher is calling you. You can say 'here' loudly." 2. For children who responded positively and had loud voices, they would be rewarded with a small sticker or a small toy. ###(6) Activity summary 1. The teacher summarized the children's performance and said,"The children are very brave today. They can all say their names and get to know each other. Everyone is very good." 2. Children were encouraged to boldly say their names and actively interact with other children in the future. ##IV. Reflection on Teaching 1. the key of success - In the activity, most children could actively participate, and some children could stand up and say their names loudly, achieving the goal of letting the children know their names and express them boldly. - Children were more interested in teaching through games. For example, in the roll call game, children were looking forward to their names being called and would be able to respond positively. 2. deficiencies in - A small number of children were more shy. During the introduction of names, they needed the teacher to guide them many times before they were willing to communicate with the children next to them. For these children, they needed to be given more attention and encouragement in future activities. - During the activity, he found that although children could say their names, their expressions were relatively simple. In the future, children could be guided to introduce themselves in a more diverse way, such as adding their age or things they liked. 3. improvement measure - In future teaching activities, more group activities could be designed to give shy children more opportunities to exercise their ability to express themselves in a small area and gradually increase their self-confidence. - In the follow-up self-introduction activities, the children were guided to think about what else they could introduce themselves in addition to their names. They were also encouraged to learn more about themselves through demonstration and encouragement. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

There were many differences between kindergarten nursery classes and small classes: 1. ** Education target **: - Small nursery classes accepted babies between the ages of 0 to 3. Generally, they could enter around 18 months old. - The small class accepts children above the age of 3. 2. ** Education goal **: - The purpose of the nursery class was to let the children enter the group circle as soon as possible, learn to get along with children, improve their self-care ability, and prepare for the small class. - The small class was mainly to cultivate the child's various abilities and promote the child's all-round development. 3. ** Teaching content **: - In the elementary stage, the child's physical perception would be cultivated through touching objects; in the exploration stage, the child's physical activity would be cultivated and good living habits would be formed; and in the early childhood education stage, the child's interest would be established. - The smaller classes revolved around pre-school education, so that children's physical, mental, and intellectual development would be well developed. However, the teaching content was not as clear as the smaller classes. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The Safety Self-Inspection Book for Middle School Students was a book used to educate middle school students about safety risks and legal responsibilities. It used a combination of comics, real photos, and text to publicize the basic knowledge of the railway, railway safety knowledge and regulations, as well as case warnings. Through this book, students can understand the importance of railway safety and consciously act as a small guardian of the railway, raising their and their parents 'awareness of protecting railway safety. However, the given search results did not provide specific content or examples of the self-examination book for middle school students. Therefore, he could not provide a more detailed answer.

The following is an example of a kindergarten food warehouse safety officer's work summary report: #<<<Infant Food Warehouse Safety Officer Work Report>> ##1. Work summary As the safety officer of the kindergarten's food warehouse, he was mainly responsible for ensuring the safety and hygiene of the food in the food warehouse, as well as the safety and order of the material management, so as to ensure the food safety of all the teachers and students in the kindergarten. ##2. Work content and results ###(I) Food Safety Management 1. ** Food Storage Inspection ** - Strictly implement the food storage acceptance system and carefully inspect every batch of food entering the warehouse. The inspection included the date of production, shelf life, packaging integrity, compliance with food labels, etc. To ensure that the food stored in the warehouse meets the national food safety standards, and there is no problem food stored in the warehouse due to negligence in the warehouse inspection during the semester. - Check the qualifications of food suppliers to ensure that they have legal business qualifications and good reputation. The supplier was required to provide the relevant license, inspection report and other documents, and keep them on file for future reference. 2. ** Food Storage Management ** - According to the type and characteristics of the food, they were stored in different categories. For example, dry food, chilled food, and normal temperature food were placed in suitable areas. To avoid cross-contamination between foods, for example, raw and cooked food should be stored separately, and food with a special smell should be stored separately. - Check the storage conditions of food regularly to ensure that the temperature and humidity in the warehouse meet the requirements of different foods. For example, for food that needed to be preserved in cold storage, the operation of the refrigerator should be checked daily to ensure that the temperature was maintained within the specified range. Due to proper storage management, there was no food deterioration caused by storage conditions in this semester. 3. ** Food delivery management ** - Follow the principle of first in, first out to ensure that the food is used within the shelf life. When the food is out of the warehouse, check the appearance and shelf life of the food again. For the food that is close to the shelf life, remind the kitchen to use it first. - Record the information of the food in detail, including the name of the food, the quantity, the time of delivery, and the department of collection. Make the accounts clear and traceable. ###(2) Warehouse hygiene management 1. ** Daily cleaning ** - The warehouse was to be cleaned up by a designated person every day, including the floor, shelves, walls, and other corners. Remove dust and debris, and keep the warehouse clean. - Regular deep cleaning of the warehouse, such as full disinfection once a month, spraying disinfectant that meets food safety standards to disinfect the warehouse, focusing on cleaning corners that are prone to bacteria and areas where fresh food is stored. 2. ** Pest Control ** - Set up anti-insect and anti-rat facilities in the warehouse, such as installing anti-insect nets, anti-rat boards, mousetraps, etc. Check the effectiveness of these facilities regularly and replace damaged equipment in a timely manner. - Check the surrounding environment of the warehouse to avoid overgrowth of weeds and accumulation of garbage, and prevent pests from breeding and entering the warehouse. Through effective pest control measures this semester, no rat damage or serious pest problems were found in the warehouse. ###(3) Material Management Safety 1. ** Stocktaking ** - Regular inventory count, weekly small stock count of the food in the warehouse, monthly large stock count. Check the inventory to ensure that the accounts are consistent, find out the shortage or overstock in time, and make corresponding adjustments. - During the stocktaking process, the quality of the food was re-examined. If the packaging was damaged or the food showed signs of deterioration, it should be dealt with in time. 2. ** Safety inspection of warehouse facilities ** - Check the safety of the shelves, doors, windows, lighting equipment and other facilities in the warehouse every day. Make sure that the shelf structure is stable and can withstand the weight of food; the doors and windows are well closed and have anti-theft functions; the lighting equipment is running normally to avoid operational errors due to insufficient light. - For the fire protection facilities in the warehouse, such as fire extinguisher, fire extinguisher, etc., regular inspection and maintenance were carried out to ensure that they could be used normally in an emergency. ##3. Inadequacies in Work 1. ** Emergency response ability needs to be improved ** - In the face of sudden food safety incidents (such as food recall, suspected food poisoning incidents related to food in the warehouse), although the emergency response process was known, in the actual operation process, the efficiency of coordinating various departments needed to be improved, resulting in a slightly longer processing time. 2. ** Warehouse space utilization efficiency ** - With the expansion of the kindergarten and the increase in food purchases, the warehouse space was slightly tight. Although the current goods were placed according to the classification principle, the space utilization could be further optimized to increase the storage capacity of the warehouse. ##IV. Modification 1. ** Emergency response ability improved ** - Attend more food safety emergency treatment training courses, simulate various emergencies, formulate more detailed emergency plan operation manuals, clarify the responsibilities and work processes of each department in emergencies, and regularly conduct joint drills with the kitchen, health care room and other relevant departments to improve their cooperative handling ability. 2. ** Warehouse space optimization ** - Re-plan the layout of the warehouse and adjust the storage location of the goods according to the frequency and size of the food entering and leaving the warehouse. Multi-layer shelves and three-dimensional storage were used to increase the vertical storage space. At the same time, he had to control the quantity of the inventory reasonably to avoid excessive overstocking and improve the efficiency of the warehouse space. ##5. Future Vision In the future, he would continue to strengthen food safety management, continuously improve warehouse management processes, and improve work efficiency and quality. Continue to pay attention to the updates of food safety regulations and ensure that warehouse management always meets the latest requirements. At the same time, they would work together with other departments to provide safer and healthier food for kindergarten teachers and students. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is a summary and reflection on the safety of the kindergarten class in November: * * I. Safety Work summary ** 1. * * Safe environment maintenance ** - In terms of the classroom environment, a comprehensive safety inspection was carried out in the small classroom. Dangerous items such as sockets were blocked with furniture to prevent children from touching them; sharp objects were placed in places that children could not reach; the placement of items was based on the principle of safety and rationality, creating a relatively safe living and learning environment for children. 2. * * Daily activity safety assurance ** - * * Living activities ** - The teacher would follow the child throughout his daily activities, such as washing hands, drinking water, and going to the toilet. When the child washed his hands, the teacher guided him not to play with water to avoid slipping and falling. When drinking water, the teacher paid attention to the hot and cold water to prevent scalding the child. - The children were guided to move chairs and use spoons. For example, teach children the correct way to move a chair to avoid bumping into other children or objects due to the wrong way to move; remind children not to bite the spoon in their mouths and teach them the correct way to hold the spoon to ensure the safety of lunch. - * * Entering and Leaving the Garden ** - Insist on daily safety morning checks, check whether children carry unsafe items, and deal with problems found in a timely manner. When entering the kindergarten, pay attention to the child's emotional state and ask the child to greet the teacher so that the teacher can grasp the child's situation; when leaving the kindergarten, make sure to hand over to the parents and let the child say goodbye to the teacher to prevent the child from being lost. - * * Safety Education ** - Through real-life cases, safety education was carried out for young children. In view of the limited understanding of the children in the small class, collect pictures, information, and other information on safety for the children to observe and discuss. For example, using children to move chairs, use spoons, and other common safety issues in the scene to guide children to discuss the correct practices and summarize the precautions. 3. * * Homeland Cooperation Safety Work ** - Communicate with parents on child safety issues through various means. Through the parent's forum, the home contact book, home visits, phone calls, etc., parents were reminded to pay attention to the safety of their children at home and when they went out. To register and verify the parents of the children to ensure the safety of the pick-up process. 4. * * Special safety education and activities (if any)** - If there were special safety education activities in November, such as fire-fighting activities. Teachers could carry out fire safety education in a way suitable for small children. For example, through simple pictures, stories, etc., they could let children know the danger of fire and have a preliminary understanding of some basic escape skills, such as covering their mouth and nose with a wet towel (if involved). If there was a rainy day, they would also carry out safety education on rainy days to inform children of the dangers of rainy days, what they could do (such as wearing rain shoes and stepping on puddles and other safe activities), and what they could not do (such as playing in deep puddles), so as to improve their self-protection ability. * * 2. Reflection on Safety Work ** 1. * * Depth of Safety Education ** - The safety education for small children might not be deep enough. Although they used intuitive pictures and actual cases, it was possible that children only had superficial understanding and might not have a strong memory of some safety rules. For example, under repeated reminders, there were still some children who forgot the correct way to move chairs. They needed to explore more effective educational methods, such as increasing the fun of safety education, and deepening the children's memory of safety knowledge through safety songs and games. 2. * * Ability to deal with unexpected situations ** - In terms of dealing with emergencies, although the children were taught some basic ways to deal with emergencies, their ability to respond to emergencies in reality still needed to be improved. For example, in a simulated fire escape drill (if it was carried out), some children might forget some escape steps because of nervousness. He needed to increase the number of simulation exercises and summarize and strengthen the child's memory in time after the practice. 3. * * Comprehensiveness of Homeland Cooperation ** - Although there were many forms of home-school cooperation, there might still be some parents who did not pay enough attention to child safety education. Some parents might not have followed the safety education requirements of the kindergarten well in their family environment. In the future, it was necessary to further strengthen communication with parents, such as holding parent safety education lectures and other activities to increase the importance parents attached to child safety education, so that families and kindergarten could reach a more comprehensive consensus on safety education. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>

The following is an example of a self-employed food safety correction report: #Self-employed Food Safety Rectification Report ##1. Changing the background During the food safety inspection process, some food safety problems were found in this self-employed household. In order to protect the health rights and interests of consumers and improve the level of food safety, we actively carried out the correction work. ##2. Problems ###(1) Food Storage 1. Some foods were not stored according to the specified storage conditions. For example, some foods that needed to be chilled were not put into the refrigerator in time, resulting in an increased risk of food deterioration. 2. Food inventory management was chaotic. Different types and batches of food were not clearly stored in different areas. It was difficult to carry out first-in, first-out management, and it was easy to cause food to expire. ###(2) Food processing operations 1. During the processing process, the hygiene of the food processing area was not good, and there were food residue that was not cleaned up in time, providing a breeding ground for bacteria. 2. The operator did not strictly abide by the hygiene standards during food processing, such as not wearing clean work clothes, not washing hands and disinfecting as required. ###(3) Food Purchasing 1. The qualification review of food suppliers was not strict enough, and some suppliers lacked effective production permits or food business permits and other relevant documents. 2. The implementation of the food purchase certificate and ticket system was not standardized, and the purchase receipt was not completely preserved, making it difficult to trace the source of the food. ##3. Rectification measures ###(I) Food Storage Rectification 1. Perfect food storage facilities, provide sufficient cold storage and freezing equipment, and ensure the normal operation of the equipment. For foods that require special storage conditions, they should be stored in strict accordance with the requirements, such as controlling the temperature of chilled food between 0 - 4 ° C. 2. Establishing a scientific inventory management system, storing the food in different categories, setting up obvious signs, indicating the name, batch, shelf life and other information of the food, strictly in accordance with the principle of first-in, first-out. ###(II) Rectification of food processing operations 1. The hygiene management of the food processing area shall be strengthened. Before and after processing, the countertops and kitchenware shall be thoroughly cleaned and disinfected. After the end of business every day, the processing area shall be completely cleaned to ensure that there are no food residue and stains left. 2. To strengthen the training of operators, requiring operators to wear clean work clothes, hats, and masks before processing food, and to clean their hands strictly in accordance with the hand-washing and disinfection procedures, and to follow the food safety operation specifications during the processing process. ###(3) Rectification of Food Purchasing 1. Strictly examine the qualifications of food suppliers and only cooperate with suppliers with legal production and operation qualifications. The supplier is required to provide relevant documents such as business license, production license or food business license, product inspection report, and regularly review the supplier. 2. Establishing a sound system for obtaining certificates and tickets. When purchasing food, carefully check and keep the purchase bills, including the receipt, delivery note, product certificate, etc., to ensure that the source of the food can be traced. ##IV. Effect of Rectification ###(I) Food Storage 1. By improving storage conditions and management methods, food spoilage was effectively curbed, and the quality of food within the shelf life was guaranteed. 2. The inventory management was orderly, and the food needed could be found quickly and accurately. The first-in, first-out principle was effectively implemented, reducing the waste of expired food. ###(2) Food processing operations 1. The hygiene of the food processing area had been significantly improved, and the risk of bacteria breeding had been greatly reduced, providing consumers with a safer food processing environment. 2. The hygiene awareness and operational standards of the operators were significantly improved, reducing the food safety risks caused by improper human operation. ###(3) Food Purchasing 1. We have established a stable cooperative relationship with high-quality suppliers. The quality of the purchased food is effectively guaranteed, and food safety is guaranteed from the source. 2. The strict implementation of the certificate and ticket system made the food tracing system more perfect. Once there was a food safety problem, the source of the problem could be quickly located and corresponding measures could be taken. ##5. Continuous improvement plan 1. Regular self-inspection and self-correction of the food safety situation, and timely correction of any problems found to ensure the continuous and effective operation of the food safety management system. 2. Pay attention to the updates of food safety regulations and policies and changes in industry standards, adjust business management measures in a timely manner, and continuously improve the level of food safety management. 3. Further strengthen the food safety training of employees, improve their food safety awareness and emergency response ability, and form a good atmosphere for all employees to participate in food safety management. Through this reform, the self-employed household has made significant progress in food safety, but it also recognizes that food safety management is a continuous process that requires continuous efforts and improvement to ensure that consumers are provided with safe and assured food.

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. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>