Formation of a safe one. Formation of safe behavior of adolescents on the Internet as a psychological and pedagogical problem. Formation of a safe type of personality

The project “Formation of a Safe Personality” is focused on creating conditions for a comprehensive solution to the problems of preserving and strengthening the health of schoolchildren through the formation of a culture of personal safety. The concept of creating a safe type of personality provides for the formation of key competencies in the field of life safety, increasing the creative potential of the individual, developing the skills to independently choose the right decision in a particular non-standard situation, including an emergency. And in the future it will allow the formation of professional competence as the personal ability of specialists to solve professional problems.

The project involves the implementation of educational, methodological, educational, creative work to ensure the safety of behavior, life and activity. As well as improving the material and technical base educational institution.
Explanatory note
Every year in our country the number of man-made emergencies that occur due to human fault due to non-compliance with the rules is growing. safe behavior. The problem of security of the individual and society is becoming key and acquiring a global character.

Analysis of the “National Doctrine of Education in Russian Federation“, where one of the fundamental goals of education is “the formation of a culture of peace and interpersonal relationships” makes it possible to understand that special attention must be paid to the issues of ensuring high-quality (comfortable) and safe living conditions for the individual, society, the state and the entire world civilization.

Monitoring the state of the safety level of the educational process and the awareness of all its participants about the culture of safe behavior in Secondary School No. 41 of JSC Russian Railways revealed the lack of a coherent system of necessary knowledge, skills and abilities. In this regard, issues related to the acquisition and application of knowledge by students aimed at preserving life and health, and developing the experience of the younger generation in extreme situations become relevant.

To achieve these goals, the entire education system at school should be aimed at forming a new worldview, creating a system of ideals and values ​​that make it possible to turn life safety into an internal need of a person and society, i.e. to form an appropriate culture and, as a result, a safe type personality corresponding to it.

Life safety culture is understood as a system of historically established socially significant values, as well as certain personality qualities that regulate, direct and control his lifestyle and activities, ensuring an optimal level of security .

In its activities, the school is guided by the following aspects of the formation of a safe type of personality:

1. Worldview aspect.

Human practice shows that in any type of activity it is impossible to achieve absolute safety, i.e. any activity is potentially dangerous (the material world is potentially dangerous) . This statement is called the axiom of potential danger.

Due to the impossibility of achieving absolute security, the world has come to approve the concept of acceptable risk, the essence of which is to ensure such security that society accepts in a given period of time and with which one can agree. Thus, the Committee on Health and industrial safety The UK uses a value of 6x10 – 6 (the possibility of unnatural death of 6 people in a million) as the lower limit of individual acceptable risk. It is these risk values, typical for most developed countries, that should be used as a guide.

The amount of individual acceptable risk in our country is orders of magnitude higher than that recommended in Western countries.

In society, it is necessary to radically change the system of views on ensuring safe living conditions. The basis for the formation of a safe type of personality should be humanistic universal human values, kindness and sensitivity, mercy, sense of duty and responsibility.

2. Educational aspect.

DI. Mendeleev in his work “Towards the Knowledge of Russia” emphasized that the solution to any problem must begin with education, i.e. from training those people who are called upon to solve this or that problem.

At the legislative level, a system has been developed to prepare the population for action in emergency situations, as well as in everyday life in extreme situations of various types. Training is extended through the system of preschool, primary, incomplete secondary, secondary, higher and additional education and essentially should cover all categories of the population of our country.

However, the effectiveness of educational programs and the ability to skillfully act in emergency and extreme situations, as practice shows, remains at a low level. The reasons are psychological unpreparedness for action, a gap in the theoretical understanding of issues of protecting the population and the practical implementation of knowledge in certain conditions.

Knowledge of the basics of life safety in its importance for a person should become no less important than mathematics or literature, and the educational aspect should correspond to modern teaching methods with a specific practical focus for the region of residence.

3. Applied aspect.

Safety culture can be represented as the sum of skills, individual psychophysical and personal qualities people necessary for successful actions in emergency and extreme situations.

Practice shows that of all people who find themselves in an extreme situation, only 10–20% are able to act decisively and skillfully, 40–60% act inadequately for the first half hour and only after this time begin to act in accordance with the current situation. 10–20% fall into apathy and are unable to make independent decisions. Today there is a need for special additional conditions so that knowledge turns into skills, and abilities into skills.

Under these conditions, the formation of a safe type of personality presupposes specific psychological and physical training children starting from an early age.

4. Environmental aspect.

Human intervention in all spheres of nature causes a sharp deterioration in the condition of ecological systems. Environmental education and upbringing of children is a requirement of the time.

Only by educating and forming a safe type of personality can the economic, political, social and other important government tasks facing the country be solved.

The goal of the project: to create conditions for a comprehensive solution to the problem of preserving the life and health of schoolchildren.

It will be achieved by solving the following tasks:

1. 
   Creating a safe, health-preserving environment at school.
2. 
   Development of a set of measures to promote a safe lifestyle, protect and promote health.
3. 
   Joining efforts and coordinating the work of schools, healthcare institutions, law enforcement agencies, and institutions of the Ministry of Emergency Situations in solving the problems of creating a safe educational environment for schoolchildren.

Priority areas of the project:

1. 
   Health monitoring.
2. 
   Creating a safe environment in an educational institution.
3. 
   Increasing the level of knowledge of schoolchildren in matters of safe behavior during the educational process and at home.
4. 
   Increasing the level of legal knowledge of schoolchildren.
5. 
   Increasing the level of parental knowledge in matters of safe behavior, health promotion, and promoting a healthy and safe lifestyle.
6. 
   Help for children with developmental disabilities and learning difficulties.
7. 
   Creation of methodological manuals on safe behavior, health promotion, education of a healthy and safe lifestyle.

Expected results:
Parents students want the school to provide:

• 
  the opportunity for a child to receive a quality education in the safest conditions possible;
• 
  detailed information about the rules of conduct and maintaining health in various emergency situations;

• 
  satisfying the interests and developing the creative abilities of schoolchildren;

• 
  it was interesting to learn and communicate;
• 
  there were safe and comfortable psychological and pedagogical conditions for successful self-realization;
• 
  had the opportunity to receive a quality education.

• 
  creating safe and comfortable psychological and pedagogical conditions at school for creative self-realization and successful professional activity;
• 
  improving the material and technical support of the educational process;

The project implementation period is 2011-2015.
Results of the first year of project implementation:
1.Healthy lifestyle

• 
  Monitoring the health of students for the 2011-2012 academic year showed a decrease in the incidence of colds in children by 8%; scoliosis by 11.1%.
• 
  the number of students involved in sports sections and clubs increased by 20% compared to the previous period;

2. Legal literacy and self-discipline:

• 
  during the analyzed period there were no traffic accidents involving school students;
• 
  not a single incident provided for by the Code of Administrative Offenses of the Russian Federation occurred;
• 
  a lecture group was created at the school, which, under the guidance of a social pedagogue, conducted a series cool hours and film lectures followed by discussion: “The Right to Life”, “Chizhik - Fawn”, “Know in order to Live” (films recommended by the Russian Ministry of Education)
• 
  In grades 2-4, the travel game “The fairy tale is a lie, but there is a hint” is practiced. Together with the characters of famous cartoons, children study children's rights and their possible violations.
• 
  At the middle level, trainings on children's rights are practiced in international and Russian practice, in which these rights are enshrined. (Legal game “Hooliganism Trial”, discussion club “My Life. My Rights”).
• 
  At the senior level, legal education is aimed at developing the civic positions of a young citizen (role-playing game “We are the future voters”, class hour“We are citizens of great Russia”)

• 
  release of thematic booklets: “Children about safety” (3 booklets) 2012; “Fire Safety” (1 booklet) 2012; “Safe Holidays” (3 booklets) 2013;
• 
  first place in the city round of the children's creativity competition “Volunteer Firefighter - Yesterday, Today, Tomorrow”, held by the VDPO in 2011
• 
  first place in the regional round of the children's and youth creativity competition fire safety in the nomination “Decorative and Applied Arts” in 2012,
• 
  third place in the IX All-Russian competition of children's creativity on fire-fighting topics, held by VDPO in 2012;
• 
  first place in the city and regional round of a creative fire safety competition in 2013. The results of the X All-Russian round of the children's creativity competition on fire-fighting topics will be summed up in June 2013.
• 
  Diplomas of participants in the II All-Russian drawing competition “Country of Security” in 2012. The competition is held within the framework of the All-Russian educational project “Culture of Safety”. Premier-Uchfilm LLC together with the Russian Ministry of Emergency Situations.

5. Implementation of practical skills of students:

• 
  all students have evacuation skills in case of emergencies of various origins;
• 
  High school students have the skills to provide first aid;

• 
  participation in regional competitions in fire-applied sports in 2012 and 2103;
• 
  first place in the regional review-competition of Youth Army units among senior schoolchildren in 2012;
• 
  third place in the regional review-competition of Youth Army units among junior schoolchildren in 2012;
• 
  first place in the regional review-competition of Youth Army units among junior schoolchildren in 2013;

6. Methodological work of a creative group of students:

• 
  creation of thematic educational films on life safety “The procedure for incomplete disassembly and assembly of an AK”, “Making a cotton-gauze bandage”;
• 
  creation of social films “No to alcohol”, “Drug addiction is evil”;
• 
  creation of illustrated methodological manual in verse on evacuation rules for younger schoolchildren.

• 
  Conclusion of contracts:

“On the provision of services to prevent the impact of production and consumption waste on human health and the natural environment”;

“To carry out work to eliminate emergency situations power supply and lighting systems."

• 
  Workers have been trained to obtain groups I-IV in electrical safety. Instructions are regularly held for employees.
• 
  A unified control center for the security of an educational institution has been created.
• 
  The necessary medical supplies for first aid and respiratory protection were purchased.
• 
  The life safety office is equipped with new furniture, teaching aids for conducting lessons, layouts, tools personal protection, a simulator for first aid, office equipment. A laboratory room was built to store equipment and visual aids.

non-state educational institution "Secondary school No. 41 open joint stock company"Russian Railways"

for the implementation of the project “Formation of a safe type of personality”

for 2011 – 2015

Criteria for the effectiveness of project implementation

To conduct a thorough analysis of the implementation of the “Formation of a Safe Personality” project, the project manager must annually submit the following information.

The relevance of the problem of safe human behavior is becoming more and more obvious every year. Over the course of several centuries, humanity has formed and improved technical resources in order to ensure the safety and comfort of its own life. As a result, man found himself faced with the dangers associated with the creation and use of technology. In a difficult situation, when danger appears, an adult is helped by “the instinct of self-preservation, agility, and speed of action. Unfortunately, children do not fully master these properties and, finding themselves in a dangerous situation, cannot make the right decision. Due to the increasing volume of dangers, painstaking preparation is needed not only for adults, but also for children to ensure their safety.

According to the requirements of the Federal state standard(Federal State Educational Standard), basic educational program for primary general education(OOP NOO) must include a program for creating a culture of healthy and safe lifestyle. This is a document that is a comprehensive program for the formation of knowledge, attitudes, personal guidelines and norms of behavior that ensure the preservation and strengthening of the physical, psychological and social health of students, as one of the value components that contribute to the cognitive and emotional development of the child, the achievement of the planned results of mastering the educational educational program.

Modern psychological research has revealed various aspects of security. Security is understood as a special characteristic that reflects security and preservation of the ability to develop separate entity and various groups. Recognizing the psychological layer of security as the main one in building safe behavior, scientists today have identified psychological patterns, principles and resource bases for its provision, and have revealed various mechanisms of construction: a characteristic has been given different types security and various conditions for ensuring it. Considerable attention is paid to the issues of self-sufficiency of human safety in extreme situations. Research shows the need to design training for safe behavior taking into account the characteristics of each subject. This fully applies to children of primary school age.

It is especially important to teach children the basics of safe behavior from the moment they enter school.

The main task in developing safe behavior in younger schoolchildren is to provide any child with knowledge about the characteristics of the main types of dangerous situations and the ability to organize correct (safe) behavior in connection with them. Safe behavior in this regard can be understood as the readiness and ability of a subject in the event of difficult and extreme situations to maintain his security and ability for further development. In the process of developing safe behavior, the psychological characteristics of children of primary school age should also be taken into account.

Junior school age is considered to be the age of children from approximately 7 to 10-11 years, which corresponds to the years of their education in primary school. This is the age of comparatively calm and uniform physical formation, and at the same time, this stage is characterized by rapid emotional development and novelty of perception. It is well known that in younger schoolchildren visual-figurative understanding and visual control dominate, which allow them to remember events and objects, their descriptions and definitions. School makes important changes in a child's life. The whole way of life of his existence, his social status in the team, in the family is rapidly changing. From now on teaching becomes the main and main activity, most important responsibility- the duty to study, to acquire knowledge. Teaching is serious work that requires the development of such qualities in a child as organization, discipline, and self-regulation.

At the adaptation stage, first-graders encounter difficulties that are associated with the peculiarities of the school regime and the requirements of the teacher. The teacher does not yet know the individual characteristics of the children and therefore cannot yet provide an individual approach to each child. At this stage, the teacher is obliged to form in students the feeling that both the class and the school are not an alien environment, but a friendly group of peers, senior comrades and mentors. The student is included in a new group for him, in which he will live and study for twelve years.

Safe behavior at this stage is not sufficiently mastered by the child, so danger can be regarded as courage. A striking example of this behavior is the behavior of first-graders from the film “Attention, Turtle,” when children do not sense danger.

So, the task of the primary school teacher to prepare children for safe life activities is updated. Upon entering school, a child for the first time encounters a number of strict rules and direct school responsibilities, which always determine his actions at school and at home. A first-grader is just beginning to master the ability to evaluate his actions. Because of this, at the initial stage of his training in safe behavior, the student should be asked for a detailed explanation of absolutely all actions he performs in order for him to understand their meaning. It is the teacher who must teach children how to behave in different situations, dangerous for his normal existence, work and rest. Such work should be carried out regularly, and not occasionally. Only in this way can one develop skills and knowledge that ensure the preservation of life and health.

A new direction has appeared in modern pedagogical science - safety pedagogy, which studies the patterns of development of life experience of a person’s safe existence (life activity). This experience is formed in childhood in conditions educational organizations, in particular, in elementary school, when active exploration of the world takes place, the circle of communication and interaction, areas of activity, and geography of the child’s movement expands.

Scientists identify the stages of developing safe behavior skills for younger schoolchildren: Stage 1 - informational, when younger schoolchildren receive knowledge about dangers, overcoming and preventing them; Stage 2 - motivational, when motivation for safe behavior skills is developed; Stage 3 - training, involving exercises in the application of safe behavior skills.

We consider the creation of a safe and health-preserving infrastructure of an educational institution to be an important condition for developing safe behavior skills among first-graders. All school premises must be sanitary and hygiene standards, fire safety standards, health and safety requirements for students (in classrooms, in the canteen, in the gym, at the stadium, etc.). The functioning of a medical and psychological service is mandatory.

Organization of physical education and health activities in the classroom and during extracurricular activities allows students to develop strength qualities, agility, speed of reaction and, in general, increase the adaptive functions of the body, which are important for preserving and strengthening psychological, physical and social health.

The teacher’s use of style, methods and techniques of communication, technology of educational cooperation, and group work help to develop in children a sense of self-confidence, create a situation of success, and relieve feelings of anxiety and aggressiveness. A favorable emotional and psychological atmosphere contributes to the development of a sense of security and comfort, which determines the adequate behavior of children in various, including dangerous, situations.

Purposeful, systematic work to create discipline in the children's team, following a clear schedule of the school day makes it possible to develop in children responsibility, discipline, punctuality and other qualities necessary for the formation of safe behavior.

Component Development educational activities: learning to plan, predict and control the stages of activity makes it possible to teach children to clearly distribute study time, and then free time, think through travel routes in advance, quickly perform various actions, which is a good basis for safe behavior.

There are a number of additional educational programs aimed at developing practical life safety skills: “First Aid”, “Self and Safety”. Teachers independently develop practice-oriented courses and forms of extracurricular activities that allow them to develop will, endurance, courage, and the ability to overcome difficulties: “Rope courses”, hiking trips, “Young Fighter” course, “Help a Friend” competition, “Military Training”, etc.

It is important to conduct educational work with parents (legal representatives) to develop a unified approach to developing safe behavior skills for younger schoolchildren, etc.; involving parents (legal representatives) in joint work to develop safe routes for children from school to home, conduct recreational activities, sports competitions, role-playing games, first aid training sessions, etc.

So, primary school age is a period of rapid assimilation of accumulated knowledge and experience. Because of this, it is important not only to protect a first-grader from danger, but also to purposefully and consciously prepare him to face possible problems in the field of personal safety, to accustom him to building safe behavior in everyday life.

Thus, the formation of safe behavior skills in younger schoolchildren at the stage of entering school represents a holistic system of work and organization of children’s life activities in an educational institution, including several areas of work: organizing education of students on the rules of safe behavior, developing skills and habits of safe behavior in the process of studying practical -oriented courses, organization of extracurricular activities, creation of a safe educational environment, organization of physical education and health work, cooperation with a teacher-psychologist and with parents, the teacher’s use of methods and techniques that ensure the active nature of teaching safe behavior, the psycho-emotional well-being of each child.

“Formation of safe behavior skills in preschool children”

One of the highest priority and most important needs for humanity is to ensure the safety of its life activity, which is reflected in the research of many domestic scientists, starting with M.V. Lomonosova, V.A. Levitsky, I.M. Sechenova, A.A. Skochinsky, Vernandsky and others. Great contribution to the solution scientific problem survival, self-preservation and human security were contributed by the studies of foreign researchers A. Adler, B. Pascal, Z. Freud, P. Maslow and others. Modern society suffers colossal material and human losses from accidents, man-made accidents, catastrophes, and natural disasters. Throughout the world, increasing attention is being paid to human security issues: the results of various types of labor activity, problems of industrial safety and environmental protection are studied, theoretical issues of protection against dangers of natural, man-made and social origin are considered. There is an intensive search for ways to form healthy lifestyle habits among the younger generation.

The very first steps in teaching children safety issues are taken in preschool educational institutions.

The goal of educating and developing safe behavior skills in preschoolers is not only to protect and protect the child, but also to prepare him to face various difficult and sometimes dangerous life situations. Rules of behavior and safety measures are directly related to the living conditions of a person; each environment dictates completely various ways behavior and, accordingly, precautions. The main thing is that the child develops a general understanding of the integrity of the human body, the relationship between lifestyle and human health. It is important to encourage the child to think about the work of his body, to feel and better understand its complex structure, to realize the meaning proper nutrition, active lifestyle, personal hygiene. A person is constantly in interaction with environment Therefore, it is no less important to develop a child’s caring attitude towards nature and its inhabitants. Important role plays a positive example on the part of adults and the need for constant contact between teachers and parents. The formation of safe behavior is inevitably associated with a number of prohibitions. If there are too many prohibitions, the child will not be able to fulfill them fully and will inevitably break them, so it is better to stimulate the implementation of the rules by first finding out whether the child understood this or that rule, whether he had time to learn it, whether the adult himself adheres to these rules, Isn’t too much prohibition required from a child?

This goal can be achieved by solving the following tasks:

1. Formation of knowledge, skills and abilities related to human life in society.
2. Stimulating the development of independence and responsibility for their behavior in preschoolers.
3. Creating conditions for various types of activities aimed at children acquiring certain behavioral skills and experience.

schoolchild learning safe behavior

Formation of safe behavior in everyday activities

In pedagogical science, various components of the pedagogical process are studied and implemented in the practice of education: mental, physical, aesthetic, etc. upbringing. Such elements of the pedagogical process include the formation of safe behavior.

In the process of developing safe behavior, schoolchildren carry out activities, as a result of which their behavior options develop and are formed: destructive behavior (tendency to self-destruction, victimization, suicidal behavior, etc.); safe life activities aimed at preventing and minimizing damage from harmful and hazardous factors. In dangerous situations, there are several options for human actions: stupor, i.e. a sharp inhibition of human activity, his inability to respond to risk factors; disorganization of activities in a dangerous situation, manifested in inadequacy and ineffectiveness of actions; activation of actions, i.e. increasing accuracy and efficiency of actions in a dangerous situation.

In the real educational process, joint actions of the teacher and schoolchildren lead to various changes in the activities, abilities and personal qualities of schoolchildren, including the following results: the formation of experience of incorrect, victimized, destructive behavior, which causes the occurrence of dangerous situations or losses in dangerous situations ( from which you can get out without losses if you take the right actions); formation of experience of unsuccessful behavior in dangerous situations; developing experience of successful actions to prevent, minimize consequences, and overcome dangerous situations; the psychotraumatic influence of schoolchildren’s activities in dangerous situations, the development of anxiety traits, the formation of a tendency to inadequate emotional reactions to risk factors; preserving the personality of schoolchildren from internal and external influences (primarily from the influence of information, gaming and real dangerous situations) using various types of psychological protection.

The mentioned options for the results of the educational process are noticeable if the essence of the formation of safe behavior is reduced to informing schoolchildren about the danger and various types activities in dangerous (game and real) situations. However, preparation for safe life activities is carried out not only in dangerous (informational, game, dosed, real) situations. In fact, preparation for safe life is carried out in the process of activity, which involves various elements of a safety culture and a counterculture of destructiveness.

Schoolchildren interact with elements of a safety culture, the essence of which is that they contain rules, norms, rules, and traditions of safe life, but do not contain information about danger, much less real dangerous situations.

The formation of safe behavior includes the following aspects as components: general theoretical preparation for safe life activities (understanding the general problems of risk, safety, danger, etc.), the formation of subject skills (types of activities that are carried out not only in safe conditions, but also in conditions of risk), psychological preparation for safe life (building courage, determination, readiness to take reasonable risks, etc.), development of personality qualities necessary for safe life (insight, foresight, humanity, optimism, etc. as the basis for human and social security).

Thus, the formation of safe behavior includes the following components: the formation of objective actions of the upcoming activity (as a condition of preparation for this activity in conditions of risk) and special preparation for life safety. Accordingly, the formation of safe behavior as an integral part of education is considered in broad and narrow aspects.

In a broad aspect, the formation of safe behavior is the process of developing readiness for various types of activities (cognitive, physical, communicative, etc.), to perform various social functions (citizen, industrial worker, consumer, etc.), assigning by schoolchildren various types and fragments of culture (worldview, moral, aesthetic, etc.). Since all types of activities and areas of life are potentially dangerous (or can be carried out in dangerous conditions), the formation of any substantive activity is a component of preparation for life safety.

In a narrow aspect, the formation of safe behavior is the appropriation by schoolchildren of fragments of culture, the main function of which is to ensure the safety of individuals and society. In addition, in a narrow aspect, the formation of safe behavior is a special theoretical, psychological and personal preparation for safe life activities, which is usually carried out on the basis of preparation for specific types of dangerous and extreme situations, conditions (harmful, dangerous) of activity, the results of which are generalized and promote safety in a variety of specific types and operating conditions. The formation of safe behavior is a complex system; it acts as a component, element, stage, function, goal, content, form, means, pattern, principle, pedagogical condition of education. In addition, the formation of safe behavior can be part of both education and the pedagogical process, the educational process, the educational process, the learning process, the process of teaching a life safety course, etc. Of the pedagogical categories that capture the widest possible range of pedagogical phenomena, denoting the specific embodiment of the practice of education and training, the most acceptable for continuing the analysis is the concept of “pedagogical process”.

Let's consider the relationship between the pedagogical process and the formation of safe behavior.

The formation of safe behavior is a component of the pedagogical process that contributes to the formation of a personality ready to act in unpredictable (including dangerous and extreme) conditions, striving for constant self-improvement and the realization of new opportunities. Such a component in the educational process is usually one or another training course, for example life safety, valeology or ecology. This kind of academic discipline, the main content of which is a culture of safety, integrates and unites the efforts of all teachers to prepare schoolchildren to prevent and overcome harmful and dangerous factors in life.

The formation of safe behavior is the stage of the pedagogical process at which the culture of safe behavior is embodied in the personality of children. This is a fairly clearly time-limited, specially organized period of schoolchildren’s life activity, during which the development of a culture of safe behavior acts as the leading goal.

For example, today this kind of stage of the educational process includes hiking in the mountains, rafting on mountain rivers, training at a survival school, special shifts in youth recreation camps (organized by the traffic police, departments fire department, units of the Ministry of Emergency Situations, etc.) and, of course, the participation of children and young people in the Safety School, held in the summer as part of the all-Russian movement.

The formation of safe behavior is a function of the pedagogical process, which is manifested in the constant influence of this process on the level of readiness of schoolchildren to prevent and overcome harmful and dangerous factors in life. This function is implemented in all school lessons. academic disciplines. Its implementation is primarily related to the content of training and education. When schoolchildren are introduced to information about the dangers of methyl alcohol (in chemistry lessons), electromagnetic radiation (in physics lessons), and about the possible actions of scammers and criminals (in literature, history, law lessons), one way or another, students’ readiness to prevent risks develops. However, the culture of safe behavior is embodied not only in knowledge, but also in ideological ideas, moral and aesthetic values, in the experience of communicating with other people, etc.. It is these elements of culture that schoolchildren master, regardless of the specific content of the topics studied in the lessons of various academic disciplines. The implementation of this function in this case is determined by the capabilities of teaching and upbringing methods, the moral and psychological climate in the classroom, the nature of communication between participants in the pedagogical process, the personal embodiment of the formation of safe behavior, i.e. the level of development of a safety culture among teachers and students.

The formation of safe behavior is a regularity of the pedagogical process, which lies in the fact that if systematic preventive work is carried out in the pedagogical process to prepare schoolchildren to prevent and overcome harmful and dangerous factors in life, then this helps to increase their level of safety, reduces the likelihood of adverse, harmful consequences from influence of external factors and from their own life activity. This pattern is an objective, repeating, essential, necessary connection between the components of the education process. First of all, these are connections between the goals, content, means of education and the results of the pedagogical process.

The principle of developing safe behavior guides subjects of education towards the systematic appropriation and use of safe behavior in the process of entering life. Following from the pattern formulated above, this principle is not yet mentioned in pedagogy textbooks, however, in the practice of the pedagogical process, it is in service with many teachers, especially life safety teachers, who see in their work an important mission - preserving the lives of students and creating the preconditions for eliminating the threat of death humanity. This principle should be distinguished from the pedagogical principle of safety, which guides the teacher to create safe conditions in the pedagogical process. When formally analyzed, these principles may appear to be contradictory.

The safety principle presupposes safe conditions education, and the principle of developing safe behavior involves the use of dangerous situations to develop students’ experience of operating in such situations.

The formation of safe behavior is a pedagogical condition for the inclusion of children in life, the formation of a personality ready to act in unpredictable (including dangerous and extreme) conditions, striving for constant self-improvement and the realization of new opportunities.