SAFE EDUCATIONAL SPACE AS AN ENVIRONMENT FOR PREVENTIVE WORK WITH CHILDREN IN PRESCHOOL EDUCATION

Abstract

The article raises the issue of society's need to form a modern young generation. The purpose of the article is to scientifically and theoretically comprehend the organization of a safe educational space and the conditions for ensuring the effective development of the child's personality in the context of preventive work with children in preschool education. The views of well-known researchers on the research problem are singled out, analyzed and generalized. The content of the concepts: «educational environment», «educational space», «safe educational space of preschool education» is revealed. The main characteristics of the educational space that determine the realization of its potential are determined. The safe educational space of the preschool institution is characterized as a free and active environment in which the child wants to be, which stimulates his cognitive and physical activity, supports his positive moral qualities, creative achievements, pride in belonging to this environment and a sense of responsibility for those actions and deeds that take place in her immediate environment. The main features of a safe educational space of a preschool institution in the context of preventive work are highlighted: the quality of interpersonal relationships and activities that determine positive factors (respect for personality, trust, friendliness, cooperation, compassion, empathy, mutual assistance, support, tolerance, tolerance, members of the group, in another opinion, the position of «We», etc.), as well as negative factors (aggression, conflict, hostility, manipulativeness, etc.). It is proved that the safety of both the educational environment of preschool education and the safety of the child's personality in this environment, which is in a state of positive worldview, comfort, interest and forming a correct picture of the world is the key to successful preventive work in preschool education. It is established that the preschool institution becomes a safe educational environment under the following conditions: ensuring the formation of the personality of preschool children, including health; implementation of diagnostic and corrective work on developmental deficiencies; taking into account individual and age features of development and self-development; development of intersubject interaction according to the algorithm «teacher – family – child».