Home – Home – Jornals – "Philosophy of Education" 2016 number 4

The idea of purposeful protection of children from the adult world is quite evident in modern educational practices. In the educational system, interactions between lower age children and older children are disrupted with the purpose of greater risk reduction; this can be noticed in the example elementary schools occupying a separate wing of a school campus with a playground and other necessary facilities. Such measures are applied on the assumption of teachers and parents that young children may learn something bad or immoral from older children. The consequences of the «protective» discourse in providing children’s security find a reflection in the growing patronage tendency and in the inability of children to control their life activities (inability to make decisions on their own) and to find a way of actions in problematic circumstances (inability to find a solution in unusual and problematic situations). People in Russia are aware of the abovementioned problems. A child’s life safety and health protection are among the most relevant objectives of preschool education. The formation of safe behavior in private and social life is one of the components of the preschool socio-communicative development established by the Russian preschool Federal State Learning Standard. It is fair to say that providing children’s life safety is not restricted to regulations and social control by various services and state authorities. Not only does the social safety category cover the outer social environment, but it is also related to the children’s abilities and aptitudes, which have to be developed beginning from the preschool age. The authors believe that the problem of formation of the safe behavior culture and safety competency is conditioned by ignoring the principles of functional approach by the modern socialization institutions. One of productive ways of overcoming this contradictory problem lies in considering the importance of game formats and their development in modern educational practices. The article is devoted to the role of game forms in the safe behavior culture formation for the preschoolers. The role of game forms is justified by the game being the main age-specific knowledge forming activity for the preschoolers. The article analyses the experience of using game forms in safe behavior culture formation in the Russian Federation, Germany and Anglo-Saxon countries (Great Britain and the USA).