La práctica de normas de autocuidado en la prevención de accidentes en espacios recreativos fuera del aula en niños de 4 a 5 años

Abstract

Accident prevention in play environments outside the classroom is a critical issue in early childhood education. The objective was to examine the practice of self-care rules for accident prevention in play environments outside the classroom among children between 4 and 5 years old. The research approach is qualitative and descriptive, based on direct observation of children in recreational spaces and semi-structured interviews with teachers. A purposive sample of four teachers who interact with children in these contexts was used. Analysis of the collected data revealed that most children are unaware of self-care rules and, when they do know them, they struggle to apply them consistently during their recreational activities. However, teachers have implemented some strategies to teach children about common risks, although the safety rules have not yet been fully internalized by them. Furthermore, it was found that the educational environment, although adequate in some cases, still lacks a systematic structure of selfcare rules accessible to the youngest children. In conclusion, critical areas were identified, such as the need to improve the visibility and accessibility of safety regulations in play environments. The importance of involving parents and the school community in the implementation of these regulations was also highlighted.