IMPLEMENTATION OF FIRST AID TRAINING IN PROFESSIONAL DEVELOPMENT PROGRAMS FOR PRESCHOOL TEACHERS

Abstract

The article substantiates the necessity of implementing first aid training into professional development programs for preschool teachers in preschool education institutions. The relevance of the study is determined by contemporary challenges related to the creation, maintenance, and development of a healthy and safe educational environment, the legally defined responsibility of educators for the life and health of children, and the risks of emergency conditions among children both in peacetime and under martial law, as well as during the post-war recovery of the educational system of Ukraine. The study analyzes the national regulatory and legal framework governing the provision of first aid in Ukraine within the field of preschool education. The place of first aid competence within the structure of health-preserving competence of preschool teachers is determined in accordance with the labor functions defined by the professional standard «Preschool Teacher». The results of a monitoring study on the level of preschool teachers’ capacity to provide first aid in potentially hazardous situations are presented, revealing a need for additional training. The obtained data indicate the need for a systematic improvement in the level of teachers’ preparedness, particularly in mastering response algorithms in emergency situations, developing practical skills in bleeding control and maintaining vital body functions, as well as ensuring psychological readiness to make prompt decisions in stressful situations. The research employed questionnaire surveys and expert evaluation methods, which made it possible to obtain generalized information about the actual capacity of preschool teachers to provide first aid to children, their motivation for professional development, and the educational needs of preschool educators in the Kherson region. Based on the obtained results, the feasibility of integrating educational modules, training sessions, and simulation-based learning into professional development programs for preschool teachers in preschool education institutions is substantiated.