Fire propaganda in the media. Methodological development "fire-fighting propaganda during extracurricular hours". Prospects for the development of fire prevention propaganda

Fundamentals of fire propaganda

Introduction 5

General Propaganda Issues 6

Goals and objectives of fire prevention propaganda 9

Organization of fire prevention propaganda system 16

Forms and means of fire prevention propaganda 17

On the effectiveness of propaganda 25

Prospects for the development of fire prevention propaganda 30

Conclusion 31

Literature 32

Introduction

The fast-flowing time is inexorably changing the face of our planet, making radical changes in all spheres of human activity, leaving an imprint on social relations and human consciousness. The comprehensive complication of the environment, the avalanche increase in the volume of information, the development and improvement of technical means of mass communication lead to the fact that modern man more and more knows the world around him not so much with his own eyes, but with the help of television and cinema, books and magazines, newspapers, radio , internet, advertising.

Mass media, covering more and more radio stations, television centers, and daily newspapers worldwide with a single circulation exceeding billions of copies. In this regard, the media, agitation, advertising, propaganda services actively invaded the field of psychology, trying to find such depths in a person, the discovery of which would stimulate the development of the individual, change the behavior of certain groups of people in the right direction. Following in the same vein are the so-called “public relation” services (public relations) of various departments and organizations, pursuing the goal of creating a certain public opinion around a particular problem, event, profession, etc.. / This also applies to services, professional and sectoral propaganda, which are faced with the task of bringing certain requirements, knowledge to the consciousness of people.

Any propaganda, including fire prevention, is an ideological activity, subject to general requirements and laws, using the same forms and methods, based on the same technical means of mass communication. And the ultimate goal of any propaganda is to enlighten, convince, educate. The difference is only in the direction of this process to solve a particular problem. Thus, the main task of agitation and propaganda work

of the fire protection authorities consisted and consists in making it extremely clear to almost every person that the scientific and technological revolution, among many important problems, has sharply posed the problem of fires and the flammability of the habitat before mankind. Therefore, it is vital to constantly explain the content and essence of the norms and rules of fire safety, to sharply increase the personal responsibility of people.

The purpose of the work is to study the organization of the system of training in the rules of fire safety for military personnel, the calculation of the economic efficiency of fire propaganda in military units.

Tasks that need to be solved to achieve the goal:

Give the basic principles and concepts of fire propaganda.

To reveal the essence of fire prevention propaganda.

Investigate the method of analysis of fire prevention propaganda.

Suggest actions to increase usage
fire propaganda.

The object of study of this work is the use of advertising in fire prevention propaganda with the aim of its effectiveness.

The first chapter deals with general issues of propaganda.

The main objective of the thesis is to organize a system for teaching the rules of fire safety for military personnel in the system of ensuring the security of military service with the development of recommendations for improving the effectiveness of fire propaganda in military units

General Propaganda Issues

Agitation(from the Latin word agiatatio - bringing into
movement) is an oral and printed activity aimed at
influence on the consciousness and mood of the broad masses of people to attract them to active participation in solving important socio-political and national economic problems. Its distinctive feature is the short duration of the interval between the call and the action, which, in particular, is one of the main indicators
(criteria) for the effectiveness of agitation (i.e., the shorter this time interval, the higher the effectiveness, and vice versa). Another main (more precisely, the main) criterion is, of course, the mass response to the call. Agitation means: talks, rallies, mass media, posters, cartoons, etc.

Both propaganda and agitation must necessarily be informational, although not to the same extent. The saturation of agitation and propaganda with information correlates as one to two (and according to some data, one to three), as for the information itself, it is only one of the means used in this work. The main difference (with apparent similarity) between agitation and propaganda lies in the predominance of the emotional element in agitation and the widespread use of mass campaigns. In addition, agitation can be interrupted, while propaganda must be carried on constantly - even a short break reduces its effectiveness.

awn. Campaigning is practically ineffective without preliminary (or parallel) propaganda work, which creates the ground for campaigning activities.

Finally, propaganda(from the Latin propaganda - to be distributed or propaganda - to distribute) is the dissemination and in-depth explanation of any ideas, knowledge, the systematic use of any form of influence with a specific purpose on the mind, feelings and behavior of people.

Information(from the Latin informatio - presentation, explanation) is a message, information, awareness of some event, fact, activity, etc. One of the definitions of information says that “information is a designation of the content we received from the outside world in the process of our adaptation to it and the adaptation of our senses to it. In the general flow of mass information, there are: cognitive information (i.e., information designed to perform the functions of informing), value (associated with the performance of the function of education), instructive (associated with the performance of the function of organizing behavior), tonic (associated with the performance; functions of removing voltage) and communicative (providing the implementation of the information transfer function). Information is also subdivided: by nature - into primary and secondary, by the method of reproduction - into written (printed), oral (phonetic), figurative (visual), by content - into redundant, complete, incomplete and collapsed, reliable and false) (disinformation), overview, current, thematic (Fig. 1).

In any case, information is always factographic, that is, it is a statement of fact, where the fact acts as a discrete part of the whole flow of information. The fact itself says nothing, more precisely, says little about anything, since it is always only an element of a complex conceptual system.

Fire propaganda- this is a purposeful informing of the society about the problems and ways of ensuring fire safety, carried out through the media, through the publication and distribution of special literature and promotional products, the organization of thematic exhibitions, reviews, conferences and the use of other forms of informing the population not prohibited by the legislation of the Russian Federation.

INFORMATION

COGNITIVE

(designed to fulfill

informing functions)

VALUE

(associated with the performance of educational functions)

TONING

(associated with stress relief functions)

INSTRUCTIONAL

(associated with the performance of the functions of the organization)

COMMUNICATIVE

(related to the implementation

communication functions)

Rice. 1. Information classification scheme

Goals and objectives of fire propaganda

Fire propaganda is one of the main directions in the work of the prevention service of the state fire supervision bodies and is built taking into account modern means and methods of influencing various segments and groups of the population.

If it is possible to carry out the prevention of fires associated with the negligence or carelessness of individuals, then the prevention of fires occurring as a result of people's ignorance of the danger depends entirely on

from the state of fire prevention propaganda.

The following tasks are set for fire prevention propaganda: prevention of fires from the most common and specific (characteristic) causes; instilling in people a sense of responsibility for

preservation of human life; property and personal property

fire; training and familiarization of employees of enterprises, institutions, organizations, the public, schoolchildren, university students with fire safety rules; developing their skills of correct actions in case of fires; developing their skills in working with primary fire extinguishing means; education of a competent attitude to the surrounding elements of fire danger, hidden in technological processes, devices and units, substances and products that form the basis of production and life; popularization of the activities of the fire brigade, increasing the authority of the fire brigade, creating a positive public opinion around it; highlighting best practices and scientific and technological achievements in the field of fire prevention and extinguishing.

The strategic goal of fire propaganda follows from the tasks - to reduce the number of fires, and, consequently, the number of victims and the amount of material damage from them. Some experts believe that it is in educating a person with the help of various forms of propaganda of a peculiar sense of "fire responsibility" - education, which should begin from childhood and continue throughout life, that a considerable reserve for increasing the level of fire safety as a whole is hidden.

An analysis of the tasks assigned to fire prevention propaganda, as well as a number of areas of general ideological propaganda corresponding to these tasks, allows us to conclude that more tactfully With goals at the moment should be: introducing into the minds of people an understanding of the existence of the problem of fires (namely, problems, not individual cases); clarification of each of the aspects of this problem (using general and local examples); educating the population of a sense of danger and responsibility; changing the traditional attitude towards firefighters and volunteers in the direction of maximum positivity and prestige; increasing the priority of fire safety requirements in comparison with others (economic, temporary, etc.); laying from childhood (and maintaining throughout life) moral principles and social stereotypes of attitudes towards a fire; systematic erasure (and, if possible, breaking) of established negative patterns and subjective (false) belief that there are few fires, that they are rare, random and spontaneous.

However, the matter cannot be limited to setting goals, because it is necessary to plan the forms and means of achieving them, and proper planning is impossible without the optimal distribution of efforts and resources. To draw up a work plan to achieve a particular goal, taking into account the balance of efforts, you can use a fairly proven and proven scientific technique, known as building a “goal tree”. Its essence lies in the fact that after determining a number of goals (in this case, tactical), each goal (it is assigned a zero rank) is divided into sub-goals (or goals of the first rank), which, in turn, are divided into "goals of the second, third, etc. The result is a system of goals with a certain ranking, which looks like a branched tree on the diagram (Fig. 2) with the goal vector directed in the direction of the falling Newton's apple.

Take, for example, one of our tactical goals: “educating the population of a sense of danger and responsibility” (zero rank). The goals of the first rank are education (training) at work, in the family, at the place of residence (in an urban or rural environment); the second rank - directions for achieving goals, for solving the problem. For example, in production it can be the improvement of the training system, the improvement of briefings, in the family - the search for some forms of personal interest in observing fire safety rules and stimulating this interest, etc. The goals of the third rank are the forms of implementation of the chosen areas with temporary tolerances; fourth rank - the means of achieving goals.

Rice. 2. Scheme for constructing the "System of goals" ("tree of goals")

Building a "tree of goals" is not an easy job and it is necessary to involve all participants in propaganda activities (journalists, media managers, etc.). At the same time, as a rule, extraordinary, fresh solutions are found. The "tree of goals" is also useful in that it allows a relatively even distribution of available funds and forces through alternative, but reasonable decisions. At the same time, it makes it possible to deliberately redistribute goals, efforts, and priorities depending on the really changing situation and conditions.

The achievement of each of the goals should be divided into stages, steps, campaigns, activities, etc., in other words, a kind of network schedule should be drawn up, each link of which must be accompanied by reasonable criteria for evaluating effectiveness. Naturally, all fire propaganda agencies and interested organizations should be organically involved in this work.

Over its long history, advertising has qualitatively evolved. She went from informing to exhortation, from exhortation to the development of a conditioned reflex, from the development of a conditioned reflex to subconscious suggestion, from subconscious suggestion to the projection of a symbolic image.

Advertising consistently achieved first a conscious, deliberate perception of the advertising image by the buyer, then automatic purchase. Now advertising from the buyer requires consent, albeit unconscious, but nevertheless real.

To draw attention;

Present benefits (services);

Provide opportunities for additional learning;

form a certain level of knowledge;

create a favorable image (image)

form the needs for this service;

form a positive attitude;

stimulate services;

form an image of reliability;

Demonstration of skill.

identification;

promotion of services or ideas;

informing;

opinion formation.

To fulfill its main purpose, advertising seeks to find a way to attract attention, ultimately to induce.

FROMpoint of view of the main goals and objectivesadvertising may followtypes:

a wide range of functions, then it is very difficult to classify it. As a result, it was possible to divide advertising into eight main categories. The differences inherent in each of the categories make it possible, in turn, to form the following classification scheme on their basis (Fig. 3).

Organization of a fire prevention propaganda system

The system of fire prevention propaganda should not be imagined as something organizationally ordered, normatively fixed and hierarchically connected. In this case, this is one of the social structures, the components of which, no matter how different they are, act within this structure in order to implement a certain idea. In this sense, the system of fire prevention propaganda exists and operates, however, in order to increase its effectiveness, not only a clear understanding of all its components is required, but also the ability to use each of them individually and in various combinations with maximum efficiency. This is all the more important because the real-life components of the overall system have in some cases accumulated sufficient experience that can be synthesized and successfully applied in practice. At the same time, of course, one should not lose sight of the fact that the interaction of the components of any structure always acquires a complex, non-linear character. Here, as a rule, there is no unambiguous causal relationship, from which it follows that the overall effectiveness of the propaganda impact cannot be sought in quantitative terms, just as one cannot expect a pure and direct effect from a particular propaganda campaign or action.

The organizational and functional diagram of the fire protection propaganda bodies (Fig. 4) is, although the most important, but only one of the components of the entire system. Independent components of the system are also means of propaganda, forms and methods of its conduct, etc.

Press Service of the Ministry of Emergency Situations of the Russian Federation

Department of Public Relations and Propaganda

State fire supervision

Editorial board of the magazine "Fire business"

Rice. 4. General structure of fire propaganda organs

press groups,

creative

Fire-technical exhibitions, museums

One of the most formed links of this structure should be recognized as a network of fire-technical exhibitions, which is steadily growing and will cover the whole country in the near future. Another link can be considered the press groups and creative assets created under many UPO-OPOs, and, finally, the third - the subdivisions of the organizational work of voluntary firefighters' societies. Close to this structure is the editorial office of the Pozharnoe delo magazine with its network of peripheral correspondent points. This is, so to speak, the backbone, the basis on which, mainly, lies the responsibility for organizing and conducting fire prevention propaganda in the country.

Forms and means of fire propaganda

The art of propaganda consists in accurately and vividly highlighting the factual material, revealing on its basis the main features of the problem, forcing each person to become an interested participant in the search for ways out of the situation.

Fire propaganda, by virtue of the very essence of the problem to which it is devoted, the problem of an extremely acute, universal and at the same time very private, concerning each person, must use all forms of propaganda influence, penetrate into all means of mass communication, into all spheres where one way or another is the upbringing of man. The tension in the field of fire propaganda must never abate. One form of influence can (and should) replace another, the range of influence can vary widely: from pure information content to pure emotionality. If we keep in mind that the main function of propaganda is the formation of public opinion and the impact through it on the consciousness of the masses and social practice, then any form of propaganda should influence those rational and emotional elements that are part of the structure of public opinion and mass consciousness.

Fire prevention propaganda is carried out in the following areas: mass media (press, radio, television, cinema); through fire-technical exhibitions; using cinema, dia- and tape films; through artistic works of literature, art, music; visual and visual means; conversations, seminars (including group and individual training of the population in fire safety rules). A special direction is the wide dissemination of fire-technical knowledge and training of people at work, in other words, scientific and technical propaganda.

Any form of propaganda must be mobile, dynamic, it requires taking into account changes in tastes, styles, habits, customs, age characteristics, professional orientation, educational level, etc. In addition, it must be sufficiently differentiated, since what is interesting to the student , may seem boring, or even simply banal for a worker, scientist or collective farmer. At the same time, the impact on adults does not at all exclude the use of various forms of fire prevention propaganda designed for children's susceptibility. However, the specific methods of propaganda among toddlers must be additionally carefully thought out in such a way that they do not arouse children's interest in dangerous games with fire.

Active and passive propaganda

Active propaganda always sets a goal and is able, one way or another, to influence the course of events through the impact on the object of propaganda. As for passive propaganda, it is always only a reaction to what has happened and is happening. In this regard, passive propaganda, as a rule, reflects and supports ideas and views that have already received wide recognition, while active propaganda deals with those ideas and views that only in the process of discussion and over time will become (or can become) majority opinion.

An analysis of fire prevention propaganda, unfortunately, allows us to conclude that its passive part significantly predominates over its active part. This can be seen from the fact that, as a rule, materials on fire-fighting topics reflect events that have already occurred and, in a more or less vivid form, talk about individual cases of fires, their causes and consequences, and about the combat work of firefighters. Many of them are not connected either with each other or with the next speeches of the leaders of the fire department, do not carry proactive information and generally create an even, “faded” background that has little emotional effect on the audience, does not change the prevailing false stereotypes and foundations.

Fire propaganda tools include the following forms:

1. Mass media:

Printing (newspapers, magazines, etc.);

Broadcasting;

TV.

2. Means of film propaganda:

Art films;

Educational films;

Cartoons.

3. Means of scientific and technical propaganda:

Special literature;

Magazines;

Instructive and information material.

4. Means of lecture propaganda:

Reports;

5. Means of visual propaganda:

Posters;

Showcase equipment;

Commemorative items;

Postcards;

Booklets;

Badges, toys, etc.

6. Fire fighting equipment Exhibitions:

Models of buildings, cars;

Mosaic;

Chasing;

stained glass;

Sculptures;

Exhibition of samples of fire equipment.

7. Means of artistic propaganda:

Art books;

Collections of poems.

8. Creative contests:

Competitions on fire topics.

9. Means of mass events:

Creative meetings;

Creative evenings;

Opinion poll;

Fire safety days;

Meetings of firefighters with the population.

Mass media

The growing importance of the mass media or, as they are also called, mass media, not only as an informational phenomenon, but also as a factor that has a huge impact on socio-cultural processes in general, on the dynamics and directions of their development, on special ways the inclusion of a person in the system of social ties and relationships is the most important feature of social life.

Broadcasting

It is hardly necessary to speak about the importance of radio broadcasting as a powerful means of mass communication - its popularity, versatility and effectiveness are too obvious. Every year this channel is increasingly used for fire prevention propaganda. On the radio, our topics are heard more or less regularly in the program on the waves of radio stations "Mayak" and "Youth", in literary-dramatic and children's editions. The speeches of the leaders of the fire department received a positive assessment, certain successes were achieved in the targeted formation of programs, concerts at the request of the fire department became a tradition. The radio broadcasts systematically cover issues related to the prevention of fires at enterprises and in residential buildings, fire hazardous seasons, tell about the difficult and heroic work of the fire department, about fire volunteering

level and in different forms to certain segments of the population, taking into account emotional richness, in accordance with certain settings

Film propaganda

Cinema, which is a mass and effective type of contemporary art, occupies a special and extremely important place in the system of ideological, social, scientific and technical propaganda. It is cinema, as a sensitive barometer of society, that can express in a concentrated form the most essential, conspicuous and hidden features of any (including fire) problem that worries a person.

The production and screening of films is one of the most important areas of fire prevention propaganda.

Scientific and technical propaganda

A significant role in creating a positive public atmosphere around the problem of fire safety is played by scientific and technical propaganda, including the publication of special literature, magazines, instructional and information materials. This area of work is organically included in the general system of fire prevention propaganda and is one of the serious and important links in preventive work.

Lecture propaganda

Oral fire propaganda and agitation c. the form of lectures, reports, conversations is a traditional, proven and effective form of explanatory and educational work among the population both in labor collectives and at the place of residence. This work, according to the existing situation, should be carried out by each employee of the state fire supervision using local materials, taking into account a differentiated approach to various groups of the population. Lecturers from local organizations of the society, voluntary fire fighting societies, and authoritative specialists in the sectors of the national economy should be involved as actively as possible in the conduct of lecture propaganda. When conducting lectures and conversations, it is necessary to use examples of active work to prevent and extinguish fires, save people and property, citing specific facts of fires, revealing their causes and not keeping silent about the consequences.

Visual propaganda

Visual and visual fire-fighting propaganda is carried out by publishing and distributing posters, leaflets, postcards, booklets, equipping showcases, stands, satire windows, electronic, electric and gas lighting installations, issuing photosatirical and propaganda newspapers, as well as by issuing toys, badges, pas - mint products, the use of fire topics on consumer goods, on packaging, etc. Taking to the streets of cities and towns, constantly being in sight, visual propaganda has ample opportunities to influence people in the sense of their education. Visual materials can be (albeit somewhat conditionally) divided according to their type into stationary (illuminated newspapers and advertisements, mosaic and stained glass panels, sculpture) and mobile (printed products, toys, etc.), and by purpose - on instructive, agitation and propaganda. The means of monumental propaganda, as if combining the past and the present, carry a charge of great emotional power and propaganda impact, serve to educate the continuity of generations, respect for the heroic past. Monuments and memorials have been erected in different parts of our country, embodying the courage and heroism of firefighters and volunteers. In many places, youthful fire brigades patronize the monuments, and ceremonial events are held near them. Touching the exploits of the elders, the youth goes through a school of high moral education, tempers

Fire and technical exhibitions

In 1892 The first fire exhibition organized by the Russian Volunteer Fire Society opened in St. Petersburg. By this time exhibitions had a long history; and to some extent established traditions. The first exhibitions were organized at the end of the 16th century.

Artistic propaganda

Artistic creativity has the ability not only to embody, by its own means, the characteristic, remarkable in life, but also to have an emotional impact. In fire prevention propaganda, the artistic direction, with its pronounced expressive and emotional richness, began to develop. The importance of this direction is difficult to overestimate. As already noted, human behavior is most often formed not only by fresh information, but also by the entire stock of previously accumulated experience and knowledge. In the brain there is a certain balance between positive and negative emotions, but for the normal state of the body it is very important that positive emotions prevail. From this point of view, art is vital because it can increase the amount of positive emotions. Moreover, art itself often serves as a means of creating positive emotions.

In this regard, we can cite such a historical fact that at one time the fireman of Moscow, at every major fire, specially sent a messenger for the writer V. Gilyarovsky, who was known at that time as the “king of reportage”, so that he could give quick and objective information in newspapers. It is not out of place to do today. It is completely harmless to personally get acquainted with the picture of the fire, to see the combat work of firefighters, to talk on fresh tracks with the victims and writers, poets, artists, composers. It is safe to say that after this the music will be more dynamic, and the verses more reliable, and the pictures brighter.

Creative contests

Carrying out creative competitions of works of various genres on fire-fighting topics is not so new and quite experienced. The first such competition was organized as early as the beginning of the century by the Russian DPO, which subsequently turned to this form of work with success more than once.

Public events

Mass events of the fire brigade are another form of propaganda work and, it should be noted, the form is interesting and important. They are especially useful in that they make it possible to directly feel the public atmosphere, actively use various means of direct influence on the audience, and conduct a kind of express analysis of the level of public opinion. Mass events include “Fire Safety Days”, meetings of the fire brigade with the population on the basis of parks of culture and recreation, meetings of fire brigade workers with teams of enterprises and organizations, creative evenings of cultural masters in fire garrisons, theme evenings for the party and economic assets of large industrial associations and entire urban areas, press conferences of the fire department, meetings of young people with veterans, readers' conferences, etc.

wok in relation to the fire problem. This creates an atmosphere of general calmness and often simply harms the cause of fire safety in general, since in such a situation even fair and justified appeals and demands do not meet with a response in the soul of people and remain "a voice crying in the wilderness." It would hardly be worth attaching serious importance to this if it were not for the rather large and, alas, quite material losses from fires.

On the effectiveness of propaganda

The effectiveness of propaganda is not just a result and not every result, but only one that coincides with the intention of the subject of propaganda, indicates the achievement of the goals that were set for propaganda information in the process of its creation and distribution. The results of propaganda activity are manifested in a change in consciousness, way of thinking, and behavior of both more or less large social groups and individuals. It should be noted that an external stimulus, and in this situation it is propaganda in one form or another, does not automatically cause changes in human behavior, it can only activate a certain need, and already it causes appropriate actions. Between the stimulus and the response there are many mediated connections, complex transitions, as a result of which, for example, the same stimulus can sometimes cause different reactions in different people. At these intermediate stages, an important place is occupied by attitudes and stereotypes that have developed in the mind of a person.

Understanding the essence of the effectiveness of propaganda necessarily involves the correct interpretation of its criteria or distinctive features, by which one can judge the results of raising the level of knowledge and education of people. Reflecting the achievements of propaganda, its criteria are characterized by many quantitative and qualitative properties. All criteria for the effectiveness of propaganda are important in their own way. None of them can be absolutized, contrasted with another or underestimated, since both the spiritual and practical results of propaganda are inextricably linked.

At present, on the basis of numerous studies, a number of criteria for the effectiveness of propaganda have been created. And although they have an empirical rather than a theoretical basis, they can also be successfully used in practice. These criteria are divided into general and specific. The difference between them is quite relative and is carried out mainly to formalize the methodology for their application in practice.

The group of general criteria includes the criteria of knowledge, belief, action. The criterion of knowledge, which is perhaps the simplest, determines the degree (level) of awareness, awareness of people about certain factors of objective reality. At the same time, the genuine title of facts is assessed by how much a person is able to connect the one with the general, that is, to correctly interpret the facts. Despite the apparent simplicity, the criterion of knowledge has a fairly branched structure, which includes, in particular, the following aspects: epistemological (knowledge of facts, concepts, categories, etc.), content (technical and economic knowledge, ideas, theories, etc.) ), knowledge of principles (truthfulness, connection with life, specifically historical approach, etc.), systemic nature of acquired knowledge.

The criterion of belief is considered extremely complex due to the fact that the concept of belief includes all the richness of spiritual forces, thoughts and feelings, mind and will of the individual. Beliefs control all psychological phenomena that characterize the direction of human consciousness: inclinations, desires, interests, aspirations, orientation settings. They are an organic unity of the results of rational cognition of objective reality and an emotionally evaluative attitude towards it. The criterion of persuasion can be characterized by several indicators: by content (nature, variety and depth of acquired knowledge, assimilated ideas); according to a personal assessment of the acquired knowledge and the phenomena themselves, the reflection of which they are; according to the degree of confidence in the correctness of the perception of ideas, views; according to the consistency of views with the actual behavior of a person; according to his readiness for actions corresponding to the acquired knowledge.

Finally, the criterion of action - the synthesizing criterion of efficiency - determines changes in labor and social activity, in the nature of behavior, in human morality. When determining the effectiveness of fire prevention propaganda, this criterion is especially important, because it is the actions and behavioral norms of people that have a decisive influence on the level of fire safety.

The group of specific efficiency criteria includes the criteria of psychological, cognitive and behavioral impact. The criterion of psychological impact evaluates the change in the state and mood of the object of propaganda (the audience) in the required direction, the change in attitudes (motives), the development of cognitive interest. The criterion of cognitive influence is revealed through transitions from ignorance to knowledge, from incomplete knowledge to more complete and accurate, from a lesser degree of generality to a greater one. The behavioral criterion serves as a logical continuation of the two previous ones and is determined by the correspondence of people's actions to the nature of the knowledge they received from the propaganda.

It should be noted that each criterion is divided into indicators that reflect certain aspects of efficiency. The overall efficiency in this case appears as the sum of the terms of this or; another criterion revealing its content. And the more complete the division of each criterion into the corresponding indicators, the more opportunities there are for an objective assessment of the results of propaganda. To a certain extent, the choice of indicators for various criteria can be helped by the fact that overall effectiveness can be considered as the sum of individual effects (effect is a broader concept that implies any, any result of advocacy), which can confirm (or deny) overall effectiveness. There are several groups of such effects, including:

cognitive effects

Increment (reproduction) of knowledge in conscious and unconscious forms.

An impulse to active reflection, i.e., a certain work with the information received: its comprehension, setting it in connection with existing knowledge.

The impulse to consume new information, acquire new knowledge, i.e., the emergence, maintenance, and strengthening of cognitive interest.

The impulse to create new information (at various levels of communication).

The direct use of the information received in the process of creating new information, i.e. its inclusion in one form or another in the text being created, etc.

Value Effects

The emergence (generation) of a new position, opinion, interest, view, attitude, etc.

Strengthening an existing position, generating beliefs, strong opinions, stable relationships, etc.

8. Weakening of the existing position (attitude) or its complete replacement with another position, revision of the point of view, change of opinion, attitude, etc.

9. Impulse for actions related to the expression of attitude
to certain positions, support, denial, etc.

10. Broad practical actions, speech, activity
management, which is in a certain content ratio,
compliance (non-compliance) with the positions expressed in the information.

Organizational effects

An impulse to action, caused by the consumption of information, but not directly indicated in the content of the latter.

Actions in line with (or in conflict with) the recommendations contained in the information, such as a measure to take into account the spread of good practices, etc.

The use of information to provide results that are non-informational in nature, for example, references to the content of information, as a precedent in achieving certain goals.

Communication effects

Distribution, relaying and discussion of received information in the process of interpersonal communication.

Direct reaction to information within the framework of feedback from the source of information.

The above data on the effectiveness criteria and individual effects of propaganda can (and should) form the basis of a unified methodology for determining the overall effectiveness of fire prevention propaganda. The first steps towards the creation of such a methodology are already being taken, but this is a very difficult task and one cannot expect quick results. This does not mean at all that even now, using the available material, it is impossible to conduct an approximate assessment of the effectiveness of our work, using sufficiently proven sociological methods and techniques, including questionnaires, selective surveys, content - analyzes of thematic focus. , individual forms of propaganda (for example, the local press, radio, lectures, etc.), interviews with senior officials and authoritative personalities to evaluate our propaganda, etc. The concept of the overall effectiveness of propaganda impact reflects the diversity of the quality of the state of consciousness and the actions of a person (or groups of people) who are developing under the influence of propaganda in its various forms. In this regard, the effectiveness of propaganda can only be spoken of in the sense of a change in the way of thinking and feeling, the nature of social actions and people's behavior.

However, it should be taken into account that all the changes that are actually found in the spheres of mass consciousness and mass behavior are almost always distinguished by a complex, “multilayered” structure, they represent the most diverse combinations of “simple” effects.

The study and constant analysis of individual effects, their evaluation by general and specific criteria and the determination on this basis of the overall effectiveness of individual forms and methods, as well as of all fire propaganda as a whole, are absolutely necessary. They will allow you to respond flexibly to unaccounted moments that appear in the process of work, as well as to changes in public opinion (negative or positive), will make it possible to realistically assess the effectiveness, quality and direction of certain propaganda activities and focus your efforts on weaker areas. . The time intervals for determining the effectiveness as a whole should not exceed a year, and for individual forms they may be less (depending on activity).

Prospects for the development of fire prevention propaganda

One of these phenomena remains the problem of fires on earth - an economic and environmental, social and humanitarian problem. Analysis and calculations show that the solution of this problem by purely technical means is unrealistic, primarily for economic reasons, and therefore, despite the fact that the technique of suppressing and preventing fires will be constantly improved, the most important role in the sharp reduction of fires will be play fire-fighting propaganda.

Today, fire prevention propaganda in our country already has a solid experience and a number of achievements that make it possible to predict with confidence in the foreseeable future a qualitative leap in its impact on the general population. Supplemented with a well-thought-out system for educating the younger generation, such an impact will lay the foundation for the formation in each person of the necessary sense of fire danger and moral guidelines for the careful handling of fire.

In its practical activities, fire propaganda will continue to improve traditional forms using all possible means and channels, constantly search for new forms, hone organizational structures and professional skills, expand and strengthen ties with the creative community.

The most important condition for improving fire prevention propaganda in the coming years should be the development of criteria and methods for analyzing both individual types and forms of propaganda, and its entire flow, with the final effect of reducing the number of fires and victims from them. This task is extremely difficult, but also extremely important, because only its solution will make it possible to flexibly use various forms of fire prevention propaganda and respond sensitively to certain changes in public consciousness and behavior.

In the future, fire prevention propaganda should become a leading factor in a specific fire danger, bringing up precautions for it even before it actually appears. This is explained by the fact that scientific and technological progress will constantly give rise to new types of fire danger, and the task of fire propaganda is to be able to foresee this in its activities.

Conclusion

Improving fire prevention propaganda, improving the education of the population in the basics of fire knowledge, we thereby set in motion the most important reserve for reducing the number of fires in our country and the damage they cause. This constant, painstaking and hard work pays off handsomely.

The fundamental task for the near future is a radical change in the approach to fire prevention propaganda, a review of priorities in the direction of transferring this type of fire protection activity to one of the decisive ones. The activities of the fire protection propaganda services should be built in close contact with the mass media, with the propaganda and information services of the sectors of the national economy, with the active and widespread involvement of creative workers in various fields.

The main emphasis should be placed on raising the quality level of propaganda materials, perhaps at the expense of some reduction in quantitative indicators. The actual task remains to achieve a qualitative leap in this area of activity, which will provide the possibility of forming public opinion in the direction we need.

In organizational terms, fire-technical exhibitions, press groups, departments (groups) of propaganda in the fire departments and organizational mass departments of the councils of the DPO should fit into a coherent system that ensures the penetration of fire propaganda to all socio-social levels of the population, taking into account the needs of each level and each age group.

Literature

Barykin K.K. I am writing, typing, dictating. - M.: Politizdat, 2005.

Rich E. M. Feelings and things. - M.: Politizdat, 2005.

Vartanyan E. A. Journey into the word. - M.: Sov. Russia, 2006.

Viner N. Cybernetics and society. Per. from English. M.: In. lit., 1998.

Vigee R. 30 tips for fire safety. Translated from French - Moscow: Stroyizdat, 2002.

Vlasov Yu. M. Propaganda behind the facade of news. - M.: Publishing House of Moscow State University, 2006.

Zdorovega V. I. The word is also the deed. - M.: Thought, 1999.

Zis A. Ya. Types of art. - M.: Knowledge, 1999.

Kasymov B.E. Organization of fire protection management. -» M.: Stroyizdat, 2002.

Kashlev Yu. B. Mass information and international relations. - M .: publishing house “Int. relations", 2001.

Kotarbinsky Tadeusz. Treatise on good work. Per. from Polish. - M.: Economics, 2005.

Marshak M. I. Club scenario. - M.: Profizdat, 2005.

Mass information in the Soviet industrial city./Under the total. ed. B. A. Grushina and L. A. Onikova. - M.: Politizdat, 2000.

The role of the media and propaganda in moral education. - M.: Thought, 1999.

Savelyev P. S. et al. Organization of fire and preventive work. - M., Stroyizdat, 1996.

Mass media and society. - UNESCO Courier, 1997.

Tishunin V. N. Education with a word. - L .: Lenizdat, 1999.

Ugenova VV Creative horizons of journalism. - M.: Thought, 1996.

Fundamentals of fire prevention. Causes of a fire Abstract >> Life safety

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Basics public relations
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Construction dictionary
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Administrative law. Dictionary-reference
- a fireproof structure that prevents the spread of fire from one part of the building to another - a fire barrier
Construction dictionary
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Geological Encyclopedia
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- - spec. mountain area. workings, fixed with structures made of non-combustible materials ...
Geological Encyclopedia
- - operates in the system of the Ministry of Coal Industry of the CCCP to monitor and control the correctness and timeliness of the organization ...
Geological Encyclopedia
- fire extinguishing system designed to cool burning surfaces with a compact or crushing jet of water ejected from a fire nozzle ...
Marine vocabulary
- "... is an integral part of the forces for ensuring the security of the individual, society and the state and coordinates the activities of other types of fire protection ...
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MUNICIPAL BUDGET GENERAL EDUCATIONAL INSTITUTION "SEVERAGE EDUCATIONAL SCHOOL №18" OF THE CITY OF KALUGA

Methodical development

Firefighting propaganda outside school hours.

Executor:

teacher-organizer of life safety

MBOU "Secondary School No. 18", Kaluga

Illarionova L.K.

Kaluga - 2018

INTRODUCTION

In modern society, there is a constant increase in the number and extent of the negative consequences of emergency situations. One of the most common and dangerous phenomena is a fire.

The fire problem is real. Anthropogenic activity annually leads to the emergence of more than 250 thousand fires, which kill more than 18 thousand people, including more than 700 children. It is estimated that in a thousand fires a hundred break out due to the fault of children who become victims of their ignorance and frivolity.

Caring for the safety of children's lives is the most important task of the school, family and state. Naturally, in instilling careful handling of fire in children, a significant role is played by the school and, of course, classes on the basics of life safety. Teaching children the rules of fire safety as part of the subject of life safety is definitely a necessary thing. Unfortunately, today, students in the lessons of life safety receive limited knowledge of fire safety, they learn about it only superficially.

Fire safety is one of the mandatory components of the environment in which a child grows and is brought up. It is important not only to talk about it, but also to teach children certain skills of collective life behavior, communication skills, to work out the rules of behavior in case of fire to automatism, to develop the individual abilities of schoolchildren through their inclusion in appropriate activities, for example, to realize oneself in creativity through the classes of young firefighters (hereinafter DUP).

Only specific emotionally colored activities, sports and game exercises can leave a mark in the mind of a child.

All of the above confirms the relevance of today.

The purpose of this development is the formation of a person with an active civic position, familiar with fire safety measures, possessing the skills of promoting fire-technical knowledge aimed at preventing fires and actions in case of fire.

In accordance with the goal, the following tasks were set and solved in the work:

Educational:

To instill devotion to their homeland on the heroic traditions of the bodies of the Ministry of Emergency Situations of Russia;

Raise interest in the profession of a firefighter;

Cultivate a humane attitude towards people.

Educational:

Broaden your horizons in the field of fire safety;

To form the skills and abilities of conducting fire prevention propaganda.

Developing:

To form a communicative, socially adapted personality with an active civil position;

To form the skills of organizational actions in emergency situations;

To develop the creative potential of pupils of the squad of young firefighters.

CHAPTER 1. EXTRA-CLASS EDUCATIONAL WORK

IN THE DIRECTION OF FIRE SAFETY

1.1. Opportunities for extracurricular educational work

Extra-curricular work is the organization by the teacher of various types of activities for schoolchildren during extracurricular time, providing the necessary conditions for the socialization of the child's personality. In the structure of a safe educational space, a significant place is occupied by teaching children and adolescents the rules of fire safety and actions in emergencies. The social significance of knowledge, skills and abilities in this area is obvious: the formation of a personality with the skills of fire safety behavior.

Extra-curricular educational work is a combination of various activities and has a wide range of educational impact on the child.

Let's consider these possibilities.

A variety of extracurricular activities contributes to a more versatile disclosure of the child's individual abilities, helps to achieve the goals set (participation in competitions, competitions, patronage, etc.).

Inclusion in various types of extracurricular activities enriches the child's personal experience, his knowledge of the diversity of human activity, the child acquires the necessary practical skills.

A variety of educational work contributes to the development in children of interest in this type of activity, the desire to actively participate in the life of the detachment. If a child has a stable interest in this area of activity, combined with certain practical skills that ensure his success in completing tasks, then he will be able to independently organize his own activities. This is especially true now, when children do not know how to occupy themselves in their free time.

In various forms of extracurricular work, children not only show their individual abilities, but also learn to live in a team, that is, to cooperate with each other, take care of their comrades, put themselves in the place of another person.

Moreover, each type of extracurricular activity - creative, cognitive, sports, gaming - enriches the experience of collective interaction of schoolchildren in a certain aspect, which together gives a great educational effect.

1.2. Organization of extracurricular educational work

In order for these requirements to be implemented in practice, a certain sequence of organization of extracurricular activities is necessary. It can be used for both individual and group work.

1. Studying and setting goals and objectives (selection of priority areas of activity).

The purpose of the stage is an objective assessment of pedagogical reality, which consists in determining its positive aspects (the best in a child, a team), and what needs to be adjusted, formed and selected the most important tasks:

Formation of communicative, socially significant, with an active civil position of the individual, skills of organized actions in emergency situations;

Development of creative potential and socially significant skills of pupils of the Children's and Youth Club.

The study is carried out with the help of already known skills of pedagogical research, the leading among which at this stage is observation. With the help of observation, the teacher collects information about the child and the team. An informative method is a conversation, not only with the child and the class, but also with parents, teachers working in the class.

2. Modeling the upcoming extra-curricular educational work is that the teacher creates in his imagination an image of a certain form. At the same time, goals, common tasks, and extracurricular activities should be used as guidelines.

3. The practical implementation of the model is aimed at the implementation of the planned educational tasks in the real pedagogical process.

4. The analysis of the work carried out is aimed at comparing the model with the real implementation, identifying successful and problematic moments, their causes and consequences. The element of setting the task for further educational work is very important. This stage is very important for adjusting educational tasks, content, forms and planning further extracurricular activities.

1.3. The specifics of the content of extracurricular meaningful work

The specificity of extracurricular educational work is manifested at the level of the following tasks:

1. Formation in the child of a positive "I - concept", which is characterized by three factors: a) confidence in the benevolent attitude of other people towards him; b) confidence in the successful mastery of one or another type of activity; c) a sense of self-importance.

2. Formation in children of skills of cooperation, collective interaction. For the speedy social adaptation, the child should have a positive attitude not only to himself, but also to other people. If a child, in the presence of a positive "I - concept", has the ability to negotiate with comrades, distribute responsibilities, take into account the interests and desires of other people, perform joint actions, provide the necessary assistance, positively resolve conflicts, respect the opinion of another, etc., then his adult labor activity will be successful. A completely positive "I - concept" is formed only in collective interaction.

3. Formation in children of the need for productive, socially aggravated activities through direct acquaintance with various types of activities, the formation of interest in them in accordance with the individuality of the child, the necessary skills and abilities. In other words, in extracurricular activities, the child must learn to engage in useful activities and organize them independently.

4. Formation of the moral, emotional, volitional components of the worldview of children. In extracurricular activities, children learn the moral norms of behavior through the mastery of moral concepts. The emotional sphere is formed through creative activity.

5. Development of cognitive interest. This task of extracurricular work reflects the continuity in educational and extracurricular activities, since extracurricular work is associated with educational work in the classroom and, ultimately, is aimed at improving the efficiency of the educational process. The development of cognitive interest in children as a direction of extracurricular activities, on the one hand, "works" for the educational process, and on the other hand, it enhances the educational impact on the child.

Extra-curricular educational work has a wide range of opportunities to involve the social experience of parents and other adults (for example, employees of the State Fire Service of the Ministry of Emergency Situations of Russia, employees of VDPO).

CHAPTER 2. IMPROVING FIRE PROMOTION AMONG STUDENTS

2.1. The history of the organization of teaching children fire safety measures.

Everything new is actually a well-forgotten old. It turns out that people thought about inculcating the skills of fire-fighting behavior in children both in the 19th century and at the beginning of the 20th century, and not only abroad - in England, Germany, Spain - but also in Tsarist Russia.

In July 1910, at the Fifth Congress of the members of the Imperial Russian Fire Society, held in Riga, a provision was put forward for discussion on teaching children to be firefighters and on the creation of children's fire "fun squads" established under voluntary fire societies and squads. It was assumed that such training and the creation of detachments should become an element of school work, as in the West. The year 1910 presented Russian society with an exceptional fact: a huge number of "amusing detachments" were formed, which soon united into a powerful organization, which in a year numbered more than six thousand children. Children in such detachments, with the consent of their parents, were taught by members of voluntary fire societies, rescue and self-rescue techniques, fire extinguishing, work with a ladder and a rope, installation of a fire pipe, as well as the rules for careful handling of fire and elementary first aid techniques.

At the VI International Fire Congress, which was held in May 1912 in St. Petersburg, fire chief A.G. Krivosheev, who stood at the origins of the creation of "amusing detachments", noted:

“Children's training fire brigades have the direct goal of preparing children for voluntary community firefighting activities. The practical training of children in fire-fighting should give them a concept of discipline, develop in them dexterity and strength, and make them resourceful and courageous in danger.

Then the following decisions were made:

To recognize as desirable to draw the attention of the school to issues closely related to firefighting.

Recognize as desirable the dissemination of fire prevention information among the younger generation with the participation of the school, since students, upon graduation from school, bring the relevant knowledge and skills to life.

To recognize as desirable the organization of student fire brigades at schools.

In 1912, the "amusing detachments" got stronger, and began to number an entire army.

In Soviet times - in 1926 - the Main Department of Public Utilities of the NKVD issued an instruction on the formation of "detachments of young combatants" under voluntary fire organizations. The authorities of the State Fire Supervision (GPN) were instructed to pay serious attention to this useful game of children in firefighters, to come to their aid, giving the game the proper seriousness and thereby contribute to the widespread development of fire fighting.

2.2. Organization of the Association of Young Firefighters Squads in MBOU "Secondary School No. 18", Kaluga

The movement of young firefighters either gained strength or weakened, and during perestroika they completely forgot about it.

In 2006, with the revival of volunteering, namely with the re-establishment of the public organization "All-Russian Volunteer Fire Society", work with teams of young firefighters intensified.

Under the leadership of the Center for Additional Education for Children and with the assistance of the All-Russian Volunteer Fire Society, in 2008, an association of the Children's and Youth Union was created on the basis of our school under the name "Rescuers".

The team of Young firefighters is a children's association created by the educational authorities, the fire society in educational institutions.

Teams of young firefighters carry out their activities in accordance with Article 25 of the Federal Law "On Fire Safety", Article 4.2 of the Charter of the All-Russian Voluntary Fire Society, as well as these Regulations.

The program of the fire fighting course was proposed, which includes both a theoretical part and a practical part, as well as a regulation on the organization of student fire brigades.

One of the most important tasks of the DYuP is fire propaganda among students of schools and preschool institutions.

Members of the squad of young firefighters are students who have expressed a desire to actively participate in the work of the squad.

Classes are held both in departments and with the whole group together, can be group and individual. The program is educational, modified, adapted to the conditions of the school. It is based on the experience of the head of the association and methodological recommendations.

For the program to work, it is necessary to observe consistency and purposefulness in the work, and classes must be conducted in a form accessible to the children.

It is necessary to observe an individual approach, the unity of education and training. Theoretical classes should be alternated with practical ones. It is necessary to maintain the necessary professional and athletic readiness of teams of young firefighters.

2.3. Implementation of the program for the unification of the Squad of young firefighters

Before organizing work to promote fire safety among children and adolescents, pupils of the Children's and Youth Camp should themselves broaden their horizons in the field of fire safety and, as a result, should know:

The history of the development of fire protection and volunteering, fire fighting.

Causes of fires.

Algorithm of actions in case of fire.

Primary fire extinguishers.

Fire safety measures.

Should be able to:

Comply with fire safety rules

Anticipate dangerous situations and act appropriately when they occur.

Use the inventory of units of the EMERCOM of Russia.

Broader application of acquired knowledge and skills in practice.

To learn more about the history of the development of fire protection, fire fighting, primary fire extinguishing equipment, and learn about the heroes of the fire front, our young firefighters periodically visit the Museum of the History of the Main Directorate of the Ministry of Emergency Situations of Russia in the Kaluga Region (Appendix 1).

The exposition of the museum widely presents modern means of fighting fire, everyday combat clothing of a firefighter, models of residential buildings made in accordance with fire safety rules and fire equipment, and much more. The obligatory program of each excursion includes the demonstration of video films on the subject of fire safety.

To consolidate the knowledge gained by the children, the school organizes excursions to the nearest fire station, where the children not only see the fire equipment, but also put it into action, feeling like real firefighters (Appendix 2).

An unforgettable impression on the children was made by the festive procession dedicated to the 360th anniversary of the Fire Protection of Russia (Appendix 3).

At this holiday, the children saw a variety of fire equipment, each climbed a fire crane to a great height, participated in competitions, and trained to put out a fire.

Gradually mastering the knowledge, "Dyupovtsy" in practice began to transfer them in accessible forms and methods to schoolchildren and children of preschool institutions.

Fire Safety Month, Children's Day, city and regional competitions have already become traditional for us.

At school, we prepare for these events in advance, understanding all their importance and significance. One should not forget about the main task of these events - the promotion of knowledge and the prevention of fire safety.

In the classroom, we develop an action plan, discuss it, approve it at the council, appoint responsible persons, and put the plan into action.

The work is carried out in the following areas:

1. Informational: creation of wall newspapers, stands, posters, design of leaflets on PB and their distribution in the entrances of residential buildings and in places of mass stay of people (Appendix 4).

2. Propaganda: explanatory work among the population on fire prevention, participation in fire prevention activities at school, conversations, quizzes, competitions, speeches by the propaganda team, training evacuations in case of fire, showing films on fire safety (Appendix 5).

3. Shefskoe: assistance to primary school teachers and preschool teachers.

In the sponsored kindergarten "Topolek", we are frequent guests, our arrival is always welcome (Appendix 6).

To familiarize children with fire safety rules, a wide variety of methods and techniques are used: conversations, stories, the use of an artistic word, viewing visual and illustrative material, and much more. The children are told riddles, they are introduced to proverbs, and poems are read. The kids especially like the performances of the propaganda team (tales on the topic of fire safety).

Currently, members of the team are seventh grade students who have already proven themselves from the best side. (Appendix 7).

A very effective means of fire-fighting propaganda among students is competition with elements of a fire relay (Appendix 8), where the guys show both theoretical and practical knowledge: climbing the “fire escape”, overcoming obstacles, providing first aid, putting on firefighter combat clothing, extinguishing a fire using a fire extinguisher and a fire hose, etc. Employees of the VDPO and the Ministry of Emergency Situations of Russia in the Kaluga Region help to carry out such events, they help to translate our theoretical knowledge into practical ones.

Employees of the Ministry of Emergency Situations are seriously interested in ensuring that the life of our young Kaluga residents is safe and happy.

Over the past two academic years, more than 4,300 students from schools in the city of Kaluga and the suburban area have become guests of the OBZh cabinet of the fire prevention center.

For the children, meetings are held with employees of the Main Directorate of the Ministry of Emergency Situations of Russia for the Kaluga Region and the search and rescue team of the fire and rescue service, the Kaluga Regional Department of the VDPO.

It is possible that the number of visitors among students would increase if classes were held outside of school hours.

Success in the work to ensure the fire safety of children can only be expected if the teacher himself has sufficient information about measures to prevent fires and fight them.

The teacher needs to improve the level of his knowledge, regularly take refresher courses, attend seminars and share experience with colleagues, master the practical skills of fire safety himself, and conduct systematic work in collaboration with the parents of students (Appendix 9).

Familiarization of children with the rules of PB should first of all be carried out in the family. It is the parents who should again and again explain to their children about the inadmissibility of playing with fire.

The practice of work shows that parents themselves are at odds with the rules of the PB.

Therefore, there is a need to conduct explanatory work among them.

We use a variety of forms of work with parents: holding joint leisure activities, designing visual agitation, participating in competitions of drawings, crafts, watching films at school-wide parent meetings with subsequent discussion, speaking to the parents of the propaganda team.

CONCLUSION

Based on my work, the following conclusions can be drawn:

If we want to see our pupils as inquisitive, sociable, athletic, able to navigate the environment, anticipate fire hazardous situations and act correctly in case of their occurrence, it is necessary to carry out preventive work on fire safety with children of junior, middle and senior level.

Learning PB skills is not limited to time periods - it is a long-term, systematic, purposeful impact on the child. They cannot arise after several, even very successful classes.

A significant benefit in this direction is provided by a team of young firefighters. I believe that it is necessary to create such associations in every school.

I am sure that the children will skillfully apply the acquired knowledge in life, and there will be much fewer fires set by children, which will save their health and life.

The experience of my work in extracurricular activities led to the conclusion that only in the process of joint activities of teachers, children, parents, fire service employees, it is possible to successfully solve the problems of fire propaganda among students.

Attachment 1

Visit to the museum of the history of the main department

EMERCOM of Russia in the Kaluga region