Dangers to children in today’s world: a survey of educators and parents

Abstract

Introduction. It is evident in the changing world that the dangers to human beings are increasing. The state, society and family in early ontogenesis already, need to work to counteract threats to children’s safety. This actualises identification of educators’ and parents’ perception of hazards to children. The enrichment of scientific treatment on this issue will ensure that these views are taken into account in the development of models for counteracting the sources of such dangers in preschool and primary education. The aim of the research was to identify the characteristics of educators’ and parents’ perception of hazards to children. Methodology and methods. A total of 180 educators and parents took part in the survey. Closedended questionnaires were applied, which were processed using: calculation of different answer options percentage, for which the frequency of certain answers was calculated; categorisation (distribution of quantitative indicators of danger types according to their significance for the respondents). Comparison, analysis and synthesis were used. Results. The hazard significance levels were identified as follows: level 1 (48% to 76% of responses (air pollution (76%), cancer (51%), hostilities (48), younger children drawing the parents’ attention to themselves (54%), food poisoning at school (65%)); level 2 (37% to 70% of responses (fire (70%), lifethreatening COVID-19 (49%), terrorist attacks (39%), psychological violence from younger children in the family (37%), health deterioration and impairment of learning outcomes in distance learning (60%)); level 3 (34% to 55%) (epidemic (42 negligent attitude of doctors and medical staff during medical treatment (47%), inability to use paid medical services (35%), grandparents’ pampering (34%), injuries at physical education classes (55%)). The peculiarities of the respondents’ perception of hazards to children were identified: reflection of specific diversity of hazards; their hierarchical pattern; consistency; sustainability. Conclusion. The results will make it possible to improve the process of strengthening security of preschool and primary school children and to realise due areas of work with pedagogues and parents (emotional-corrective, informational-instructional, cognitive-educational, systemic-pragmatist). Keywords: danger, security, child safety, perception of hazards, pedagogues, parents, preschool children, primary school children