Early childhood education is an incredibly responsible activity for the caregiver, whose priority should be safety. Because of a child’s young age, inexperience, inability to understand the consequences, and causes, there is a risk of regular trauma in the classroom. These can include bruises from falls, injuries, and scratches from fights or collisions, along with traumas that a child has been exposed to during tasks. Moreover, the range of potential threats includes biological contamination with pathogens if one of the children was previously ill. Ways of transmission of such microorganisms may include unwashed hands, insufficient hygiene of the body, lack of sanitation of the premises. Taking all this into account, it is clear that in order to ensure the safe development of children, it is essential to create a protected environment, which is the professional responsibility of the educator (Marotz, 2014). Designing a protected environment is a complex of measures aimed at achieving comfort in the physical, physiological and psychological spheres of life of a preschooler. Every pupil going to classes should clearly understand that they will not be traumatized by classmates or even caregivers within the educational institution. On the other hand, parents should know that their child will be provided with high-quality support in training and education, taking into account the latest sanitary and pedagogical rules. This knowledge becomes a guarantee of the harmonious and calm development of the child. For this reason, a descriptive table is provided in this work, which indicates the categories of safety and the conditions for achieving them used in my future professional practice.
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