A parent training program for the road safety education of preschool children†

doi:10.1016/0001-4575(81)90008-7

Accident Analysis & Prevention

Volume 13, Issue 3, September 1981, Pages 255-267

https://doi.org/10.1016/0001-4575(81)90008-7 Get rights and content

Abstract

A main goal of the research project reported in this paper was the development and the evaluation of a road safety training program for preschool children on the basis of behavioral learning theories and empirical research findings. This training program was tested in four pilot studies with 233 children and finally evaluated with 658 children, age 3–6. With this program, parents of children between the age of 2 and 7 learn how to teach their children safe pedestrian behavior. The training program is a media package which consists of a film presenting the learning objectives and the training methods and a brochure giving concrete instructions about the training process. Both the film and the brochure describe the exercises which the parents should practice with their children directly in real traffic situations.

References (48)

N. Bailey
The development of motor abilities dueing the first three years
Monogr. Soc. Res. Child Development
(1935)
A. Bandura
Principles of Behavior Modification
(1969)
A. Bandura et al.
Observational learning as a function of symbolization and incentive set
Child Development
(1966)
A. Bongard et al.
Verkehrswissen und Verkehrsver-ständnis bei 5- bis 6jährigen Kindern
Bundesanstalt für Strassenwesen: Unfall- und Sicherheitsforschung Strassenverkehr
(1977)
H. Colborne
Two Experiments on Methods of Training Children in Road Safety
B.J. Cratty
Perceptual and Motor Development in Infants and Children
(1970)
H.M. Finlayson
Children's Road Behavior and Personality
TRRL-Report TN 739
(1972)
H.M. Finlayson
Personality Changes of Children's Perception of Cues of Danger
(1972)
H. Fischer et al.
Leistrungsmöglichkeiten von Kindern im Strassenverkehr
Bericht zum Forschungsprojekt 7509 der Bundesanstalt für Strassenwesen
(1978)
A. Fisk et al.
The Effects of Teaching the Green Cross Code to Young Children

D.M. Gelfand et al.

Child Behavior: Analysis and Thereapy

(1975)

D. Gerber et al.

Verkehrserziehung im Vorschulalter

Bericht der Bundesanstalt für Strassenwesen

(1977)

R. Gorges

Die Schwierigkeiten der Lernzielbeschreibung—Ansätze der Verkehrserziehung im Vorschulalter

Zeitschrift für Verkehrserziehung

(1972)

R. Gorges et al.

Examination of traffic behavior of children at the age of five to seven

Zeitschrift für Verkehrserziehung

(1976)

G.B. Grayson

The Hampshire Child Pedestrian Accident Study

R. Günther et al.

Dimensionen der Verkehrswelt von Kindern. Bundesanstalt für Strassenwesen

Reihe Unfall- und Sicherheitsforschung Strassenverkehr

(1976)

C. Heinrich et al.

Einfluss der Informiertheit auf das Verhalten von Kindern im Strassenverkehr. Bundesanstalt für Strassenwesen

Reihe Unfall- und Sicherheitsforschung Strassenverkehr

(1976)

E.R. Hilgard et al.

Theories of Learning

(1966)

A. Kaiser

Verkehrspädagogik—wissenschaftsorganisatorische Massnehmen der Lehrerbildung insbesondere im Hochschulbereich

Zeitschrift für Verkehrserziehung

(1974)

F.A. Knightning et al.

A Pilot Study of Child Pedestrians in an Residential Area

(1972)

N. Kogan

Cognitive Styles in Infancy and Early Childhood

(1976)

G. Kroj et al.

Empirische Grundlegung der Verkehrserziehung

Zeitschrift für Verkehrserziehung

(1975)

M. Limbourg

Das Verhalten von 4–9jährigen Kindern bei der Strassenüberquerung

Zeitschrift für Experimentelle und Angewandte Psychologie

(1976)

M. Limbourg et al.

Das Verhalten von 3-bis 7jährigen Kindern bei der Strassenüberquerung unter Ablenkungsbedingungen

Zeitschrift für Verkehrserziehung

(1978)

Cited by (33)

Investigation of intervention methods based on different leading roles in family regarding child road safety education: An experimental study
2022, Accident Analysis and Prevention
Citation Excerpt :
In a road safety program for kindergarten children, researchers found that children’s knowledge absorption was accompanied by positive shifts in parents’ road safety knowledge and behavior (Ben-Bassat and Avnieli, 2016). Similarly, Limbourg and Gerber (1981) found that even when road safety training primarily aims at enhancing children’s knowledge and skills, their parents are potentially influenced by the program. This outcome suggests that children could also play potential leading roles in families regarding child road safety education, but this influence has not been studied in depth.
Children are vulnerable to traffic injuries due to their low hazard perception. Previous studies have indicated that both parents and children have potential leading roles in safety education within the family. However, the effects of different leading roles (parents or children) on the hazard perception of children have not yet been revealed, and interactive education with children in the leading roles could also be an important means to enhance children's road safety. To fill this gap, based on constructivism theory and the Feynman learning method, this study proposed two methods of enhancing children's hazard perception based on different leading roles in the family regarding child road safety education and investigated the effectiveness of the above intervention methods. Thirty sets of parents and children participated in this experiment and were divided into three groups. The children received one of three different road safety interventions: a constructivism intervention, a parental guidance intervention or a children’s Feynman learning intervention. Compared with the constructivism intervention, the hazard perception of children who received road safety educations within the family were significantly improved; these children were more sensitive to potential traffic hazard factors and presented better visual search patterns. A comparative analysis showed that the two educational interventions based on different leading roles in the family regarding child road safety education were not identical with respect to effectiveness. The children’s Feynman learning intervention had a more significant effect than the parental guidance intervention. The findings of this study provide insightful information for safety education researchers, governments, educators and families with children.
Traffic safety education for child pedestrians: A randomized controlled trial with active learning approach to develop street-crossing behaviors
2019, Transportation Research Part F: Traffic Psychology and Behaviour
Child Pedestrians are among the most-at-risk populations for road traffic injuries. Our aim in the present study was to investigate the effectiveness of an active learning-based educational intervention on street-crossing behaviors of seven-year-old children. In this randomized controlled trial, 149 first-grade students were selected from two male elementary schools in Mehriz City, Iran, to participate in the study. The participants were randomly assigned into two experimental groups (n = 103, Active-Learning based training group [A.L] (n = 52) and Active-Learning based training with Parental Involvement group [P.I & A.L] (n = 51) and a control group (n = 46, without training group). The instructional program was based on active learning theory and parental involvement approach. Street-crossing behaviors of the students were assessed in an actual traffic environment in three phases: before training, one week after training, and six months after training. The behaviors of students in the experimental groups were significantly improved within one week, and later the six month time frames. Their performance was linearly improved by time (looking for vehicles on the street: F = 3.35P < 0.01; crossing from safe places: F = 10.5, P < 0.0001). No behavioral difference was found among the students in the control group. After six months, there was a better improvement (P = 0.0001) in the street-crossing behaviors of children in the P.I & A.L groups, compared to the A.L group. Our results confirmed the positive effects of active learning-based education with parental involvement approach on improving the street-crossing behaviors of 7-year-old children. Parental involvement is recommended as a useful strategy while designing active learning-based educational programs aiming at the improvement of street-crossing behaviors among school-aged children.
Visual exploration of pedestrian crossings by adults and children: Comparison of strategies
2018, Transportation Research Part F: Traffic Psychology and Behaviour
In pedestrian crossing situations, children are less able to make safe crossing decisions compared to adults.
The aim of the present study was to analyze and compare the ocular behaviour of children and adults in the pedestrian crossing situations using the eye tracking. The study involved 22 children ranging in age from 5 years to 6 years 2 months and 22 adults. Children and adults participated in a brief eye tracking session designed to explore field of view in road crossing scenarios. They were presented with four pictures of pedestrian crossing and instructed to observe the pictures as if they were on the sidewalk getting ready to cross the road. The eye movements of the subjects looking at the pictures on the screen were collected through the eye tracker.
The results showed that adults used a far more intense exploration of the useful visual field of view. They looked at all the different areas of the field of view more frequently and for a longer time. Another interesting point is that the children gazed at areas and elements that are irrelevant to a safe crossing but prove salient for various reasons. Implications for road safety training are discussed.
The effect of a road safety educational program for kindergarten children on their parents’ behavior and knowledge
2016, Accident Analysis and Prevention
Road safety education for children is one of the most important means for raising awareness of road safety and for educating children to behave safely as pedestrians, bicycle riders, and vehicle passengers. The current research presents a novel attempt to examine the effect of a unique road safety educational program for kindergarten children on a secondary target group—the parents. The program, named the “Zahav Bagan” program (ZBP), is presented at kindergartens once a week during the entire academic year. It is conducted by senior citizen volunteers and is part of the formal education of the children.
The main purpose of the current study was to compare the behavior, awareness, and knowledge about child road safety, of two groups of parents—those whose children participated in the ZBP group, and those whose children did not; this latter group was the control group. A telephone-based survey was conducted using a sample of 76 ZBP parents and 59 control group parents. Results of the survey showed no effect of ZBP on parents' knowledge of child road safety law and recommendations, but more importantly, the results did show a significant effect in terms of parents’ observance of safe behavior and in their awareness of road safety in everyday life. These results confirm the importance of educational programs on road safety, especially as triggers and reminders to children and to their parents, to act as cautious road users.
Children's pedestrian route selection: Efficacy of a video and internet training protocol
2014, Transportation Research Part F: Traffic Psychology and Behaviour
Citation Excerpt :
Research on the use of videos and websites to train children and adults in healthy behaviors yields mixed results (see Baranowski, Buday, Thompson, & Baranowski, 2008; Gagliano, 1988; Primack et al., 2012 for reviews). Some have reported positive change from use of videos/computer software to improve children’s ability to judge safe traffic gaps in pedestrian settings (Glang, Noell, Ary, & Swartz, 2005; Limbourg & Gerber, 1981; Preusser & Lund, 1988), but other have not, both in the pedestrian safety domain (Zeedyk & Wallace, 2003) and in related child health education domains such as dog bite prevention (Schwebel, Morrongiello, Davis, Stewart, & Bell, 2012). The present study was designed to examine the efficacy of widely-available videotapes and websites – training tools that require no or minimal adult support to implement – to teach children safe pedestrian route selection skills compared to alternative pedestrian safety training strategies, including one-on-one training with an experienced adult pedestrian that was focused primarily on gap selection but also addressed route selection.
This randomized controlled trial examined one aspect of child pedestrian behavior, route selection across intersections, to evaluate whether a combination of widely-available videos and websites effectively train children in safe pedestrian route selection compared to active pedestrian safety control training and a no-contact control group.
A sample of 231 seven- and eight-year-olds were randomly assigned to one of four groups: training with videos and internet websites, active control groups of individualized streetside training or training within a virtual pedestrian environment, or a no-contact control group. All training groups received six 30-min training sessions. Pedestrian route selection was assessed using two strategies, vignettes accompanied by illustrations and tabletop models of intersections, on three occasions: prior to intervention group assignment, immediately post-training, and six months after training.
Although there were differences in route selection over time, no time by condition interaction effects were significant (ps > .05), suggesting children in the video/internet training group did not learn pedestrian route selection skills at a rate different from those in the other training groups or those in the no-contact control group.
Safe route selection is a critical component of pedestrian safety. Our results suggest children may not learn route selection from widely-available videos or websites. Explanations for the null finding and implications for both research and future practice are discussed.
Can simulator-based training improve street-crossing safety for elderly pedestrians?
2012, Transportation Research Part F: Traffic Psychology and Behaviour
Older adults are known to be over-involved in pedestrian fatalities. Past research has shown that many of them make unsafe decisions when vehicles are approaching at a high speed and also miss many crossing opportunities when vehicle speed is low. They seem to have trouble taking the speed of approaching cars into account and predominantly base their crossing decisions on vehicle distance. A randomized controlled design was employed here to evaluate the effectiveness of combined behavioural and educational interventions on crossing decisions. Forty seniors aged 60 years and older were randomly assigned to an intervention group receiving a simulator-based street-crossing training programme (n = 20), or a control group (unrelated internet-use training course, n = 20). Baseline data and post-intervention data (immediately after, and 6 months after training) were collected, and included street-crossing decisions and behaviours on a simulated street-crossing task. Although the groups did not differ significantly from each other on the baseline measures, the results showed significant group differences immediately after training: intervention-group participants crossed more rapidly, adopted larger safety margins, and had fewer tight fits than participants in the control group. However, 6 months after training, significant group differences were no longer observed: improvements in street crossing decisions and behaviours were apparent for both intervention and control groups. These results indicate a clear shift of the decision criterion towards more safety for all participants over time. However, the ability to take the oncoming car’s speed into account did not improve: on both post-intervention tests, both groups of participants still made more unsafe decisions when the car was approaching at a high speed and missed more crossing opportunities at a low speed. This finding may reflect age-related perceptual and cognitive difficulties that cannot be remedied by a behavioural or educational training method. Implications for further research and opportunities for enhanced training interventions are discussed.

View all citing articles on Scopus

^☆: †This study was sponsored by the Netherlands Institute for Safety Research (SWOV).

View full text

A parent training program for the road safety education of preschool children†☆

Abstract

The development of motor abilities dueing the first three years

Monogr. Soc. Res. Child Development

Principles of Behavior Modification

Observational learning as a function of symbolization and incentive set

Child Development

Verkehrswissen und Verkehrsver-ständnis bei 5- bis 6jährigen Kindern

Bundesanstalt für Strassenwesen: Unfall- und Sicherheitsforschung Strassenverkehr

Two Experiments on Methods of Training Children in Road Safety

Perceptual and Motor Development in Infants and Children

Children's Road Behavior and Personality

TRRL-Report TN 739

Personality Changes of Children's Perception of Cues of Danger

Leistrungsmöglichkeiten von Kindern im Strassenverkehr

Bericht zum Forschungsprojekt 7509 der Bundesanstalt für Strassenwesen

The Effects of Teaching the Green Cross Code to Young Children

Child Behavior: Analysis and Thereapy

Verkehrserziehung im Vorschulalter

Bericht der Bundesanstalt für Strassenwesen

Die Schwierigkeiten der Lernzielbeschreibung—Ansätze der Verkehrserziehung im Vorschulalter

Zeitschrift für Verkehrserziehung

Examination of traffic behavior of children at the age of five to seven

Zeitschrift für Verkehrserziehung

The Hampshire Child Pedestrian Accident Study

Dimensionen der Verkehrswelt von Kindern. Bundesanstalt für Strassenwesen

Reihe Unfall- und Sicherheitsforschung Strassenverkehr

Einfluss der Informiertheit auf das Verhalten von Kindern im Strassenverkehr. Bundesanstalt für Strassenwesen

Reihe Unfall- und Sicherheitsforschung Strassenverkehr

Theories of Learning

Verkehrspädagogik—wissenschaftsorganisatorische Massnehmen der Lehrerbildung insbesondere im Hochschulbereich

Zeitschrift für Verkehrserziehung

A Pilot Study of Child Pedestrians in an Residential Area

Cognitive Styles in Infancy and Early Childhood

Empirische Grundlegung der Verkehrserziehung

Zeitschrift für Verkehrserziehung

Das Verhalten von 4–9jährigen Kindern bei der Strassenüberquerung

Zeitschrift für Experimentelle und Angewandte Psychologie

Das Verhalten von 3-bis 7jährigen Kindern bei der Strassenüberquerung unter Ablenkungsbedingungen

Zeitschrift für Verkehrserziehung