Good practice when teaching
young children road safety

The injury and mortality rate of children on UK roads is high. To increase childrens' awareness of the dangers when crossing roads, many schools give supervised road safety instruction by school staff or ROSPA officials in the safety of a school playground. These same children, however, after school, go out, on foot or by bicycle to experience unsupervised access to the real dangers of crossing roads in the vicinity of their homes and schools.

Kindergarten and primary school children require clear boundaries, practical guidance and in situ lessons relating to the situations they will encounter on their neighbourhood roads and streets.

The tasks of UK communty and other local police can, with suitable training and the assistance of a qualified teacher, give young schoolchildren practical training in road safety. This will encourage childrens' positive perception of community police and other authority figures and help establish them as good role models in their lives.

An example of good practice from Austria is illustrated below. View a sequence of large images
Children learning to cross a road safely
July 2007 - Austria

 
A sequence of pictures illustrating good road safety training
with the involvement of community police

 
View large images


Children assemble with teacher


Stop, Wait, Look


Look, don't just walk !


Stop crossing the road !


Remember, "Stop, Wait, Look "


Follow the rule


Look that way !


No ! Look that way...


You must look that way !


Let's try again !


You're looking the right way !


You're doing well !

Piagets theory of cognitive development

  1. Wikipedia, the free encyclopedia
  2. Preoperational Stage (2-7 years)

Jean Piaget is a Swiss psychologist who began to study intellectual development.
His Cognitive Theory is influential in both education and psychology fields. He proposed that the thinking process will develop through each of the stages until a child can think logically. Understanding cognitive development helps us arrange appropriate lessons and learning environments. An instructor should assess a child’s current level of maturity before beginning the instructional design process
Updated: September 20, 2007
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Waltham Forest Council Watch
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