Highlights Two road safety intervention methods based on different leading roles in the family are investigated. Hazard perception ability of children are evaluated by adopting the verbal descriptions of potential traffic hazards and visual attention allocation. The intervention methods improved children’s understanding of road safety knowledge and increased their attention to potential hazard factors. The effects of the two intervention methods were not identical but comparable, with child-led Feynman learning showing better performance.

    Abstract 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.


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    Title :

    Investigation of intervention methods based on different leading roles in family regarding child road safety education: An experimental study


    Contributors:


    Publication date :

    2022-10-14




    Type of media :

    Article (Journal)


    Type of material :

    Electronic Resource


    Language :

    English






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