Trafikkopplæring i Danmark 'fra vugge til rat' - Transportøkonomisk ...

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Traffic education in Denmark: ‘From cradle to wheel’ relevant data of exposure. Generally, preschool and public school children have fewer accidents than older children and adolescents. Three conclusions can be pointed out: • Children have their highest risks as pedestrians and cyclists. In order to reduce the number of accidents, the road environment should be designed to make walking and cycling safer. • Most accidents with children happens as passengers in cars. Efforts should be directed towards parents to ensure that they secure their children better. • Regarding 15-17 year olds, the predominant challenge is to reduce accidents with mopeds. For young adults 18-20 years of age, the big challenge is accidents with cars, but moped accidents are frequent also in this age group. Development in children and adolescents To ensure that children can perform well as secure and independent road users, it is important that they achieve fundamental cognitive abilities. The cognitive development evolves as a continuous process from birth into adulthood in interaction with the environment. Hence, regarding children’s ability to behave safely in road traffic, it is important that they learn to maintain awareness, tackle distractions, understand decision-making, and that they learn to act as parts of a social community. Recent achievements in neuroscience have documented the slow maturity of the human brain. For men, the brain is not fully developed before the age of 25, for women somewhat earlier. This affects how risk perception shall be understood in children and young adults and should also have consequences for traffic education. One main hypothesis is that young people may have difficulties in perceiving dangers in traffic because of the slow maturation of the brain. According to Reyna and Farley one should discern between two types of models – one is called dual-process models – where one holds that decision-making is rational and well-considered by weighing the benefits of available alternatives against the costs, while the other type - fuzzy-trace models – pinpoint that actions may not be well-considered, rather immediate reactions to what appear as an optionsw in a given context. Such models are necessary to understand issues which may appear as contraintuitive: a) Adolescents do not look upon themselves as “invulnerable”, despite that this seems to be a common perception. b) Even if the objective of many interventions is to increase the knowledge about factual risk issues, it is commonplace by adolescents to overestimate risk. c) Despite the fact that the ability to appraise risks increases with age, adults produce more “irrational” assertions about risk than adolescents do. One consequence of this is that traditional interventions which emphasize concrete risks, may fail because adolescents already look upon themselves as vulnerable and because they often overestimate risk rather than underestimate it. There may also be differences in risk perception between different arenas where young people participate. II Copyright © Institute of Transport Economics, 2012
Measures directed towards preschool children Traffic education in Denmark: ‘From cradle to wheel’ A systematic evaluation of group-based information measures directed towards injury reduction among preschool children concluded that 5 of 9 measures had outcomes as intended. All nine measures applied some kind of classroom teachings, mostly interactive, often with exercises and role-play. However, the quality of evaluation quality was mixed, implying that some caution must be applied when conclusions are to be drawn, especially because none of the studies measured the frequency of injuries. In a recent American study (2010) three education methods were compared: 1) “Game condition” (a table-model displaying a traffic environment) 2) “Story condition” (a narrative with pictures of traffic signs) 3) “Song condition” (a song about situations in road traffic) Only the children being exposed to the game condition had a significant improvement of behaviour in traffic. This is partly in line with a study done at TØI. In the TØI-study, which also used a table-model, only children living in urban environments, showed changes in traffic behaviour. Based on these evaluations of classroom teachings, it is concluded that training must comprise more than mere simple instructions or rules about what children should do in traffic in order to achieve behavioural changes. It is regarded as crucial that education and teaching must provide some kind of understanding of the dangers in traffic and of what kind of behaviours that is needed in order to avoid dangers. On basis of these findings, and taking into account other aspects of traffic education of preschool children, the following criteria are regarded as important in order to achieve behavioural change: • Realism of the learning context: Learning increases with increasing realism • Explain why, not that it is: The pavement is safe because cars cannot use it. • Provide interaction with the teaching aids: It will challenge their knowledge, and they will reach a deeper and a more coherent understanding. • Repetitions over time: One exercise is not enough to provide learning. • Make the learning goals concrete: “Press this button”. “Stand on the curb”. Measures directed towards children 6 – 12 years of age The majority of accidents involving children as pedestrians happens close to where they live, which means that such accidents are distributed across a large proportion of the road network. It will hence, be difficult to prevent accidents involving children with road design and road furniture measures only. Therefore it is important, and necessary, to apply measures that enable children to behave more safely through education and training. There is a lot of empirical evidence which shows that education and training improve children’s knowledge and attitudes in road traffic. There is, however, less evidence regarding the impact of education and training on children’s behaviour. There is also insufficient evidence of measures that reduce the number of accidents, but several studies have shown that community based programs, where education has been one of the components, have achieved reductions in the number of accidents. The most promising interventions regarding behaviour change have been those which are characterized by being systematic, coherent and carefully prepared. Also Copyright © Institute of Transport Economics, 2012 III
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New Zealand: Norge: Trafikkopplæri
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Trafikkopplæring i Danmark 'fra vugge til rat' - Transportøkonomisk ...

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