Pilot Study: A Pediatric Pedestrian Safety Curriculum for Preschool Children. Issue 5 (September 2016)

• Record Type: Journal Article
• Authors: Bovis, Stephanie E.; Harden, Taijha; Hotz, Gillian
• Is Part Of: Journal of trauma nursing. Volume 23:Issue 5(2016)
• Publication Date: 2016-09
• Subjects: Curriculum -- Educational curriculum -- Injury prevention -- Pediatric -- Prekindergarten -- Program evaluation; Emergency nursing -- Periodicals; Emergencies -- Nursing -- Periodicals; Soins infirmiers en situation d'urgence -- Périodiques; Lésions et blessures -- Périodiques; Emergencies -- nursing -- Periodicals; Wounds and Injuries -- nursing -- Periodicals; Nursing -- Periodicals; Traumatology -- Periodicals; Societies, Nursing -- Periodicals; 610.73
• DOI: 10.1097/JTN.0000000000000228
• Languages: English
• ISSNs: 1078-7496

Abstract

Abstract : To evaluate and implement the WalkSafe Pre-Kindergarten Pedestrian Safety Curriculum. A quasi-experimental pretest–posttest design without a control group was used to measure children's pedestrian safety knowledge. Knowledge assessments consisting of multiple-choice and short-answer questions were administered pre- and post-curriculum implementation by classroom teachers. Knowledge assessments gauged prekindergarten students' knowledge of pedestrian safety activities prior to safety curriculum implementation and, again, after the students received the curriculum. A total of 605 children (aged 3- to 5-year) from 38 prekindergarten classrooms in 16 randomly selected elementary schools participated in the pedestrian safety education pilot program. Subjects were of multiethnic and diverse backgrounds from the Miami-Dade County Public School District. Of the 605 educated subjects, 454 children completed both pre- and posttests. A statistically significant difference was found between pretest knowledge ( M = 5.49, SD = 1.54) and posttest knowledge ( M = 6.64, SD = 1.35) assessment scores across all 454 subjects, t (452) = −16.22, p < .001, 95% CI [−1.29, −1.01]. Previous studies have shown that classroom-based training of children as young as 4 years old can yield significant improvements in traffic safety knowledge. The statistical findings of the WalkSafe Pre-Kindergarten Pedestrian Safety Curriculum revealed statistically significant improvements in pedestrian safety knowledge of these young children. Future research efforts will focus on longitudinal behavioral changes in these students and an increase in pedestrian safety behaviors (e.g., utilization of crosswalks or sidewalks).