Pilot Study: A Pediatric Pedestrian Safety Curriculum for Preschool Children

Stephanie E. Bovis, Taijha Harden, Gillian A Hotz

Research output: Contribution to journalArticle

2 Citations (Scopus)

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).

Original languageEnglish (US)
Pages (from-to)247-256
Number of pages10
JournalJournal of trauma nursing : the official journal of the Society of Trauma Nurses
Volume23
Issue number5
DOIs
StatePublished - Sep 1 2016

Fingerprint

Preschool Children
Curriculum
Pediatrics
Safety
Students
Pedestrians
Education
Control Groups

Keywords

  • Curriculum
  • Educational curriculum
  • Injury prevention
  • Pediatric
  • Prekindergarten
  • Program evaluation

ASJC Scopus subject areas

  • Medicine(all)

Cite this

Pilot Study : A Pediatric Pedestrian Safety Curriculum for Preschool Children. / Bovis, Stephanie E.; Harden, Taijha; Hotz, Gillian A.

In: Journal of trauma nursing : the official journal of the Society of Trauma Nurses, Vol. 23, No. 5, 01.09.2016, p. 247-256.

Research output: Contribution to journalArticle

@article{d66d39fff2ce4fad9e08d336ff2d45a7,
title = "Pilot Study: A Pediatric Pedestrian Safety Curriculum for Preschool Children",
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).",
keywords = "Curriculum, Educational curriculum, Injury prevention, Pediatric, Prekindergarten, Program evaluation",
author = "Bovis, {Stephanie E.} and Taijha Harden and Hotz, {Gillian A}",
year = "2016",
month = "9",
day = "1",
doi = "10.1097/JTN.0000000000000228",
language = "English (US)",
volume = "23",
pages = "247--256",
journal = "Journal of trauma nursing : the official journal of the Society of Trauma Nurses",
issn = "1078-7496",
publisher = "Lippincott Williams and Wilkins",
number = "5",

}

TY - JOUR

T1 - Pilot Study

T2 - A Pediatric Pedestrian Safety Curriculum for Preschool Children

AU - Bovis, Stephanie E.

AU - Harden, Taijha

AU - Hotz, Gillian A

PY - 2016/9/1

Y1 - 2016/9/1

N2 - 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).

AB - 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).

KW - Curriculum

KW - Educational curriculum

KW - Injury prevention

KW - Pediatric

KW - Prekindergarten

KW - Program evaluation

UR - http://www.scopus.com/inward/record.url?scp=84987630004&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84987630004&partnerID=8YFLogxK

U2 - 10.1097/JTN.0000000000000228

DO - 10.1097/JTN.0000000000000228

M3 - Article

C2 - 27618373

AN - SCOPUS:84987630004

VL - 23

SP - 247

EP - 256

JO - Journal of trauma nursing : the official journal of the Society of Trauma Nurses

JF - Journal of trauma nursing : the official journal of the Society of Trauma Nurses

SN - 1078-7496

IS - 5

ER -