Academic literature on the topic 'Traffic education'

Abstract – Traffic accident has become number 3 of children death cause in the world according to WHO[1]. Traffic accident that involve children often caused by their own by breaking the law or regulation. Therefor education about traffic regulation and law including traffic sign and its meaning must be given to children early. Because education means process to change a person or a group attitude and behavior in order to make them mature through teaching and training [2]. One of them that can be used is digital media. One of interactive digital media is digital game, various form of digital game start from 2D, 2.5D, 3D with many point of view and new technology. VR (Virtual Reality) as new digital media where alternate reality exist to test various theory without any real consequences, according to Greenbaum “Virtual Reality is an alternate world filled with computer-generated images that respond to human movements. These simulated environments are usually visited with the aid of an expensive data suit which features stereophonic video goggles and fiber-optic data gloves”[3]. Greenbaum statement before were make VR suitable to test traffic law and regulation and educate kid to obey the traffic sign and regulation without real consequences from real world. This Journal contain the result of using virtual reality as traffic regulation education media. Education material that arranged consisting traffic sign that appear on the road and safety riding gear. Keywords – Virtual Reality, Traffic sign, Road traffic, children, education

The model car transport system is a laboratory intended for a practical development in the area of the motor traffic. It is also an important education tool for students’ hands-on training, enabling students to test the results of their own studies. The main part of the model car transportation network is a model in a ratio 1:87 (HO), based on component units of FALLER Car system, e.g. cars, traffic lights, carriage way, parking spaces, stop sections, branch-off junctions, sensors and control sections. The model enables to simulate real traffic situations. It includes a motor traffic in a city, in a small village, on a carriageway between a city and a village including a railway crossing. The traffic infrastructure includes different kinds of intersections, such as T-junctions, a classic four-way crossroad and four-way traffic circle, with and without traffic lights control. Another important part of the model is a segment of a highway which includes an elevated crossing with highway approaches and exits.

It is during the childhood period of one’s life trajectory that the exponential increase of vocabulary<br />acquisition occurs. In Portugal, language disorders are the most frequently seen child development<br />impairments, affecting 3 to 15 per cent of children under six years. Because delays in the acquisition of<br />basic vocabulary can compromise inter-peer relational communication, a timely therapeutic<br />assessment and intervention becomes all the more crucial. A speech therapy ludic-pedagogic<br />intervention tool—the ABC Traffic Light—was created so as to aid in promoting basic vocabulary<br />acquisition in children aged between three and six years. It consists in a traffic light with three built-in<br />pouches, each of which containing cards suggestive of activities of varying difficulty levels. The<br />empirical range of the proposed tool in the context of speech therapy assessment and intervention<br />sessions should be highlighted.

Nesse estudo discutiu-se a Educação para o Trânsito em escolas do município de Londrina. A importância em trabalhar noções de educação para o trânsito é uma maneira de conscientizar, desde cedo, as crianças para que depois, como adultos, possam ser críticas e atuem como cidadãos conhecedores de seus direitos e deveres. Por constituir a escola um espaço significativo na formação e educação do ser humano propôs-se como problema de pesquisa: como tem sido desenvolvido o tema a educação para o trânsito em escolas do município de Londrina? Existe em Londrina uma Escola Prática Educativa de Trânsito, que recebe constantemente estudantes de diversas escolas do município e região. Portanto, o objetivo geral buscou verificar o desenvolvimento do tema: “Educação para o trânsito” em duas escolas do município de Londrina, sendo uma escola pública e outra privada. E, especificamente: averiguar como ocorre a educação para o trânsito na Escola Prática Educativa de Trânsito de Londrina, por meio da observação das aulas e do estudo do material didático próprio da escola. E, ainda, verificar e analisar como os professores que visitam a Escola de Trânsito utilizam o material que recebem para preparação das crianças antes da visita ao local. Esse estudo teve como abordagem a pesquisa qualitativa. Os dados foram coletados durante a observação da visita de uma escola de Ensino Fundamental à Escola Prática Educativa de Trânsito. Além disso, foi aplicado um questionário a seis professores e dois coordenadores pedagógicos que levaram seus alunos à escola de Trânsito. Palavras-chave: Educação para o Trânsito. Trânsito e Escola. Formação para a Cidadania. Conscientização para o trânsito. AbstractIm this study Education for traffic in Londrina schools was discussed. The importance of working notions on traffic education is a way to raise children awareness since an early age, sto that as adults, they can be critical and act as knowledgeable citizens of their rights and duties. Due to school being a significant space in the human being’s training and education, it was proposed as a research problem: how has the theme ontraffic education been developed in schools in Londrinacity? There is in Londrina a Traffic Practice School, which receives constantly students from many different schools of the region. Therefore, the general objective aimed at verifying the development of the theme “Traffic education” in two schools from Londrina city, being one of them public and the other one private. And, specifically: to ascertain how the traffice occurs at the Traffic Practice School, through the classes observation and the school teaching material. And still, to verify and analyze how the Teachers that visit the Traffic School use the material they receive to the children’s preparation before the local visit. This study had a qualitative research approach. The data were collected through observation in a visit that a basic education school paid to the Traffic Practice School. A questionnaire was applied to six Teachers and two Coordinators who brought their students to the Traffic School. Keywords: Education for traffic. Traffic and School. Formation for Citizenship. Awareness for Traffic.

Pre-school education of children, which lasts until they began to their primary education, covers a period of the time between the ages of 0 and 6. This is the most important period of time in which they developed most of their physical, emotional, mental, social and linguistic skills, and their personality. It is apparent that a big part of traffic problems occurs due to the lack of traffic education. Although it is important to have traffic education in all ages, the pre-school education helps them to acquire a habit of obeying the traffic rules and affects their behaviors. In this study, the traffic information and perception of pre-school age children in Turkey is determined with the help of a survey applied to 804 children between aged 3-6; the missing and mistakes are identified, and the steps for a more accurate and permanent traffic education are discussed.