211 Uris Hall, Department of Psychology, Cornell University, Ithaca, NY 14858, USA.
Accid Anal Prev. 2010 Mar;42(2):500-8. doi: 10.1016/j.aap.2009.09.014.
Can short-term training improve preschoolers' knowledge of road-crossing concepts as well as behavior in a real traffic situation? Forty children, aged four to five years, were assigned to one of four conditions (game, story, song, and control). Each condition participated in four 15-min classroom-based lessons over four weeks. Two assessments measuring knowledge of street-crossing concepts and one assessment measuring behavior on a real street were used to evaluate performance at baseline and one week and six months post-training. Children in all three experimental conditions showed a significant improvement over the control on the two conceptual assessments. Only children in the game condition significantly improved their behavior on the street-crossing assessment. Furthermore, children in all three experimental conditions retained the same levels of improvement at the six-month follow-up. These results demonstrate that one hour of training can create lasting improvements on preschool children's conceptual knowledge of traffic safety and road-crossing behavior on a real street.
短期培训能否提高学龄前儿童对道路穿越概念的认识以及在真实交通情况下的行为？将 40 名 4 至 5 岁的儿童分配到四个条件之一（游戏、故事、歌曲和对照组）。每个条件在四周内参加四个 15 分钟的课堂课程。使用两项评估来衡量对道路穿越概念的了解以及在真实街道上的行为，以评估培训前、一周和六个月后的表现。所有三个实验组的儿童在两个概念评估上的表现均明显优于对照组。只有游戏组的儿童在道路穿越评估上的行为有显著改善。此外，所有三个实验组的儿童在六个月后的随访中保持相同的改善水平。这些结果表明，一个小时的培训可以使学龄前儿童对交通安全的概念知识以及在真实街道上的道路穿越行为产生持久的改善。
