Children as pedestrians: Abilities and limitations†

Vinje, M P

doi:10.1016/0001-4575(81)90006-3

Cited by 56 publications

(37 citation statements)

References 27 publications

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“…A traditional view in road-safety postulated that children are incapable of handling the traffic environment until they have reached a certain level of cognitive development (e.g., Sandels, 1975;Vinje, 1981). However, based on developmental theories (e.g., Piaget, 1969;Vygotsky, 1978) that emphasize learning as a bottom-up process constructed from specific actions in particular concepts, Thomson et al (1996) suggested that training programs containing an active-practical component may lead to improvements in developing children's skills .…”

Section: Introductionmentioning

confidence: 99%

Can child-pedestrians’ hazard perception skills be enhanced?

Meir

Oron-Gilad

Parmet

2015

Accident Analysis & Prevention

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Section: Introductionmentioning

confidence: 99%

Can child-pedestrians’ hazard perception skills be enhanced?

Meir

Oron-Gilad

Parmet

2015

Accident Analysis & Prevention

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“…À cette époque, la théorie du développement cognitif de Piaget a été privilégiée, car elle permettait de replacer l'éducation piétonne au sein d'un cadre théorique général de référence tout en étant « l'une des mieux connues » (Vinjé, 1981, p. 227) des théories générales du développement psychologique de l'enfant. Vinjé (1981) a listé une série de tâches en fonction du niveau de développement cognitif et des capacités attribués à chaque âge de l'enfant dans la théorie de Piaget.…”

Section: Approche éThologiqueunclassified

“…Aussi, dans une représentation adulto-centrée de l'enfant, s'est-on longtemps interrogé sur la limitation de ses capacités, dans une interprétation maturationniste -et non constructiviste -de la théorie piagétienne du développement cognitif (Sandels, 1975;Vinjé, 1981). L'individu est alors étudié dans les spécificités de son âge et de son moyen de transport, et les capacités en jeu sont étudiées pour ellesmêmes sans interroger les processus qui les engendrent et sans prendre en compte les influences de l'environnement -physique et social -susceptibles de ralentir ou d'accélérer l'apprentissage.…”

Section: Une Approche Déterministe Du Socialunclassified

Socialisation au risque et construction sociale des comportements de l’enfant piéton : éléments de réflexion pour l’éducation routière

Granié

2010

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L’objectif de cet article est de faire un état des lieux des courants de recherche sur le comportement de l’enfant piéton en milieu urbain et de pointer le poids de la socialisation au risque dans la construction de ces comportements. Sont abordées notamment la différenciation entre règles institutionnelles et normes sociales et la catégorisation des règles comportementales sur lesquelles s’appuie l’enfant lors de ses déplacements dans la ville. À titre d’exemple, sont évoqués les résultats de recherches sur les facteurs psychosociaux explicatifs des différences de sexe dans l’accidentologie routière. En conclusion, des pistes d’action en termes d’éducation routière, découlant de la prise en compte de la construction sociale des comportements de l’enfant piéton, sont relevées.The intent of the present paper is to make an inventory of research trends regarding the behaviour of the child pedestrian in the urban environment and to pinpoint the role played by the socialization of risk in the construction of these behaviours. We will be looking more specifically at the differentiation between institutional regulations and social standards and the categorization of the rules of behaviour on which the child bases itself when moving around the city. Examples given include an examination of psychosocial factors that explain gender differences with respect to accidentology, or road accident research. The article concludes by noting the courses of action that have been instituted as regards road safety education, thanks to the recognition of the need for a social construction of child pedestrian behaviours,

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“…Children move quickly and impulsively, which places them at high risk of pedestrian injury. 7,21,22 Furthermore, children have been shown to have difficulty seeing cars in their peripheral vision, localizing sounds, comprehending traffic, and understanding the meaning of road signs. 23 Children have difficulty scanning for traffic, judging vehicle distance and speed, anticipating driver behavior, and determining whether there is adequate time to cross the street safely.…”

Section: The Child Developmentmentioning

confidence: 99%

Pedestrian Safety

Prevention¹

2009

Pediatrics

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Each year, approximately 900 pediatric pedestrians younger than 19 years are killed. In addition, 51000 children are injured as pedestrians, and 5300 of them are hospitalized because of their injuries. Parents should be warned that young children often do not have the cognitive, perceptual, and behavioral abilities to negotiate traffic independently. Parents should also be informed about the danger of vehicle back-over injuries to toddlers playing in driveways. Because posttraumatic stress syndrome commonly follows even minor pedestrian injury, pediatricians should screen and refer for this condition as necessary. The American Academy of Pediatrics supports community- and school-based strategies that minimize a child's exposure to traffic, especially to high-speed, high-volume traffic. Furthermore, the American Academy of Pediatrics supports governmental and industry action that would lead to improvements in vehicle design, driver manuals, driver education, and data collection for the purpose of reducing pediatric pedestrian injury.

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Children as pedestrians: Abilities and limitations†

Cited by 56 publications

References 27 publications

Can child-pedestrians’ hazard perception skills be enhanced?

Can child-pedestrians’ hazard perception skills be enhanced?

Socialisation au risque et construction sociale des comportements de l’enfant piéton : éléments de réflexion pour l’éducation routière

Pedestrian Safety

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