BASIS FOR SAFETY EDUCATION IN THE SCHOOLS
Since
there is no single basis for the establishment of a successful program of
safety education, it is necessary to consider all the factors that are
involved. These factors include needs,
interests, aims, activities, course of study, school administration, and a good
environment for instruction.
There
are 3 types of needs important to programs of safety education. First, adults see certain needs of children
which must be met in order to live safely in society. If the program is based upon the needs as seen by adults, it will
be centered around the needs of children as viewed by an adult. This procedure often fails to identify the
real problem.
Second,
there are certain needs which young persons feel must be satisfied in order for
them to fit into their environment. In
a sense, the second type of need is psychological. When used as the basis for establishing a safety program, the
result is a child-centered situation.
Third,
persons have certain social-personal needs of a psychological nature that must
be met. The third type can deal with
both personal and social needs and can be used most satisfactorily as the
working basis in establishing a safety education program. The various needs can be identified by
conducting a needs assessment, by determining the growth and development
pattern of children and youth you are trying to serve, and by making an
analysis of the conditions and environment in the school and community.
Interests
can be identified as a means of motivation and as a basis for the selection of
curriculum content. The safety
curriculum must use the interests that the student has developed. Some educators would use the interest of the
student to justify basing all content on the interest of the children. Since the interests of children often omit
real and potential hazards surrounding them, it is the responsibility of the
teacher to show how these hazards can affect children. The teacher must develop student interests
in this direction, thereby producing the necessary motivation for
learning. However, the teacher must
realize that there are some safety topics that must be taught to children,
which, at the time, may not be of interest to them.
Aims
describe the planned accomplishment of the program and identify what the
teacher plans to accomplish during the period of instruction. Safety education course aims might include 3
or 4 statements identifying the course as one which is planned to:
1.
identify ways in which the student can combat injuries,
2.
develop patterns of behavior which will lead to the
development of socially acceptable habits and attitudes,
3.
provide experience in the solving of typical safety
problems facing society
4.
provide the basis for the integration of safety into an
individual’s value structure.
Course
content, methods of instruction and evaluation procedures must all be planned
to fulfill the course aims and evaluate the extent to which the course has
fulfilled them. As a result, the
careful selection of aims will lead to the preparation of a thorough and
effective course.
The
term behavioral objective has evolved from a attempt to add meaning to
instructional objectives by specifying the intended outcome of
instruction. Esbensen (1967) points out
that a well-written instructional objective should indicate three things: 1) what it is
that a student who has mastered the objective will be able to do, 2) under what
conditions the student will be able to do it, and 3) to what extent the student
will be able to do it. The most
important consideration in preparing and using behavioral objectives is the
measurement of success in achieving the objective. Behavioral objectives provide the means whereby a teacher can
plan an instructional program based on expected behavioral changes, and then
evaluate the program to determine the extent that the planned behavioral change
occurred.
The
selection of activities is important in the establishment of safety in the
curriculum. A variety of mental and
physical activities must be established to provide for individual differences
on the part of students. Without the
selection of a variety of activities in which students may participate, the safety
program will not be a success. This is
especially among young children, where being “happy and active” is essential
for effective education.
It
is the responsibility of the teacher to develop the course of study used in the
classroom. In this way, the teacher has
the final decision in identifying course content, teaching methods, and
evaluation procedures.
There
are at least 6 responsibilities that school districts must meet in an adequate
manner if a safety education program of high quality is to be included
successfully in the school curriculum (Strasser, Aaron, Bohn, & Eales,
1964):
1.
The development of a statement of school policies and
procedures for handling safety and safety instruction.
2.
The selection of a person, trained in safety education, to
become responsible for directing and supervising the program.
3.
The keeping of adequate accident reports and the use of
these in developing the course of study for safety education.
4.
The development of an adequate plan for safety
instruction.
5.
The creation of a safe environment for adults and children
while at school.
6.
The provision of adequate insurance protection for the
school.
Successful
safety education in the school curriculum is dependent on the establishment of
an environment that is conducive to good instruction. This environment must include considerations for both personal
and physical factors. The
administration of the school must be made aware of the needs and contribution
of safety education if the necessary environmental factors are to become a
reality.
The
ultimate goal of safety education is the individual’s consistent exercise of
safe behavior. Safe behavior can be
defined as the optimum performance of a progression of seven (7) dynamic
processes as described below:
1.
Identifies hazards to oneself, to others or to the environment.
2.
Assesses risks in terms of one’s own mental, emotional, and physical
capabilities and the capabilities of others and of the environment.
3.
Decides what to do by selecting those actions that allow maximum fulfillment
of life goals and mental, physical, and emotional needs, while assuming only a
reasonable amount of risk.
4.
Performs the selected tasks by correctly using the skills necessary to complete
the tasks as desired.
5.
Evaluates the results by weighing the advantages and disadvantages of the
outcome.
6.
Modifies, if necessary, the concept of the hazards, the perception of the
risks, and the correctness of the decision or the way it was carried out.
7.
Applies the experience gained to new situations when it is appropriate.
At
first this may sound like a lot to ask of an impulsive, adventurous
youngster. These processes are not
new. Everyone, including even the very
young child, uses them to some extent in making and carrying out the many
safety decisions they are involved in every day.
At
any age, the better a person is at using these processes, the fewer serious
injuries they are likely to have.
Therefore, the chief aim of safety education is to encourage people to
perfect the process as described. This
perfecting is done gradually. Very
young children can not be expected to perform each of the 7 processes well
enough to keep themselves safe in all situations. They naturally have cognitive and perceptual-motor
limitations. That is why very young
children need to be protected from hazards and supervised in their
activities. However, even 3 and 4 year
olds do confront and handle many potentially hazardous situations on their
own. They play on playground apparatus,
use scissors, play with pets, deal with unknown objects, and so forth. It makes sense to encourage even very young
children to use the process as best they can.
Then, as they progress through each stage of development, they can be
helped to improve their use of each process.
The better they become, the more freedom they can be allowed. Every day in a person’s life brings new
interests, new skills, new emotions, new hazards and new areas to explore. A person who becomes adept at using the
processes of safe behavior will be safely able to adjust to each new situation
and to take advantage of each new opportunity for adventure.
It
is the responsibility of the school administration to provide a safe
environment for the students enrolled in its schools. To do so requires planning for all aspects of the physical plant
and facilities and requires all school employees to assume their safety
responsibilities. Safety is an
important consideration in the selection of school sites, construction and
maintenance of school buildings, and the layout, care and supervision of school
grounds.
The
school environment is more than just the physical plant; it is an integral part
of the entire community. The school
should make provision for the safety of children in route to and from
school. It should provide education for
safe living that will assist the students in coping with the hazards of their
community. Providing safety for
school-aged youth should be a cooperative program including the school and
numerous interested public and private agencies and organizations.
Safety
education has been approached in a variety of ways from the well-planned
program to the once-a-year assembly.
But there are four basic approaches that are effective. All have advantages. Combining the four approaches can make use
of the benefits of each.
1.
Regularly scheduled safety instruction. This develops specified safety topics throughout the year by
devoting a certain amount of time to them each week. With this approach, there is usually a greater understanding of
the total concept of safety. Also,
little is overlooked, the learning is less likely to be repetitious and can
advance in a regular progression, and there can be a variety of learning
experiences. Measurement of progress
and final evaluation can also be made much more easily in a complete,
well-thought-out program.
2.
Integrating safety into regular curriculum subjects. Safety lends itself naturally to studies of clothing, shelter,
weather, combustion, community helpers, transportation, historical figures,
ecology, perception, and many other topics.
Indeed, safety can not be ignored if you wish to present a complete
picture of subjects such as these.
3.
Correlating safety activities with other learning
experiences. Creative dramatics, field
trips, maps and charts, are projects and many other activities can emphasized
safety as well as language arts, math, are and so forth.
4.
The “teachable moment.” A discussion of a near hit, a minor mishap or a recent injury to
a child, to a child’s relative or to someone in the news can be very
effective. In these discussions, the
interest level is almost always high.
Too, the child becomes aware that injuries are not something apart from
life- something that only happens to someone else. A skillful teacher will be alert for the moment when the children
are confronted with or are remarking about an injury situation and will encourage
a discussion of the injury itself, how it could have been prevented and how the
children feel about it. Activities
should follow. This is often a good way
to begin a teaching unit.
There
are a variety of topics and subjects that can and should be taught to
children. However, remember that the
ultimate goal of safety education is an action goal- the exercise of safe
behavior. When considering what should
be taught, one should consider the following suggestions in regards to various
grade and age groupings:
1.
Ages 3-6, grades pre-school, K-1: for the earliest ages and where reading proficiency is not
required. Emphasis at this level is on
improving perceptual-motor skills, acquainting students with basic safety knowledge,
channeling impulsivity into the beginnings of responsibility, and giving actual
experience in real-life situations where safe behavior is needed.
2.
Ages 7-8, grades 2-3.
Emphasis is on more complex perceptual-motor skills (bike riding, game
skills, small muscle skills), increased responsibility for one’s own safety, a
better appreciation of hazards in a wider range of areas, the development of
courtesy and respect for others, and a reinforcement of a positive attitude
toward oneself.
3.
Ages 9-11, grades 4-6. Emphasis is on greater understanding of and skill at using tools,
machinery (lawnmowers, household appliances) and toys that require mature use
(darts, bows and arrows), responsibility not only for oneself but for the
safety of others and for property, increased self-confidence and independence,
increased awareness of the social aspects of living, formation of beliefs and
values, practice in problem solving, and greater understanding of individual
differences and capabilities, of competition, of risk-taking and of the effect
of peer press.
4.
Ages 12-14, grades 7-8. Wide range of individual differences and maturity level. Groups more important. Child approaching adolescence often becomes
hypercritical, changeable, rebellious, uncooperative; may rebel against rules. May be overanxious about own health and
normalcy. Competition is keen;
development of coordination and skills through games. Awkwardness and laziness common because of rapid and uneven
growth. May need more rest in sport
related games. Good age to formally
teach first aid and cardiopulmonary resuscitation (Cornacchia, Olsen, &
Nickerson, 1991).
When
one starts to consider what topics should be taught in the school, it would be
best to do a needs assessment and follow a systematic process of deciding what
topics to include in your safety education program. However, the following topics tend to be included in most
comprehensive safety education programs for schools (list is not all inclusive
and some aspect can be taught to children from pre-school through the 8th
grade):
1.
Pedestrian Safety
a.
regulators
b.
human capabilities
c.
environmental conditions
2.
Bicycle Safety
a.
size of bicycle
b.
wearing of helmets
c.
other safety equipment
d.
rules of the road
e.
safe riding habits
3.
In-vehicle Passenger Safety
a.
use of child seats
b.
use of seat belts
4.
School Safety
a.
classroom
b.
play area
c.
gymnasium
5.
To-and-from School Safety
a.
walking
b.
riding bicycle
c.
public transportation
6.
Preparing for Emergencies
a.
calling emergency telephone numbers
b.
learning ABCs
7.
Poison Prevention
a.
types of poisoning
b.
poisonous plants
c.
first aid for poisoning
8.
Sports Safety
a.
equipment
b.
facilities
c.
rules of sport
9.
Home Safety
a.
falls
b.
bathroom
c.
kitchen
d.
attic, garage, and tool shed
e.
burns and electrical injuries
10.
Play Area Safety
a.
safe equipment
b.
play areas rules
c.
causes of play area injuries
11.
Aquatic Safety
a.
safe swimming
b.
boating and canoeing
c.
fishing
d.
ice skating
e.
safe skiing
12.
Recreational Safety
a.
firearm safety
b.
safety in archery
c.
camping
d.
hiking and climbing
13.
Fire and Burn Prevention
a.
potential fire hazards
b.
home fire safety inspection
c.
home fire drill
d.
types of fires
e.
fire alarms and smoke detectors
f.
fire extinguishers
14.
Occupational Safety
a.
electricity
b.
ladders
c.
safety equipment
d.
farm safety
e.
lifting, carrying and lowering objects
f.
using tools safely
15.
Holiday Safety
a.
toys
b.
holiday fire safety
c.
potential injury problems particular to certain holidays
16.
Hazardous Weather Safety
a.
flash floods
b.
blizzards
c.
lightning
d.
tornadoes
e.
earthquakes
Assignment: Write a paragraph of the
safety topics that should be taught to students grades 9-12. Send your paragraph to safety@siu.edu .
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