Traffic education of preschool children

Predšolski otroci se v prometu pojavljajo vsakodnevno, pa naj si bo to kot pešci, kolesarji ali potniki v vozilu, in so med najbolj ogroženimi udeleženci v prometu. Otroke moramo zato čim prej pripraviti na samostojno sodelovanje v njem. Pri tem si pomagamo s prometno vzgojo, s katero moramo začeti čim bolj zgodaj, in sicer najprej v družini, kasneje pa v sodelovanju z vrtcem in šolo. V diplomski nalogi so najprej predstavljene razvojne značilnosti predšolskih otrok. Predstavljen je tudi promet in pojasnjeni so načini pojavljanja otrok kot udeležencev v cestnem prometu. Na koncu je predstavljena še prometna vzgoja: kaj prometna vzgoja sploh je, kakšno vlogo ima pravilna in pravočasna prometna vzgoja in kako se je lotiti. V empiričnem delu so predstavljene prometne vzgojno-učne delavnice, s pomočjo katerih smo skozi igro in različne dejavnosti otrokom približali promet in spoznali, koliko o njem pravzaprav že vedo. Postavili smo si cilje, katere smo dosegli, in hipoteze, katere smo vse potrdili. S tem smo ugotovili, da so imeli veliko znanja o prometu že od prej, kar nekaj novega, tako znanja, veščin, spretnosti in tudi odnosa do prometa, pa so si pridobili tudi skozi prometne vzgojno-učne delavnice.Pre-school children are involved in road traffic on daily basis, either as pedestrians, cyclists or as passengers in carsthey also belong to the group of most vulnerable road users. It is for this reason that children should be educated to develop safe traffic habits as early as possible. Education on road safety must start at a very young age, primarily within the family and later on in co-operation with kindergarten and school. The first part of the thesis presents the developmental characteristics of pre-school children. In addition, an explanation of traffic characteristics is given and of the ways in which children appear as participants in road traffic. The final part of the thesis is dedicated to education on traffic safety, the scope of such education, the role of an adequate and well-timed education and methods of providing such education. The empirical part describes the workshops on traffic safety in which games and various activities were used to teach children about traffic and to understand what they already know. The set objectives have been reached and the hypotheses have been confirmed. We have determined that the children already had quite some knowledge on traffic and the workshops on road safety have helped the children gain new knowledge and acquire new skills and abilities regarding road traffic