You are required to write a Literature Review.
A child’s journey between their home and school have become gradually unsafe with passing years. The number of road accidents and injuries reported among school-goers in western countries were on a surge due to the intense traffic and lack of safety measures and programs. Due to this many schools in association with local administrative heads and people in authority have forged the concept of walking school bus (WSB). The concept is simple where children of the same school living near each other are picked up by an adult and walked to school. This walking bus has a specific route and specific pick up and drop off points. This increases physical activity among school going children and also makes the journey to and from school a safe one, guided and supervised by an adult. (Larouche & Mendoza, 2018) WSB’s also help children to learn the traffic rules and safety measures by following the adult which they can implement in their later days of school. The learning is always better if it is practically experienced than when read theoretically in books or pamphlets. Kearns and Collins offer a critique of the WSB introduced as a compulsory activity in primary schools of New Zealand. The authors or of the view that WSBs are an ambivalent form of empowerment for children which has its base on restrictive and disciplinary judgement of adults. They are of the view that walking school buses have both its positive effects and consequences on children in their formative years and it is always dependent on the disciplinary powers resting in the hands of adults.
Road safety projects are operated at multiple levels for children. There are road safety songs which have been made and are repeatedly played for children for a simpler understanding of the traffic rules and signals. But it has also been observed that children often have a ‘half-baked’ knowledge from these alternative learning methods. For example, in a survey it was found that children are often confused between the red signal for the vehicles and red signal for pedestrians. There have been learning centers set up indoors which replicate the models of the road and miniature traffic signals. Children are made to play games which include the road safety rules in various activities. (Assailly, 2017) This has helped a lot of children to pick up the traffic rules in a playful way and also retain it for practical use.
Larouche, R., & Mendoza, J. A. (2018). Walking school buses and bicycle trains. In Children’s Active Transportation (pp. 217-228). Elsevier.
Assailly, J. P. (2017). Road safety education: What works?. Patient education and counseling, 100, S24-S29.