Pedestrian diploma

from Wikipedia, the free encyclopedia

The pedestrian diploma is a certificate of competence for young pedestrians in road traffic . The certificate certifies that children after about three weeks of intensive practical and theoretical training with a subsequent examination have proven to be able to move safely, independently and in a partner-related way on foot in traffic. The certificate of achievement issued by the school management is intended to give the children the self-confidence to be able to independently organize the way to school. At the same time, it should make it easier for parents to make the decision to trust their children to do this. The trend-setting project for school route safety was financially and personally supported by the state of Baden-Württemberg .

History of origin

The pedestrian diploma was launched in 1976 by Siegbert A. Warwitz in analogy to the driving license and the cycling test . The high (and steadily increasing) rate of accidents on the way to school suggested that we should look for new, more child-friendly forms of traffic education. In addition, the particularly accident-prone school rush hour caused by concerned parents should be avoided. In Karlsruhe, on the basis of reform pedagogical ideas , in particular a critically received Montessori pedagogy , the didactic model of traffic education from the child and, in its wake, practical and methodical forms of realization such as the Karlsruhe 12-step program and the pedestrian diploma. This is based on the idea of supplementing the " instructive traffic instruction " that was common up until then with a teaching and learning concept that takes more account of the interests, personal activity and creativity of the children and thus brings them closer to life. The learning model owes its international popularity not least to the pedestrian diploma.

Objective and structure

The pedestrian diploma is aimed primarily at school beginners and older disabled children. It should lead to the experienced, critical, self-confident, autonomous pedestrian . The children should develop a "sense of traffic ", " traffic intelligence " and appropriate " traffic behavior" in as much self-determination and activity as possible .

In the overall concept of school traffic education, the pedestrian diploma is linked to the Karlsruhe 12-step program. While this is intended to provide the child with quick first-time security in the traffic area close to the house and was designed accordingly for use in kindergarten and for parental traffic education , the pedestrian diploma aims to address the problems of traffic and how to deal with it more intensively. It should lead to responsible road users. It has its place at the beginning of school, where it can use the full number of hours as part of the traffic education curriculum of the first year of school.

The desired path to becoming responsible road users leads the children in three learning phases from playing in safe rooms to experimenting in defused traffic situations to training in the serious situation of real traffic.

Method and content

The pedestrian diploma training is designed as an interdisciplinary project lesson that takes around 20 hours over a period of three weeks. The focus of the project is on the subjects of sport , social studies , artistic design and music , all of which work together. However, theoretical subjects such as German and arithmetic lessons are also included according to the topic. It is about experiences with one's own movements and those of others, about optical and acoustic perception , about the design of traffic aids such as traffic signs and traffic arrangements , about linguistic and non-linguistic communication, about verbalizing fears and about solutions to problems when driving. The children learn to communicate in traffic, to react correctly even when distracted, to distinguish between instruction, mandatory and prohibition signs and to design them themselves. They plan and implement rail and intersection traffic together and cooperate with fourth-graders who cycle. Functions such as that of the traffic policeman or traffic lights are performed by the children themselves.

Another characteristic of the Karlsruhe didactic model is the participation of older pupils in the final classes and interested parents as part of the training and final examination for the pedestrian diploma. As " Guardian Angels ", they are responsible for a certain child. In this way, you are unobtrusively familiarized with the rules of pedestrian traffic and the behavior of children in traffic. The commitment is rewarded with a "guardian money diploma" designed by the children.

Learning control

A success check ensures that the specified learning objectives are actually achieved during the project or at which point must be started again. This final check consists of a walk through the real traffic accompanied by a specially trained mentor (“guardian angel”). Every single child is taken several times to critical traffic areas and confronted with dangers that need to be decided and acted appropriately. This can be repeated as often as you like. The "exam" is passed when the child has successfully completed at least twelve tasks in a row. Successful participation in the project and test course is certified by the school principal and class teacher with a signature and school seal . You are entitled to wear a corresponding badge . With the pedestrian diploma, the child usually acquires the first official certificate of achievement in his life. It is very popular and motivates the children to take the cycling test next .

Track record

The traffic didactic value of the pedestrian diploma cannot be narrowed down to the aspect of accident reduction. It contributes more to traffic education than the mere prevention of accidents by introducing the "traffic with each other" as part of the positive communicative and cooperative human interaction in the educational process. It is more than mobility education to increase pedestrian safety . Nevertheless, the successes in the area of ​​accident development, which is of great interest to the public, which have been achieved in the last few decades in conjunction with other safety measures, are evident and statistically verifiable:

The empirical surveys on the pedestrian diploma accompanying school days did not record any noteworthy traffic accidents among the children involved , neither during the project phases nor during the remaining school days . On a large scale, the official statistics show the following:

In 1972, according to the ADAC (in the smaller FRG with a significantly lower volume of traffic) 71,278 children had an accident on German roads, 35,038 of them as pedestrians, most of them on the way to school. By 1978 this number rose to 72,129 children who had had an accident.

After the didactic reorientation of traffic education to “ traffic education from the child ”, the associated introduction of the pedestrian diploma (1976) and accompanying personnel-intensive and traffic-related measures, there was a clear trend reversal in the form of a continuous reduction in the number of accidents among children, which continues to this day. Thanks to these measures, children under 15 years of age have a significantly lower accident risk (7.1%) than the other age groups compared to their share of the population (13.2%). The official statistical yearbook of 2016 notes: " The situation among child pedestrians has improved in particular: In 2015, 27 children were killed as pedestrians, in 1978 there were around twenty-six times as many with 701 children. The risk of accidents for children is thus fell from 468 accidents per 100,000 inhabitants of their age group in 1978 to 264 children in 2015. "For 2014, the Federal Statistical Office (in the now expanded FRG with significantly increased road traffic) only recorded 28,603 accidents with children under 15 Years, 9,535 of them as cyclists, 6,651 as pedestrians. 71 accidents resulted in death. However, the number of accidents involving children as passengers in vehicles has peaked at 21,133 children injured and 41 killed. An essential goal of the pedestrian diploma therefore remains to convince the parents of the counterproductive measure of the parents' taxi and to induce the independence and visible qualification of their children through the pedestrian diploma to avoid the particularly dangerous school rush hour .

As the Internet representative shows, the pedestrian diploma has largely been accepted by traffic guards , elementary schools and kindergartens and has become an integral part of traffic education when starting school.

With the award of the author by Christiane Herzog , the wife of the then Federal President Roman Herzog , in 1995 in Karlsruhe , the scientific concept of "child traffic education" and its successful didactic model "pedestrian diploma" also received official recognition.

literature

  • ADAC (ed.): Traffic accidents. Child accidents in 1972 . Mitteilungsblatt o.O. 1973, p. 4 ff.
  • Wolfgang Böcher, Bernhard Schlag: Child accidents in road traffic . Bonn 1978.
  • W. Böhm, B. Fuchs: Education according to Montessori . Klinkhardt Publishing House, Bad Heilbrunn 2004.
  • Karl Frey : The project method . Beltz publishing house, Weinheim 2005, ISBN 3-407-25123-8 .
  • H. Helming: Montessori pedagogy. A modern educational path in concrete terms . Herder Verlag, Freiburg 2002, ISBN 3-451-26770-5 .
  • Maria Montessori : The Discovery of the Child. 4th edition. 1976.
  • Inge Peter-Habermann: Children have to have an accident . Reinbek 1979.
  • R. Pfeiffer: We GO to school . Vienna 2007.
  • Federal Statistical Office (Ed.): Statistisches Jahrbuch 2015. Road traffic accidents. Child accidents in road traffic 2014 . Wiesbaden 2015, p. 597.
  • Siegbert A. Warwitz : The pedestrian diploma as a project in the entrance level. In: A. Rudolf, SA Warwitz: Project teaching - didactic principles and models . Schorndorf 1977, ISBN 3-7780-9161-1 , pp. 101-113.
  • Siegbert A. Warwitz: Research Project Pedestrian Diploma. In: Z. f. Traffic education. 3, 1984, p. 58 ff.
  • Siegbert A. Warwitz: The development of traffic senses, traffic intelligence and traffic behavior in school beginners. The Karlsruhe model. In: Z. f. Traffic education. 4, 1986, pp. 93-98.
  • Siegbert A. Warwitz: Project-oriented traffic education from the child. In: Karlsruhe educational contributions. 28, 1992, pp. 59-69.
  • Siegbert A. Warwitz: The pedestrian diploma - an example of action-oriented traffic education. Issue 2 of the media series project teaching in schools and universities. 5th edition. Karlsruhe 1996.
  • Siegbert A. Warwitz: The pedestrian diploma. Suggestions for an interdisciplinary traffic education in primary school. In: thing-word-number. 30, 2002, pp. 46-49.
  • Siegbert A. Warwitz: The 'Pedestrian Diploma' project. In: Siegbert A. Warwitz: Traffic education from the child. 6th edition. Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 , pp. 221-251.
  • P. Wegener: The 'pedestrian diploma' method as a didactic concept to improve the roadworthiness of school beginners . Knowledge State examination thesis. GHS Karlsruhe, 2001.

Web links

Wiktionary: Pedestrian diploma  - explanations of meanings, word origins, synonyms, translations

Individual evidence

  1. ^ SA Warwitz: The pedestrian diploma as a project in the entrance level. In: SA Warwitz, A. Rudolf: Project teaching - didactic principles and models . Schorndorf 1977, pp. 101-113.
  2. ^ W. Böcher, B. Schlag: Child accidents in road traffic . Bonn 1978.
  3. ^ I. Peter-Habermann: Children have to have an accident . Reinbek 1979.
  4. ^ H. Helming: Montessori pedagogy. A modern educational path in concrete terms . Herder publishing house, Freiburg 2002.
  5. ^ W. Böhm, B. Fuchs: Education according to Montessori . Klinkhardt Publishing House, Bad Heilbrunn 2004.
  6. ^ SA Warwitz: The development of traffic senses, traffic intelligence and traffic behavior among school beginners. The Karlsruhe model. In: Z. f. Traffic education. 4, 1986, pp. 93-98.
  7. ^ SA Warwitz: Project-oriented traffic education from the child. In: Karlsruhe educational contributions. 28, 1992, pp. 59-69.
  8. ^ SA Warwitz, A. Rudolf: Project teaching - Didactic principles and models . Schorndorf 1977.
  9. ↑ K. Frey: The project method . Weinheim 2005.
  10. ^ SA Warwitz: The pedestrian diploma. Suggestions for an interdisciplinary traffic education in primary school. In: thing-word-number. 30, 2002, pp. 46-49.
  11. ^ SA Warwitz: The pedestrian diploma - an example of action-oriented traffic education. (= Project lessons in schools and universities. Issue 2). 5th edition, Karlsruhe 1996.
  12. ^ SA Warwitz: The 'Pedestrian Diploma' project. In: SA Warwitz: Traffic education from the child. 6th edition. Baltmannsweiler 2009, pp. 221-251.
  13. ↑ P. Wegener: The 'pedestrian diploma' method as a didactic concept for improving the roadworthiness of school beginners . Knowledge State examination thesis. GHS Karlsruhe, 2001.
  14. ^ ADAC (Ed.): Traffic accidents. Child accidents in 1972 . Mitteilungsblatt o.O. 1973, p. 4 ff.
  15. ↑ Federal Statistical Office (Ed.): Statistisches Jahrbuch 2016. Child accidents in road traffic 2015. Wiesbaden 2016, p. 6.
  16. ↑ ibid. P. 5.
  17. ↑ ibid p. 6.
  18. ↑ Federal Statistical Office (ed.) (2015): Statistisches Jahrbuch 2015. Chap. 25. Road traffic accidents in 2014. p. 597.
  19. ↑ Federal Statistical Office (ed.) (2015): Traffic accidents. Child accidents in road traffic 2014. p. 597.
  20. ^ S. Warwitz: Children in the problem area of ​​school rush hour. In: thing-word-number. 86, 2007, pp. 52-60.