Youth traffic school
Youth traffic schools (also: traffic gardens ) are institutions that are intended to promote the use of traffic for children and young people. As a rule, it is a matter of municipal institutions , which in Germany are mostly operated and looked after by the Deutsche Verkehrswacht eV . There they are often attached to schools in the communities or at least located in their vicinity and in this way they can share their premises and their rooms and have recourse to their staff. Youth traffic schools are not a competition, but a complement to the school traffic education .
distribution
Youth traffic schools were established in both east and west of Germany as early as the 1950s . They are also available in Austria and Switzerland and almost everywhere in Europe. According to information from the German traffic watch, which is primarily responsible, there were around 800 youth traffic schools working in Germany alone in 2013. The Rostock youth traffic school , also known as the traffic garden , has existed since 1957, that of Freiburg im Breisgau , as well as the Frankfurt traffic garden , which was even provided with a tram at the time, has existed since 1960. In Mönchengladbach , the first youth traffic school was established in 1961. In view of the tight budgets of the municipalities, however, operators are increasingly complaining about the slow deterioration of their training buildings, such as in Rüsselsheim . In addition to the stationary ones, there are also so-called mobile youth traffic schools like the one in Obertilliach , Austria , which helps East Tyrolean children in a wider area to get their voluntary cycling test .
Facilities
The minimum equipment of a youth traffic school consists of a traffic training area and a roofed training room. The practice area is modeled in miniature on the real traffic to which it is supposed to lead. In a protected area separated from dangerous traffic there are streets , sidewalks , junctions , crossings , traffic circles , zebra crossings , traffic signs , traffic lights as in real traffic. Thus, right of way , the turning, pedestrians as cycling techniques are safe to learn in a fun way.
Like classic classrooms, the roofed-over rooms are equipped with movable chairs, tables, boards, pin boards and the necessary visual and work materials. In addition, the community and the German traffic watch, which is financed by donations, provide traffic-specific materials and tools, e.g. for simple bicycle repairs, or pictures, transparencies and films for problem discussions. The training room offers the opportunity for all kinds of questions and exchanges about the world of traffic and is the place for theory tests.
Objectives
The traffic psychology systematically collects knowledge on traffic behavior of road users. The resulting spectrum of objectives and the appropriate forms of communication are scientifically developed and formulated by traffic didactics.
In contrast to the driving safety centers operated primarily by the ADAC , in which particularly dangerous traffic situations such as difficult road conditions, slippery roads, aquaplaning are simulated and appropriate traffic and driving behavior such as braking maneuvers and cornering techniques are trained, the youth traffic schools deal with everyday traffic. They prepare for the pedestrian diploma and the cycling test and shape the training in exciting learning episodes and tasks, for example in varied skill courses, in quizzes or (when it rains) in creative designs such as composing traffic fables or playing with the traffic junk .
The driving safety centers do not want to compete with the driving schools and the youth traffic schools do not want to be an alternative to the traffic education of the general education schools , but rather complement them sensibly. For this purpose, physical proximity and personal cooperation are sought. Police officers and teachers share the important educational task and at the same time benefit from mutual methodological experience and the traffic-related equipment.
In addition to physical, technical, mental and emotional roadworthiness, the tasks also include the independent handling of the road safety of your own vehicle, such as the safety check of the bicycle including the ability to carry out minor repairs. This includes learning a partnership-based communication in the form of forms of understanding about traffic intentions in everyday road traffic. And this includes strengthening the awareness that meaningful intercourse is never against each other, but only with each other and that it is enjoyable.
literature
- German Road Safety Council (Hrsg.): From toys to means of transport . Bonn no year
- Dieter Hohenadel: Cycling lessons in elementary school and youth traffic school . Braunschweig 1997
- Siegbert A. Warwitz: Traffic education from the child. Perceiving-Playing-Thinking-Acting , Baltmannsweiler (Schneider-Verlag). 6th edition 2009. ISBN 978-3-8340-0563-2
See also
Web links
Individual evidence
- ↑ We're in the air ( Memento of the original from September 21, 2013 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. , Echo Newspapers , September 13, 2013.
- ^ The driving license for bicycles - East Tyrolean children take the test , Obertilliach district papers, June 27, 2013.
- ^ German Road Safety Council (Ed.): From toys to means of transport . Bonn no year
- ^ Siegbert A. Warwitz: Traffic as an occasion to play, space to discover, address for social activity . In: Ders .: Traffic education from the child. Perceive-play-think-act . 6th edition. Baltmannsweiler 2009. Pages 50-53
- ↑ Dieter Hohenadel: cycling lessons in primary schools and youth traffic school . Braunschweig 1997
- ↑ Dieter Hohenadel: cycling lessons in primary schools and youth traffic school . Braunschweig 1997
- ^ Siegbert A. Warwitz: Traffic as a learning area . In: Ders .: Traffic education from the child. Perceive-play-think-act . 6th edition. Baltmannsweiler 2009. Pages 21-28
