Karlsruhe 12-step program

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The Karlsruhe 12-Step Program ( KZSP ) is a learning program for the first solo walk as an independent pedestrian in traffic . It is a product of the Karlsruhe didactic model traffic education from the child , which was designed by Siegbert A. Warwitz on behalf of the Karlsruhe University of Education and supported by funds from the state of Baden-Württemberg in the extensive studies of its effectiveness .

The ability to move independently and safely in the vicinity of the parental home is considered part of the school leaving certificate , which should be achieved when starting school. The target groups are therefore preschoolers , school beginners and older disabled children. The learning program that was created in the early 1990s and can be flexibly modified according to local conditions has spread across the entire German-speaking area.

Conception

On the one hand, the KZSP strives for the child to reach maturity as quickly as possible as the best guarantee for safety on the way to school . On the other hand, it wants to avoid the dangerous school rush hour . For this reason, parents are educated, accompanying measures such as driving or stopping bans in the vicinity of the schools are being sought, and school pilots and traffic assistants are being trained.

The implementation of the crash course on an initial protection of the child only takes a few hours. It is urgently recommended to parents as preparation for school enrollment and, if necessary, the teachers will do it during the first week of school.

The learning program comprises twelve work steps that are completed with one or two children under the guidance of a knowledgeable adult. Characteristic is the method of discovery learning , with which the children are allowed to explore their traffic environment in a natural learning process largely on their own. The companion is limited to animating, advising and protecting. The tasks are the traffic reality. The place of exercise is the immediate home environment with the paths to the bakery, kindergarten and school. The program wants to help to recognize the specific danger moments, to find safe ways and to take suitable measures for self-protection. For this purpose, the critical traffic areas are walked through with the child, questions are asked, rules of conduct are drawn up, problems are played out. The program offers children and caregivers suggestions for structuring the learning process with illustrated example scenes, with questions to help them make decisions, with suggestions for behavioral alternatives and tips that are intended to sharpen their perception and awareness of the problem. All learning steps are practiced several times. Temptations to behave contrary to traffic serve as direct learning controls .

procedure

  • Step 1: deals with the hazard potential and safe use of the walkway .
  • Step 2: deals with walking on a country road that is not protected by a sidewalk.
  • Step 3: deals with the passage of a street over a pedestrian bridge and a pedestrian tunnel .
  • Step 4: shows how to cross a street with the help of a police officer, a school guide or a school help .
  • Step 5: helps operate a pressure light .
  • Step 6: supports you in the discovery and use of the crosswalk transition aid .
  • Step 7: trains crossing roads without traffic aids.
  • Step 8: Conveys awareness of dangers and the technique of crossing roads behind obstructions.
  • Step 9: shows how dangerous obstacles (parked cars or construction sites) can be safely passed.
  • Step 10: Develops how to deal with difficult road conditions such as slippery ice, snow, darkness, fog or rain.
  • Step 11: tries to behave correctly in emergencies such as an accident or when getting lost in a strange environment.
  • Step 12: Finally, practice walking independently in the traffic areas that are important for the child . It also serves as a practical learning control .

Assessment and classification

According to the statistics of the Federal Statistical Office of the Federal Republic of Germany, accidents on the way to school require the most victims among children. In turn, school beginners are hardest hit by this. The KZSP takes this fact into account. Experience with the program, which has now spanned almost three decades, shows a steady decline in the number of accidents with children. Of the schools working with the program participating in the long-term studies, no deaths or notable injuries were reported during this period on the way to school. The official accident statistics for the Federal Republic of Germany establish a long-term significant trend towards a steady reduction in the number of accidents with children, with the KZSP and the widespread pedestrian diploma at least having a considerable impact: " The situation among child pedestrians has improved in particular: in In 2015, 27 children were killed as pedestrians, in 1978 the number was around twenty-six times as many with 701 children. The risk of accidents for children has thus decreased from 468 accidents per 100,000 inhabitants of their age group in 1978 to 264 children in 2015. Still During this period, the risk of death for children on the road fell more sharply, from 94 children per million inhabitants under 15 to eight children in 2015. "

It is also statistically striking that the southern federal states of Baden-Wuerttemberg , Bavaria , Rhineland-Palatinate and Hesse , the area where the courses were developed and where the courses were mainly distributed, with consistently fewer children with accidents (approx. 230 per 100,000 inhabitants), the Federal Statistical Office with regard to the Accident reduction in children is once again certified as having significantly better success rates than the northern federal states (approx. 350 per 100,000 inhabitants of the age group).

The KZSP is to be understood as an introduction to the didactic concept of traffic education from the child . It creates a life and health protection for the child and thus serves as the basis for the preschooler and school beginners to participate in traffic . Its effectiveness was evaluated with several thousand children with the help of teachers and prospective teachers . The overall concept provides for the child's self-awareness to be accompanied in additional, interdisciplinary learning projects .

literature

  • MA Haller: Traffic education in preschool age as preparation for the way to school according to the Karlsruhe 12-step program . Scientific state examination work GHS. Karlsruhe 2001.
  • Maria Limbourg: Children on the move in traffic. Risks and dangers on children's paths. In: thing-word-number. 47, 2002, pp. 9-16.
  • C. Schneider: The Karlsruhe 12-step program. Practical review of a method for safe pedestrians . Scientific state examination work GHS. Karlsruhe 2002.
  • Gerlinde Schreiber: The Karlsruhe 12-step program. A training attempt with school beginners. Scientific state examination work GHS. Karlsruhe 2002.
  • Child accidents in road traffic 2015. In: Federal Statistical Office (Ed.): Statistisches Jahrbuch 2016. Wiesbaden 2016, ISBN 978-3-8246-1049-5 (Series 7: Traffic accidents / annual results).
  • Siegbert Warwitz, Anita Rudolf: The pedestrian diploma as a project in the entrance level. In: Dies .: Project teaching - Didactic principles and models. Schorndorf 1977, pp. 101-113.
  • Siegbert Warwitz: Children in the problematic school rush hour. In: thing-word-number. 86, 2007, pp. 52-60.
  • Siegbert Warwitz: Are traffic accidents 'tragic' coincidences? In: thing-word-number. 102, 2009, pp. 42-50 and p. 64.
  • Siegbert Warwitz: The Karlsruhe 12-Step Program. In: Traffic education from the child. Perceive-play-think-act. 6th edition. Verlag Schneider, Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 , pp. 190-215.

Individual evidence

  1. ↑ a b c d S. Warwitz: The Karlsruhe 12-Step Program. In: Traffic education from the child. 2009, pp. 190-215.
  2. ^ S. Warwitz: Children in the problem area of ​​school rush hour. In: thing-word-number. 86, 2007, pp. 52-60.
  3. ↑ a b M. A. Haller: Traffic education in preschool age as preparation for the way to school according to the Karlsruhe 12-step program. Karlsruhe 2001.
  4. ↑ Child accidents in road traffic 2015. In: Statistisches Bundesamt (Ed.): Statistisches Jahrbuch 2016. Wiesbaden 2016, p. 5.
  5. ^ M. Limbourg: Children on the move in traffic. Risks and dangers on children's paths. 2002, pp. 9-16.
  6. ^ S. Warwitz: Children in the problem area of ​​school rush hour. 2007, pp. 52-60.
  7. ^ S. Warwitz: Are traffic accidents tragic coincidences? 2009, pp. 42–50 and 64.
  8. ↑ Child accidents in road traffic 2015. In: Statistisches Bundesamt (Ed.): Statistisches Jahrbuch 2016. Wiesbaden 2016, p. 6.
  9. ↑ Child accidents in road traffic 2015. In: Statistisches Bundesamt (Ed.): Statistisches Jahrbuch 2016. Wiesbaden 2016, p. 7.
  10. ↑ C. Schneider: The Karlsruhe 12-Step Program. Practical review of a method for safe pedestrians. 2002.
  11. ^ G. Schreiber: The Karlsruhe 12-Step Program. A training attempt with school beginners in 2002.