School rush hour

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The term school rush hour , sometimes also school rush hour (a combination of words from the German school as a building and place of learning, English rush = rush, rush, crowd and English hour = hour), is a technical term in traffic education . It has a double meaning in the literature: On the one hand, it describes the extraordinary traffic hazard in the immediate vicinity of schools and kindergartens. On the other hand, it stands for the causal connection with the dense traffic volume at the beginning and at the end of the lesson times.

Reasons for origin

The traffic experts blame various reasons for the school rush hour situation :

  • Parents' fears of endangering their children in traffic
  • lack of parental traffic education (especially preparation and planning of the safe way to school )
  • lack of confidence in their children's self-assurance skills
  • poor organization of the morning time planning (getting up late, etc.)
  • Children's convenience

Risks

According to Warwitz, the particular danger and the negative consequences for the start of lessons result from the following circumstances:

  • Hustle and bustle and problems from the temporal and spatial coordination of the obligations of parents and children (school, kindergarten, office)
  • Stress and arguments in the passivation of children in the "cage" car
  • increased risk from the point where different traffic flows (pedestrians, cyclists, mopeds, private cars, school buses )
  • Counterproductive behavior with regard to the road safety of the children (traffic-trained and traffic-trained children have statistically the highest safety standard)
  • The incapacitation of children as active, awake road users and development of corresponding deficits in dealing with traffic
  • Creating an emotionally charged and therefore unfavorable start to the class

The school rush hour is therefore of the traffic education , schools and transport associations ( ADAC , VCD fought strongly and Others..):

Countermeasures

  • Parent education
    • Communication of accident statistics (lowest risk from skillful foot traffic )
    • Information about underchallenges and excessive demands in traffic
    • Teaching child-friendly traffic behavior (school beginners can already be trained to walk independently to school as pedestrians. From a developmental psychological point of view, cycling in road traffic is only responsible from the third to fourth school year)
    • Education about the consequences of being under-aged and refusing to learn about traffic
    • Conviction of the value of the active way to school for safety as well as for the emotional state of the children at the beginning of lessons and learning
  • Didactic measures
    • Systematic mental and practical preparation for the age-appropriate approach to school, for example through games, through the Karlsruhe 12-step program in preschool age, through the acquisition of the pedestrian diploma with school enrollment and through the organization of a cycling test in the third / fourth school year.
    • Convince the children of their own traffic engineering skills (building up well-founded self-confidence of proven ability)
    • Conveying the joy of being able to cope with the journey to school independently and responsibly (maturity status, documented by the pedestrian and cycling certificate)
    • Preferred parking spaces for "certified cyclists", if the driving ban cannot be enforced for non-certified cyclists due to a lack of cooperation from parents.

Responsible bodies

  • Local politicians as part of their duty to ensure traffic safety (creation of traffic-calmed streets, pedestrian crossings, parking and stopping bans)
  • Parents in the context of their statutory duty of upbringing
  • Preschool educators as part of their educational tasks in kindergartens
  • Teachers in the context of school traffic education
  • Police officers and representatives of the German Traffic Guard as part of their extracurricular and school involvement ( police doll stage , days of action, demonstrations, accident analyzes)

See also

literature

  • MA Haller: Traffic education in preschool age as preparation for the way to school according to the Karlsruhe 12-step program . Knowledge State examination thesis GHS, Karlsruhe 2001.
  • M. Limbourg: Children on the move in traffic. Risks and dangers on children's paths . In: Ding-Wort-Zahl 47 (2002), pp. 9-16
  • P. Spitta: Learn continuously. The way to school in first grade . In: Ding-Wort-Zahl 30 (2002), pp. 17-22.
  • R. Streyhammer: The school is just around the corner ... teaching aid. Vienna 2007.
  • SA Warwitz: We create a game for ourselves on the way to school. First grader in an interdisciplinary project . In: Case-Word-Number 30 (2002), pp. 23-27.
  • SA Warwitz: Children in the problem area of ​​school rush hour . In: Ding-Wort-Zahl 86 (2007), pp. 52–60.
  • SA Warwitz: Are traffic accidents 'tragic' coincidences? In: Ding-Wort-Zahl 102 (2009), pp. 42–50 and 64
  • SA Warwitz: Traffic education from the child. Perceive-play-think-act . 6th edition, Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 .
  • P. Wegener: The 'pedestrian diploma' method as a didactic concept to improve the roadworthiness of school beginners . Knowledge State examination thesis GHS Karlsruhe 1999.

Individual evidence

  1. ↑ a b c d S.A. Warwitz: Children in the problem area of ​​school rush hour . In: Ding-Wort-Zahl 86 (2007), pp. 52–60
  2. ^ M. Limbourg: Children on the move in traffic. Risks and dangers on children's paths . In: Ding-Wort-Zahl 47 (2002), pp. 9-16
  3. ↑ a b P. Spitta: Learn continuously. The way to school in first grade . In: Ding-Wort-Zahl 30 (2002), pp. 17-22
  4. ↑ Take part ! Walk to school without a parents taxi. Action day on September 22nd , Hamburger Abendblatt (accessed on May 11, 2008)
  5. ^ SA Warwitz: Are traffic accidents 'tragic' coincidences? In: Ding-Wort-Zahl 102 (2009), pp. 42–50 and 64
  6. ↑ R. Streyhammer: The school is around the corner ... teaching aid, Vienna 2007
  7. ^ SA Warwitz: The way to the first solo effort . In: Ders .: Traffic education from the child . Baltmannsweiler, 6th edition 2009, pp. 190–215
  8. ^ SA Warwitz: The way to school game . In: Ders .: Traffic education from the child . Baltmannsweiler, 6th edition 2009, pp. 216–221
  9. ↑ C. Schneider: The Karlsruhe 12-Step Program. Practical review of a method for safe pedestrians . Knowledge State examination thesis GHS, Karlsruhe 2002
  10. ^ SA Warwitz: The pedestrian diploma . In: Ders .: Traffic education from the child . Baltmannsweiler, 6th edition 2009, pp. 221-251
  11. ↑ P. Wegener: The 'pedestrian diploma' method as a didactic concept for improving the roadworthiness of school beginners . Knowledge State examination thesis GHS Karlsruhe 1999