transport socialisation and education transport socialisation and education
TRANSCRIPT
Transport Socialisation and Education
www.eltis.org
Transport Socialisation and Education
Transport Socialisation and Education
www.eltis.org
Overview
(Self) Introduction to socialsiation
Facts and Figures to Childrens Behaviour and Abilities
Role Play
Exercises and Presentations / Discussions
Transport Socialisation and Education
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Socialisation
The term socialization is used to refer to the process of learning one’s culture and how to live within it. For the individual it provides the skills and habits necessary for acting and participating within their society. For the society, inducting all individual members into its moral norms, attitudes, values, motives, social roles, language and symbols is the ‘means by which social and cultural continuity are attained’ (Clausen 1968).
Transport Socialisation and Education
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On average a child covers a distance of approximately 16 km
13
26
39404442
16
0
10
20
30
40
50
6-15years
16-25years
26-35years
36-45years
46-55years
56-65years
66 yearsand older
kilo
me
ter
pe
r w
ork
da
y p
er
pe
rso
n
Austrian average:32
• Children are very mobile (4- 8 trips a day)
• Children use mainly sustainable modes
• Children travel short distances
Transport Socialisation and Education
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Biggest fears of parents
6
3
3
3
3
6
6
8
26
40
55
no fear
bad company
poor future
Aids
world-wide situation
ecological damage
other accidents
illness
drugs
crime
traffic accidents
Source: VCÖ (Traffic Club Austra)
Transport Socialisation and Education
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More and more children are car passengers
7,2
40,8
32,7
19,3
5,3
26,6
31,9
36,2
0
5
10
15
20
25
30
35
40
45
walking cycling carpassenger
publictransport
pe
rce
nta
ge
of
me
an
s o
f tr
an
sp
ort
us
ed
by
c
hild
ren
fo
r th
eir
va
rio
us
tri
ps
1995
2003
Transport Socialisation and Education
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Trips to school by car are increasing
4,9
6,5
12
0
2
4
6
8
10
12
1978 1985 2000
Sch
oo
l tri
ps
by
car
of
all 5
- to
12
year
old
s in
%*
Sou
rce
: F
un
k/F
ass
ma
nn
200
2 90
,123
Transport Socialisation and Education
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5‘ before school starts... ... and 5‘ after
ESTABLISH AWARENESS...
Who is to blame?
Transport Socialisation and Education
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311
21
12
6134
22
2
1740
10
11
37
19
ind
ica
ted
in
pe
rce
nt
Walking
Bicycle
Car Passenger
Car driver
Public Transport
Other
Teachers mostly use
the car
Modal Split of primary school children in Graz
Desired Modal Split of children
Source: FGM
Transport Socialisation and Education
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311
21
12
6134
22
2
1740
10
11
37
19
ind
ica
ted
in
pe
rce
nt
Walking
Bicycle
Car Passenger
Car driver
Public Transport
Other
Teachers mostly use
the car
Modal Split of primary school children in Graz
Desired Modal Split of children
Source: FGM
Transport Socialisation and Education
www.eltis.org
311
21
12
6134
22
2
1740
10
11
37
19
ind
ica
ted
in
pe
rce
nt
Walking
Bicycle
Car Passenger
Car driver
Public Transport
Other
Teachers mostly use
the car
Modal Split of primary school children in Graz
Desired Modal Split of children
Source: FGM
Transport Socialisation and Education
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Fewer accidents due to safer roads
Children get to school without being dropped
off by carMore and more children walk or cycle to school
Concerns of parents regarding the dangers of traffic decrease further
Motorized individual traffic decreases
Source: The PEP contribution 2004109
Reducing danger leads to more quality of life
Transport Socialisation and Education
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Transport Socialisation and Education
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Overweight children are an increasing problem
3635
3130
28
22222120
191818181818161616
151413
10
0
5
10
15
20
25
30
35
40
SK 1995
-199
9
FI -19
99
NL 199
7
DE 1995
CZ 200
0
CH 199
9
YU 1998
FR 200
0
SE 200
1
HU 199
3- 1
994
DK 199
8
BE 1992
PL 199
6- 1
999
BG 2
000
NO 1
996
AT 200
3
UK 199
8
HR 199
8
ES 199
8- 2
000
EL 200
0
MT 1
992
IT 2
001
Dis
trib
uti
on
of
ov
erw
eig
ht
in c
hild
ren
, ag
ed
10
, in
pe
rce
nt
Sou
rce
: In
t.o
bes
en
ess
- T
ask
Fo
rce
20
02
125
Transport Socialisation and Education
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Children’s abilities according to levels of development – auditory and visual 1/2
• 3-4 year olds cannot distinguish between stationary and moving vehicles
• Small children cannot associate a definite noise with a specific cause
• Differences between left and right can only be distinguished from 8 years on
• From 8 years onwards children use their sense of hearing also for road traffic
Transport Socialisation and Education
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Children’s abilities according to levels of development – auditory and visual 2/2
• Children can see things through the perspective of others from 9 on
• Judging of distances also works from 9 years onwards
• Children can judge speed relatively late (after 10 years)
• Only with 12 years the field of vision of children is fully developed (also the sides
Transport Socialisation and Education
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Development of children and mobility, respectively (ideal scenarios) 1/2
Age
Infant 01
Crawling
Toddler 2 WalkingExploring of the immediate homeAcceptance into groups of older children
3 Exploration of one’s own road(self-initiated) friendships in the neighbourhood
4 First tries on the child bikeExploration of neighbouring streetsgroups of children of the same ageIndependent contacts with the world of grown ups (shopping)
5 Trip to the kindergarten (up to approx. 1 km)Kindergarten- / school acquaintances
Source: VCÖ
Transport Socialisation and Education
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Development of children and mobility, respectively (ideal scenarios) 2/2
School child
6 Trip to school Schoolbus, urban bus to school Radius of action to near destinations (playground, swimming pool etc.)
7 Extended Radius of Action First (forbidden) expeditions (also by bike) Bus in urban area
10 Neighbouring town is included in the action radius Cycling in local area Totally independent use of bus and trams within the municipal area
Source: VCÖ
Transport Socialisation and Education
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demand for daycarer
Children development in good living environment (slow & little traffic) and bad environment (fast & much traffic)
Duration of play without supervision
accompanied by adults
good living environment
bad environment
Transport Socialisation and Education
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Number of friends in average
Share of trips to visit friends done without supervision of adults
Social contacts of the parents in
average
5 year old children and their parentsgood living environment
bad living environment
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Living surroundingsComparison of games played in living surroundings and on public playgrounds
Running around
Being noisy
Roller skates
Water
Bring toys from home
Swing & slide
Climbing
Picking Flowers
Playing ball
Selfinvented games
Playground
Transport Socialisation and Education
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6 to 14 year olds prefer to be in public places
3,11,2
4,64,6
16,5
29,130,1
0
5
10
15
20
25
30
35
outdoor pool
public areas
others
other sport f
acilities
other leisure fa
cilities
playgroundclubs
Inte
rvie
we
d c
hild
ren
in p
erc
en
t
Transport Socialisation and Education
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MODAL SPLIT
WERBE SPLIT
MODAL SPLITim Kinderzimmer
Transport Socialisation and Education
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MODAL SPLIT
WERBE SPLIT
MODAL SPLITim Kinderzimmer
Transport Socialisation and Education
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MODAL SPLIT
WERBE SPLIT
MODAL SPLITim Kinderzimmer
Transport Socialisation and Education
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Transport Socialisation and Education
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How is cycling usually conveyed pedagogically to children?
• We encourage children to learn rules
• We tell children about all the things they are not allowed to do
• We show them the red card when their bike is not roadworthy
• We point out the routes they are not allowed to take
• We prevent them from cycling, because it’s too dangerous
• We make it clear that they have to protect themselves well (helmet, fluorescent vest etc.)
Transport Socialisation and Education
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Cycling does not only stand for safety
• Cycling is an experience for all senses
• While cycling children can feel velocity, cool wind blowing or headwind
• Using a scooter or a run bike children can train balance
• While cycling children are able to discover their surroundings and experience independence
• Cycling counteracts a lack of activity
• With the bike children can test their limits
Transport Socialisation and Education
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Strategy
Direct the vision on the potentials: what positive things can children experience while cycling or walking?
Present successful mobility projects for children offering helpful suggestions for the one’s own implementation
Invite charismatic experts to encourage and reassure you to become active
Arrange Study Visits to locations where successful projects have already been implemented and meet implementers and politicians alike
Design structures and framework conditions in a way to make walking and cycling possible
Transport Socialisation and Education
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Kindergarten and Mobility
There is nothing like starting young
Transport Socialisation and Education
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Transport Socialisation and Education
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Positive emotions for cycling- Learning how to bike
- Certificate „I can bike“
- Picture stories concerning cycling
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Cycling to the kindergarten
- Bicycle lottery
- Kids trailer rental
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EvaluationWhich elements of the kindergarten program did you like?
(multiple answers are possible)
100%
97%
76%
70%
18%Other
Picture book
Certificat "I can bike"
Cycling test
Cycling training
Transport Socialisation and Education
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reduce problems caused by traffic congestion on and around the site
raise the image of schools that carry out educational traffic campaigns
help provide less stressful options for travel to school
give opportunities to build healthy exercise into daily life
For a school, educational campaigns can:
Transport Socialisation and Education
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The Traffic Snake Game
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The Traffic Snake Game
1 week
• Children and parents walk, cycle, take public transport or use the carpool
• Save points together
Advantages• Playful and structured action, easy to organise
• Awareness raising on safe and sustainable home-school traffic
• Children become visible and able-bodied in traffic
• Less car traffic, meaning less traffic chaos and less parking pressure at the school gates
• Big success and great effects due to involvement of the complete schools
Transport Socialisation and Education
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In Belgium:Schoolyear 2006-2007:500 schools76.927 pupils / 5.763 teachers / 51.664 families
The Traffic Snake Game is now also played in NL, AT, RO, BU, HU, IT, SI, GR. Supported by STEER.www.schoolway.net
Transport Socialisation and Education
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Mobility management for schools
School environment that invites to walk and cycle
Walking routes / Cycling routes
Guided walking and/or cycling
Parents stops to keep cars away
Transport education (materials for teachers)
Transport Socialisation and Education
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Transport Socialisation and Education
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Transport Socialisation and Education
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Radfahrtraining an Grazer Schulen
BICYCLE TRAINING FOR PUPILS IN REAL TRAFFIC ENVIRONMENT
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training in real environment (on the road!) to widen the issue of environmental friendly behaviour: walking and cycling as a new topic
New pedagogical approach
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Background: Bicycle education in protected areas isn‘t an adequate training area
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Exercises on coordination and concentration
Training day: Start with psychomotor abilities & skills
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Cycling together in real traffic
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Main part of the training: Individual exercises & special support by the trainer
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Multiple Tasks in complex (riding & stopping, looking, listening, assessing the distance, handling, starting…)
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How do you assess the bicycle training?
Very good goodsatisfaying
sufficientnot good
no commentSurvey with 663 parents in 2005
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Conclusion
Teachers and parents recommend the bicycle training
Over 15.000 children trained over the last 12 years
Accident-free training since 1995
School surroundings‘ analysis in cooperation with the city of Graz
Investigation of pupil‘s mobility behaviour and what they like when cycling
Winner of the Shimano Cycling Concept Award 2004
Transport Socialisation and Education
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WALKING BUSSES
Not even crutches can keep me
at home!
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DefinitionThe Walking Bus is a group of primary school children who walk to and from school. The groups are supervised by adults.
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Each circuit under 1 km
Each stop more then 150 m
Timetable agreed with parents
1 accompanying person for 8 children
Transport Socialisation and Education
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Transport Socialisation and Education
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Co-ordinator Austrian Mobility Research FGM-AMOR
Robert Pressl / Karl ReiterTel: +43 316 81 04 51 13 / +43 316 81 04 51 23
e-mail: [email protected] / [email protected]