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An integrative curriculum approach to road safety education

Joy Cullen and Pat Nolan

Road safety education for young children requires more than games, rhymes, and worksheets; it needs to be linked to everyday experiences of traffic and addressed “little and often”. This article reports on the experiences of teachers and classes in the first years of school who participated in a national project to develop integrative cross-curricular, essential-skills-based road safety education. Learning and teaching experiences built on three pedagogical approaches: authentic learning experiences, reflection and action, and collaborative activities. Implications for road safety education in the early childhood years are considered.

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