Evaluating a flood-risk education program in the Netherlands

Bosschaart, Adwin; Schee, Joop van der; Kuiper, Wilmad; Schoonenboom, Judith

doi:10.1016/j.stueduc.2016.07.002

Cited by 25 publications

(24 citation statements)

References 21 publications

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“…Scientists and authorities have acknowledged that children are dependent on adults due to physical, emotional, and cognitive abilities for safety, as well as protection against emergencies and disasters. [5938] During the recent decades, disaster education programs have been considered for children as an innovative approach to disaster risk reduction. Many theories have favored the usefulness of these programs.…”

Section: Methodsmentioning

confidence: 99%

“…Encouraging children to think about the importance of preventive measures and preparedness can bridge the gap between knowing and acting on knowledge. [919] Todays, disaster education should be explicitly addressed as a way to improve the level of child resiliency and information transmission to reduce the risk of disasters in their homes. [34] Table 3 indicates some benefits of starting an education at a lower age and schools.…”

Section: Methodsmentioning

confidence: 99%

“…[678] Officials and policy-makers have focused on developing a new approach for persuading people and making leaps in disaster risk reduction such as training the children, the general public, especially vulnerable people by considering the increased risk of disasters and vulnerability due to climate change, development, increased income inequality, and low level of readiness among homemakers. [39101112] Disaster education for vulnerable aims to provide knowledge, skills, motivation in individuals and groups to take actions to reduce their vulnerability to disasters. Even, educating vulnerable people makes effective actions for other people or communities.…”

Section: Introductionmentioning

confidence: 99%

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The importance of education on disasters and emergencies: A review article

Torani

Majd

Maroufi

et al. 2019

J Edu Health Promot

153

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Disasters and emergencies have been increasing all over the world. Todays, with technological advancement, acquiring knowledge and its application in the realm of action is regarded as the only effective way for prevent disasters or reducing its effects. The present study aimed to review the importance of education and the effect of different methods of education on disaster risk reduction and preparedness in vulnerable people. To this aim, some articles indexed in Database of PubMed, Web of Science, Google Scholar, Scopus, Science Direct, and ProQuest were searched. The search was limited to reviewed articles in English published between 1990 and 2017. In addition, the selected articles were reviewed for relevant citations. The conducted studies were reviewed by two researchers independently. The primary search generated 128 relevant references. After eliminating the duplicates and articles which were not related to the review of the abstract, 41 references were identified for inclusion. After reviewing more, 31 references, which failed to meet inclusion index, were excluded from the study. Disaster education aims to provide knowledge among individuals and groups to take actions to reduce their vulnerability to disasters. During the last decades, the issue that trained people can be prepared for disasters and responding well has been extensively investigated. Based on the results, disaster education is a functional, operational, and cost-effective tool for risk management. Based on some evidence, it is important for vulnerable people to learn about disasters. There are different methods to educate vulnerable people, but no method is better than others. Trained people can better protect themselves and others. In this regard, planning and designing comprehensive educational programs are necessary for people to face disasters.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The importance of education on disasters and emergencies: A review article

Torani

Majd

Maroufi

et al. 2019

J Edu Health Promot

153

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“…Scientists and authorities have recognized that children depend on adults because of their physical, emotional and cognitive abilities for safety, as well as protection against emergencies and disasters. (Bosschaart, van der Schee, Kuiper, & Schoonenboom, 2016;Tuladhar, Yatabe, Bhandary, & Dahal, 2015). Over the past several decades, disaster education programs have been considered.…”

Section: Early Childhood Management Disastermentioning

confidence: 99%

Early Childhood Disaster Management Media Through Picture Story Books

Solfiah

Risma

Hukmi

et al. 2020

jpud

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Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management. Keywords: Early Childhood Education, Management Disaster, Storybooks Reference: Abulnour, A. H. (2013). Towards efficient disaster management in Egypt. Housing and Building National Research Center. https://doi.org/10.1016/j.hbrcj.2013.07.004 Adiyoyoso, W. (2018). Manajemen Bencana. Jakarta: Bumi Aksara. Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Batič, J. (2019). Reading Picture Books in Preschool and Lower Grades of Primary School. Center for Educational Policy Studies Journal, (November), 1–18. https://doi.org/10.26529/cepsj.554 Bosschaart, A., van der Schee, J., Kuiper, W., & Schoonenboom, J. (2016). Evaluating a flood- risk education program in the Netherlands. 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P ro v i s i o n o f C a re f o r C r i t i c a l l y I l l C h i l d ren i n Disasters. 35, 659–675. https://doi.org/10.1016/j.ccc.2019.06.003 Justice, L. M., & Piasta, S. (2011). Developing children’s print knowledge through adult-child storybook reading interactions: Print referencing as an instructional practice. In Handbook of early literacy research (In S. B. N). Kitagawa, K. (2016). Situating preparedness education within public pedagogy. Pedagogy, Culture & Society, 1366(November), 1–13. https://doi.org/10.1080/14681366.2016.1200660 Kousky, C. (2016). Impacts of natural disasters on children. Future of Children, 26(1), 73–92. https://doi.org/10.1353/foc.2016.0004 Latif, M., Zukhairina, Zubaidah, R., & Afandi, M. (2013). Orientasi Baru Pendidikan Anak Usia Dini (Teori dan Aplikasi). Jakarta: Kencana Prenada Media Group. Lin, R. (2012). A Study of Curriculum Innovation Teaching and Creative Thinking for Picture Book Creation. IERI Procedia, Vol. 2, pp. 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Lopez, Y., Hayden, J., Cologon, K., & Hadley, F. (2012). Child participation and disaster risk reduction. International Journal of Early Years Education, 20(3), 300–308. https://doi.org/10.1080/09669760.2012.716712 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Masuda, K., & Yamauchi, C. (2017). The effects of female education on adolescent pregnancy and child health: evidence from Uganda’s Universal Primary Education for fully treated cohorts. GRIPS Discussion Paper - National Graduate Institute for Policy Studies, (17/01), 49-pp. Retrieved from https://pdfs.semanticscholar.org/07f5/ebe91e3ac20179daae7d885ea50f8154f94e.pdf Mateo, R. M. (2015). Contrastive Multimodal Analysis of two Spanish translations of a picture book. 212, 230–236. https://doi.org/10.1016/j.sbspro.2015.11.338 McKenney, S., & Reeves, T. (2012). Conducting educational design research. London: Routledge. Meng, L., & Muñoz, M. (2016). Teachers’ perceptions of effective teaching: a comparative study of elementary school teachers from China and the USA. Educational Assessment, Evaluation and Accountability. Mudavanhu, Chipo Muzenda Manyena, B., & Collins, A. E. (2016). Disaster risk reduction knowledge among children in Muzarabani District, Zimbabwe. Natural Hazards, 84(2), 911–931. https://doi.org/10.1007/s11069-016-2465-z Mutch, C. (2014). International Journal of Educational Development The role of schools in disaster settings : Learning from the 2010 – 2011 New Zealand earthquakes. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2014.06.008 Ozturk, M. B., Sendogdu, M. C., Seker, E., & Tekinsen, H. K. (2011). Parents with children in preschool children ’ s picture book review elections. 15, 1906–1910. https://doi.org/10.1016/j.sbspro.2011.04.025 Peek, L. (2008). Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting Resilience - An Introduction. Children, Youth and Environments, 18(1), 1– 29. Plomp, T., & Nieveen, N. (2007). An introduction to educational design research. Enschede: The Netherlands: SLO. Pramitasari, M., Yetti, E., & Hapidin. (2018). Pengembangan Media Sliding Book Untuk Media Pengenalan Sains Kehidupan (Life Science) Kelautan untuk Anak Usia Dini. Jurnal Pendidikan Usia Dini, 12(November), 281–290. Proulx, K., & Aboud, F. (2019). Disaster risk reduction in early childhood education: Effects on preschool quality and child outcomes. International Journal of Educational Development, 66(October 2017), 1–7. https://doi.org/10.1016/j.ijedudev.2019.01.007 Pyle, A., & Danniels, E. (2016). 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Infant Behavior and Development Brief report Reality check : Prior exposure facilitates picture book imitation by 15-month-old infants. Infant Behavior and Development, 45, 140–143. https://doi.org/10.1016/j.infbeh.2016.09.003 Solfiah, Y., Risma, D., & Kurnia, R. (2019). The Knowledge Of Early Childhood Education Teachers About Natural Disaster Management. 2(1), 159–166. Sugiyono. (2017). Metode Penelitian dan pengembangan, untuk bidang pendidikan,manegement sosial. Bandung: alfabeta. Sumantri, M. S. (2015). Strategi Pembelajaran. Jakarta: Raja Grafindo Persada.Suryaningsih, E., & Fatmawati, L. (2017). Pengembangan BUku Cerita Bergambar Tentang Mitigasi Bencana Erupsi Gunung Api Untuk Siswa SD. Profesi Pendidikan Dasar. Tatebe, J., & Mutch, C. (2015). International Journal of Disaster Risk Reduction Perspectives on education , children and young people in disaster risk reduction. International Journal of Disaster Risk Reduction, 1–7. https://doi.org/10.1016/j.ijdrr.2015.06.011 Tomé-Fernández, M., Senís-Fernández, J., & Ruiz-Martín, D. (2019). Values and Intercultural Experiences Through Picture Books. Reading Teacher, 73(2), 205–213. https://doi.org/10.1002/trtr.1813 Torani, S., Majd, P. M., Maroufi, S. S., Dowlati, M., & Sheikhi, R. A. (2019). The importance of education on disasters and emergencies: A review article. Journal of Education and Health Promotion, Vol. 8, p. 85. https://doi.org/10.4103/jehp.jehp_262_18 Tuladhar, G., Yatabe, R., Bhandary, N., & Dahal, R. (2015). Assessment of disaster risk reduction knowledge of school teachers in Nepal. International Journal of Health System and Disaster Management, 3(1), 20. https://doi.org/10.4103/2347-9019.147142 Undang-undang No. 24 Tahun 2007 Tentang Penanggulangan Bencana , (2007).

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“…However, in high school education in the Netherlands, researchers found that 15-year-olds were unaware of the dangers of flooding as well as what to do when floods occur (Bosschaart, Kuiper, & van der Schee, 2015). This result lead to research that increased students' awareness of floods while not increasing their concern or fear about what could happen (Bosschaart, van der Schee, Kuiper, & Schoonenboom, 2016). In Eastern Samar, the students were knowledgeable coming into the workshop.…”

Section: Dre and Youthmentioning

confidence: 99%

A proposal for unpacking the politics of knowledge production in disaster reduction education

Trumble

2018

Geography Compass

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The Sendai Framework for disaster risk reduction (2015–2030) states that education is an important way to build resilience of people and communities. Further, reducing inequality should be a goal of disaster risk reduction (DRR) politics. Disaster reduction education (DRE), like the ideas resilience and DRR from which it stems, is not an innocent notion. The production of knowledge and its implementation via DRE are inherently political. With this in mind, I discuss recent work in DRE and suggest that science and technology studies (STS) is a helpful ally in examining the significance of DRE for communities. I first discuss the relationship between resilience, DRR, and DRE. I then review recent case studies from the growing field of scholarship in DRE; each of which brings into question (a) the politics of knowledge production and (b) uneven relationships across scales that shape the ways in which education for disaster risk is implemented. Next, I explore how scholarship from STS is useful to think through ways to further unpack the politics of expertise woven into DRE. I conclude by stating that if we are to consider possibilities for DRE practices that increase equality, we must first explore the power relations that shape DRE. STS engagements with expertise will help in the process.

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Evaluating a flood-risk education program in the Netherlands

Cited by 25 publications

References 21 publications

The importance of education on disasters and emergencies: A review article

The importance of education on disasters and emergencies: A review article

Early Childhood Disaster Management Media Through Picture Story Books

A proposal for unpacking the politics of knowledge production in disaster reduction education

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