Unfälle im Kindesalter

Wildner, Manfred; Heissenhuber, Alois; Kuhn, Joseph

doi:10.1007/978-3-540-88047-9_25

Cited by 1 publication

(3 citation statements)

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“…If they did try to do so, they had great difficulties in keeping their balance (Küting, Boigs, & Winkler, 1979) 8-9 years: only 43% of the children were able to estimate speeds correctly < 9 years: when deciding whether to cross the road, children principally take visual stimuli into consideration, i.e. whether or not a car is visible (Ampofo-Boateng & Thompson, 1989) from 8 years onwards: adequate interpretation of sound impressions (Wildner et al, 2009) from 8-9 years onwards: directional hearing functions (Pfeffer & Barnecutt, 1996) 8-9 years: due to the greater negative impact of reflecting sounds, directional hearing in a real-world road setting appears only to be fully developed from the age of 8-9 years (Barton, Lew, Kovesdi, Cottrell, & Ulrich, 2013).…”

Section: -6 Yearsmentioning

confidence: 99%

“…8 years: hearing is regularly called on in traffic (Finlayson, 1972) 8 years: less than 50% of the vehicle sounds (driving away vs. approaching) could be correctly recognised (Pfeffer & Barnecutt, 1996). 9 years from 9 years onwards: significant improvement in cycling one-handed (Basner and De Marées, 1993) 9-10 years: motor skills for cycling, such as maintaining balance, braking, steering, staying in lane or keeping to a line in corners, are developed (Limbourg, 1997) 9 years: depthof-field perception is fully developed 9-10 years: adequate estimation of speeds (>85%) (Michaelis & Niemann, 1999) from 9 years onwards: signal direction is recognised (Wildner et al, 2009) ToTS Volume 9, Issue 2: pg3-pg17…”

Section: -6 Yearsmentioning

confidence: 99%

“…up to 12 years: field of vision approximately one third smaller than in adults (Wildner, Heissenhuber, & Kuhn, 2009) from 12-14 years: field of vision the same size as in adults (Berger, 1992) 12 years: performance in estimating the speed of approaching vehicles is comparable to that of adults (Hoffmann, Payne, & Prescott, 1980) <12 years: compared with adults, children have insufficient skills to adequately estimate the speeds of approaching vehicles when crossing a busy road (Wann, Poulter, & Purcell, 2011).…”

Section: Visual Acuity and Accommodationmentioning

confidence: 99%

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The development of traffic competences - do children need special infrastructure to be safe in traffic?

Schützhofer¹,

Rauch²,

Stark³

2018

ToTS

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A lot of (visual, auditory, social, emotional, psycho-motoric, intellectual and cognitive) competences are needed for safe traffic participation. Traffic competences develop during childhood and youth and there is a close relationship to brain maturity. Based on extensive literature analysis a comprehensive tabulation of empirically based developmental milestones was developed by gathering knowledge from different disciplines (Schützhofer, Rauch, Knessl & Uhr, 2015, Schützhofer, 2017). These milestones of traffic competences, forming the core of this paper, are now extended and updated to answer the question of how children can be aware of the traffic environment at a certain age and what this implies for their safe traffic participation. This article forms the framework for the tabulation and focuses on the development of visual competences and hazard perception. Based on the results of the literature review, it will be discussed if there are implications for infrastructure planning as well as for traffic education. Main objective of this research is the development of recommendations for age dependent safe traffic participation that do not under-or overstrain children and give them the chance to have their own active traffic experiences within adequate and safe borders. This traffic psychological and developmental psychological knowledge is essential in various fields. The results address policymakers, traffic managers, transport planners and technicians and help them to appreciate that children are not small adults and adaptions of the existing traffic environment are needed. They can also be a starting point for the development of traffic safety workshops for pedagogues, parents and police officers as in Austria.

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