Child Safety Education Research Articles

Clinical characteristics and toxicological spectrum analysis of 493 cases of acute poisoning in children

ObjectiveThis retrospective study aimed to analyze the clinical characteristics and toxicological spectrum of acute poisoning in children treated at our pediatric intensive care unit. The findings provide a basis for the treatment and prevention of acute poisoning in children.MethodsClinical data of hospitalized children aged 0 to14 years with acute poisoning, treated between January 2015 and December 2023, were collected and analyzed. The analysis included the types of poisoning, sex and age distribution of children, routes and causes of poisoning, time from poisoning to medical consultation, length of hospital stays, and treatment outcomes.ResultsAmong the 493 cases of acute poisoning in children, pesticide poisoning (n = 252, 51.1%) was the most common type, followed by medication poisoning (n = 182, 36.9%). Chemical poisoning accounted for 7.7% (n = 38), while food poisoning and inhalation of harmful gases accounted for 3.0% (n = 15) and 1.2% (n = 6), respectively. The main route of poisoning was oral ingestion (n = 477, 96.8%), while accidental ingestion accounted for a large proportion (n = 379, 79.4%), and adolescents aged 11 to 14 years accounted for 20.6% (n = 98).Apart from the predominance of girls attempting suicide by self-administering antipsychotic medications (n = 88, 75.9%) due to depression, there was no significant difference in sex distribution among other types of poisoning children. The highest incidence of poisoning except children who self-administer antipsychotic drugs occurred in children aged 1–3 years (n = 267, 54.2%) and 8–14 years (n = 135, 27.4%), with the highest proportion in the preschool age group. The average time from poisoning to medical consultation was 33.4 ± 54.9 h, and majority of children received treatment within 48 h after poisoning (n = 423, 85.8%). The overall effective treatment rate was 96.8%.ConclusionAcute poisoning in children has complex and diverse causes, with accidental ingestion being the main route. Prevention should be emphasized, including strengthening child safety education and improving parental supervision. Moreover, psychological health education is crucial for adolescents during their puberty. In the event of acute poisoning, prompt medical consultation and appropriate treatment are necessary to mitigate adverse outcomes.

Enacting a child safety education programme in special education contexts

BackgroundThe teaching of personal safety and abuse prevention skills in schools is a feature of robust child protection systems across the world. In Ireland, the Stay Safe programme is mandatory for all primary schools and aims to equip children with the skills and knowledge necessary to reduce their susceptibility to abuse. The mandatory nature of the programme presents a challenge to schools catering for children with special educational needs and disabilities, due to a lack of clarity for teachers over the extent to which it can be adapted. AimThe aim of this study was to probe how teachers in special schools balance the mandatory requirement to teach the designated safety programme, with the practical reality that many of their children may not be able to process the intended learning, in the way it is prescribed. In a broad sense, the study aimed to showcase how teachers increase the accessibility of the programme for children with various special educational needs and disabilities. Methods and ProceduresThe study adopted a mixed-methods approach to data-gathering. Phase 1 consisted of a questionnaire distributed via Qualtrics to every special school principal in Ireland (n = 133). Phase 2 consisted of a three-site embedded case study with three special schools. Data from both phases of research were merged, using a three-part iterative framework, to arrive at a nuanced understanding of how the designated safety programme was enacted in special schools. Outcomes and ResultsThe results indicated that teachers in special schools enact the designated safety programme with varying degrees of systematicity, despite its mandatory status. Aspects of the programme were frequently skipped, supplementary material was introduced and content was generally changed depending on child need. The greater the learning difficulty, the more modification engaged in by teachers in special schools. Conclusions and ImplicationsThis article concludes by proposing that greater flexibility be provided to teachers in special education contexts to modify mandatory child safety education programmes. To support this flexibility and boost teacher expertise in undertaking programme modifications effectively, the article highlights teacher professional learning as a key priority. Prioritising the ongoing development of teacher expertise goes some way towards reducing an over-reliance on past teaching experiences guiding provision, at the expense of expert, evidence-based approaches.

Learning to code and coding to learn: A robotics curriculum integrating tangible programming and road safety education for young children

Learning to code and coding to learn: A robotics curriculum integrating tangible programming and road safety education for young children

A sustainable energy strategy powered wireless sensor network system for monitoring child safety

Children's safety education and environmental monitoring are the stability of a family and the foundation of a country's future development. Therefore, the safety of young children is never an independent problem in any aspect, nor is it a problem solved afterwards, but a long-term problem with monitoring effect. We need to use all accurate information to prevent potential safety hazards in advance and protect the healthy growth of children. In addition to using school resources to carry out health education for children, parents and society can also take precautions. The place environment of the kindergarten is a security system with an internal structure, from the equipment in the kindergarten to the dynamic monitoring. Many countries use sensor networks to achieve security monitoring in various fields. We can also use similar methods in terms of child safety. This paper constructs a system model based on sustainable energy strategy powered wireless sensor network system, and optimizes it to adapt to the safety monitoring system of children's external environment. First of all, based on child safety management and environmental education, this paper uses literature survey, questionnaire survey and other methods to study the current situation of attention to child safety in various countries. With this topic as the background, summarize the main problems faced by children's safety, and propose targeted solutions. According to the children's monitoring system, wireless sensor networks are used to build the monitoring system, and sustainable energy is used as the optimization mechanism of sensors. Finally, the sustainable Energy Strategy Powered Wireless Sensor Network System is applied to the children's environment system, and real-time data collection and remote monitoring are used to view children's activity information. Research shows that sustainable energy provides the endurance of wireless sensor safety monitoring system. This child safety monitoring system can be used in any environment and conditions, and has achieved good results.

동화를 통한 상황역할극 중심 안전교육이 유아의 안전지식과 안전문제해결능력에 미치는 영향

This study investigated the effect of situational role playing-centered safety education through fairy tales on children's safety knowledge and safety problem-solving ability.
 The study selected 50 five-year-old children in Y Kindergarten in I Metropolitan City as the study subjects; the children were divided into experimental and control groups of 25 children each. Both groups carried out each assigned program with the same safety topics based on the seven standards for school safety, but the experiment group conducted the safety education program based on situational role playing through fairy tales planned by the researcher, and the control group conducted the annual safety education programs that were planned in kindergarten. Both pre-and post-tests were conducted across two weeks, and the experimental treatment was conducted twice a week for 12 weeks, resulting in a total of 24 sessions. The mean and standard deviation were calculated from the collected data, and covariance analysis was performed to determine the difference between the groups.
 The results of this study showed that first, the experimental group improved significantly compared to the control group in terms of safety knowledge and its sub-factors, such as life safety, traffic safety, violence prevention and personal protection, prevention of drug and cyber addiction, disaster safety, occupational safety, and first aid. Second, the experimental group showed a significant improvement over the control group in terms of the ability to solve safety problems and their sub-factors including playing, complying with traffic safety rules, and emergency response.
 This suggests that it is necessary to make active efforts to provide concrete and practical child safety education activities in order to derive sustainable effectiveness in each area of the seven standards for school safety education in the field of early childhood education by utilizing situational role playing-centered safety education programs through fairy tales.

A feasibility study of Augmented Reality Intervention for Safety Education for farm parents and children.

Agriculture is one of the most dangerous U.S. occupations with high rates of injuries and fatalities, and especially more dangerous for children, having more young worker deaths than any other industry. Thus, safety education is essential in promoting safe and healthy working habits in agriculture. Augmented reality (AR) technology has great potential to enhance the effectiveness of safety education due to its high levels of system-user interactivity and media enjoyment. This study aims to: (1) develop Augmented Reality Intervention for Safety Education (ARISE), an AR 3D simulator that presents farm accident situations with immersive media technology, (2) examine the feasibility of ARISE, and (3) evaluate the potential of ARISE as an effective agricultural safety education program for farm parents and children. To test the feasibility of ARISE, we conducted semi-structured in-depth interviews with ten parent-child dyads at an extension office located in Maryland. Participants were farmers who owned and operated a family farm(s) with their child or children ages 5-13. The interviews included asking participants questions about their perceptions of farm risks, sources of risk education, and protection methods. In the next step, participants used ARISE with researcher guidance. After using the application, participants were asked questions about their experience using ARISE and suggestions for improvement. The interviews were then transcribed and analyzed following the conventional content analysis method. Three main themes emerged-demand (e.g., perceived risk and need for education; lack of farm safety education from school), acceptability (e.g., attitude toward AR technology; perceived realism; perceived ease of use; perceived usefulness), and implementation. These findings help us understand how an immersive experience can play an impactful role in enhancing agricultural safety. The feasibility of ARISE sheds light on the potential of AR technology for an innovative safety education program.

영유아 안전교육에 대한 보육교사의 인식과 요구

Objectives This study examined the awareness and demand for safety education for infants and young children.
 Methods For this purpose, an online survey was conducted for childcare teachers who agreed to the study. 548 questionnaires were used for the final analysis, and were analyzed through chi-test and independent sample t-test.
 Results First, safety education in childcare centers was conducted ‘once or twice a week’ or ‘every day’. All teachers recognized that it was not difficult to implement play-oriented safety education, but the teacher in the young children class cited “because they can set safety rules by themselves through play.” It responded that safety education presented in Article 28 of the Enforcement Decree of the Child Welfare Act was well implemented, and young child class teachers were better conducting disaster preparedness and traffic safety education. All teachers provide safety education through daily life, indoor play, and outdoor play, and young child class teachers use more video viewing education methods. Second, all teachers wanted to include in the safety curriculum, such as sexual violence and child abuse, missing kidnapping, infectious diseases, disaster preparedness, traffic safety. In addition, all teachers responded that it was necessary to link the safety education curriculum with the home, and young child class teachers recognized that the demand for video viewing safety education method required more.
 Conclusions It is necessary to develop more diverse safety education curriculum in consideration of the needs of the teachers according to the target age.

학령기 아동안전교육 프로그램 효과에 관한 메타분석

Objectives This study analyzed the overall effect of safety education through meta-analysis targeting studies related to effective school-age safety education program. Methods When the safety education program was conducted as an experimental study for elementary school students with an experimental group and a comparative group, 13 papers published in Korea by 2020 were chosen for this reason. All 33 full studies' effect sizes were calculated, and a meta-analysis was carried out using statistical transformation. Results The school-age child safety education program was found to have a significant effect, and in particular, safety knowledge showed the highest effect size. Among the child safety education programs, the effectiveness of safety education was found in the following order: activity and participation-oriented programs; assimilation and reading utilization programs; lecture-oriented programs using audiovisual materials; and web-based programs. Conclusions By focusing on activities and participation-oriented programs for school-age safety education, the effectiveness of school-age safety education can be maximized through effective media selection in developing programs to improve safety behaviors and attitudes as well as children's safety knowledge.

공익광고 언어에 나타난 인지언어학적 표상

This study is the result of analyzing how the advertising language are transmitted through metaphors, metonyms, and the blended space. The public service advertisement ‘Children’s Safety- Drivers and Guardians’ is related to the Min-sik Law, focusing on prevention of traffic accidents and safety awareness education for children. This advertisement emphasizes the safety awareness of drivers in the Children Protection Zones with the concept of ‘drivers are guardians’ and also emphasizes the reinforcement of safety education for children. In the process of conceptualizing all drivers on the road as guardians, the metonymy was appropriately used, and various aspects of advertisements made in the blended space in the Children Protection Zones, which properly blended the protective space called school and the driver’s space called the road, was utilized. This advertisement, which sets the driver as a guardian on the road, achieved the purpose of the public service advertisement to emphasize safety awareness in the Children Protection Zones, but it did not show the controversial parts of the Min-sik Law, such as responsibility and punishment for traffic accidents. In other words, while emphasizing the safety awareness of drivers and educations on traffic safety awareness for children to prevent accidents, the responsibility and punishment after accidents behind the public service advertisements could not be directly addressed. This requires the addition of conceptual elements in the blended space of the ‘driver’ mental space and the ‘guardian’ mental space.

Group-based parenting education programs and their influence on protective factors for child abuse and neglect

The main purpose of the current study was to investigate the influence of group-based parenting education programs on protective factors that prevent child abuse and neglect. The group-based parenting education programs that were chosen in this study were a family literacy program, a parent-child interaction program, and a child safety and welfare education program. All participant families showed promising results in enhancing family functioning/resiliency, social support, concrete support, knowledge of parenting and child development, and nurturing and attachment and families attending different parenting education programs showed significantly different improvement in concrete support, social support, and knowledge of parenting and child development. In addition, families with different demographic characteristics showed significantly different improvement in all five protective factors. The presence of five protective factors can reduce the likelihood of abuse and neglect and group-based parenting education can help provide safe environments for children by supporting families.

Research on the Current Situation of Children's Family Safety Education

As guardians of young children, parents have the responsibility to protect their lives, improve their safety skills, and cultivate their safety awareness. This study investigated the current situation of children's safety education and found that the current family safety education has overprotection problems. There are still some problems in the time, content and methods of parents' safety education for their children. The main reason is that parents have deviations in the concept of safety education, parents have insufficient understanding of children's physical and mental characteristics, and lack the corresponding safety knowledge and skills. For this reason, the research puts forward corresponding tests and suggestions to solve this problem.

The development of Disaster Preparedness and Safety School model: A Confirmatory Factor Analysis

Educational institutions are obligated to protect children from multi-hazard disaster risks. The development of reliable and valid measuring instruments for school safety is an important component for reducing the impact of disasters on children's future at schools. This study aimed to examine the appropriateness of measuring instrument models, constructs and indicators of the Disaster Preparedness and Safety School (SSSB) program to be used in the assessment of the multi-hazard-based child safety education system in schools. This study used an explanatory research design with a cross-sectional approach. The sampling technique used was multistage cluster sampling with 539 elementary schools as samples. The data were analyzed by Confirmatory Factor Analysis (CFA) using Lisrel 8.80 software. The CFA results showed that the SSSB constructs are considered valid and reliable. The modified model fulfilled the Goodness of Fit criteria so that the model is considered fit and suitable to be applied at schools, with school commitment as the strongest forming factor (R2 of 82%) for creating a successful SSSB program.

Social and environmental risk factors for the accidental drowning of children under five in China

BackgroundAccidental drowning of children under five is a serious problem in China. The present study analyzed data on environmental and sociodemographic factors and on primary caregivers of drowned children to understand factors that may contribute to this problem.MethodsThe present study collected information on 563 cases of drowning in children under five from October 1, 2015, to September 30, 2016, in 334 sampling districts in China. Primary caregivers were interviewed individually using the Drowning Mortality among Children under 5 Questionnaire.ResultsMost drowned children under 5 years old were boys, and 71.6% lived within 100 m of a body of water. The drownings primarily occurred in ponds, canals, rivers, and wells, and over 90% of these water bodies had no safety measures. There were 28.1% of primary caregivers who did not provide full-time care for the children, and 83.1% of them had no knowledge of first aid skills for drowning.ConclusionEncouraging kindergarten enrollment and providing safety education for children may reduce drowning in children under 5 years of age. Public water body protection measures should be strengthened to prevent children from drowning. Encouraging primary caregivers to care full-time for the children and learning first aid skills for drowning may also help reduce fatalities.

Childcare Teachers' Safety Education for Children, Experience of Safety Accidents, and Response to Safety Accidents - Focusing on work childcare centers -

Childcare Teachers' Safety Education for Children, Experience of Safety Accidents, and Response to Safety Accidents - Focusing on work childcare centers -

Transformation Prospect of a Non Disaster-Prepared-School in Implementing Management of Child Safety Education

Primary School X is an inclusive primary school that enrolls children with special needs, located in a disaster-prone area and never been exposed to information and training related to child safety education. The purpose of this study is to investigate the readiness of Primary School X as a non disaster-prepared inclusive-primary-school in implementing child safety education management. This study combined descriptive and analytic studies. Descriptive study was used to assess school management condition through 28 assessment and was conducted through interviews, document study and observation. The analytic study used was quasi-experimental study with one group pre- and post-test design. The result showed that the readiness level of Primary School X to transform into multi-disaster-based child safety was 36%, which is included into transformation “ready” category.

Clinical characteristics and repair effect of 136 patients with electric burns of upper limb

Objective: To analyze clinical characteristics and wound repair methods and effects of patients with upper limb electric burns. Methods: Medical records of 136 patients with upper limb electric burn who met the inclusion criteria and hospitalized in our unit from January 2015 to March 2019 were retrospectively analyzed. Proportion in patients with electric burns in the same period, gender, age, admission time, categories, injury causes, injury voltage, burn area and depth of upper limb, simultaneous injury of both upper limbs, and early wound treatment measure of patients with upper limb electric burn were recorded. The main repair methods of each affected limb were classified and recorded. The overall efficacy of the patients was recorded, including postoperative wound complications and healing condition. The patients repaired with distal pedicled flaps and those with free flaps were followed up for 3 to 6 months. The survival rate of flaps were recorded, the function of affected limbs after operation was evaluated, and the satisfaction degree of patients was investigated by Curative Effect Score Table. The amputation rate, age, and burn area of upper limbs of patients caused by high-voltage and low-voltage electricity were compared. Data were processed with Wilcoxon rank sum test, chi-square test, or Fisher's exact probability test. Results: (1) The number of upper limb electric burn patients accounted for 88.3% of 154 patients with electric burns hospitalized in the same period, including 117 males and 19 females, aged 1 year and 2 months to 72 years [(34±18) years], admitted 1 h to 48 d after injury, including 51 electricians, 32 rural migrant workers, 31 students and preschool children, and 22 patients belonging to other categories. Patients of the first two categories were mainly injured by work accidents, and those of the latter two categories mainly suffered from touching power source or power leakage. Among all the patients, 75 cases were injured by high-voltage electric burn, and 61 cases were injured by low-voltage electric burn, with burn area of upper limb from 0.2% to 16.0% [2% (1%, 5%)] total body surface area (TBSA) and area of wounds deep to bone from 0.2% to 15.0% [2% (1%, 5%)] TBSA. Two upper limbs in 54 cases were simultaneously injured, accounting for 39.7%. Early fasciotomy was performed for 73 limbs. (2) Thirteen affected limbs were treated with dressing change, 2 affected limbs were sutured directly after debridement, 56 affected limbs were repaired by skin grafting, 12 affected limbs were repaired by local flap, 45 affected limbs were repaired by distal pedicled flap, 22 affected limbs were repaired by free flap, and 40 affected limbs were amputated (accounting for 21.1%). (3) One case died of pulmonary infection, sepsis, and multiple organ failure after operation, and the rest patients were all cured. One case with avulsion of abdominal flap was repaired by skin grafting after dressing change. The anterolateral thigh flap in one case necrotized after transplantation, which was replaced by pedicled abdominal flap. Seven cases had small erosion on the pedicle or margin after transplantation of abdominal flap and were healed by dressing change. Six cases had local bruising at the distal end after transplantation of abdominal flap and were healed after conservative treatment such as hyperbaric oxygen. The other flaps survived well. (4) The survival rate of distal pedicled flap grafting was 97.8% (44/45), which was close to that of free flap grafting (95.5%, 21/22, P>0.05). The function recovery of affected limb after free flap grafting was better than that of distal pedicled flap grafting (Z=-3.054, P<0.01), but their satisfaction degree of patients was similar (Z=-0.474, P>0.05). (5) Patients with high-voltage electric burn had higher amputation rate, older age, and larger upper limb burn area than those with low-voltage electric burn (χ(2)=4.743, Z=-2.801, -6.469, P<0.05 or P<0.01). Conclusions: Upper extremity electric burn often occurs in children, electricians, and rural migrant workers with high rate of amputation. Teachers and parents should strengthen safety education for children and manage power source of life well. Workers should improve safety awareness and operate standardly. Fasciotomy for relaxation should be performed for electric burn wound as soon as possible, and flap grafting can effectively repair wound after early debridement. The function recovery of affected upper limb repaired with free flap grafting is better.

Development and Effects of a Mobile Application for Safety Incident Prevention among Hospitalized Korean Children: A pilot Study of Feasibility and Acceptability

PurposeThis study aimed to describe the development, feasibility, acceptability, and effectiveness of a safety incident prevention program using the Safe Kids Hospital (SKH) application (app) among hospitalized Korean children aged 3–6 years. Design and methodsThrough a literature review of studies on the development of mobile apps for child safety education, reference to educational apps on YouTube, and discussions among the research team, the SKH, a 2D game-based learning app, was developed. The SKH makes use of hospital pictures from the Hospital Safe Scale-Kids (HSS-Kids) test, a structured pictorial questionnaire that measures hospitalized children's safety awareness. This study was a pilot test of the SKH app in an urban Korean medical center. A one-group pre-posttest design was used to evaluate the effect of the SKH app among 30 child-caregiver (parent or grandparent) pairs using the HSS-Kids. In addition, semi-structured interviews were conducted to explore participants' experiences related to using the app. Quantitative and qualitative data were analyzed with t-test and content analysis, respectively. ResultsThe mean age of the children was 4.5 years. Their level of safety awareness increased after the safety incident prevention program using the SKH app (M = 17.80, 24.53; t = 6.275, p < 0.001). Participants considered the app easy to use and a fun way of learning, expressing overall satisfaction with the education program. ConclusionsThe effectiveness, feasibility, and acceptability of the SKH app were established. Practice implicationsThe SKH app is a promising educational method in pediatric settings.

Children SAFETY Education in KOREA: Pre-Service Early Childhood Teachers’ Changes after Flipped Learning on Child Safety Course

Children SAFETY Education in KOREA: Pre-Service Early Childhood Teachers’ Changes after Flipped Learning on Child Safety Course

Coping strategies for developmental prosopagnosia

ABSTRACT Developmental prosopagnosia (DP) is a cognitive condition characterised by a relatively selective deficit in face recognition. Some adults and children with DP experience severe psychosocial consequences related to the condition, yet are reluctant to disclose it to others. The remediation of DP is therefore an urgent issue, but has been met with little success. Given that developmental conditions may only benefit from compensatory rather than remedial training, this study aimed to examine (a) the positive and negative effects of DP disclosure, and (b) compensatory techniques that may circumvent recognition failure. Qualitative questionnaires and interviews were carried out with 79 participants: 50 adults with DP, 26 of their non-affected significant others, and three parents of DP children. Findings indicated positive effects of disclosure, yet most adults choose not to do so in the workplace. Effective compensatory strategies include the use of extra-facial information, identity prompts from others, and preparation for planned encounters. However, changes in appearance, infrequent contact, or encounters in unexpected contexts often cause strategy failure. As strategies are effortful and disrupted by heavily controlled appearance (e.g., the wearing of uniform), disclosure of DP may be necessary for the safety, wellbeing and optimal education of children with the condition.

Evaluation of a gamified e-learning platform to improve traffic safety among elementary school pupils in Belgium

Children are highly represented in statistics relating to road traffic injuries and fatalities. There are multiple risk factors that together create an increased risk for children in traffic, some of the major reasons include children’s inability to efficiently and actively scan the environment and look for information relevant to the traffic environment, inconsistent behavior, and less developed hazard perception skills. Traffic safety education is one of the most important means for improving knowledge and skills required for children to behave safely in traffic. This study evaluated a newly developed and gamified e-learning platform meant to promote traffic safety among elementary school pupils in Belgium. Participants in this study were from four grades of elementary school and voluntarily took part in the training. They followed a self-study program at home for approximately 15 min per week over a period of 5 weeks in total. The platform included four modules: traffic knowledge, situation awareness, risk detection, and risk management. For each of these modules, a set of photos and videos were used as stimuli and selected from a database of camera recordings of real-life situations. Half of each module consisted of familiar situations for the pupils (i.e., own municipality), while the other half of each module consisted of unfamiliar situations for the pupils (i.e., other municipalities). A fifth module, “the finale,” contained a mix of the first four modules. In total, 44 elementary school pupils (9–13 years old) completed the program. During the first round of measurement (i.e., the first four modules), pupils performed significantly better in the traffic knowledge module when compared with the other three modules. Further, in comparison with unfamiliar situations, pupils scored significantly higher in familiar situations. During the second round of measurement (i.e., the fifth module), pupils achieved higher scores in the risk detection and risk management modules when contrasted to the first measurement. The effect of gamification elements is discussed and the results also indicate the type of traffic safety issues to be emphasized in traffic safety education for children.