Class Model of Child SAFETY Education Applied to the Flipped Learning Method

Abstract

In teaching safety education to young children, early childhood teachers not only have to consider the use of safety issues related to young children as part of a useful strategy, but also the age of the children and various teaching methods. After the teachers recognize the importance of safety education, they have to perform and plan the actual safety education methods based on safety concepts and basic theories. For this reason, it is essential to plan and teach safety education based on the age of the children for pre-service teachers in order to prevent contingent safety accidents in pre-service education. In this thesis, I am going to design a child safety education for the flipped learning method in order to supplement the traditional lecture method. According to flipped learning, it is possible to understand theories completely by providing learning materials(e.g., various practical samples) in pre-class and develop the pre-service teachers’ ability of dealing with accidents and caring for the safety of the children by extending practice hours for planning and conducting various safety education based on the background of theory that was acquired in pre-class. The characteristics of the class model of child safety education applied in the flipped learning method are as follows. First, a total of 4 topics are included in the flipped learning method, except for theory lessons and field trips, with regard to the overall design of the child safety education class, safety education on traffic and fire, which occur frequently during childhood period, and environment and media safety education, which are correctly oriented. Second, pre-class step provides study materials(e.g., various practical cases) to pre-service teachers for a better understanding theories, and simple quizzes to pre-service teachers for checking themselves if they understood the contents or not. Third, in-class step develops a cooperative relationship among the parties in PBL and debate cases. For the successful implementation of the flipped learning method, teaching activities are planned and performed based on a child-centered learning method. PBL learning includes searching for data, preparing a teaching plan suitable for children’s developmental characteristics, providing teaching materials, and teaching safety education after providing actual safety situations. Debate learning focuses on decision making regarding the roles and conducting discussions with a logical basis after providing the topics, such as value judgment. It also evaluates the other team’s debate after providing a specific valuation basis. Fourth, the post-class step manages the team’s weak points result from a portfolio feedback. According to the child safety education applied to the flipped learning method, pre-service teachers will be able to extend their ability on safety management and handling dangerous situations related to the safety of the children.