Literature Review on the Preschool Pedestrian [1984]

Phinney, Joanna; Colker, Laura J. (Laura Jean); Cosgrove, M. · 1984 · ROSA P / United States. Department of Transportation. National Highway Traffic Safety Administration

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Summary

This 1984 literature review, commissioned by the National Highway Traffic Safety Administration (NHTSA), addresses the disproportionate risk of traffic accidents among preschool children. The study was motivated by data indicating that children under six, who comprise only 8% of the population, account for 16% of all pedestrian accidents in the United States, with traffic incidents being the leading cause of death for this age group. The primary objective was to synthesize existing research to inform the development of the "Walking in Traffic Safely" (WITS) program. The review aimed to characterize the preschool accident victim, identify developmental and social risk factors, and evaluate domestic and international traffic safety education programs. The authors conducted a comprehensive review of literature available through August 1980. Methodology included computerized searches of databases such as ERIC and Psychological Abstracts, reviews of government and library resources, and direct correspondence with traffic safety experts in foreign countries including Sweden, Norway, Finland, Japan, and Great Britain. The team also contacted U.S. state highway safety representatives and private organizations to gather program materials. Foreign documents were translated where feasible. The report is structured to answer specific research questions regarding victim demographics, accident patterns, child developmental capabilities, and educational interventions. The findings highlight that preschool boys are significantly overrepresented in traffic accidents compared to girls, a trend observed consistently across international studies. While some researchers attributed this to greater exposure to traffic dangers, evidence suggests that behavioral differences are the primary factor; boys exhibit more aggressive, impulsive, and risk-taking behaviors, such as running into streets without looking. The review details developmental limitations that increase risk, including egocentrism, transductive reasoning, poor distance and velocity perception, and limited attention spans. Social factors, such as parental modeling and the role of play, also influence child behavior. The report analyzes various U.S. programs, noting differences in instructional methods and concepts taught, and reviews foreign programs that have successfully reduced accident rates through targeted campaigns. The significance of this work lies in its role as a foundational blueprint for the WITS program. By integrating accident data with child development theory, the review provides evidence-based guidelines for creating effective safety education for preschoolers. It emphasizes that educational materials must align with the cognitive and physical capabilities of young children, moving beyond simple instruction to address underlying behavioral and developmental risks. The synthesis of international best practices offers a framework for improving domestic traffic safety initiatives, aiming to reduce the high incidence of pedestrian injuries and fatalities among the youngest road users.

Key finding

Preschool boys are disproportionately involved in traffic accidents compared to girls, a trend driven by their more aggressive and risk-taking behavior in traffic rather than higher exposure levels.

Methodology

review

Provenance

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Topics

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• child pedestrian
• pedestrian behavior perception