Road safety education should not be limited to behavioural training and cognitive competences, often disconnected from each other; it must integrate social competences, such as respecting rules and sharing social space.
The subject has an active share in the construction of these competences by the means of appropriation processes, conflict resolution, transformation and resignification of social requirements.
This infers building a picture of the social aspects of child safety, feeding fundamental and applied research as well as psychological experiments on social development in the field of road safety.
The project took into account all the areas of influence of social development, by working concurrently on social competences related to mobility, on their development processes and thus their training and education, and on the influence of social variables on building these competences.
The project was presented as a theoretical study whose long-term objective is to help the application of teaching aids adapted to improving road safety for children and young people, in their present and future roles as road users.
The methodology involved:
- The observation of effective behaviours
- Self-perception in the action and after action
- A projective method
- Cross representations between the child and educational partners
- The social aspect: the influence of peers
- Differentiation of the stakes in the activity.