Education Entertainment Intervention, Education, Nursing, Preschool Age Children, Safety, Self Administration
Conditions
Keywords
personal safety, education program, multiple intelligence theory, preschool children, knowledge and skills
Brief summary
Preschool children are vulnerable to preventable accidents due to limited hazard awareness. This randomized controlled study evaluated the effectiveness of a Multiple Intelligences Theory-based Personal Safety Education Program (MIT-based PSEP) on preschool children's safety knowledge and skills. Sixty children aged 4-5 years were randomly assigned to an intervention group (n=30) or a control group (n=30). The intervention group received eight interactive MIT-based sessions, while the control group received routine education. Data were collected pre- and post-intervention using the Personal Safety and First Aid Subscale and analyzed with mixed-design ANOVA.
Interventions
BEHAVIORALMultiple Intelligences Theory-Based Personal Safety Education Program (PSEP)
Children in the intervention arm received a Multiple Intelligences Theory-based Personal Safety Education Program (MIT-based PSEP) consisting of eight interactive sessions (15-20 minutes each) delivered over 5 weeks (two sessions per week). The program used multi-modal activities (games, drama, movement, music, visual materials, and coloring/design tasks) addressing multiple intelligence domains (verbal/linguistic, bodily-kinesthetic, visual-spatial, interpersonal, and musical). The content targeted personal safety knowledge and skills, including safe play and bicycle use, prevention of home accidents, recognizing hazards, protection from strangers, knowing what to do when lost, and sun safety. The intervention was delivered in small classroom groups by a trained child development specialist in collaboration with a pediatric nursing researcher.
Sponsors
Karabuk University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
TRIPLE (Subject, Caregiver, Outcomes Assessor)
Masking description
The children were randomly assigned to groups based on their classes (each consisting of 18-20 children), with 2-morning groups (one control group and one intervention group) and 2-afternoon groups (one control group and one intervention group) using a random allocation method by the preschool principal. Parents filled out the surveys. Parents did not know which group their children were assigned to. The parents were blinded to the study procedures. At the initial data collection (pre-test), participants were assigned pseudonyms by the child development specialist responsible for providing education only. Similarly, during the second data collection (post-test), pseudonyms were assigned and matched similarly. The data were provided to the researcher responsible for both the intervention and statistical analysis without indicating which group was the intervention and which was the control group. Groups were coded as Group 1 and Group 2 during data entry. This
Intervention model description
Design The research was conducted as a randomized controlled study involving preschool children. Research hypotheses H0: The personal safety education program based on multiple intelligences theory does not affect preschool children's knowledge and skill levels in personal safety. H1: The personal safety education program based on multiple intelligences theory increases preschool children's knowledge and skill levels in personal safety.
Eligibility
Sex/Gender
ALL
Age
4 Years to 5 Years
Healthy volunteers
Yes
Inclusion criteria
* Children aged 4-5 years enrolled in the participating preschool * Ability to speak and understand Turkish * Written informed consent obtained from parents/legal guardians * Availability of a parent/legal guardian to complete the outcome questionnaires at baseline and post-intervention
Exclusion criteria
* Children aged 3 years * Children with incomplete baseline or post-intervention outcome data * Parents/legal guardians who did not return the questionnaires at baseline or post-intervention
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Health Education Scale- Personal Safety and First Aid Subscale (PSFAS) Score | Baseline (pre-intervention) and 4 weeks after completion of the intervention (post-intervention) | Health Education Scale: Developed by Aydos (2013), this scale assesses preschool children's knowledge and skills in health education. The scale consists of six subscales: Personal Safety and First Aid (25 items, Cronbach's α = .945), Hygiene and Self-Care (26 items, α = .934), Nutrition (20 items, α = .936), Sleep (7 items, α = .885), Mental Health and Social Relationships (20 items, α = .934), and Neglect and Abuse (19 items, α = .941). All items are rated on a 5-point Likert-type scale, with higher scores indicating greater knowledge and skills. In the present study, only the Personal Safety and First Aid Subscale (PSFAS) was used to assess children's personal safety knowledge and first aid skills. The PSFAS consists of 25 parent-reported items, and total scores range from 25 to 125. Higher scores indicate greater levels of personal safety and first-aid knowledge and skills. The primary outcome of the study was the change in children's personal safety knowledge and skills. |
Countries
Turkey (Türkiye)
Participant flow
Recruitment details
Children aged 4-5 years attending a state preschool in northern Turkey were screened for eligibility. Of the 150 children initially assessed, 40 three-year-olds were excluded. The remaining 110 children from six classes were assessed for participation. After applying the inclusion criteria and obtaining parental consent, eligible children were randomized within classes.
Pre-assignment details
Because children within the same class interact closely, randomization was performed at the class level to prevent contamination. Each class included approximately 18-20 children. Using a random draw conducted by the preschool principal, two classes were assigned to the intervention group and two classes to the control group. Only participants with complete post-test data (n = 60) were included in the final analysis and reported in the results.
Baseline characteristics
| Characteristic | — |
|---|---|
| Age, Customized 4 years | 31 Participants |
| Age, Customized 5 years | 29 Participants |
| Duration of Preschool Attendance 1 year | 20 Participants |
| Duration of Preschool Attendance Less than 1 year | 6 Participants |
| Duration of Preschool Attendance More than 1 year | 11 Participants |
| Race and Ethnicity Not Collected | 0 Participants |
| Sex: Female, Male Female | 13 Participants |
| Sex: Female, Male Male | 14 Participants |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | 0 / 30 | 0 / 30 |
| other Total, other adverse events | 0 / 30 | 0 / 30 |
| serious Total, serious adverse events | 0 / 30 | 0 / 30 |
Outcome results
None listed