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Applications of cognitive theories to children's fire safety education

Satyen, Lata, Sosa, Alexandra and Barnett, Michelle 2004, Applications of cognitive theories to children's fire safety education, in Psychological science in action : proceedings of the 39th APS Annual Conference, 29 September - 3 October, Sydney NSW, Australian Psychological Society, Melbourne, Vic., pp. 250-254.

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Title Applications of cognitive theories to children's fire safety education
Author(s) Satyen, LataORCID iD for Satyen, Lata orcid.org/0000-0001-5385-4251
Sosa, Alexandra
Barnett, Michelle
Conference name Australian Psychological Society. Conference (39th : 2004 :cSydney, N.S.W.)
Conference location Sydney, NSW, Australia
Conference dates September 29 - October 3 2004
Title of proceedings Psychological science in action : proceedings of the 39th APS Annual Conference, 29 September - 3 October, Sydney NSW
Editor(s) Katsikitis, Mary
Publication date 2004
Start page 250
End page 254
Publisher Australian Psychological Society
Place of publication Melbourne, Vic.
Summary Children under five have the highest rate of fire-related accidents (Australian Institute of Health and Welfare, 2001). It is therefore essential to develop effective fire safety education programs to prevent casualties due to a fire. At present, there are fire education programs conducted across Australia for primary school children. However, it is vital that these programs get their message across to the children in the most efficient manner to help children retain the information. The present study evaluated the effectiveness of the 'Fire Ed' program conducted in Victoria and assessed the retention of fire safety information in children in preparatory and Grade five levels. The findings suggest that the information is not retained over long periods of time. Suggestions are made to provide fire safety education in line with
theories of cognitive development to make it more effective.
ISBN 0909881251
9780909881252
Language eng
Field of Research 111708 Health and Community Services
HERDC Research category E1.1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30006230

Document type: Conference Paper
Collection: School of Psychology
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