11:00 AM - 1:00 PM
[G01-P01] Practice of Earthquake Disaster Prevention Classes and Drills in Small Elementary School and Preschool
★Invited Papers
Keywords:Disaster Prevention Classroom, Small Elementary School and Preschool, Evacuation Drill
In this paper, we report on the disaster prevention classes conducted in 2020 and 2021 in schools with juvenile and elementary schools. In addition, we will report on the results of questionnaires and other data collected after the practice and identify future issues. In particular, this paper reports on the efforts to integrate the disaster prevention class and the evacuation drills, as well as examples of efforts at small schools.
The series of activities in the disaster prevention class were adapted to the children's development, and almost all the children were able to engage in them. In particular, the older children not only experienced each attraction, but also showed and taught the younger children and preschoolers as a member of the disaster prevention class. This will not only make them aware of their role as upperclassmen, but also encourage them to take the initiative and continue working on disaster prevention activities.
The evacuation drill was also an opportunity for the children to confirm what to do in case of emergency. As for the evacuation to higher ground in case of a tsunami, some of the children were puzzled by the unusual activity, which may have been a lesson for the teachers in the future.
We also conducted questionnaires for parents, teachers, and children (elementary school students only). According to the results of the questionnaire for parents, most of the families answered that they had discussed what to do in case of an emergency, indicating a high level of interest in disaster prevention. Most of the parents were positive about the necessity of disaster prevention education, but some parents felt it was a burden, and some teachers were skeptical about such activities. In general, the program was well received by the parents, and we were reminded of the need for continuity in disaster prevention education as children grow up.
In promoting practical research on disaster prevention education, we would like to accumulate and continue the practice of efforts to protect children, enhance discussions on new directions, and make new developments. This research was supported in part by JSPS Grant-in-Aid for Scientific Research (C): 19K02615. We would like to express our gratitude to all those involved.
The series of activities in the disaster prevention class were adapted to the children's development, and almost all the children were able to engage in them. In particular, the older children not only experienced each attraction, but also showed and taught the younger children and preschoolers as a member of the disaster prevention class. This will not only make them aware of their role as upperclassmen, but also encourage them to take the initiative and continue working on disaster prevention activities.
The evacuation drill was also an opportunity for the children to confirm what to do in case of emergency. As for the evacuation to higher ground in case of a tsunami, some of the children were puzzled by the unusual activity, which may have been a lesson for the teachers in the future.
We also conducted questionnaires for parents, teachers, and children (elementary school students only). According to the results of the questionnaire for parents, most of the families answered that they had discussed what to do in case of an emergency, indicating a high level of interest in disaster prevention. Most of the parents were positive about the necessity of disaster prevention education, but some parents felt it was a burden, and some teachers were skeptical about such activities. In general, the program was well received by the parents, and we were reminded of the need for continuity in disaster prevention education as children grow up.
In promoting practical research on disaster prevention education, we would like to accumulate and continue the practice of efforts to protect children, enhance discussions on new directions, and make new developments. This research was supported in part by JSPS Grant-in-Aid for Scientific Research (C): 19K02615. We would like to express our gratitude to all those involved.