It is difficult for upper-grade elementary students to acquire skills and knowledge of traffic safety actively because they have already learned the usual terms regarding safety in early elementary school and they lack motivation for safety education. In order to resolve this issue, the authors used a role-playing technique as a part of road-traffic education for upper-grade elementary students. In this education, upper-grade elementary students were asked to play the role of an expert in traffic safety and teach lower-grade students how to cross a road safely, with PC-based training software developed to learn safe road crossing behaviors and so on. We also conducted questionnaires for both the students and their families to investigate effects of the role-playing technique on enhancing students’ motivation for traffic safety education, their positive attitude toward safety or other people, and encouraging safe road-crossing behaviors. The results of the questionnaire for the students indicated that the role-playing technique was useful for motivating upper-grade students toward traffic-safety education and learning social skills such as consideration for other people. However, the questionnaire for students' families revealed that the students did not change their behavior in daily road-crossing situations even though they had received traffic-safety education through the role-playing exercise. It is important to improve the role-playing technique as a part of safety education for upper-grade elementary students by increasing the frequency of traffic safety education courses and changing the contents to be learned in safety education.

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A learning camp for earthquake disaster prevention was implemented in Sendai city. Some questionnaire surveys were performed to clarify the novelty and validity of the regional characteristics-employed education program proposed by the authors for prevention against earthquake disaster. The respondents are elementary schoolchildren as the participant of the camp, teachers as children’s adviser and the children’s parents. The main findings were as follows.
1) The willing to prevent earthquake disaster was created among the children by learning the program.
2) High evaluation from two-third of the teachers was confirmed regarding the program.
3) The experience of the camp effected not only on the children but also on the children’s family.

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Many pupils join sport clubs at school every day. But serious accidents have been occurred about sport club activities. The prevention of accidents is urgent theme. The theories for the resolution of this theme are the safety culture of Reason,J. and the basic point of view of an ergonomics.
The main element of a safety culture is an informed culture. The base of this culture is the possession of an adequate safety information system. And the ergonomics shows that to err is human. A safety information system needs to be created from this point of view. And the best way to sustain a state of respectful crisis recognition is to create a safety information system.
Four leading cases were inquired first. They are useful to the prevention of accidents on sport club activities. As a result of this consideration, it is important for members of organization to possess the information about cases of past accidents. And this information sustains a state of respectful crisis recognition. Fourteen cases of recent accidents and judgments were inquired next. As a result, the next information is important. It is the information associated with accidents and instruction of first-year pupils. It is the information of negligence about accidents. It is the information of documents on the prevention against accidents. And teachers have to know the information. Therefore, it is necessary to have created a safety information system. The reason is that teachers know the information by this system.

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[in Japanese]

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[in Japanese]

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