Applying social learning theory and experiential learning theory in educating on accidental injuries prevention skills for preschool children

This study uses two theories, including social learning theory and experiential learning theory as the basis to orientate for education on accidental injury prevention skills in preschool children. From analyzing the nature of theories, requirements in applying theory, and the relationship between the two learning models mentioned in the social learning theory and experiential learning theory, the study found that it is possible to combine two models in the process of educating of accidental injuries prevention skills for preschool children, in which, the application needs to ensure the requirements, which are: Appreciate the child's learning styles mentioned in both models, and at the same time, choose appropriate educational measures for each learning style and stages of the process of forming accidental injuries prevention skills in children. Specifically, for situations that are easy to cause injuries that are less familiar to children or have never been experienced by children, teachers should give priority to creating conditions for children to observe patterns of actions to respond to the situations before organizing for children to practice by model. However, with situations that children have experienced and have relatively proficient response experiences, teachers should pay more attention to enhancing opportunities for children to interact with the environment as well as practice skills, from which, children can gain appropriate response experiences and their skills will develop better.