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Children’s misunderstandings of hazard warning signs in the new globally harmonised system for classification and labelling

Latham, G, Long, T and Devitt, PN 2013, 'Children’s misunderstandings of hazard warning signs in the new globally harmonised system for classification and labelling' , Issues in Comprehensive Pediatric Nursing, 36 (4) , pp. 262-278.

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Abstract

Accidental chemical poisoning causes more than 35,000 child deaths every year across the world, and it leads to disease, disability, and suffering for many more children. Children’s ignorance of dangers and their failure to interpret hazard warning signs as intended contribute significantly to this problem. A new Globally Harmonized System for Classification and Labeling is being implemented internationally with a view to unifying the current multiple and disparate national systems. This study was designed to establish a productive, effective means of teaching the new GHS warning signs to primary school children (aged 7–11 years). A pre-test, post-test, follow-up test design was employed, with a teaching intervention informed by a Delphi survey of expert opinion. Children from one school formed the experimental group (n=49) and a second school provided a control group (n=23). Both groups showed a gain in knowledge from pre-test to post-test, the experimental group with a larger gain but which was not statistically significant. However, longer-term retention of knowledge, as shown by the follow-up test, was statistically significantly greater in the experimental group (p<0.001). The employment of teaching to match children’s preferred learning styles, and the use of active learning were found to be related to improved retention of knowledge. Part of the study involved eliciting children’s interpretation of standard hazard warning symbols, and this provoked considerable concern over the potential for dangerous misinterpretation with disastrous consequences. This article focuses on the reasons for such misconception and the action required to address this successfully in testing the intervention.

Item Type: Article
Additional Information: Early Online
Themes: Health and Wellbeing
Schools: Schools > School of Nursing, Midwifery, Social Work & Social Sciences > Centre for Nursing, Midwifery, Social Work & Social Sciences Research
Schools > School of Nursing, Midwifery, Social Work & Social Sciences
Journal or Publication Title: Issues in Comprehensive Pediatric Nursing
Publisher: Taylor & Francis
Refereed: Yes
ISSN: 0146-0862
Related URLs:
Funders: Non funded research
Depositing User: Professor Tony Long
Date Deposited: 02 Dec 2013 17:35
Last Modified: 30 Nov 2015 23:43
URI: http://usir.salford.ac.uk/id/eprint/30660

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