Abstract:

In contemporary cities, urban mobility represents a growing challenge due to population increase, the expansion of the vehicle fleet, and the complexity of daily travel. In Mexico City, these issues are reflected in high levels of congestion, traffic incidents, and a limited culture of respect for traffic regulations. In this context, it is essential to incorporate road safety education from early childhood as a pedagogical strategy to foster responsible and aware citizens.

The objective of this project was to strengthen urban mobility culture at the preschool level through the implementation of a didactic road circuit in a kindergarten playground. A scaled roadway was designed and built to simulate a small city, where children actively participated by assuming the role of drivers. The circuit included vertical and horizontal road signs, as well as traffic control devices such as traffic lights, in order to recreate real traffic conditions.

Prior to the practical activity, a teaching phase was carried out using poster-based visual learning, which allowed for a clear and accessible explanation of different types of road signs and their meanings. This strategy facilitated initial understanding and prepared students for decision-making within the simulated environment.

During the implementation, it was observed that children were able to correctly identify and apply various road signs, follow traffic control indications, and respond appropriately to simulated traffic situations. Additionally, the playful nature of the activity promoted meaningful learning, enhancing cognitive, social, and coexistence skills.

Finally, a feedback session was conducted through a group circle dynamic, where students shared their experiences and reflected on what they had learned. This stage reinforced knowledge through social learning, strengthening collective understanding and a sense of responsibility in road behavior.

In conclusion, the implementation of the didactic road circuit proved to be an effective pedagogical strategy for integrating urban mobility principles into early childhood education. The results demonstrated that, through practical and reflective experiences, it is possible to promote a responsible road safety culture from an early age, effectively linking urban mobility engineering with meaningful educational processes.

Keywords:

Urban mobility, road safety education, early childhood education, didactic learning, traffic signs, social learning, mobility culture.