ArticleJournal of prevention (2022)2026
Improving Preschoolers' Fire Injury Prevention Using the Health Action Model.
Article in Journal of prevention (2022), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Young children face elevated risks of unintentional fire injuries, yet few early childhood programs incorporate explicitly theory-informed prevention approaches. Grounded in the Health Action Model (HAM), which emphasizes beliefs, motivation, intentions, and action realization, this study evaluated a developmentally adapted curriculum designed to strengthen preschoolers' fire safety literacy in a preschool located in northern Taiwan. A quasi-experimental design was conducted with 60 senior kindergarten children (aged 5-6 years) assigned to an experimental or waitlist control group. The five-week curriculum integrated scenario simulations, multimedia learning, and hands-on drills targeting five HAM-aligned domains: knowledge, attitudes, skills, intentions, and behaviors. Assessments included picture recognition tasks, teacher-facilitated structured responses, and video-rated skill demonstrations by trained external firefighters. Generalized Estimating Equations (GEE) examined group, time, and interaction effects, controlling for prior fire-related experiences. The intervention produced significant improvements across all five domains of fire safety literacy. While both groups demonstrated short-term gains at post-test, the experimental group showed significantly greater and more sustained improvements at follow-up. These sustained effects were particularly evident in practical fire safety skills (group × follow-up: B = 3.33, p < .001; d = 3.08) and fire safety intentions (group × follow-up: B = 2.00, p < .001; d = 1.43). Significant group × follow-up interactions supported the maintenance of intervention effects over time rather than indicating delayed onset. Prior fire-related experience did not significantly influence outcomes. The HAM-based curriculum was associated with meaningful improvements across multiple domains of preschoolers' fire safety literacy and produced sustained improvements in key domains. These findings highlight the applicability of theory-driven, mechanism-oriented curricula in early childhood injury prevention and support the integration of structured fire safety programs into preschool education.
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