Abstract

Teaching injury-prevention skills to preschool children aged 5–6 is essential to ensuring their safety, supporting their holistic development, and fostering their ability to protect themselves. Simulation-based experiential learning offers considerable advantages in early childhood education. Using theoretical research methods, this article examines the scientific foundations of simulation-based experiential learning in teaching injury-prevention skills to children aged 5–6. The findings demonstrate that this approach plays an important role in enhancing children’s awareness, interest, and active participation in learning; developing their emergency response skills; fostering safe behaviors; and improving the effectiveness of injury-prevention education in preschools. The study also provides a theoretical foundation for designing and implementing educational activities appropriate to the developmental characteristics of preschool children.

Keywords: Early childhood education, injury prevention, injury-prevention skills, preschool children aged 5–6, simulation-based experiential learning.