One of the initiatives that we have implemented into our centre is the ‘Mighty Mouth’ dental programme. This is aimed at educating and promoting dental care and skills for every pre-schooler in the Auckland South area. Ideally we want to make brushing our teeth a normal and daily part of life that hopefully will be carried on in later life.
Through demonstrations, posters, pictures showing what will happen to your teeth without regular brushing, songs and games the children got the chance to learn, while feeling a part of the course. Now as soon as lunch is over the children go inside in small groups, and with support if needed, brush their teeth. This programme is in its infancy and already the children know what the routine is after eating lunch. As they finish eating and clean up they go into daycare, apply their round sticker and toothpaste and brush
their teeth. This supports the goals of Te Whāriki and the Ministry of Education’s ultimate aim, “It is the growing role of early childhood services to support children’s understanding of the nature of the technologies they encounter and to support learners to maximise the benefits ICT can provide” (Ministry of Education home page, n.d). 
The children have been very proud of what they are doing and will come and tell the teachers that they just brushed their teeth, then smile showing off their pearly whites. Not only have the children gained information regarding caring for their teeth, they have the tools and knowledge to proactively do this. Through this programme the children have been empowered to add to their repertoire of self care skills and associated knowledge. As with life long learning the goal is to promote and highlight being able to care for ourselves, that will hopefully carry on throughout their lives.
Smorti (1999) believes that “technology is about helping people and solving problems” and that is what the mighty mouth programme is about. They are meeting a need in dental hygiene knowledge by providing information, demonstrations, toothbrushes and toothpaste. At the end of the day this is our ultimate goal, to empower the children we work with, with skills and knowledge.
In reflection I realise this is empowering the children with skills and knowledge, using a form of technology that was made to make our lives better and easier. With technology came the introduction to health and hygiene, with dental knowledge we implement self care routines that enrich our lives and health, while establishing life long routine and ideals. The Ministry of Education’s Kei Tua o te Pae, Information and Communication Technology booklet 20 believes that “ICT is about communication and, therefore about relationships, Assessment is sited in responsive and reciprocal relationships” (p. 3).
This programme empowers each child to take control of their own personal cares, adding to washing their face, blowing their nose and washing their hands. This supports all ideals of Te Whāriki’s but in particular the well being strand goal one where “children experience an environment where their health is promoted” (Ministry of Education, 1996, p. 46).
As this has become a new part of our daily routine the children extend on their individual skills, while socially interacting with their peers. This stems from Vygotsky’s socio-cultural theory where children learn through social interactions. I feel it is a very relevant way that children learn, and takes into account the importance of culture. This is a very important theme to New Zealand and our curriculum, as it is the first bi-lingual document, recognising and celebrating culture and diversity.
Reference List:
Ministry of Education Welcome to early childhood education ECE Lead homepage. (n.d). http://www.lead.ece.govt.nz/LeadHome/ManagementInformation/ICTInfrastructure/PurchasingICTAGuideForECEServices.aspx
Ministry of Education, (2009). Kei Tua o te Pae. Information and Communication Technology (ICT) Te Hangarau Pārongo me te Whakawhitiwhiti, booklet 20. Wellington, New Zealand: Learning Media.
Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Smorti, S. (1999) Technology in Early Childhood. Early Education, No.19 Autumn 1999, 5-10
Kia Ora Leanne
ReplyDeleteYour blog about promoting dental hygiene at your centre was very interesting. Nowadays with all the processed foods we have in supermarkets containing sugar it is very important for children to learn how to look after their teeth. I have heard about two year olds having rotten teeth. I can see that the teachers are dedicated to providing an environment for “children where their health is promoted” (Ministry of Education, 1996, p.48). Your blog provided me with a different insight into technology. You refer to Smorti’s article about how technology can be related to helping people solve problems and I found this article very interesting. The children were definitely empowered in their self-help skills.
I am quite interested in this experience so here come some questions. I wonder if they go home and tell their families how to brush their teeth? Have the teachers thought about brushing their teeth with the children after lunch? How often will the children sit down at mat times to learn about dental hygiene, will the teachers teach new children who start at the centre about dental hygiene? Have you thought about taking the children for a visit to a dentist this could open up new possibilities to teach the children about technology. For example, the drill, x-rays, the lights at the dentist and ringing up to make an appointment.
Tino pai mahi Padma
Hi Padma,
ReplyDeleteThank you for your remarks and your thought provoking questions.
In reply the children needed parental consent to be a part of this programme and the parents received information packs. We have had feedback from the parents about how the children are talking about it and doing it at home.
Initially on starting this programme the teachers were role modeling by brushing their teeth with the children, and I hope this stays in place.
After the mighty mouth presentation we were given posters and information to display around that the children continually refer too. The children have really taken to it seeming to enjoy this new part of their routine. Any new children to the centre, as with everything, are embraced and supported into the existing routine while finding their own place and becoming a part of the centre.
As for your extension ideas thank you and excellent ideas, this is something I will share with the team. Thanks heaps Padma.