Assessment of effectiveness of dental cognitive-gaming complex to increasing hygienic knowledge in preschoolers

Abstract

Relevance. Search and perfectioning of effective health programs, as well as the need of further improvement and assessment of the effectiveness of the motivation to acquire new knowledge by children have remained still relevant.Purpose. To evaluate the effectiveness of usage of dental cognitive-gaming complex in increasing the level of knowledge of preschool children.Materials and methods. We have assessed the level of knowledge of 88 preschoolers of 4-6 years old in dynamics. Hygiene lessons were conducted with the usage of “transformer cube”, step-by-step instructions, notes of the lesson and a special patient card. The level of knowledge of preschool children at the beginning, middle and end of the school year was determined with the results, recorded in individual patient card. We evaluated the level of knowledge (minimum, basic, high) due to answer on each question from 16 questions of the card.Results. Number of children with a high level of hygienic knowledge, that are necessary to preserve their own dental health, have been significantly increased under the influence of dental cognitive-gaming complex. Children of all age groups have demonstrated level up of knowledge on key issues, which were the criterion for the objectivization of a motivational benefit. The most significant positive dynamics in maintaining dental health is registered in 6-year-old children. knowledge necessary to preserve your own dental health.Conclusions. Consequently, the older child is, more effective and quickly hygienic motivation and knowledge develop. The cognitive-gaming complex has a significant influence on level up of knowledge on key issues of all age groups of children during the school year. Thus, the motivational complex is effective, and the answers to key questions are a criterion for the objectification of its assessment.