Evaluation of the correlation between the pre-operational stage of Piaget's theory and the Tell-Show-Do Technique.

Abstract

Background: One of the most significant problems in pediatric dentistry is behavioral resistance from children during their first dental visit. Most children show variation in the rate of cognitive development when compared with their chronological age. This study utilizes Piaget’s theory to identify the cognitive development of children and their segregation into logical thinkers and less logical thinkers following which the tell-show-do technique, was utilized to perform a restorative procedure on these groups.

Aim: Evaluate the correlation of the pre-operational stage of Piaget's theory with the Tell Show-Do technique: An Observational study

Materials and Methods: This comparative study was conducted among 46 children ages 4-7 years. Various characteristics specific to this age group, such as egocentrism, the concept of cardinal numbers, lack of conservation, and reversibility were assessed, using interview questions. A comparison of the tell-show-do technique during a restorative procedure was carried out among the two groups i.e., Performers and Non-performers, and behavior was observed at the first visit, during treatment, and after the treatment using the Frankl Behavior Rating Scale.

Results: There was a statistically significant difference between the two groups i.e., Performers and Non-performers groups. The performers could comprehend instructions to undergo the procedure whilst the non-performers were anxious even after explaining the procedure using the tell-show-do technique.

Conclusion: This study shows the effectiveness of the use of the tell-show-do technique in performers during dental treatment.