Tooth Brushing in Art Class
Toddlers internalize routines through repetition and movement. 'Tooth Brushing in Art Class' supports emerging independence and safety awareness.
- Framework: EYFS
- Unit: EYFS Health, Safety and Hygiene
- Learning area: Expressive Arts and Design
- Level: EYFS 2-3
Objectives
- Identify body parts
- Imitate hygiene routines
- Follow 1-step safety directions
Instructions
Materials
- Large paper cutouts of teeth or simple tooth shapes drawn on cardstock
- Washable white paint in shallow trays
- Clean, child-sized toothbrushes
- Wet wipes or a nearby wash station
- Smocks or oversized shirts for protection
- A small mirror for student observation
Learning Objectives
- Demonstrate fine motor control by grasping and moving the toothbrush across the paper.
- Explore sensory properties of paint through a familiar daily hygiene tool.
- Recognise the connection between the toothbrush and the concept of cleaning teeth.
- Follow simple verbal instructions during a guided creative task.
Step-by-Step Instructions
1. Place the paper tooth shapes on a low table or the floor, ensuring each child has their own workspace.
2. Secure the paper to the surface using masking tape to prevent sliding.
3. Place a small dollop of white paint on the paper or in a shallow tray for each child.
4. Model the activity by holding a toothbrush and making scrubbing motions on your own paper cutout.
5. Encourage the children to pick up their toothbrushes and dip the bristles into the paint.
6. Demonstrate how to move the brush back and forth to spread the paint across the paper.
7. Use simple language such as brush up and down or scrub scrub scrub to describe the movement.
8. Allow the children to experiment with the texture and movement of the paint for five to ten minutes.
9. Assist children who struggle with the grip by placing your hand gently over theirs to guide the motion.
10. Collect the brushes for cleaning and display the finished tooth art once the paint is dry.
Educator Tip
Toddlers often explore materials by touching them directly. If a child prefers using their fingers instead of the brush, allow this as it still promotes sensory engagement and fine motor development. Focus on the process of the movement rather than the final appearance of the artwork.
Assessment
- Observe if the child attempts to mimic the scrubbing motion modelled by the teacher.
- Note the child's ability to hold the toothbrush using a palmar or pincer grasp.
- Record whether the child maintains interest in the activity for the duration of the task.
Educator tip
Use choice questions; keep groups small; accept approximations; keep transitions fast.
Assessment
Observe and note: emerging independence, two-word combinations, imitation of actions, and early pretend play. Use Development Matters non-statutory guidance checkpoints. Observe imitation, participation, simple labelling.