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| The aims of the Complementary Program |
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| Smoking Prevention Program
in Kindergartens - aims |
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A child of kindergarten age is an active
recipient of the world. Not a single child can avoid to receive
the stimuli surrounding him. He discovers the world asks, replies,
observes, tests and continuously experiences. He gets the mastery
of the various behavior patterns by imitation irrespective of
the fact whether they represent positive or negative values.
Thus he reproduces the models produced by others and by doing
so he acquires new behavioral patterns. The reach of imitation
is greater than it seems, because there is also the so called
delayed imitation when the person is seemingly passive, later
however follows the obtained model. Imitation is especially
intensified by rewarding reinforcement.
Such models may appear not only in reality but also in image
forms, therefore, it is worth to investigate what kind of identification
models are offered to children by the heroes of cartoons,
television serials and by advertising. Against these direct
and indirect negative effects counterpoles have to be provided.
The subject and source of imitation is determined to a great
extent by what children can see and learn at home and by the
persons they meet most frequently and to whom they are bound
emotionally. Since the common motif in every identification
is the emotional relationship, therefore it is important that
a small child should meet in his direct environment behavior
models that reject smoking and/or that these models consider
smoking (but not the person who smokes) as repulsive.
Based on the above we have the right to say that the formation
of opinion and values on smoking is opportune already in kindergarten
age.
Health promotion appears in the family and in the kindergarten
both in direct and indirect forms. The basic behavioral models
are imprinted, of course also the smoking-related ones. One
of the most efficient form of prevention is that children get
hold of information on the basis of which an attitude that disapproves
smoking can develop.
An essential condition of health promotion is that the child
should know those harmful effects which later he can take into
consideration against the influences that encourage smoking.
The most important consideration in developing the Program was
to produce, by taking the children's age-group characteristics
into account, a kindergarten training material by means of which
smoking-related information can be conveyed and behavior can
be formed successfully. The Program, which suits the age characteristics
of 5-6-7-year old children, at the same time is a "vehicle"
between the children, the kindergarten teacher, the district
nurse and the parents. Built into the annual education plan,
its continuous use helps the intensification of knowledge.
Smoking-related knowledge can be widened, the concepts related
to smoking can be clarified, and the factors of cause and effect
can be explored more efficiently if they take on a playful form
corresponding to the age group of the child. The efficiency
can also be increased by the tale „The
four lives of Squirrel Cleansy". The utilization
of the program requires the mutual co-operation of the teacher,
the children and the parents.
By constantly observing and respective the fact that each person
has the right to decide independently on his/her lifestyle and
to choose his/her life conduct at his/her own responsibility,
it has to be accepted that the success of the Program is greatly
influenced if the kindergarten teacher running the program smokes
in the presence of children.
In kindergarten age emotions play a determining role in the
manifestations of behavior and in the activities. They blend
with the life of the children and form their behavior as a peculiar
motivation. The emotions of higher order develop during the
experience of the children. Therefore, in their development
a decisive factor in the family is the role of the parents,
in the kindergarten the signals, impacts and the example of
the teacher, which may play an important role in the formation
of the child’s personality and also in the formation of
the child’s attitude towards smoking. The peers and the
employees of the kindergarten with their signals and evaluations
mold the picture the child has formed of himself. The child
learns to know himself, the rules of living together, the modes
of behavior expected in social life. The quality of emotional
relationship developing between the child and the teacher influences
his social sensitivity and urges him to follow the model of
the beloved adult. While in kindergarten age the most important
motive of model selection is love, later the social attractive
force of peers prompts him to follow the model. The kindergarten
teacher supporting the development may influence this process
with his/her considerate work that pays attention to the children.
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