Children have the capacity to become prosumers of oral health through co-designing oral health games to prevent dental caries. New tools and opportunities are opening up in the digital world context, including the applicability of serious games in oral health. This research project aims to explore ideas from adult participants in their role as game co-design facilitators to create a space for children. Participatory Action Research (PAR) methods were used in this research with a child-centred focus. The research project used PAR with seven adult participants, from different disciplines, interested in working with children. Participants engaged in participatory workshop discussions to explore ideas for creating a space for children to co-design a toothbrushing game.

The findings from this research project indicate a gap in conducting research in partnership with children, to co-design oral health promotion activities. They support the creation of tools for promoting children's voices, and co-design practices. One such tool developed in this study is that of an adaptable lesson plan, with the possibility of multiple adaptations in teaching, guided by the New Zealand Curriculum. An adaptable lesson plan is proposed to be used by teachers, or adult facilitators, to guide them in creating an innovative space for children to co-design oral health games in a child-centred environment. Data analysis in PAR is an iterative process involving the participants' collaboration and reflection to interpret the data. The researcher undertook an initial data analysis using thematic analysis and listed key points reflecting the adult facilitators' main concepts. Completion of data analysis resulted in five themes; what is a game? introducing children to games, creating a space for children, children-centred membership, and fun and gainful for children. The themes were presented to the adult facilitators for their verification as part of the collaborative PAR process. In summary, the data analysis, theme development, co-designing principles, prosumerism, and PAR principles with children contributed to developing an adaptable lesson plan as an example of a practitioner tool (artefact).

The themes provided the ideas, tools, and guidance to create an adaptable lesson plan that reflects the adult facilitator's concepts. An adaptable lesson plan, as a teaching tool, opens possibilities to support teachers, and adult facilitators, to collaborate with children in a child-centred environment, to co-design a toothbrushing game. Inquiry is described as a two-way process in teaching and learning. Teachers and children use inquiry processes to gain knowledge—teachers through teaching as inquiry and children through inquiry-based learning. An adaptable lesson plan aims to support teachers, or adult facilitators, to create a space for children to become co-designers in oral health. Collaborating with children in partnership provides opportunities for children to become prosumers of oral health with the possibility and potential to challenge oral health policymakers. However, child-centred approaches where children participate in partnership as co-researchers and express their views and voices in oral health programmes, require further exploration.