health education for pre-school - pepe-network.org … · heart institute, hcfmusp and family...

Suzana de Azevedo Greenwood

“Fulfilling our MISSION, we reach our VISION”

ABIAH – JMM – JMN

Health EducationFor Pre-School

About the Author:Suzana de Azevedo Greenwoord – Master’s student of Education of Science and Health through the Nucleus of Educational Technology for Health, Federal University of Rio de Janeiro, Missionary in BMS World Mission, nurse, graduated from the Federal University of Sao Paulo, cardiology specialist by the

Heart Institute, HCFMUSP and family health specialist by the Ceará School of Public Health.

Coordinator:Terezinha Aparecida de Lima Candieiro – Masters degree in Arts in the Holistic Child Development

Program, by the Malaysia Baptist Theological Seminary; Full Degree in Pedagogies, specializing in Professorship and Educational Orientation at the Joint Faculties Campos Salles; Bachelor in Theology, specializing in Religious Education at the Theological Baptist College of São Paulo; Consultant for the Prevention against sexual violence in children and teenagers Program. At present she is the coordinator

of PEPE International, in the World Missions Committee of CBB.

Promoters and Partners of PEPE:ABIAH – Brazilian Association of Incentive and Support to Men

JMM – World Mission Board of the Brazilian Baptist Convention

JMN- National Mission board of the Brazilian Baptist Convention

Original creator of Pepito: Samuel J. Christine

Graphic Design: Eliene de Jesus Bizerra

Illustrations: Rômulo Careca, Marcos Dias and Rosimar Costa

Translation: Vanessa Key

Reviewer: Teresa Pica-Milho and Vanessa Patience

PEPE NETWORK/ABIAH - Brazilian Association of Incentive and Support to Men, 2012.All rights reserved. It is prohibited the redistribution of this work, in full or in part, by any means,

without the authorization expressed or written from the promoters of PEPE.

ABIAH - Brazilian Association of Incentive and Support to MenOffice: Rua André Saraiva, 783 - Vila Sônia - São Paulo - SP - Brasil

CNPJ 64.032.584/0001-60CEP 05626-001 – Phone number: 55 (11) 3739 0302/ 3749 1205

www.pepe-network.org - www.abiah.orgPrinted in Brazil


Suzana de Azevedo Greenwood

“Fulfilling our mission, we reach our vision”

PEPE Network


International data cataloging in the Publication ( ICP)( Brazilian Book Chamber, SP, Brasil)

Greenwood, Susana de AzevedoHealth education for Pre-school / Suzana de Aze-

vedo Greenwood; ( Illustration by Marcos Dias Alves). - Osasco, SP; Pepe Nerwork, 2013.

BibliographyISBN 978-85-913987-2-0

1. Children of needy communities 2. Children’seducation 3. Health Education 4. Church – working with childrenI. Alves, Marcos Dias. II.Title.

13-02792 CDD-306.43

Indexes for systematic catalogue:1. PEPE: Educational Programme for Pre-Schoolers:Health Education: Educational Sociology 306.43

“The child cannot wait. Now is the time in which their bones are being formed, their blood is being made, and their feelings are

being developed. For the child, the answer must not wait until tomorrow. His / her name is TODAY.”

Gabriela Mistral, 1948.

Preface

“The earth is the LORD’s, and everything in it,

the world, and all who live in it” (Psalm 24:1).

It is with great excitement that we present this work prepared to help educators/facilitators to acquire and to share these principles and knowledge about Health Education, through practical and creative lessons, for children in pre-school. We believe that this opportunity will extend to families, and to the community, contributing, for the promotion of integral health for the people in healthy environments.

This is one of our duties, as coordinators of Pepe – Missionary program that promotes the development of the children in needy communities around the world, through the activities of Children’s Education.

We hope this will be a useful resource in fulfilling the mission of the church, “spreading the Gospel to every man in the whole world”, at all times, and in every way possible.

Terezinha Ap. De Lima Candieiro

Summary

Lesson 1 – Grow ............................................................12Lesson 2 – Fly ................................................................18Lesson 3 – Washing our hands ........................................20Lesson 4 – Water ............................................................22Lesson 5 – No to Dengue ...............................................24Lesson 6 – Delicious .......................................................26Lesson 7 – Say no to Cough ............................................28Lesson 8 – All things clean ..............................................30Lesson 9 – Water ............................................................32Lesson 10 – Bath ............................................................34Lesson 11 – Caring ........................................................36Lesson 12 – Being careful ...............................................38Lesson 13 – Fruits ...........................................................40Lesson 14 – Growing well ...............................................42Lesson 15 – Health ........................................................ 44Lesson 16 – Diarrhea .....................................................46Lesson 17 – Medicine .....................................................48Lesson 18 – Care ...........................................................50Lesson 19 – Eyes ............................................................52Lesson 20 – Hearing.......................................................54Lesson 21 – Breathing ....................................................56Lesson 22 – Heart ..........................................................58Lesson 23 – Teeth ...........................................................60Lesson 24 – Stomach Ache .............................................62Lesson 25 – Care ...........................................................70Lesson 26 – Malaria I ...................................................72Lesson 27 – Malaria II .................................................. 74Lesson 28 – Malaria III ................................................. 76Lesson 29 – Lice ............................................................78Lesson 30 – Health is Joy ...............................................80Bibliography ................................................................82

12 | Health Education

Introduction to the Lessons in Health Education

Health education is a valuable instrument that we have in our hands. In taking advantage of this with efficiency, we are able to help change the stories of many children’s lives. What children receive today is directly related to their future adult life: stimulated and adequate environments are in favor of the develo-pment of their intelligence, and each infection may be a potential delay in their growth. Most of the sick-nesses that affect children may be avoided. Unsuitable hygiene conditions and lack of resources for good nutrition are great obstacles for the development of the children. We are not able to change every need in the communities we work in, but our timely intervention is of great value to each of these little citizens.

For effective learning, it is necessary to question the existing knowledge in the group in order to promote change in behavior, when relevant. The health lessons presented here offer this opportunity of questioning by rotating subjects and retaking topics with frequency. To the Missionary educators/facilita-tors, together with the coordinators and meal providers, the importance is not only in the learning of health education, but also in a stimulation of learning, assuming attitudes, and in providing an environment that gives value to health. By being exposed to such activities and attitudes that give value to health in PEPE, the child will have the opportunity to reevaluate their concepts and reason upon the same, incorporating, in this way, the basic concepts of health. In this reality, it will be a natural process for the child to share with his/her family members, with neighbors and with their community of their new knowledge acquired and take these with into their adult lives.

This sharing of new concepts of health with family and the community is a big part of our goal, so that, in order for the children of PEPE to have a healthy life style, it is necessary that their domestic environ-ment be healthy as well. The constant contact of the missionary educator/facilitator with families, the visits to the homes of the children, and the meetings in PEPE with those who are responsible for these children, are frequent opportunities to promote health.

In this manual, we will be addressing these themes:

1. Eating habits;

2. Child growth and development;

3. Sicknesses that may be avoided;

4. Hygiene;

5. Immunization;

6. Caution with medication;

7. Prevention of accidents;

8. Sense organs’ health

In each of these themes, we developed different lessons utilizing a variety of techniques of teaching, in order to stimulate the different ways in which children can learn. Each lesson has a duration of about 15 to 30 minutes and may be incorporated in the PEPE curriculum, with a weekly lesson. In preparing these lessons, do not forget to plan the appropriate time, because some lessons need a more specific time (for example: before lunch/after lunch) to guarantee that all children are participating of the activities.

Health Corner: is of great value that the children may always be able to look again at the material in order to better understand the context. For this reason, the idea of the “Health Corner” is to expose the material and is of great importance. To maintain this newness, place the last material of the lesson in the Health Corner, taking the old material and putting it away. This will maintain a natural flow of each lesson.

Health Education | 13

Lesson 1 Suzana de Azevedo Greenwood

General theme: Child Growth and Development

Specific subject: factors that influence the growth and the development of a healthy child.

Lesson goal: • Make the child aware of the elements that will

favor them in a healthy growing process;

• Make the child feel a part of their growth and development.

Make children think

Every child likes the idea of growing up and loves to pretend they are adults. Start by asking what the child wants to be when they grow up. Let some of them talk; then use their ideas, as a hook to ask them what they find is necessary for a person to grow up. Encourage them to answer. As they start talking, show each one of the six figures accompanying this lesson and comment on the ideas they bring.

Remind the children that each person has their own time of growth. The height of each child will depend on family ge-nes and other factors; therefore, there is no way of comparing one child’s height with the other, but it is important for each child to grow up.

Activity:Set aside a corner of the room to measure the children’s

height. This can be marked on the wall itself, behind the door or on a role of paper. If marked on paper, it is important to be taped on the wall or the side of a cabinet, so that children can be measured again. (If the paper comes off of the place, it is necessary to put it back on the wall, so that we can eva-luate the growth of the children. As a security measure, tape the poster at 50 cm above the ground and make a slight mark on the wall / cabinet in order to know where to put it, if you need to replace it at some point).

Make this graph:

Joseph Maria João Paula ----- ----

----03/23/14

----03/23/14

How to measure:Place the child with his back against the wall, head

straight, looking forward, knees straight, feet together, and barefoot. Horizontally with a pencil, select the column of each child and its height, writing next to their name the date in which you measured. Discourage comparisons, emphasizing that each of us is unique and special.

Consolidating knowledge

Our growth happens very slowly, therefore, there is no benefit in measuring ourselves every day. However, we can do many things to help our growth. Refer again to the pictures, asking the children to repeat each item. Place these growth charts on the side of the children so they can relate growth to good habits.

Closing

Communicate to the children that every week there will be a lesson on Health and in each lesson; they will learn new tips on how to grow well. Compliment the graph of each child and set up a time in which a new measurement will be made periodically.

ObservationThe next measurement will be made on lesson 14, and

later on lesson 30.

Cut the six engravings in this lesson and paste them on a thicker piece of paper. These engravings will be used again in lesson 14.


Growth


Drinking water

Taking a shower


Good night, sleep

Healthy meal


Hygiene

Love and kindness


Play

Avoid accidents


Lesson 2General theme: hygiene

Specific subject: Flies

Lesson goal:Encourage children to realize that trash and food left uncovered lead to the contamination of food and products due to Flies.

Making children think

Create a dialogue: Who likes to eat garbage? The chil-dren will probably say they do not. Start a mysterious story and say that you know a little friend who likes to eat garbage, but you will present your friend later on.

ObservationIt is possible that a child in your group may be a part

of a family of scavengers and, may sometimes offer the chil-dren some food that may have been taken out of the trash. Be sensitive to this situation; however, it is extremely important to teach children the concepts of this lesson.

Activity:

Before the lesson, make a model of a fly using re-cyclable materials and place a small hook (it can be a paper clip) on his back so she can slide on a string or wire.

Divide the children into two groups and ask them the to perform one of the following tasks:

Group 1:

•Drawpicturesofthingsfoundinthetrash;

•Collectgarbagefoundaroundwhileusingaplastic bag to cover their hands.

Group 2:

•Drawvariousfoodsonabigpaper;or

•FindfoodinthekitchenofPEPE;or

•Pickfruitinthebackyard,ifpossible.

When tasks are completed, place the results of Group 1 on one table and group 2 on a chair, away from each other, so that the material from Group 1 is on a level above the ma-terial from group 2.

At this time, present to the children Mrs. Fly. Tell them that Mrs. Fly is very fond of food, but does not bother whether the food is clean or dirty. Place Mrs. Fly on the string making her fly from the trash to the food, then with your hand, sli-de Mrs. Fly back to the trash, showing the children what she does all day.

Consolidating the knowledge:

Talk to the children about this experience, raising the following questions:

• Have you ever seen flies doing what was shown here? Where?

• What happens when the fly flies between food and the trash?

• What happens to the food where Mrs. Fly lands on? What harm does that bring to our health?

• What can we do to prevent this?• What can we do to prevent this from happening in

PEPE?• What can you do in your home to prevent Mrs. Fly

from carrying garbage and dirt on her little legs to your food?

Tell the children that when landing in food and garbage, in addition to contaminating the food, the flies lay small eggs that will grow into even more flies.

Emphasize that it is important, not only to put the gar-bage in the trash, but also to put the lid on the trash, because otherwise, flies can still land on the trash. Showing the picture, ask: what is missing in this dustbin?

Closing:

Positively end this lesson by telling the children that you can ensure that Mrs. Fly does not contaminate food, by taking care of the food you eat and by throwing every thing away in the trash with a lid on it.

Hang Mrs. Fly in the room: if you used drawings as a model, place them in the Health Corner and leave them until the next health lesson, so that children can have more time to assimilate the content.

Tip: At some point in the coming days, ask the children to draw a trashcan with a lid on it and no trash around it. Place the children’s drawings in the Health Corner.


Fly



Specific subject: Washing hands

Lesson goal: teach children the importance of washing their hands with soap, regularly.


Tell the children the following story:

What happened with Pepito?

It was a Monday morning.-Pepito, wake up; it is time to go to PEPE.After two months of holidays, Pepito was missing PEPE.The sun was beautiful. Pepito was happy because during

snack time he would be able to play tag. Pepito always ran really fast and hardly anyone was able to catch him.

Once Pepito put his foot at school, there was some great news. There was a new student in his class, Paul. He was a really nice kid and had a funny laugh. Pepito quickly became his friend:

-Let’s play tag during the break time? – Pepito asked.-Cool! – Paul got excited.-I will too! – All the kids said, very excited.-Is it time? Are we going to play? – Asked Paul, anxious-

ly.After the educator taught the letter “W” for “Waterme-

lon” and for “Washing hands”, it was time for recess. The children were very excited, but, Pepito made a sad face and said he no longer wanted to play.

-Don’t You want to play Pepito? What happened? – The educator asked.

-I don’t know – Pepito explained – I wanted to play, but now I am afraid and my stomach is hurting.

The other children ran to the court and Pepito sat next to the educator.

-Pepito, said the educator, curiously – how was your break?

-They were great- he got excited- I spend the days pla-ying and I was never inside the house, not even to eat; I would sit at the front door and my mother would bring me my food. As soon as I was done, I would run back outside to play with my cousins.

-But Pepito! – The educator exclaimed – how would did you wash your hands before eating your food?

-Weeeell, I wouldn’t even remember to do so… do you think that’s why my stomach may be hurting?

-It may be, Pepito- the educator agreed- in our hands, we accumulate a lot of little bugs that are so small that we can’t even see them. When we eat something with dirty hands, some of those little bugs come in to our stomachs with our food and start living in there. These little bugs only leave our hands if we wash them well with lots of soap.

-But if these little bugs are so small, then there is not a problem.

-These little bugs are small, but powerful. They have such a good life in our stomachs… they eat our food, they

grow, and they become strong, and we become weak.-And now, educator, what do I do? Are these little bugs

in my stomach? Am I going to have this stomachache fo-rever? – Pepito asked, very scared.

-Don’t worry child – the educator said very kindly. I will speak with your mother and we will take care of you. But there is something that you can no longer forget…

-I know what it is. I will always remember to wash my hands before eating my food!


Let’s play?! Tell the kids that whenever you say:Wash your hands! – The children will have to repeat this

phrase and make the hand gesture of washing their hands.

With soap! – the children must repeat this phrase and make the gesture of grabbing the soap.

Dry your hands! – they must all make the hand gestu-res of getting the towels and drying their hands with it.

Show the kids each gesture and give them some time to practice.

Start the game: the child who makes a mistake, that is, that does the wrong gesture at the wrong time, will be out of the game and will go to the sink to wash their hands. The last child to miss the hand gesture will be the winner of the game, but will be the last one in line to wash their hands.


Wash


Lesson 4

Making children think:

Explain to the children that the water may often look clean because we cannot see the dirt. However, even though invisible, dirt can be harmful. Do the following activity: take two glasses of transparent glasses and show them to the clas-sroom. In front of the children, fill the two glasses with water. Explain that you will put a little dirt in the water to see if they can notice. Ask three children to hide and put a little bit of “dirt” (one drop of coffee, one drop of juice, etc.) in one of the cups of water. Stir. The two cups should stay with same color (try this experiment at home, first, to get an idea of the amount of “dirt” required). Ask the children who were hiding to come back and identify which cup contains the dirty water. The children will certainly not be able to identify the cup with the dirt. In this way, show the importance of drinking filtered water, boiled or treated because, even if it is not possible to see dirt, water can contain germs.

ActivityYou will need a Water filter for this activity. If PEPE does

not use a water filter for water purification, explain the process that is used in PEPE, but see the possibility of getting a water filter for this lesson, as it will be more accessible to children at home.

Take the kids to where PEPE filters their water. Leave the top part of the water filter empty, remove the filter car-tridge and explain to the children the filtration process as the water passes through the filter cartridge. If possible, have a dirty filter cartridge, and wash it off in front of the children so they can see the amount of dirt, which accumulates in the fil-ter cartridge. After washing the cartridge, place water on top of the water filter and leave it filtering a little in order for the children to see the process. Emphasize the importance of the filter cartridge being washed periodically, as the dirt in the water is retained in it. We suggest making the adaptation of this activity according to the water purification process most commonly used in your context.

General theme: Food

Specific subject: Clean water

Lesson goal: teach the children the importance of drinking clean water.

Consolidating the knowledge

Provide filtered water for the children to drink, reminding them of the importance of always drinking water that is clean, otherwise we may be ingesting germs causing diseases such as worms and diarrhea.

ConclusionAsk the children how many of them have a filter at home.

Use this time to find out which water filtration PEPE’s children use at home, and retain this information to work the issue with parents, if possible.


Water


Lesson 5General theme: Sicknesses that may be prevented

Specific subject: Dengue

Lesson goal: lead the children in comprehending what dengue is and what they can do to combat this sickness.


Start a circle of conversation by asking the children what dengue is and how they can avoid it. Let them speak for a few minutes before telling this story:

The man with the yellow flag

Pepito had invited Paul to go play at his house, but Paul did not show up.

So Pepito asked his mother: - Mom, Paul is taking so long! It’s about time for him to arrive right?

When Pepito was almost giving up hope, a man with a yellow flag appeared at their front door.

- Do you know where Paul is? - Pepito asked, hopeful.- Paul? No, I do not know who Paul is, but I I know a pretty

darn mosquito that is hurting a lot of people ...- A mean Mosquito? Where does he live?- Oh, he has a large family living in many homes; mainly

in the areas with stagnant water.- No sir, here we barely have water and there is never

water left over.- Yeah, but the mosquito lays very tiny little eggs anywhe-

re with water, even in a bottle cap with some water in it.- Just like this one? - Pepito pointed to the lid of a bottle

with rainwater.- That’s right. Here in this cap, or any other place that

has clean, still water, such as bottles, tires, coconut shells ... The mosquito lays its eggs and soon, many new mosqui-toes will be born. They are all very annoying and will want to bite you!

- They will want to bite me? – Pepito was startled. And what happens when they bite us?

- We can get a very annoying and dangerous disease ca-lled dengue - said the man with the yellow flag.

- Do children also get this sickness? - Pepito asked.- They do! And they feel a lot of pain in the body, fever,

lose the will to eat, they get red spots on their body and they start itching. I did not want this intelligent child

to feel these things.- So what are we going to do? I don’t want to get den-

gue either!- What you can do Pepito is, never leave anything with

still water, even if it’s something small.And when they need to add more water in the house,

always place a lid on the water tanks.After this conversation, they saw Paul in his dads lap.- Paul has dengue, said the father.Pepito was very concerned and made a plan: joined other

little friends, his own mother, and as detectives, they went in every house on the block, telling people to not leave still water without covering them.

Thus, the dengue mosquito would not have where to go and lay their eggs.

Paul was very sick for a week, but when he recovered, he spent the whole day playing with Pepito.

ActivityIf possible, take the children to the outskirts of the PEPE

facility and

look on the streets for any trash that can store still water. Protect their hands with a plastic bag and collect the garba-ge that they may find. If this is not appropriate at your PEPE, bring some examples of things that can hold still water such as: coconut shells, plastic bags or pieces of containers. Fill them with water and ask the children to empty them.

Consolidating their knowledge

Place the children in a circle as you ask them two questions:

1. What is dengue?

It is a sickness that causes body aches, fever, and is transmitted by the bite of a mosquito.

2. How can we fight against this sickness?

Placing taps and lids on all recipients that contain wa-ter, not allowing that any object accumulate water, and being careful with rainwater storage.

3. Let’s think of all the places that may accumulate still water and the mosquito may be hiding?

Think of everything in your environment that may become a place for mosquitoes to multiply; water tanks, tires, bottles, and objects in the images in the next pages.

ConclusionEncourage children to be detectives as well as Pepito and

his friends, searching the yards of their homes and removing any material that could accumulate water. On the next day, remember to ask what kind of things children withdrew from their yards, because this way you will be helping the commu-nity in a very efficient way.


No to dengue


Lesson 6General theme: Food

Specific subject: Colorful food

Lesson goal: teach the children the value of food diversity and encourage them to eat these food.


In the center of the conversation circle, put a white pa-per, Of a large size, with a plate drawn in the center.

Offer crayons to the children and ask them what food they like and what color they are. It may be fruits, vegetables, rice or beans; but nothing like goodies or sweets such as: cho-colate, candy etc. Each child who mentions a food should co-lor a ball of that food color on the plate. When certain foods begin to repeat, ask the children to do the same thing with foods they know, even if they are not your favorites. If neces-sary, help them come up with some.

When the “dish” is very colorful, tell them that in order to grow strong, intelligent, healthy and beautiful, it is very im-portant to eat all kinds of food, as each of them has something different to help us grow.

ActivityPlan in advance with the cook to serve a different meal

this day, prepared as follows: on the bottom of the dish put rice, pasta or cooked and seasoned couscous. Prepare thin slices of fruit or vegetables to decorate the face of Mr. Nood-les/Rice/Couscous. The mouth can be made out of tomatoes or cooked beets; eyes, cucumber; the hair, lettuce or cabbage; the nose, raw carrots or peppers and the ear can be made out of boiled eggs or a piece of meat or beans. Use your imagi-nation! One slice is enough; a carrot is probably enough for the whole class.

Tell the children that they are going to meet a friend again, Mr. Noodles (or Rice or Couscous).

Prepare a plate decorated in the shape of a face for each child. Play a game in which all kids will eat at the same time, encouraging them to try it all:

- Good morning, Mr. Noodles; I’ll eat your mouth!

(And all eat together).

- Now I will eat your nose!

And so on.


Gather the children around in a circle and engage them in a conversation, asking them what they thought was the tas-tiest: the nose or the mouth of Mr. Noodles.

ConclusionReinforce the importance of eating different colored

foods in order to grow strong, intelligent, healthy and beautiful.

Encourage children to eat colorful foods at home as well, and seasonal fruits.

Important:Try to keep Mr. Noodles incorporated in Pepe’s weekly

menu. This way, you are sure to help the children to grow in healthier way.

“The LORD God made all kinds of trees grow out of the ground—trees that were pleasing to the eye and good for food. In the middle of the garden were the tree of life and the tree of the knowledge of good and evil.” Genesis 2:9


Delicious


Lesson 7General theme: Sicknesses that may be prevented.

Specific subject: Cough and Cold

Lesson goal: allow the children to realize that there are simple ways to help them not to get a cold constantly

Observation:Many children become ill during the rainy season. The

moist air in many houses and a large number of people slee-ping in one place may cause this kind of sickness to occur. It is important to teach children and mothers the appropria-te mechanisms that will help them face the rainy season in a healthier way. Remember that a healthy diet is a strong ally in fighting infections.


• Start the conversation circle with the following ques-tions:

• •Whohastheflu?• •Whohassomeoneinthefamilywhohasacold?• •Whatdoesthefamilydowhensomeonehasa

cold?• •Whatcouldwedoaboutit?

Activity:Take pictures or objects to demonstrate: yellow fruits or

oranges, medicine boxes, shoes and clothes, a glass of wa-ter, chocolate, a breastfeeding mother, toilet paper or tissue.

Take two big papers to use in the circle. Write YES on one of the papers and NO on the other paper. Put the two papers in the center of the circle. Show the objects or pictures, one by one, and ask the children in which of the papers each one should be put on. Engage them in conversation, explai-ning why each thing goes on each side, as in the table below.


Ask each child to cut out pictures from magazines or draw a picture that represents a YES (preventing and fighting coughs and colds). Glue all pictures on a poster and place it in the Health Corner.

ConcludingEmphasize the importance of doing things that prevent

coughs and the colds. Reinforce the need to continue making these things even when the person no longer has a cold.

PAPER YES Things that will help prevent coughs and

colds:

REASON

Yellow or orange fruits

contains vitamin A, which helps in avoiding coughs and colds.

Toilet paper or tissues

cleans the nose, allowing the person to breathe properly, helping the cough

to go away and not passing your cough or cold to someone else.

Mother’s breastfeeding

breast milk is the best food for a child. In breast milk, the baby absorbs nutrients

and substances that avoid colds.

Clothes it is important for someone to be clothed

properly. For them to be warm or cool depending on the weather.

Water

water cleanses the human body, hel-ping to avoid sicknesses. By drinking a lot of water, facilitating expectoration, and helps in the expulsion of phlegm.

ShoesThe footwear protects from the chill of the floor in the rainy season, and from

the hot ground, when it is sunny.

NO Things that

do not prevent coughs and

colds:

REASON

Candy or Chocolate

The child eating lots of sweet does not have much strength to fight against

the flu.

Medicine Box

Medicine can be expensive and only the doctor may know whether they

should be taken or not, but it does not help much with influenza. It is often better to spend money with fruits.


Say no to cough!



Specific subject: hair and nails

Lesson goal: teach the kids to realize the importance of keeping their hair and nails always clean and the desire for them to maintain them.

Making the children think

Tell the following story:

The War of the Little Monsters

It was late afternoon and the little monsters were pla-ying.

They lived ... Do you know where? In the hands and feet of Zeze.

And Zeze didn’t even know they lived there. The school educator and the mother of Zeze told him to wash his hands and he washed them, but the little monsters were much smarter than that ... They were hiding! (At this time, ask the children where they think the little monsters are hiding).

Whenever Zeze washed his hands, the little monsters ran to underneath his long nails, which had a lot of and it was easy to hide there.

The monsters were very fond of Zeze and did not did not want to get out of there. But there was a great fear ... They had heard that when the nail clippers came, there would be no escape for anyone as this had already happened to some other little monsters.

One morning, one of the monsters was very sad ...He had seen Zeze’s mother passing with the nail clippers

in her hand. Clippers to cut nails? Cut nails? Oh no, this can’t be happening! The long nails were the only hiding place guaranteed for the monsters. They had to think of a plan and had to be quick! The monsters were very power-ful, but very little and had no way to carry the clippers... What should we do?

Suddenly, they had a great idea! They asked their cou-sins for help, the lice that lived in Zeze’s hair. This was the plan: every time Zeze’s mother tried to cut her nails, the lice were going to start scratching Zeze’s hair, so this would make it very difficult for his mother to cut his nails. The plan seemed good ... but ... but ... it did not work.

Zeze’s mother was also very smart and realized that Zeze not only had dirty, long fingernails, but he had lice as well... So she not only cut his nails, she also washed Zeze’s hair.

This was a sad ending for the monsters. Regarding to Zeze, he realized how the scratching and

itching was bothering him and he felt much more comfor-table with short, clean nails, and the clean hair without lice!

Activity:Give the children a piece of white paper – ask them to

make the outline of one of their hands, then adding nails on the fingers. In this drawing, the nails should be short and clean.


Make a circle and start discussing about the story with the following questions:

•Wheredothemonstershide?

•Whyshouldwecutournails?

•Whatharmdoeslicedo?

Lice sucks the blood of the children’s head, decreasing their concentration and hindering their cleanliness.

•Howcanwegetridoflice?

Conclusion:Without embarrassing the children, encourage them to

keep their nails short and their hair free of lice. If you notice this is a real problem between them, seek to expand this les-son with other ideas and more activities to solve the problem.

Obs. : Lesson 29 deals with lice once again.


All cleaned up!



Specific Subject: The need for drinking water

Lesson Goal: Encourage children to drink a lot of water throughout the day.

Making the children think

In the conversation circle, engage the children in a dis-cussion with the following questions:

- Is it important for us to do laundry? And what about our bodies?

- How do we do laundry? How do we wash dishes? And how do we wash our body?

- And what about the inside of our body ... Do we also need to keep it clean? How do we clean the inside of our body?

Let the kids think a little about it, giving them the oppor-tunity to discern what we are discussing.

Remember, the child thinks best if he or she has the opportunity to think about the subject first.

Activity:(It is better to practice this experience before doing it in

front of the children, in order to measure the amount of “Dirt” that will be put into the bottle).

Cut the bottom of a plastic bottle of soda.

Fill it up to the top half with a mixture of gravel, sand and dirt. Place eight glasses of water lined up.

Provide a bucket or a bowl to pour the water in.

Explain to the children that drinking water is important and we use clean water to wash our bodies.

Ask a child to pour a glass of water on the gravel, noti-cing that the water comes out dirty.

Ask another child to pour the second glass of water and so on, always emphasizing that it is necessary to drink enough water to thoroughly clean the body.

Continue pouring the glasses of water in the bottle.

Gradually, the water will become clearer until transparent

Conclusion:Explain to the children that each person should drink at

least eight glasses of water a day. This keeps the body healthy because the impurities are removed by water.

Note:Remember to put the constant intake of water in the

PEPE routine, ensuring the quality of it.


Water



Specific subject: bathing

Lesson goal: teach the children of the great necessity of washing every body part.

Observation:For this lesson, the ideal is for the children take a bath

at PEPE on this day. Plan a special day, report to parents and take time to make this not only a lesson, but also a moment of recreation.

If there is no shower on site, a hose bath may be a good idea and a fun activity!

It would be helpful if this is done on a sunny day. If ba-thing boys and girls together, ask parents to bring swimwear or clothes that can get wet, as well as a change of clothes to use after bathing.


Bring a doll to the classroom and paste or draw two “in-juries” on it. In the conversation circle, put the doll in a child’s hands and give it a small piece of soap, asking he or she to “wash” the doll.

Encourage her to wash all parts of the doll: behind the ear, neck, between the toes and hands, and even washing the injured areas, but carefully.

Teach the children to start by washing the cleanest parts of the body first: face, arms, chest, back, then genitals, legs and feet, reminding them to wash between the toes.

Activity:Take the kids for a shower or hose shower, asking them

to begin with the face, hair, and so on, remembering all areas of the body. After bath time, the children should get dry, being careful to dry all parts of their bodies and between the toes. If a child has any injuries to the skin, they must wash over the wound with soap and water, but the soap bar should not be touching the wound. It is important to rinse well.


If possible, place the bath activity as a routine at Pepe, maybe monthly or quarterly.


Shower time


Lesson 11General theme: child development and growth

Specific subject: small children’s development (0-4 years of age)

Lesson goal: encourage the children to observe the growth of their smaller friends and/or siblings and to un-

derstand the process of growth along with them.

Observation:Babies learn rapidly from the moment of birth. The early

years are critical to the development of behavior and perso-nality of a child. At the end of the second year of age, most of the human brain is already formed, so the more stimuli baby’s receive, the better their development.

The family environment is crucial in this process. Siblings who are older are of great help to the development of children. Realizing this, the children of PEPE will feel important, and this will add to their self-esteem.


In the conversation circle, have each child choose a younger sibling to talk about.

Say his/her name, age, what he/she eats, what he/she likes to do (crying, smiling, crawling, walking, running, breast-feeding, bathing or eat alone) or anything else that he or she has seen in their brother/sister. If the student has no younger sibling, we suggest they choose a neighbor or a cousin.

Activity:Give each student a paper and ask the child to write.

Then ask them to draw some thing the brother does, such as: crying, smiling, crawling, walking, run, breastfeed, bathing or eating alone.


Put the drawings and the names on the wall so the child has the opportunity to remember what was done during the week. In the next lesson, children will have other activities to be placed next to this drawing.

Explain that the more they play and talk with their brothers (cousins / neighbors) who are smaller, the smarter they will be.

Conclusion:Along with children, choose a song sung by PEPE so they

can teach their younger siblings. Tell them that next health les-son they will have the opportunity to tell if the child has learned the song or what their reaction was (clapped, smiled, etc.).

Note:During the week, remind the students to sing with their

brothers (cousins / neighbors) who are younger then them.

This lesson also aims to awaken the parents at home, through the actions of children in PEPE, and the importance of stimulating young children.


Caring for


Lesson 12General theme: Avoiding accidents

Specific subject: how to avoid accidents at home

Lesson goal: • Lower the risks of accidents inside the home• Make the children aware of the attitudes of cautiousness with themselves and younger children.

Observation:Domestic accidents are common causes of death or

accidents with children. PEPE children are still very small and need to be taken care of so they don’t fall, so please bring this matter to the discussion because it is important to teach children to care for themselves and for other children.


Based on the previous week’s activity, ask children what they found out about their younger siblings, what was their age and how they taught them songs so they could learn it better (according to guidance of lesson 11). Did they laugh? Did they sing? Did they clap?

Talk to the children about the importance of playing with their younger siblings and also of taking care of them so they won’t get hurt.

Activity:Take 8 to 10 red cardboard circles about, 10 cm dia-

meter for the class. Ask to the students to identify hazards for children around the room.

Encourage them to think for themselves. Help them wi-thout giving any answers. Offer a red circle to the children who thought of any danger and ask them to paste it on the identified object.

The greatest dangers in the classroom are; electrical wires; sharp objects such as pencils and scissors; small ob-jects (which could make the child choke) such as elastic band and money (coins); low chairs, which the children crawl under and can hit their heads or pull the chair on top of themselves; tables and low chairs where children crawl and can rise and fall; glass cups; filters that can not be well accommodated with danger of falling; sharp toys, toxic paint; pot plants where the child can eat the soil or the plant; steps, doors and others.


Once all the red circles are placed around the room, give the children a piece of paper, similar to what was offered in the previous week, and ask them to draw all those dangers represented in their homes.

Examples: cylinder gas, stove, garbage and similar items to the classroom.

Conclusion:When the design is ready, ask each child to verbalize

where the danger could be and put the drawings on the wall, next to the drawing of the previous week.

Look around your classroom and observe if there is any potential danger to the children of Pepe. If you find anything, try to resolve the situation as quickly possible.

Remember: most accidents could have been avoided!

Tip: With the participation of children, show this poster to their parents at the next meeting.


Being careful and cautious



Specific subject: The importance of vitamin A

Lesson goal:Help children to understand the importance of eating orange and yellow fruits as well as dark green vegetables so they

can see better and can avoid sicknesses.

Observation:On this day, try serving fresh fruits to the children. Ever-

yone knows how important eating fruits and vegetables are, but it depends on the adults constantly offering them to the children, so that they get used to eating them and having a healthier life style from a young age.



The Fox and the Rabbit

The Fox was not doing well. She could not see in the dark anymore. She felt very weak. Other animals would laugh at her, especially the Rabbit. Fat and healthy, of eating carrots and green leaves, the rabbit made fun of the fox, mercilessly, but he always stayed away from her.

- Old chicken Eyes! – said the Rabbit.

Desperately, the Fox was asking for Pepito’s advice on what to do. Pepito, who is very smart, spoke to the fox and as PEPE’s educator had always said that eating fruits and vege-tables is very good for our eyes. The Fox then quickly began to eat carrots, oranges, mangos, cashews, greens, and many vegetables. Every day, the

Fox made sure to find fruit to eat. She even planted parsley in the pot! Gradually, she realized that Pepito was right, because she started to see better; but she decided not to tell anyone.

The rabbit continued to tease her every night. Even though she saw better, every night that passed, the Fox seemed more blind; she even began to wear glasses, and the rabbit was still laughing at her and coming closer and closer every day.

One night the rabbit got too close and the Fox, who was still pretending that she could not see, saw the rabbit nice and clearly. Once the Rabbit came very close, the Fox jumped on the rabbit!

The Rabbit got very scared and never laughed at her again, but then asked:

- What miracle was this? How did you get your good sight?

- Oh, Rabbit, Pepito is such a nice buddy, you should go and ask him what he taught me.


Ask the children what Pepito told the Fox.

Activity:Offer a snack with fresh cut fruits, cut into small pieces.

Do not be afraid to offer a little bit, even if the children do not have the custom of eating it, because they will learn to like it after trying it several times. A good suggestion is to pre-pare Mr. Noodles or Mr. Rice again, as it was done in lesson 6.


Fruits!


Lesson 14General theme: child growth and development

Specific subject: factors that help in the growth and development of a healthy child – II.

Lesson goal:Revise the previous lessons with the children, making them understand the importance of the variety factors that lead to a

healthy growth and development.

Observation:For this lesson, take the following items used in previous lessons:

•8drawingsfromlesson1;

•Mrs.FlyfromLesson2;

•Coloredfood(fruits,forexample)thatareexcellentfor healthy growth, good for the view and avoid cold and the flu;

•AdrawnhandinLesson8,whichexplainstheim-portance of washing hands and cutting the nails;

•AdollthatrepresentsPepitooranyotherdoll,toen-courage conversation about the need to wash hands, cutting the nails and preventing lice.

•AredcirclefromLesson12.


Put all these objects in the center of the conversation circle and ask each child to choose an object and talk about how it can help in the development of a child. Be prepared to help the children review what has been taught. Since there are many items, it is important that this be a quick memory game.

Activity:Emphasize the importance of taking care of our health

and how it encourages good growth. Take the kids to the height chart made in Lesson 1 and, following the same direction, measure each one in the same column that they were measu-red before. Let the children enjoy this as they have probably grown, praising each graph.

Conclusion:Congratulate each child for its own growth and tell them

that in the next health lessons they will learn new tips on how to write well.

Note:During this interval, approximately 13 weeks since the

first measurement in Lesson 1, each child should have grown between 1 and 3 centimeters.

If this has not happened to any of them, two things may be occurring:

1) The child is not growing due to a hormonal problem or malnutrition and in this case must be referred to as a me-dical care or

2) This may have simply been an error in the measu-rement.

So watch this child more closely during the next month or two and take a new measurement, considering the correct technique described in Lesson 1.


Growing well


Lesson 15

General theme: immunization

Specific subject: vaccination card

Lesson goal: share with the children the importance of vaccines and give parents or person responsible the

opportunity to confirm the calendar dates for the next vaccines for their younger children.

Observation:For this lesson, ask the person responsible for the child

to bring the vaccination card to Pepe. Remember that the vaccination card is a very important document; therefore, it must be handled with care and returned in the hands of those responsible at the end of the lesson.


Most children have some knowledge about vaccines: a memory of when they were vaccinated or seeing a younger brother be vaccinated. Start a conversation letting the children talk about experiences they have had with vaccination. After they share, show, on the right arm of each one, the scar from the vaccine they took and explain that it protects them from a disease called tuberculosis. (sometimes it is a bit harder to see the scar of this vaccine on their arm, but it may be possible that the child was not vaccinated. To settle any doubts, take the child to be vaccinated as it is of great importance that they receive this vaccine)

Explain that when vaccines had not yet been invented, many people died of diseases such as measles or were pa-ralyzed because of polio. Today, because of vaccines, people have better health, but it is important to go to the doctor to be vaccinated.

Activity:Take the kids a few “drops” made of paper and an Injec-

tion syringe (without a needle) made of paper or purchased in a pharmacy (syringes have a very affordable price).

Let the kids play with the syringe to lose fear and to satisfy their curiosity. Explain that vaccines can be taken orally (in the mouth through drops) or by an injection. Explain that it is better to get a vaccine than contract serious diseases.


Look at each child’s vaccination card and count how many vaccines each has already taken. Maybe not all chil-dren have brought the card the same day; even so, review the cards with the children. Show their names on the card, date of birth, and where the vaccines they have taken were regis-tered. Encourage each child by asking their mother about the immunization schedule vaccination card of younger siblings.

Vaccinations may differ from one region to another. In many places, the child must receive a booster at about 4 to 6 years of age.

Emphasize the importance of the responsible reinforce-ments of vaccines and encourage them to go to a health clinic to see if the card is up to date, including their younger siblings cards, if necessary.

Conclusion:Remind those who did not bring their vaccine cards on

the day of the class to bring them the next day so that there is an opportunity to talk with those who are responsible for the children on their vaccination status.


Health


Lesson 16General theme: Sicknesses that may be avoided

Specific subject: diarrhea

Lesson goal: help the children understand some of the causes of diarrhea and the necessary cares to treat it.

Observation:Diarrhea occurs for various reasons and many of them

can be avoided. Poor hygiene, contaminated water and food are common causes of diarrhea.



Johnny and the Balloon

Johnny was a very smart boy who liked to play. One day he was playing out late and, when he got home, he was so hungry that took a piece of bread and began to eat it without washing his hands. He was so hungry that he did not even noti-ce. He was so tired that he lay down and slept without bathing and without drinking water.

The next day he woke up feeling weird; he thought it was just because he was tired. He went to the bathroom and realized he had diarrhea ... and became very weak. He went back and laid down ... felt weak... went to the bathroom ... had more diarrhea… felt weak... had more diarrhea ... When Johnny’s mother realized it, his eyes looked heavy and tired.

She quickly took him to the hospital. At the hospital, Johnny took serum and felt much better. Before going home, the nurse talked to Johnny about the importance of washing your hands thoroughly before eating and then told him a secret:

- Johnny - whispered the nurse – an empty bag never stands on its own!

Johnny did not understand the secret, then the nurse took him to a room and showed him the following experiment ... (make this with the children in the activity below).

Activity:Make two experiments

1) Take a plastic bag or a balloon and fill it with water, making a knot. Place it in front of children. Then drill a hole in the balloon with a pin or needle, and let the water drip until it’s almost empty.

Explain to the children that this leakage of water is like diarrhea: when a person has diarrhea, their body’s liquid is coming out until the person becomes completely “dry” inside, and may even die.

2) Repeat the same experiment, but this time without a knot on the balloon, just tie it with a string, which can be pulled out. When the balloon begins to empty, untie the string and add more water so that the balloon is never empty.

Tell the children that if we drink liquid every time that we have diarrhea, the “bag” will never be empty, and we will never be totally “dry” without liquid, which is much better.

Note:If the person with diarrhea is also vomiting, they cannot

do this fluid intake; therefore, they should receive hospital care.


Seeing this explanation, Johnny finally understood it:

- Oh nurse, if I had had water or serum every time I had diarrhea, I probably would have not been so bad.

- That is right, said the nurse, and if you had washed your hands before eating, you probably would not have had diarrhea.

Johnny learned his lesson and taught his friends.


Diarrhea


Lesson 17General Theme: Medicines

Specific subject: Keep medicines away from children’s reach

Lesson goal: Make the children aware about the danger that medicines represent

Observation:Children will create a box to store the medicine of the

house. Ask the children, a week in advance, to bring a shoe-box to PEPE or a small cardboard box. (They may get one at a shop nearby). It is important that the box is clean and does not have a strong smell, like a laundry soap smell. Medicines must always be stored out of reach of children, in a cool pla-ce protected from light. When these measures are not taken, children, out of curiosity, may take medication and suffer se-rious consequences. Medicine exposed to light and heat can lose their value and become toxic.


Before you start making the box, tell the following story.

Do the following agreement with the children:

In the story every time I say the word:

You should say:

“Pepito” “Smart boy!”

Medicine or medicines “It is only for grown-ups!”

Pepito and Medicines

Pepito Smart boy! was visiting Paul as soon as he lear-ned that his father had had a surgery. When he arrived at Paul’s home, Pepito Smart boy! Was quite concerned because he saw that the mother of his friend was so busy that she had not kept all the medicines in their boxes It is only for grown-ups! Leaving two medicine boxes It is only for grown-ups! on a small table. Pepito Smart boy! Already knew It is only for grown-ups! He knows that it is serious stuff and should never be within children’s reach because there are small children who don’t know that if we take medicine It is only for grown-ups!In the wrong way, we can get very sick and even die.

As Paul’s mother was very kind, Pepito Smart boy! Asked her if it was not better to sort the medicine, It is only for grown--ups! and place them in a more hidden place , because if a child came to visit, he or she would not be able to get hold of it.

Paul’s mother quickly put the medicine It is only for grown-ups! away in a high cabinet away from heat and light.

- Thank you, Pepito Smart boy! For reminding me of this. A neighbor of mine had a child that once felt a lot of pain be-cause he had taken medicine It is only for grown-ups! without his mother knowing, only because it was very sweet.

- I know, said Pepito Smart boy! , medicine It is only for grown-ups! can make us sick if we take it the wrong way. Only adults can give them to us, and only if necessary.

Activity:Preferably, but not necessarily, the boxes may be cove-

red previously by the educators / facilitators, using wrapping paper, or some other material, to look nicer.

For this lesson, children should prepare materials to co-ver two sides of the box.

Give them two pieces of paper, one at a time:

• •First,theyshouldwritethewordCAUTIONwithlarge letters;

• •Second,theymustdrawanadultofferingmedici-ne to a child.

These sheets are pasted on two of sides of the box. In the next health lesson, they will cover the other two sides of the box. Note the size of paper relative to the box.

(This activity will continue in Lesson 18).


The consolidation of knowledge will occur with the re-petition of this topic in the next lesson.


Medicines


Lesson 18General theme: Medicine

Specific subject: Avoiding accidents

Lesson goal: Reinforce to the children the importance of staying away from medicines and to emphasize to pa-rents the importance of maintaining medicine away from children.


“As Lesson 17”

The next day, Paul and Pepito Smart boy! went to play at the park. In front of the park, there was a pharmacy and a small foods market with lots of fruits for sale. Both of them started playing tag with the other kids. Pepito Smart boy! ran fast so that Paul wouldn’t catch him, and accidently, fell in front of an adult that was passing by. Kind of emba-rrassed, Pepito Smart boy! looked and apologized and noticed that it was PEPE’s educator.

- Hi! Excuse me, teacher, - said Pepito Smart boy! A li-ttle awkwardly.

- No ... atchim! ... atchim! Problem... atchim! Pepito Smart boy! ... Atchim! - Said the teacher, very sick.

- You are very sick, aren’t teacher? Are you going to buy medicine? It is only for grown-ups!

- No, I will buy some fruit: oranges, cherries ... they are the best thing for the flu.

- I really like oranges! - Said Pepito Smart boy! Cheer-fully.

- But then I will pass by the pharmacy and buy some medicine It is only for grown-ups! for my for my mother’s low pressure.

- Teacher, do you have a Medicine box It is only for grown-ups! in your home?

- Yes, I do; I always keep medicines It is only for grown-ups! inside the box, on top of a shelf.

- You are smart, Teacher!- Thank you! Later on, we can finish the Medicine Box!

It is only for grown-ups! - Cool! See you later!- So long, atchim! - said the teacher.

Activity:

For this lesson, children should prepare materials to co-ver the two remaining sides of the box.

Give them two pieces of paper, one at a time:

* At first, they should write the word

MEDICINES with large letters;

* In the second, they should draw boxes and medicine bottles.

These sheets have to be pasted on the two remaining sides of the box.


At the next meeting that you have with the parents, give them the boxes, emphasizing the importance of storing medi-cation in a dry and cool place, and in order to prevent acci-dents with medications at home.


Being careful


Lesson 19General theme: Avoiding sicknesses

Specific subject: Being careful with your eyes

Lesson goal: Teach the children the importance of good eye sight and the necessary cares to maintain a heal-

thy vision.

Observation:Before starting this activity, all children should wash

hands and face, as they will touch each other’s faces. If any child has pink eye or their eyes are irritated, she/he should do the activity with the missionary educator / facilitator who should be careful not to touch her own face after touching the child’s face.

Alternatively, take the children to look in a mirror.


Ask children to look at their colleagues eyes.

Ask questions like:

What do we have in our eyes? What are the colors we have in our eyes? Where do our tears come from?

Teach the children to gently pull down the inferior eyelid of the colleagues’ eye to see the red part of the eye as well as the teardrop channel.

Activity:On a large whiteboard or paper, draw the shape of an

eye and ask the children to say which parts form the eye. Draw according to what they say. When the design is ready, point to each part and ask what it is.

Lead the conversation according to the list below:

Eyebrows•Theyarenotexactlypartoftheeye,buttheyareim-

portant for protecting, because they prevent dirt from getting into the eyes.

Upper and lower eyelids

•Functionoftheeyelid.Allowsustocloseoureyestosleep, preventing dryness, and also makes us blink when the eyes begin to dry up.

Cilia•Protectyoureyesfromdirt,dustandsolarlighting.

Pupil•Itistheblackdotinthemiddleoftheeye.Itopensand

closes according to the brightness that surrounds your eyes.

Iris•Itisthecoloredpartoftheeye.

Teardrop Channel•Itisatthebottomoftheeyenearthenose.Thetear

is important to keep the eyes moist.

White of the eye (sclera)•protectsthestructuresthatiswithintheeye.


When the drawing is complete, talk to the children about the eyes, raising the following questions:

Why are your eyes important?

The eyes are of utmost importance to interact with the world.

The eyes are quite fragile. What did God do to help maintain a healthy eye?

God made structures such as the eyebrows, eyelashes, the eyelids and tears.

Do foods help our vision?

As we have seen in previous lessons, as in the story of the fox and the rabbit, fruits and vegetables do make us see better.

What can we do to keep our eyes from getting sick?

Always wash your face and avoid putting hands on our eyes, especially if they are dirty.

What types of accidents can occur with our eyes?

Objects with points or edges of cabinets can hurt them. We must never let any liquid get in our eyes, unless it is some medicine prescribed by the doctor.


Eyes


Lesson 20General theme: Sicknesses to avoid

Specific subject: Caring for our hearing

Lesson goals:• Teach children of the importance of hearing• Keep children aware of the risks of placing objects in our ears.


Tell the children this story:

The princess and the rock

Many years ago, in a castle surrounded by flowers, lived a beautiful princess. She had cheerful eyes and a friendly smile. Everyone in the kingdom liked her very much. In the morning, the princess walked through the garden of the castle to enjoy the beauty of the flowers and watch the birds flying. This filled her with happiness. But what that Princess appreciated most of all was to hear the birds singing.

During these times, she thanked God for being able to listen, as a very sad thing happened when she was five years old. She remembered the event, as if it was that day. She was only five years old and was playing with her cousin in the castle yard when he had an idea:

- Let’s get stones? - He said, excited.

The princess and her cousin then began collecting tiny, round pebbles. They joined

many stones of various colors.

- I have an idea, said the cousin! Let’s make a necklace with these stones?

- Making a necklace is hard to do - said the princess, innocently. But I’ll put a white stone in my ear to pretend it’s an earring.

That unfortunate idea! The pebble rolled into the ear of the Princess and caused severe pain. She cried with pain and ran to her mother who took her to the hospital. Skillfully, the doctor took the stone out of the princess’s ear, but it was still hurting a little bit. When the pain was gone, the princess realized that she could not hear very well because of that little pebble. It took many days until the deafness in that ear passed.

Activity:Play broken telephone using the following phrases:

Listening is very good!We cannot put anything in our ears.I can hear the birds!Our ears are for hearing only!There should only be sound inside our ears!

And so on ...


Reinforce with the children the importance of each sen-tence, emphasizing the danger and pain that can occur if anything falls into the ear.

Note:Sometimes to tell a child that she or he should not do

something may sharpen their curiosity, making them want to test to see if the forbidden is all that bad. Therefore, it is extre-mely important to keep a good dialogue with the children in this lesson, so they can really understand that putting objects in their ear is quite harmful.

Conclusion:Invite the children to tell parents what they learned and

to help them supervise younger siblings.


Hearing


Lesson 21


In the conversation circle, ask the children:

How do we breathe? Have them take a breath, inhaling and exhaling slowly three or four times.

Important: Do not allow children to breathe very quickly and often, as this may lead to hyperventilation that causes discomfort.

Allow children to notice their breathing. Encourage rea-soning with questions below.

Let them give their answers. It is important to encourage them to think about it, so they will be more ready to receive the information.

Where does the air go as it enters the body?

The air enters our body through the mouth or nose and, then goes to our lungs, which are in our chest.

It is why we “fill our chest with air” when we breathe.

At this time, display the adjacent figures, which show the location of the lungs. If you find it convenient and if you are sure that, this will not cause any problems with the parents, mark where the lungs are on the chest of a voluntary child.

The lungs fill the chest not only in the front but also on the back.

What is in the air we breathe that is important for our bodies?

In the air we breathe, among other things, there is oxy-gen. Oxygen is used by the body for many things, for example, to move the different parts of our body.

Can we stop breathing?

We can go without breathing for a few seconds only.

If we stop breathing, we would be without oxygen, and without oxygen, we would die.

Activity 1:Perform an intense physical exercise with the kids for 3 to

5 minutes. Use songs (that require movement, such as “Head, shoulders, knees and toes “or “Father Abraham”

Soon after, ask the children to observe their breathing again. They should realize that it is faster than before it was before exercising.


Why are we breathing so fast now?

This is because the body needs more oxygen when using fast movements. So one has to breathe faster in order to re-ceive more oxygen.

What can we do to ensure good Breathing?

We must prevent flu, keep the nose always clean and avoid places in which there is a lot of pollution.

How can we prevent the flu?

By eating fruits, drinking juice, and wearing clothes ac-cording to the temperature in which we are in: Warm clothes in the cold and cool clothes during warm weather.

Note:This lesson will be continued in the next health lesson,

with the topic, “circulatory system”

General theme: Child growth and development

Specific subject: The importance of breathing

Lesson goal: Explain to children the concept of our respiratory system.

This knowledge will help them to better understand the way our body functions, improving their way of taking care of them-selves and their health.


Breathing


Lesson 22

General theme: Child growth and development

Specific subject: The importance of the heart

Lesson goal: Teach the children the concept of the functioning of the circulatory system.

This knowledge will help them to better understand the way our body functions, improving their way of taking care of themselves and their health.


In the conversation circle, remember the content of the previous health lesson: breathing, oxygen, and location of the lungs. Then ask:

Where is our heart?

The heart is almost in the center, but more to the left side of our chest.

Copy and cut out the figure of the heart on the side and glue it in the right place at a child’s chest.

Why do we need a heart?

Our heart is like a pump that carries blood to the mus-cles, so that we can move around.

Activity 1:Ask each child to place the thumb on the top of the neck

below the chin, so that they feel their own pulse (some children may find it easier to perceive the pulse by placing two fingers on the wrist, in the region next to the thumb). Assist each child, making sure that everyone was able to feel their own pulse and allow everyone to to feel each other’s pulse.

Explain to the children that this pulse reflects the heart-beat. Then ask them:

Where are our muscles and what are they for?

The muscles make us move, so we have muscles everywhere, for example: to close the hand we need the mus-cles of the hands and, to walk, we need leg muscles.

Activity 2:Perform intense physical exercise with the kids for 3 to 5

minutes. Use music with a lot of movements like “Head, shoul-ders, knees and toes “or “Father Abraham”

Soon after, ask the children to feel their heartbeat again. They should see that is much faster than before the exercise.

Why does our heartbeat become faster after exercise?

This is because the muscles need more oxygen to move faster. Then the heart has to send more blood to the muscles, the oxygen is stored in our blood.


Recall the contents of the previous lesson, which stres-ses the importance of good breathing for good health. Tell them that we need to satisfactorily MOVE and take care of our muscles and heart. For this is important, besides main-taining good breathing, always to eat healthy foods and do physical activities.

Conclude the lesson with a good cycle of movements to music.


Heart


Lesson 23General theme: Sicknesses that can be avoided

Specific subject: Taking care of our teeth

Lesson goal: Teaching children how to take care of their teeth.

MaterialThree puppets: sweet tooth, chocolate, pearl.

If you don’t have any, make them with paper, plastic bags or socks/stockings. They should have mouths that are able to open and that show their teeth.

Suggestion for making a puppet:

A homemade toothbrush: made with a rough piece of cloth, like a towel, tied to the end of a stick according to the drawing below.

Making the children think:

Puppet Theater

The theater begins with Sweet Tooth alone, eating sweets:

- Nhoc, nhoc! Hmmm I love sweets so much that I would be able to eat them all day long…

Sweet Tooth chews candy:- Wow, this is making me thirsty! I think I will drink

a soda.

Places a soda in the mouth of the Puppet:- Glu, glu glu!A friend of Sweet Tooth, called Pearl, appears:- Hi, Pearl! - Says Sweet Tooth. You have such white tee-

th! How do you do it?Pearl:- I brush my teeth every day and I do not eat a lot of

sweets. Let me see your teeth, Sweet Tooth?Sweet Tooth opens her mouth, and just as Pearl suspec-

ted, her teeth were all rotten.- Seriously, they are in need of care, Sweet Tooth!- You mean my teeth are so rotten because I like sweets?

Sweet tooth questioned.- Yes, and also because you drink too much soda and

you don’t brush your teeth - said Pearl.Chocolate, another friend comes in:- Yes, but there are people who cannot afford to buy a

toothbrush and toothpaste, like at my home, for exampleChocolate opens his mouth to show his teeth, which

were also rotten:- But you have money for sweets and sodas… huh? Look

at my teeth! - Says Pearl.Pearl opens her mouth and shows her shiny teeth.- At home, when we have no money to buy toothpaste

and a toothbrush, I clean my teeth with a piece of cloth wrapped around a stick.

Instead of toothpaste, we brush with water and salt. It is great!

Brush the puppet’s teeth- Maybe you are right. My grandfather has the perfect

teeth and he brushes his teeth with water and salt. He also never ate sweets! - Chocolate says.

- The important thing is not to stop brushing your teeth and stop eating so many sweets!

- You are right Pearl. It is worth brushing my teeth every day and not eating as many sweets to have teeth as good as yours!

And, looking at the children, Pearl says:- Hi kids! Who remembers to brush their teeth after

meals and after eating sweets?Let children respond and then Sweet Tooth says:- And we, who like a lot of sweets, let’s stop eating so

many sweets and start brushing our teeth every day, okay?


At the end of the skit, in the conversation circle, remind the children of the concepts taught by the puppets. Let the chil-dren practice by letting them play with the toothbrush.

Drawing from: Werner, D. et al. Onde não há médico. Hesperian Fondation. Londres: 2009,

p.549.


Teeth



Specific subject: Worm infections

Lesson goal: The disadvantages of getting worm infections and ways to avoid them.

Material:Pictures from the next few pages copied and pasted on

a thicker piece of paper, making a game.

If this is not available, find newspapers and magazines with similar pictures to play this game.


Ask the children:

Who here has had worms? How did you feel? How did you treat it?

What can we do to avoid having worms?

If the educator / facilitator has already suffered from worms, it is good to start like this:

“Guys, I’ve suffered with worms, its horrible; who else here has had worms?”

Tell this little story:Pepito was worried about Daniel. Daniel had come to

school with a lot of stomach aches:- You must be hungry - Pepito said – did you have break-

fast this morning?- No, I’m not hungry - Daniel answered.- Not hungry? I don’t believe this!Daniel was the one who ate the most in the class, but

in recent weeks he was discouraged, not daring to eat anything.

- Educator, how we can help Daniel? - Pepito asked.- What are you feeling, Daniel?- I’m not sure, educator, but it’s been days that I haven’t

had an appetite and my stomach hurts.In fact, everyone at home is feeling like this.- You may have worms. When a member in the family

has worms, it is easy for others to get it as well. Let’s take a look at these cards and see if they help us

to solve this problem.

ActivityAt this point, put the cards in front of the children and

ask each child which picture represents things that help and things that avoid worm infection.

Show the cards to the children, one by one, saying each category.

Help prevent and combat worms ...

Favor the contraction of worms ...

Only drink filtered water Defecating on the floor

Wash hands before eating and after going to the bathroom

Walk around without shoes or without slippers

Use slipper Nail biting

Use shoes

Taking medicine for worms as directed by the doctor

Wash fruits and vegetables before eating

Cut nails and keep them clean


Returning to the story, invite the children to show the cards to Pepito and Daniel, putting them on the wall to the right and putting an X with a red pen on the cards that indi-cate wrong behavior

Conclude:Read the poem Health (page 64) for the children, ma-

king sure they understood. Read a second time, asking them to invent gestures according to the poem.

This poem can be taught to children to be presented in any special occasion.


Tummy Ache


HealthAuthor: Ana Muriel de Azevedo…

I always wash my hands,

I always cut my nails,

And I never walk barefoot

So that when I eat,

A good appetite I will have.

I drink filtered water

Every day, all the time

My fruits are always washed

So that when I run,

I will have a lot of energy.


Lesson 25General theme: Avoiding accidents

Specific subject: Dangers in the house

Lesson goal: Help children realize that there are many dangers inside their homes that must be avoided.

Observation:Remember that every day children die or are hospitali-

zed due to domestic accidents; therefore preventive action is of paramount importance.

Material:Magazines and newspapers with many pictures.


In the conversation circle, ask the children who has been hurt in their homes, or who ever has a younger sibling who got hurt.

Let them tell some of their stories, explaining what the dangers were that caused the accident.

Activity:Deliver newspapers and magazines to the children

and ask them to cut objects that may cause accidents. But remember that some of the children may be curious to try some of the objects that were listed as dangerous. So, leave the selection “hazards” in the hands of the children, that is, let them choose, and emphasize the dangers that each of the accidents can cause.

The most common accidents with children are:

•Burns:fire,hotpot,coffeeandotherhotliquids.

•Falls:Bed,fromhighplaces,stairsoronthesidewalk

•Tripping:oncarpets,objectsontheground,unevenground, steps, or wet floors.

•Poisoning:withratpoison,cheapcleaningsupplies,medication.

•Sharpobjects:knives,machetes,scissors,glassesthatcan break in the child’s hand, glass tables.

•Drowning:childrenalonewithout supervision,nearwells, pools, rivers or lakes.


When all the children have talked about one object or situation that presents a danger of accidents (each child must point to at least one object, so that all participate), ask each person to choose an object / situation in which they cut out of the magazine and all together should think about how to prevent accidents with that object / situation.

Example: Object: Knife.

How to prevent accidents: the knives should be placed away from children and no PEPE child should get them, but should always ask the father, mother or guardian to cut what they want, unless it is a suitable knife for a child, i.e., blunt and rounded tipped.

After discussing each picture, paste one by one on a pos-ter. When all the pictures are glued, put the poster on the wall.


Be Careful



Specific subject: Malaria 1 (this lesson must be given ONLY if in endemic region)

Lesson goal: Encourage children to take medication to prevent malaria.

Make children think:

In the conversation circle, awaken children’s interest on the subject: Who here has had malaria? Who knows someone who has had malaria? What does it feel like?

Let the children talk for a few minutes, then explain that malaria is a dangerous disease and very common in some places.

At this time, show the children a drawing of a full size or model of malaria mosquito, based on the picture below. Draw their attention to the fact that the malaria mosquito has its head facing down/downwards. Mosquitos with the head in another position do not transmit malaria.

Activity:With the Anopheles in hand, ask the children: in what

ways can we prevent a mosquito bite?

Note to teacher: there are several ways to avoid mos-quito bites. Find out which way is more common in the com-munity and start the list there. Mention only two or three of these ways and make the activities suggested on the opposite page. This lesson can be repeated at another time, which can be emphasized with other ways to prevent the mosquito bite.


This will happen when repeating this subject in lessons that will take place later on.

Conclusion:Say a prayer on behalf of people who are suffering with

malaria, asking God to help us in the fight against this disease.

Tell them that the mosquitos name is Anopheles (this is a scientific name of the malaria vector, but it can be used as a proper name; children will find it interesting).

Explain about contamination: Anopheles is a very smart mosquito, which gets quite hungry. To eat, Anopheles needs to sting people and suck their blood.

This is the only way they are able to feed. What Anopheles does not know is that through its bite the people can become infected with malaria. Therefore, these smart kids need to do everything to prevent the mosquito bite.


Malaria I

Activity: Ways to avoid mosquito bites.

What to do: Activity:

Cover most of the body, where mosquitoes bite more often, with thick clothes, especially as it gets

darker, but also throughout the night.Dress a doll with long-sleeved blouse, stockings and shoes.

Use mosquito netting to sleep (in some places the nets are treated with insecticide that kills mosquitoes).

Bring a mosquito net and show the children how to put it on properly to prevent mosquito bites (it is important that the net is

away from the body).

Kill mosquitoes at home.Sing a little song, clapping and doing mimes

to kill mosquitoes.

Wet clothes with repellent and hang them on the roof of the house at night.

Do this exercise with children using water instead of repellent.

Cover up during the night, because the mosquito bites are mostly at night.

Cover the doll well.

Clear ditches, streams and creeks.

Take the kids to visit ditches or streams, if there are any around Pepe, and show them where mosquitoes can hide behind

plants or wastes. Get an adult to do the cleaning if possible.

Avoid going into the forest and bathing in streams, especially in the early morning and at dusk.

Request that each child draw people taking baths in the creek during the day, with the sun.

Protect the houses with screens and close the windows and doors at dusk.

Show a window screen, or make a small window with thick paper and cover it with fabric.

Avoid building houses near streams and creeks. Show houses designs built away from streams.

Let Health Agents spray the walls of the house with poison.

Ask if someone has already received sprinkled poison in his or her home. To emphasize the fact that this person should be welcomed and helped, because the poison they put kills the

malaria mosquito.



Specific subject: Malaria II (this lesson must be given ONLY if in endemic region)

Lesson goal: Encourage children to take medication as a prevention against malaria.


In the conversation circle, recall the concepts learned in the previous lesson and presenting the material used, remem-ber ways to prevent the disease of the mosquito Anopheles bite.

Soon after, explain: in addition to preventing the mos-quito bite, if we prevent the birth of mosquitoes, it will be even better, because there will be no mosquitoes to bite us.

How can we prevent mosquitos from being born?

To be born, the gnats need water, as those that we find in pots, plants or puddles.

So, if we stop finding stagnant water, the gnats will have nowhere to be born.

Activity:Copy the activity sheet for this lesson or draw a similar

sheet, where children should develop the following activities:

•Designcoversforthebucketandthewaterbottles.

•Cover thewater fromtheplantpotswithsoil (paintwith brown pencil).

•Coverthepuddleswithdirt(paintwithbrownpencil).


This will happen when repeating this in the next lesson on malaria.

Conclusion:Invite the children to show their drawings and verbalize

each activity.


Malaria II



Specific subject: Malária III (this lesson must be given ONLY if in endemic region)

Lesson goal: encourage children to take medication as a prevention against malaria.


In the conversation circle, quickly show the drawings made in the previous lessons and remember some of the concepts learned.

Then ask:But what if a person, even being very careful, is still bit

and gets sick with malaria, what should he/she do?

Note:For this time, prepare a glass of water and a Medicine

Box. Remedies for malaria may be administered as injections, tablets, liquids or suppositories.

The choice of treatment is a decision of the doctor or health service and depends on the location, age, type and disease severity.

The system of prevention and treatment of malaria dif-fers from one location to another. Please inform yourself if this happens in your region and fit the content of this lesson to your reality.

Talk to the children:1. To cure malaria, the first thing is to realize if you have the

disease. Sometimes small children go unnoticed. When we are not feeling well or if we think our little brother or little friend is not well, we need to talk with people who look after us so they can take us to the health service, where we will be cared for and treated. This is very important.

2. (At this point, show the glass of water). When one has the disease, he or she feels feverish. Fever makes you lose a lot of water in your body; it is like a pan with boiling water, from which water evaporates slowly. Therefore, it is very important that the person who has malaria drinks plenty of water. In fact, drinking water is always essential for health, but especially when the person has this disease.

3. To heal, it is important to take the right medicine that was recommended by the health service: Taking Medicine on time, swallowing everything and not stopping the treat-ment until the end.

Activity:Tell this story to the children:

Peter and the remedy

Pepito was sad because his friend, Peter, could not come to PEPE’s fun outing. He had Malaria

- We will soon have another outing, Pepito, and then Peter will go too! - said the educator trying to comfort him.

At home, Peter was doing the treatment very well, and soon felt better. A friend of Peter’s mother came to visit him and saw that Peter was better and said:

- there is no more need for giving the medicine to Peter. He is almost all healed! Let the boy play.

Peter’s mother did not understand her friend’s advice.Peter’s family had moved to that village for a short time,

and did not know much about malaria. The next morning, the family went to the house of Peter’s grandmother to stay a few days and the mother of Peter decided not to take the medicine.

What a pity! She shouldn’t have heard her friend’s advi-ce, who did not understand much of malaria. Peter’s mother should have followed the recommendation of the health service and given the medicine to the boy until the end, even if he was already feeling well. On their way home, Peter woke up crying:

- Mom, I’m not feeling well. I think we need to go to the hospital!

They quickly ran to the hospital and found out that the malaria had not healed. Peter began taking medicine again and this time, only stopped when the treatment finished.

Around Christmas, the educator of PEPE organized a very cool fieldtrip and Peter was the first on the list.


This lesson should be given only if the PEPE is in an en-demic region. In this case, it is important to bring this matter frequently to consolidate this information.

Conclusion:Sing a song mimicking killing mosquitoes, as used in

the previous lessons.


Malaria III


Lesson 29General theme: Hygiene.

Specific subject: Scalp Pediculosis– Lice

Lesson Objectives: 1. To teach the children the main concepts of what it is and how to prevent lice on the scalp; 2. Preventing and treating this infestation with children in the classroom.

Scalp pediculosis is a disease caused by lice infestation that affects mainly children in the school stage. Lice is a parasite that feeds on human blood, and live for about 30 days and, during this period, females lay up to 300 eggs. The person who is infested with lice feels itchy on their head. Scratching can cause sores, and irritation that can impair sleep and school performance.

Making children thinkQuickly, recall the history of Lesson 8, WAR OF MONS-

TERS, emphasizing the part that talks about the lice and the itching they cause. Then talk about the knowledge and expe-riences that children have had with lice, emphasizing:

• Anyone can get lice, even the person who cleans and washes their hair.

• To get lice, just having close contact or using someone’s comb, cap or hair accessories can cause lice.

• If the child’s head starts itching, it is important that he or she asks the mother or educator of PEPE to check if they have lice instead of hiding it.

• The longer it takes to start treating the lice, more “little lice” are born and more itching they cause, so it is im-portant to take care of it as soon as possible.

• In addition, itching bothers kids, disrupting the studies, the playing and even sleep.

• Having lice brings no shame, and no one should laugh at those who have lice

Activity:On this day, the activity in the classroom is to make pre-

ventions and, if necessary, treatment of lice in the classroom. So, look at the head of children to detect if they have lice and remove them, if applicable. To do this:

• Communicate in advance to those responsible for the children that this activity is being done and invite some families or church people to help.

• All persons who are inspecting the hair of the Children must protect their own hair.

• Prepare a movie that most children can watch while the adults are inspecting the children’s heads.

How to do the inspection:•Inspectioncanbemadelookingcarefullyatthehairstrands by the scalp and removing manually, with a fin-gernail, each louse or nit.

•Usingthecombisalsorecommended,especiallyme-tal, which are more efficient, durable and remove nits.

•HairConditioner,appliedbeforemovingthecomb,facilitates removal of lice and nits.

•Awhiteclothshouldbeplacedunderthehead,wherethere is the possibility of lice falling on it, for better vie-wing, thus avoiding the lice to spread.

•Toremovetheliceornitsfromthecomb,useapinheadand place the removed lice in a container with water and vinegar for at least 30 min, to die. Beware in handling

the pin so that accidents do not happen.

• Whenever you finish the inspection of the scalp of a child, and before starting to inspect another, wash han-ds, comb and make sure that there are no lice or nits on the white cloth.


At the appropriate time, talk to the children about these other ways of avoiding the scalp lice.

Lice need to breathe to live. Therefore, a way to treat it is by completely wetting the hair, preferably with oil or condi-tioner, cover with a cap and leave it for 2 hours or sleep with the cap. The next day, only wash their hair, comb with a fine comb and inspect.

The eggs (nymphs) posed by lice are born every 7 days, for this we must keep a close eye “on heads”, even when it seems that the lice infestation is over.

In some cases, infestation recurs due to the situations in a family. If this occurs, seek medical attention, because there are oral medications that can be used to kill the lice and pre-vent new infestations.

Important:Never use kerosene, or any other insecticide, they are

toxic to humans. Never keep children from coming to PEPE if any child has lice. The child with lice needs care and the con-viviality of PEPE.

Pushing them away will only worsen the situation and does not guarantee that children of PEPE will not contract it el-sewhere. The right thing is caring for the child, approaching the family, involve other people to help check the heads, encoura-ging all children who have long hair to keep their hair tied up.

Conclusion:Talk to children about the importance of being careful,

always checking their head to see if there is lice.

Note:Plan a routine of checking their heads, but involve the

family in this process, bringing the matter to meetings with parents and guardians.


Lice


Lesson 30General theme: Growth and child development

Specific subject: Factors that help the growth and a healthy child development - III

Lesson Objective:

Review with the children the content of previous lessons, making them understand the importance of several factors

to healthy growth and development.

ObservationFor this lesson, take the following items used in pre-

vious lessons:

•VaccineCard

•Fillingaballoon

•MedicineBox

•Adoll:totalkabouteyes,ears,heartandlungs

•Puppetsandtoothbrushusedinlesson23

•ThewormsLesson24

•TheposteronthepreventionofaccidentsLesson25

In endemic areas for malaria, take one of the materials used in Lessons 26-29.


Put all these objects in the center of the conversation circle and have each child choose an object.

Talk to them about how it can help in the growth and development of each one of them. Be prepared to help them review what they have been taught, therefore, make a review of Lessons 15 to 29. Since there are so many items, it is important to only have a quick summary for each lesson.

Emphasize the importance of taking care of their health necessary for proper growth and development.

Activity:Take the kids to the height chart made in Lesson 1 and

used in Lesson 14. Along the same lines, measure each of them in the same column of the previous measure.

Let the children enjoy this as they have grown since the last time doing this activity, praising each graph.

Closing:Congratulate each child on their growth during the year.

Emphasize that it is important not only to grow, but also grow in a healthy way. Therefore, everyone must take care of their health and help others in the care of their health.

ObservationDuring this interval, approximately 15 weeks from the

second measurement Lesson 14, children should have grown between 1 and 3 centimeters.

If this has not happened with a child two things may have happened:

1) The child is not growing due to a hormonal or mal-nutrition problem, in which case it must be referred with a medical follow-up or

2) There may have simply been an error in the measu-rement.

Compare this measurement with measurements of Les-sons 1 and 14. If there is a child who does not seem to be de-veloping, encourage those who are responsible for him/her, to take the child to the clinic. This closes our Lesson 30 cycle, and it is possible that your child will have more contact with PEPE in the following year, so the intervention of the educator PEPE at this point is very important.


Health and Happiness


Playing Of Growing UpAuthor: Guilherme de Oliveira

In many ways my future can turn out,

But what matters is what I want to be:

An engineer, a mason, a doctor or a teacher,

Always try a promising future.

But in the meantime, what I do is play.

No matter what happens, I must be happy.

Play hopscotch, get caught or grown-ups

And the most fun is playing hide and seek.

I must always be careful

And know where to go.

No matter what happens

With God I must always be.

Always cheerful and fun

It is as it should be,

Playing to grow

And God will always be by my side.

Bibliography

AMECE / UNICEF. Child Health Series. Issues 1 and 2, Ceará. s / d.

Christian Publicity Organization. The CPO Collection CD. Canterbury Road, Worthing, West Sussex, BN13 1BW, England.

Werner, D. and Bower, B. Learning and teaching health care: Manual methods, tools and ideas for a community work. Pauline

Editions, London: 1985 2nd Edition.

WEB

BARBOSA, R. J. V. Pediculose, o filme. Disponível em: <www.piolho.fiocruz.br>

BAILEY, D.; Hawes, H. & Bonati, Grazyna (ed.) Child-to-Child: A Resource book. Child-to-child Trust, London: 1992.

Bibliomed. Acidentes infantis. Disponível em: <http://boasaude.uol.com.br/lib/>

Jornal da Gazeta, de 17/09/08. Disponível em: <http://v5.tvgazeta.com.br/jornaldagazeta/>

Ministério da Saúde. Brasil. Imunizações. Disponível em: <http://portal.saude.gov.br/portal/saude/>

MORAES, D. Verdades e mentiras sobre a dengue. Fiocruz:invivo. < http://www.invivo.fiocruz.br/>

Pastoral da Criança. Malária. Disponível em: <http://www.pastoraldacrianca.org.br/>

Portal do piolho. Piolho Capilar. Disponível em: <http://www.piolho.org.br/prevencao.html>

Tearfund. Alimentação Saudável. Guias Pilares. Disponível em: <http://tilz.tearfund.org/Portugues/PILARES/>

Tearfund. Nutrição. Passo a Passo nº. 52. Disponível em: <http://tilz.tearfund.org/Portugues/

Passo+a+Passo+51-60/Passo+a+Passo+52/>

WERNER, D. et al. Onde não há médico. Hesperian Foundation. Londres: 2009. Disponível em: <http://www.

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mal_treatchild_revised.pdf>

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