ISDIN INFANTIL Guía Familias ENG

EARLY CHILDHOOD EDUCATION LEVEL

Parent’s guide

These educational materials have been put together by a team of teachers and revised by the dermatologist Dr. Asunción Vicente of the Hospital Maternoinfantil de Sant Joan de Déu of Barcelona.

EARLY CHILDHOOD EDUCATION LEVEL

Teaching material The material created for the early childhood education level is based on the story “Our First Cross-Country Race”, which aims to encourage children and emphasise the importance of including sun protection in the child’s skin care habits.

Using stories in the early childhood stage is the best way to work on adopting healthy lifestyles and learning daily routines. At the same time, the development of reading comprehension skills is encouraged, as pupils learn reading strategies, which facilitates their learning progress.

Parent’s guide

TEACHING SUGGESTIONS AND MATERIAL DEVELOPMENT After reading the story, you will be able to ask questions about the narration not only to check the pupils’ level of understanding, but to find out which aspects they have been able to memorise and grasp correctly.

The aim of this activity is for pupils to work on their memory and be able to store as much information as possible. Pupils should be able to conclude that sun protection is necessary when spending time outdoors and in the sun.

The story comes with some worksheets for the pupils to work on in the classroom. In an entertaining way with tasks that pupils are already used to, these worksheets present the key messages for responsible sun protection: the sun (benefits and dangers) and healthy habits.

EDUCATIONAL MATERIAL - 3RD YEAR OF EARLY CHILDHOOD EDUCATION

To start these activities, you have this teacher’s guide, which includes the necessary guidelines and suggestions. The pupils have a researcher’s notebook in which they will find the tasks required to carry out all the activities (it can be downloaded in PDF format at www.isdinsunlab.com).

Worksheet 1: We are going on a trip!

Sun protection certificate

For this worksheet, pupils must cut out each of the items they need in order to be properly protected from the sun (cap, t-shirt, sunglasses, sunscreen and water bottles) and stick them on the characters or their backpacks. These items must first be selected from a set of objects where not all of them have the function of providing protection from the sun.

Once all the activities have been completed, we suggest that each pupil takes home the sun protection certificate. The aim of this is to involve their family so that they undertake the commitment to follow healthy habits in the future.

It is a good time to find out what they have learnt about caring for their skin in the sun when they are doing an outdoor activity (at the beach, at the pool, on a trip to the farm school, etc.).

It is suggested that they hang the certificate in a visible place in the house (e.g. fridge, front door, etc.). The certificate can be found in the private area of www.isdinsunlab.com.

STRATEGIC GUIDANCE FOR IMPLEMENTING THE PROGRAMME The activities have been designed for pupils in their 3rd year of Early Childhood Education and 1st year of Primary Education.

Both years share the story resource. Based on this, two activities are planned for each year: one to be worked on using paper and the other to be worked on using a digital whiteboard or touch screen.

TIMING The activities for each year are scheduled to take place in two sessions of approximately forty minutes.

EARLY CHILDHOOD EDUCATION LEVEL

Parent’s guide

Worksheet 2: Healthy habits

Worksheet 3: What have we learnt?

Appropriate and inappropriate behaviour in the sun are compared on this worksheet. Of the four behaviours shown, pupils should be able to differentiate the two that are correct and healthy from the two that pose a risk in the sun.

This worksheet is a short self-assessment that the pupils must complete in order to find out how much they have learnt and to remember it. The worksheet has two columns: in the first one, there is a happy sun that symbolises the benefits of the sun and an angry sun that symbolises the dangers; in the second column, the following objects appear: sunglasses, sunscreen, cap, a thirsty looking child and a hand with sunburnt skin.

Pictures showing correct behaviour: • A boy applies sunscreen at home and you can see the beach through the door. A boy wearing sunglasses, a cap and t-shirt is waiting for him with a surfboard in hand.

• A girl applies sunscreen at home and you can see the countryside through the door. There is a boy wearing sunglasses, a cap and t-shirt.

The activity consists of matching the objects with the correct image: the happy sun with the benefits and the angry sun with the dangers.

Pictures showing dangerous behaviour: • A child plays on the beach without any kind of protection when the sun is at its highest point.

Another boy is also sunbathing without protection. Both of them have red skin because they are burning.

• A girl is hiking in the countryside in a tank top with no protection; her skin is burning and she is thirsty.

Online activity: At the beach This activity must be completed with the digital whiteboard or touch screen.

The aim of this activity is to stimulate the logic of pupils by having them arrange four pictures that make up a story. By doing so, the pupil will be able to identify the consequences of two different behaviours in relation to the sun during a day at the beach.

In the class, the four pictures will be shown in a random order and pupils must identify and number them chronologically from 1 to 4.

The correct sequence of pictures is as follows: 1. The boy is reading a book and the girl applies sunscreen at home.

After finishing this activity, you should explain to the pupils when the sun is most dangerous.

2. They pack the bag to go to the beach and you can see all the items that the girl is going to take.

EARLY CHILDHOOD EDUCATION LEVEL

3. The girl applies sunscreen again while the boy plays in the water (he is starting to get red).

4. They play in the sand. The girl is wearing sunglasses and a cap and the boy (who has not taken any precautions against the sun) is very red, he does not feel well and cannot play.

Parent’s guide

EDUCATIONAL MATERIAL - 1ST YEAR OF PRIMARY EDUCATION Worksheet 1: Path to life

After putting the images in order, we can tell the girl’s story first and then the boy’s. During the activity, we can see and point out the differences in their behaviour and, therefore, note the different consequences.

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4 While the sun has many benefits, it also has a lot of dangers; the pupils can discover these using this maze. The four benefits of the sun shown in this worksheet aim to clarify that: • The sun helps to strengthen our bones and teeth (represented by a skeleton and healthy teeth).

• It helps plants grow.

• It helps our skin look better and improves our sense of well-being (reflected by smiling children).

• Failing to protect yourself from the sun can cause burns on the skin (a burnt hand is shown) or dehydration (represented by a thirsty child). Moreover, plants cannot grow without sunlight.

Once the worksheet is completed, you can talk to the pupils and explain that, although the sun has many benefits, it can also be dangerous. After this, pupils should start brainstorming to add examples of the negative consequences of sun exposure.

EARLY CHILDHOOD EDUCATION LEVEL

Parent’s guide

Worksheet 2: Always take care of yourself

Worksheet 3: What have we learnt?

With this worksheet, we will review the items required to protect and hydrate ourselves in different daily situations that require it. For each of the five pictures contained on this worksheet, the sun protection element not included in the illustration must be selected from the different items shown beneath each picture.

This worksheet is a short self-assessment that the pupils must complete in order to find out how much they have learnt and to remember it. There is a sequence of objects on the sheet:

Once the worksheet has been completed, it is important to make a summary of the sun protection items and the places where it is necessary to be protected from the sun. The pupils should be taught that, for complete sun protection, we must use a suitable sunscreen, wear sunglasses to take care of our eyes, a cap to avoid sunstroke, a t-shirt and carry a water bottle so that we are always hydrated.

- An angry sun symbolising the dangers, a thirsty looking child, a hand with burnt skin, a withered plant.

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- A happy sun that symbolises the benefits of the sun, strong bones, two happy children, a healthy plant.

- A pair of sunglasses, sunscreen, a cap, a t-shirt, a water bottle.

The activity consists of identifying the benefits of the sun and placing them into a green set; identifying the dangers of the sun and placing them into a red set; and identifying the objects that must be packed in the bag when doing an outdoor activity and placing them into a blue set.

EARLY CHILDHOOD EDUCATION LEVEL

Online activity: In the mountains This activity must be completed with the digital whiteboard or touch screen.

The aim of this activity is to stimulate the logic of the pupils by having them arrange five pictures that make up a story. By doing so, the pupil will be able to identify the consequences of two different behaviours in relation to the sun during a day in the mountains.

Parent’s guide

In the class, the five pictures will be shown in a random order and pupils must identify and number them chronologically from 1 to 5.

The correct sequence of pictures is as follows: 1. The boy is playing with a toy and the girl applies sunscreen at home.

2. They pack the bag to go to the mountains and you can see all the items that the girl is going to take.

3. The girl applies sunscreen again while the boy plays by a lake (he is starting to get red).

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4. They play in the field. The girl is wearing sunglasses and a cap and the boy (who has not taken any precautions against the sun) is very red, he does not feel well and cannot play.

5. Once home, while the girl can play quietly, the boy is in pain and after-sun has to be applied.

After putting the images in order, we can tell the girl’s story first and then the boy’s. During the activity, we can see and point out the differences in their behaviour and, therefore, note the different consequences.

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