story

Assesssment

Title: Cloudbabies pairs

Age group: 3 years

Duration: 10-15 minutes

Organization of space: Computer game

Aims: Physical development

Resources and/or infraestructure: Table, chair, mouse and computer

Activity development: The game is to find the pairs, to find partners to lift the cards which are the same; won the player to find more partners.

 Sequencing:

                                  

 1.Turn on your computer

2.Get in internet and put the website

3.Put play and start to play

Assessment: the game is entertaining and fun. It is useful for children to learn to memorize different images.

story

Once upon a time as a queen sits sewing at her window, she pricks her finger on her needle and three drops of blood fall on the snow that had fallen on her ebony window frame.
Érase una vez una reina que se sentó a coser a su ventana, se pinchó el dedo con la aguja y tres gotas de sangre cayeron sobre la nieve que había caído en el marco de su ventana de ébano.

As she looks at the blood on the snow, she says to herself, "Oh, how I wish that I had a daughter that had skin white as snow, lips red as a rose, and hair black as ebony".
Mientras ella veía la sangre en la nieve, se dijo a sí misma: "¡Oh, cómo desearía tener una hija que tenga la piel blanca como la nieve, labios rojos como una rosa, y el pelo negro como el ébano".

Soon after that, the queen gives birth to a baby girl who has skin white as snow, lips red as a rose, and hair black as ebony.
Poco después, la reina da a luz a una niña que tenia la piel blanca como la nieve, labios rojos como una rosa, y el pelo negro como el ébano.

They name her Princess Snow White.Llamaron a su princesa Blanca Nieves.

As soon as the child is born, the queen dies.Tan pronto como la niña nació, la reina muere.

Soon after, the king takes a new wife, who is beautiful but also very proud.Poco después, el rey toma una nueva esposa, quien es hermosa, pero también muy orgullosa.

The Queen possessed a magical mirror, an animate object that answers any question, to whom she often asks: "Mirror, mirror / Who in the land is fairest of all?"
La reina poseia un espejo mágico, un objeto animado que responde a cualquier pregunta, a quien ella a menudo pregunta: "Espejito, espejito / ¿Quién en la tierra es la más bella de todas?"

To which the mirror always replies "You, my queen, are fairest of all."
A lo que el espejo siempre responde: "Tú, mi reina, eres la más bella de todas."

But when Snow White reaches the age of seven, she becomes as beautiful as the day, and when the queen asked her mirror, it simply replies: "Queen, you are full fair, 'tis true, but Snow White is fairer than you."Pero cuando Blancanieves llega a la edad de siete años, se vuelve tan bella como el día, y cuando la reina le preguntaba a su espejo, este simplemente responde: "Reina, tu eres muy hermosa, es cierto, pero Blancanieves es más hermosa que tú."

The queen becomes jealous, and orders a huntsman to take Snow White into the woods to be killed.La reina se pone celosa, y las ordena a un cazador llevar a Blancanieves al bosque para ser asesinada.

She demands that the huntsman, as proof of killing Snow White, return with her heart.Ella exige que el cazador, como prueba de matar a Blancanieves, regrese con su corazón.

The huntsman takes Snow White into the forest, but after raising his knife to stab her, he finds himself unable to kill her.El cazador lleva a Blancanieves al bosque, pero después de levantar el cuchillo para apuñalarla, él se encuentra incapaz de matarla.

Instead, he lets her go, telling her to flee and hide from the Queen.En cambio, él la deja ir, diciéndole que huya y se esconda de la Reina.

He then brings the queen the heart of a young deer, which is prepared by the cook and eaten by the queen.El luego trae a la reina el corazón de un ciervo joven, el cual es preparado por el cocinero y comido por la reina.

In the forest, Snow White discovers a tiny cottage belonging to a group of seven dwarfs , where she rests.En el bosque, Blancanieves descubre una casita de campo perteneciente a un grupo de siete enanos , donde ella descansa.

There, the dwarfs take pity on her, saying "If you will keep house for us, and cook, make beds, wash, sew, and knit, and keep everything clean and orderly, then you can stay with us, and you shall have everything that you want."Allí, los enanos se apiadaron de ella, diciendo: "Si quieres hacer la casa para nosotros, y cocinar, hacer las camas, lavar coser, y tejer, y mantener todo limpio y ordenado, entonces puedes quedarte con nosotros, y tendrás todo lo que quieras. "

They warn her to take care and let no one in when they are away delving in the mountains.Ellos le advierten tener cuidado y que nadie entre cuando ellos se encuentren fuera ahondados en las montañas.

Meanwhile, the Queen asks her mirror once again "Who's the fairest of them all?" , and is horrified to learn that Snow White is not only alive and well and living with the dwarfs, but is still the fairest of them all.Mientras tanto, la Reina le pregunta a su espejo una vez más ¿Quién es la más bella de todas? ", Y se horroriza al enterarse de que Blancanieves no sólo está viva y bien y esta con los enanos, sino que sigue siendo la más bella de todas.

Three times the Queen disguises herself and visits the dwarfs' cottage while they are away during the day, trying to kill Snow White.Tres veces la propia reina se disfraza y visita la casa de los enanos, mientras ellos están ausentes durante el día, tratando de matar a Blancanieves.

First, disguised as a peddler , the Queen offers colorful stay-laces and laces Snow White up so tight that she faints, causing the Queen to leave her for dead.Primero, disfrazada de vendedora ambulante, la reina ofrece cordones coloridos y ata a Blancanieves tan fuerte hasta que ella se desmaya, causando que la Reina la deje por muerta.

However, Snow White is revived by the dwarfs when they loosen the laces.Sin embargo, Blanca Nieves es revivida por los enanos, cuando ellos aflojan los cordones.


Next, the Queen dresses as a different old woman and brushes Snow White's hair with a poisoned comb .

A continuación, la reina vestida como una diferente anciana y cepilla el pelo de Blancanieves con un peine envenenado.

Snow White again collapses, but again is saved by the dwarfs.Blancanieves se colapsa de nuevo, pero de nuevo es salvada por los enanos.

Finally, the Queen makes a poisoned apple, and in the disguise of a farmer's wife, offers it to Snow White.Por último, la Reina hace una manzana envenenada, y con el disfraz de la esposa de un agricultor, se lo ofrece a Blanca Nieves.

When she is hesitant to accept it, the Queen cuts the apple in half, eats the white part and gives the poisoned red part to Snow White.Cuando ella no se atreve a aceptarlo, la Reina corta la manzana por la mitad, se come la parte blanca y le da la parte rojo envenenada al Blancanieves.

She eats the apple eagerly and immediately falls into a deep stupor .Ella come la manzana pronto e inmediatamente cae en un profundo estupor .

When the dwarfs find her, they cannot revive her, and they place her in a glass coffin , assuming that she is dead.Cuando los enanos la encuentran, no la pueden revivir, y la colocan en un ataúd de cristal , asumiendo que ella está muerta.

Time passes, and a prince traveling through that land sees Snow White.El tiempo pasa, y un príncipe viajando a través de esas tierras ve a Blancanieves.

He strides to her coffin.Él camina hasta su ataúd.

The prince is enchanted by her beauty and instantly falls in love with her.El príncipe es encantado por su belleza e instantáneamente se enamora de ella.

And he begs the dwarfs to let him have the coffin.Y ruega a los enanos que le permitieran tener el ataúd.

The prince's servants carry the coffin to his castle.Los siervos del príncipe llevan el ataúd a su castillo.

While doing so, they stumble on some bushes and the movement causes the piece of poisoned apple to dislodge from Snow White's throat, awakening her.Al hacerlo, dan con unos arbustos y el movimiento hace que el trozo de manzana envenenada desaloje la garganta de Blancanieves, despertandola.

The prince then declares his love for her and soon the wedding is planned.El príncipe entonses declara su amor por ella y pronto la boda es planeada.

The vain Queen, still believing that Snow White is dead, once again asks her mirror who is the fairest in the land, and yet again the mirror disappoints her by responding that "You, my queen, are fair; it is true. But a young queen is a thousand times fairer than you."La vanidosa reina, creyendo todavía que Blancanieves ha muerto, una vez más le pide a su espejo quien es la más bella en la tierra, y una vez más el espejo la decepciona, respondiendo que "Tú, mi reina eres bella, es cierto, pero una joven reina es mil veces más bella que tú. "

Not knowing that this new queen was indeed her stepdaughter Snow White, then she is invited to the wedding, she arrives,, and her heart fills with the deepest of dread when she realizes that the young queen is Snow White.Sin saber que esta nueva reina era de hecho su hijastra Blancanieves, luego es invitada a la boda, ella llega, y su corazón se llena del más profundo temor cuando se da cuenta de que la nueva reina es Blanca nieves.

Snow White at see the bad queen, she talk her prince all the queen do her.Blancanieves al ver a la reina, le cuenta a su príncipe todo lo que la reina le hizo

The prince now King, punishes the queen for her wicked waysEl príncipe ahora rey, castiga a la reina por sus malos caminos

Then Snow White and the young king live happily ever after."Despues Blanca nieves y el joven príncipe viven felices por siempre.

traditional and modern toys

games

                                                   GAMES

Justin´s house race game: the game is to reach the house doing a tour, to make the journey you roll a die and move the boxes according to the number you have left. The first player to reach the house wins.

Footy Tums: the game is to throw the balls you have and put them into the goal. this game also learn the numbers from 1 to 10.

Cloudbabies Pairs: the game is to find the pairs, to find partners to lift the cards which are the same; won the player to find more partners.

Dominoes: the game is to place the tiles according to the drawing or numbe before the player runs out of chips will be the winner.

Messy Painting Game: the game is to pick the one you like drawing and coloring.

exam

THE NATIONAL STRATEGIES

AREAS OF LEARNING AND DEVELOPMENT

Introduction

The EYFS is made up (compuesto) of six areas of Learning and Development. All areas of Learning and Development are connected to one another and are equally (igualmente) important. All areas of Learning and Development are underpinned (sustentan) by theprinciples of the EYFS.The areas of Learning and Development are:

• Personal, Social and Emotional Development

• Communication, Language and Literacy (alfabetismo)

• Problem Solving (resolver), Reasoning (razonamiento) and Numeracy (aritmética)

• Knowledge (conocimiento) and Understanding (comprensión) of the World

• Physical Development

• Creative Development.

Learning and Development

• The six areas of Learning and Development together make up (constituyen) the skills, knowledge and experiences

appropriate for babies and children as they grow (a medida que crecen), learn and develop.

• Although these are presented as separate areas, it is important to remember that for children everything links

and nothing is compartmentalised.( compartimentada)

• The challenge( desafio) for practitioners is to ensure(asegurar) that children's learning and development occur as an outcome(resultado) of their individual interests and abilities and that planning for learning and development takes account (tiene en cuenta) of these.

Effective Practice

Each( cada) area of Learning and Development card shows how settings can effectively implement (muestra como las opciones pueden implementar) that particular area by ensuring that children have appropriate experiences and are supported by:

• Positive Relationships

• Enabling Environments(entornos propicios)

Requirements

There are separate requirements for each area of Learning and Development shown(muestra) in 'Requirements' on each of the areas of Learning and Development cards. The requirements set out (establecer) what practitioners must provide(proporcionar) in order to support (apoyar)babies' and children's development and learning in each aspect and area of Learning and Development of the EYFS.

Personal, Social and Emotional Development

Published on www.standards.dfes.gov.uk/NationalStrategies 27-Oct-2010

A)    Personal, Social and Emotional Development

Requirements

Children must be provided with experiences and support which will help them to develop a positive sense(sentido)of

themselves(ellos mismos) and of others; respect for others; social skills; and a positive disposition(actitud) to learn. Providers must ensure support for children's emotional well-being(bienestar) to help them to know themselves and what they can do.

Aspects of Personal, Social and Emotional Development

Personal, Social and Emotional Development is made up(se compone) of the following (siguientes)aspects:

Dispositions and Attitudes – is about(sobre) how children become interested, excited(emoción)and motivated about their learning.

Self-confidence(confianza en si mismo) and Self-esteem(autoestima) – is about children having a sense of their own(propio)value and understanding the need for sensitivity to significant events in their own and other people's lives.

Making Relationships(hacer relaciones)– is about the importance of children forming good relationships with others and working alongside (junto a) others companionably.(amigablemente)

Behaviour(comportamiento) and Self-control (autocontrol)– is about how children develop a growing understanding of what is right(correcto) and wrong(incorrecto) and why, together with learning about the impact of their words and actions on themselves and others.

Self-care(cuidar de si mismo) – is about how children gain (ganar)a sense of self-respect and concern (preocupación)for their own personal hygiene and care and how they develop independence.

Sense of Community – is about how children understand and respect their own needs, views(visitas), cultures and beliefs(creencias) and those of other people.

What Personal, Social and Emotional Development means(medio) for children

• For children, being special to someone and well cared-for is vital for their physical, social and emotional health and well-being.

• Being acknowledged (reconocer)and affirmed by important people in their lives leads to children gaining confidence and inner strength(fuerza interior) through secure (asegurar)attachments(vinculos) with these people.

• Exploration within close relationships leads to the growth of self-assurance(seguridad en si mismo), promoting(promoción) a sense of belonging(pertenencia) which allows children to explore the world from a secure base.

• Children need adults to set a good example(dar ejemplo) and to give them opportunities for interaction with others so that they can develop positive ideas about themselves and others.

• Children who are encouraged(animar) to feel free(libre) to express their ideas and their feelings, such as joy (alegria),sadness(tristeza), frustration and fear(miedo), can develop strategies to cope(hacer frente a,gestionar) with new, challenging (dificiles)or stressful situations.

B)    Communication, Language and Literacy ommunication, Language and Literacy

Requirements

Children's learning and competence in communicating, speaking and listening, being read to and beginning (comienzo)to read and write must be supported and extended. They must be provided with opportunity and encouragement (estimulo)to use their skills in a range(variedad) of situations and for a range(diversos) of purposes,(fines) and be supported in developing the confidence and disposition to do so.

Aspects of Communication, Language and Literacy

Communication, Language and Literacy is made up of the following aspects:

Language for Communication – is about how children become communicators. Learning to listen and speak emerges (surge)out of non-verbal communication, which includes facial expression, eye contact and hand gesture. These skills develop as children interact with others, listen to and use language, extend their vocabulary and experience stories(cuentos), songs, poems and rhymes.

Language for Thinking (pensamiento)– is about how children learn to use language to imagine and recreate roles(papeles) and experiences and how they use talk to clarify (aclarar) their thinking and ideas or to refer (remitir)to events they have observed or are curious about.

Linking(enlace) Sounds and Letters – is about how children develop the ability to distinguish between sounds (sonidos)and become familiar with rhyme(rima), rhythm(ritmo) and alliteration(aliteración). They develop understanding of the correspondence between spoken and written sounds and learn to link sounds and letters and use their knowledge to read and write simple words by sounding out and blending(mezcla).

Reading – is about children understanding and enjoying(disfrutan) stories, books and rhymes, recognising that print carries meaning(tiene significado), both fiction and fact(hecho,realidad), and reading a range of familiar words and simple sentences.

Writing – is about how children build an understanding of the relationship between the spoken and written word and how through making marks, drawing(dibujo) and personal writing children ascribe(atribuir) meaning to text and attempt (intento)to write for various purposes.

Handwriting (escritura)– is about the ways(formas) in which children's random (azar)marks(marcas), lines(lineas) and drawings develop and form the basis of recognisable letters.

What Communication, Language and Literacy means for children

• To become skilful(hábil) communicators, babies and young children need to be with people with whom they have

warm(cálida) and loving(amoroso) relationships, such as their family or carers and, in a group situation, a key (especial,concreta) person whom they know and trust.(confiar)

• Babies respond differently to different sounds and from an early age are able(capaz) to distinguish sound patterns(patrones).They use their voices to make contact and to let (dar)people know what they need and how they feel(sentir). They learn to talk by being talked to.

• All children learn best through activities and experiences that engage (involucrar)all the senses. Music, dance, rhymes

and songs support language development.

• As children develop speaking and listening skills they build the foundations for literacy, for making sense of

visual and verbal signs and ultimately(al final) for reading and writing. Children need varied opportunities to interact

with others and to use a wide(amplio) variety of resources for expressing their understanding, including mark-making(marca de decisiones),drawing, modelling(modelado), reading and writing.

C)  PSRN (Problem Solving, Reasoning and Numeracy)

roblem solving, reasoning and numeracy (PSRN)

Requirements

Children must be supported in developing their understanding of problem solving, reasoning and numeracy (PSRN) in a broad range(amplia gama) of contexts in which they can explore, enjoy(disfrutar), learn, practise and talk about their developing understanding. They must be provided with opportunities to practise and extend their skills in these areas and to gain confidence and competence in their use.

Aspects of PSRN (Problem Solving, Reasoning and Numeracy)

PSRN is made up of the following aspects:

Numbers as labels(como etiquetas) and for counting (para contar)– is about how children gradually(poco a poco) know and use numbers and counting in play, and eventually(al final) recognise and use numbers reliably(fiable), to develop mathematical (matemático)ideas and to solve problems.

Calculating – is about how children develop an awareness(conciencia) of the relationship between numbers and amounts(cantidad) and know that numbers can be combined to be 'added (sumados)together' and can be separated by 'taking away'(restar,quitando) and that two or more amounts can be compared.

Shape(forma), space(espacio) and measures(medidas) – is about how through talking about shapes and quantities(cantidades), and developing appropriate vocabulary, children use their knowledge to develop ideas and to solve mathematical problems.

What (PSRN) means for children

• Babies' and children's mathematical development occurs as they seek (buscar)patterns, make connections and

recognise relationships through finding(descubrimiento) out about and working with numbers and counting(cálculo), with sorting(clasificación) and matching(juego) and with shape, space and measures.

• Children use their knowledge and skills in these areas to solve problems, generate new questions and make

connections across (a través de) other areas of Learning and Development.

D)   Knowledge and Understanding of the World ding of the World

Requirements

Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world. Their learning must be supported through offering opportunities for them to use a range of tools safely(herramientas de seguridad); encounter creatures(bichos), people, plants and objects in their natural environments and in real-life situations; undertake(llevar a cabo) practical 'experiments'; and work with a range of materials.

Aspects of Knowledge and Understanding of the World

Knowledge and Understanding of the World is made up of the following aspects:

Exploration and Investigation – is about how children investigate objects and materials and their properties(propiedades) learn about change(cambios) and patterns, similarities and differences, and question how and why things work.

Designing and Making(fabricación) – is about the ways in which children learn about the construction process and the tools and techniques that can be used to assemble(montar) materials creatively(creativos) and safely.(sin peligro)

ICT – is about how children find out about and learn how to use appropriate information technology such as computers and programmable toys that support their learning.

Time – is about how children find out(averiguar) about past and present events relevant to their own lives or those of their families.

Place – is about how children become aware(consciente) of and interested in the natural world, and find out about their local area, knowing what they like and dislike(disgustado) about it.

Communities – is about how children begin to know about their own and other people's cultures in order to understand and celebrate the similarities and differences between them in a diverse society.

What Knowledge and Understanding of the World means for children

• Babies and children find out about the world through exploration and from a variety of sources(fuentes), including their

families and friends, the media(medios de comunicación), and through what they see and hear.

• Babies and children need regular opportunities to learn about different ways of life, to be given accurate(exacto)

information and to develop positive and caring (consideración) attitudes towards(hacia) others.

• Children should be helped to learn to respect and value all people and learn to avoid misapprehensions (malentendidos,ideas falsas)and negative attitudes towards others when they develop their Knowledge and Understanding of the World.

• Children should be involved in the practical application of their knowledge and skills which will promote selfesteem (autoestima)through allowing(permitiendo) them to make decisions about what to investigate and how to do it.

E)    Physical Development Physical Development

Requirements

The physical development of babies and young children must be encouraged (animar,promover,suscitar)through(a través de) the provision of opportunities for them to be active and interactive and to improve(mejorar) their skills of coordination, control, manipulation and movement. They must be supported in using all of their senses(sentidos) to learn about the world around them and to make connections between new information and what they already know. They must be supported in developing an understanding of the importance of physical activity and making healthy choices(sanos) in relation to food.

Aspects of Physical Development

Physical Development is made up(se compone) of the following aspects:

Movement and Space – is about how children learn to move with confidence(confianza), imagination and safety(seguridad), with an awareness(conciencia) of space, themselves and others.

Health and Bodily Awareness (conciencia corporal)– is about how children learn the importance of keeping(mantener) healthy and the factors that contribute to maintaining (mantenimiento)their health.

Using Equipment and Materials – is about the ways in which children use a range of small and large equipment.(utensilios o aparatos)

What Physical Development means for children

• Babies and children learn by being active and Physical Development takes place across(se lleva a cabo) all areas of Learning and Development.

• Physical Development helps children gain confidence in what they can do.

• Physical Development enables(permite) children to feel the positive benefits of being healthy and active.

• Physical Development helps children to develop a positive sense of well-being.

• Good health in the early years helps to safeguard(proteger) health and well-being throughout (a lo largo de) life. It is important that children develop healthy habits when they first learn about food and activity. Growing with appropriate weight gain(aumento de peso) in the first years of life helps(ayuda) to guard against obesity in later life.(edad adulta)

F)    Creative Development

Requirements

Children's creativity must be extended by the provision of support for their curiosity, exploration and play. They must be provided with opportunities to explore and share(participación) their thoughts, creativity, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play (juego de roles)activities, mathematics, and design and technology.

Aspects of Creative Development

Creative Development is made up of the following aspects:

Being(ser) Creative – Responding to Experiences, Expressing and Communicating Ideas – is about how childrenrespond in a variety of ways to what they see, hear, smell(olor), touch(tocar) or feel and how, as a result of these encounters, they express and communicate their own ideas, thoughts and feelings.

Exploring Media and Materials – is about children's independent and guided exploration of and engagement (contacto)with a widening(ampliar) range of media and materials, finding out about, thinking about and working with colour, texture, shape, space and form in two and three dimensions.

Creating Music and Dance – is about children's independent and guided explorations of sound, movement and music. Focusing(enfoque) on how sounds can be made and changed and how sounds can be recognised and repeated (repetido)from a pattern, it includes ways of exploring movement, matching(acompasar) movements to music and singing simple songs from memory.

Developing Imagination and Imaginative Play – is about how children are supported to develop and build their imaginations through stories(cuentos), role-plays, imaginative play, dance, music, design, and art.

What Creative Development means for children

• Creativity is about taking risks(riesgos) and making connections and is strongly linked to play.(fuertemente ligada a jugar)

• Creativity emerges as children become absorbed in action and explorations of their own ideas, expressing

them through movement, making and transforming things using media and materials such as crayons(lápices de color), paints(pinturas),scissors(tijeras), words, sounds, movement, props(accesorios) and make-believe(hacer como si...)

• Creativity involves (implica)children in initiating their own learning and making choices and decisions.

• Children's responses to what they see, hear and experience through their senses are individual and the way(manera)

they represent their experiences is unique and valuable.

• Being creative enables babies and children to explore many processes, media and materials and to make

new things emerge as a result.

DIARRHOEA

Causes

The most common cause of diarrhoea in children is a viral infection, such as in gastroenteritis (sometimes called ‘gastro’). Like vomiting, diarrhoea can go along with many infections, both bacterial and viral. Less commonly, it might be a sign of a more serious illness such as appendicitis.

Chronic or persistent diarrhoea might follow a bout of gastroenteritis. In this case, the diarrhoea might be caused by lactose intolerance. During a bout of gastro, the lining of the bowel wall is temporarily damaged, so that it can’t absorb complex sugars, including lactose, which is a part of milk. Lactose intolerance causes watery, often sweet-smelling diarrhoea, which might burn your child’s bottom.

Other causes of chronic diarrhoea include Giardia (a parasitic infection), coeliac disease, irritable bowel syndrome in older children, and other less common conditions. Some toddlers with chronic diarrhoea might be drinking too much fruit juice.

In many toddlers, no cause for the diarrhoea is found. This is called toddler’s diarrhoea.

Symptoms

Your child will have large, runny, frequent or watery poos. The colour of the poo might vary from brown to green, and the smell can be really nasty.

Diarrhoea might also be associated with tummy cramps or pain.

The most serious problem associated with diarrhoea is the possibility of it leading to dehydration.

When to see your doctor

It’s always a good idea to see your doctor if your child has diarrhoea, especially if your child is under three months old.

Tests

If the diarrhoea is caused by a specific virus, germ or parasite, a test of your child’s poo can reveal which of these is the problem.

Treatment

The most important thing when treating diarrhoea is to make sure that your child has enough to drink. Give your child only small drinks, but give drinks often. The best fluid to use is an oral rehydration fluid such as Gastrolyte, which can be bought over the counter from the chemist. Make sure that you make up the liquid carefully according to the instructions on the packet.

If you can’t get Gastrolyte, you can use diluted lemonade or fruit juice. Use one part of lemonade or juice to four parts of water. An alternative is to mix one level teaspoon of sugar in 120 ml of water. Full-strength lemonade or fruit juice might make the diarrhoea worse and can be harmful.

If you have a young breastfed baby, continue breastfeeding but offer extra oral rehydration fluid between feeds. If your baby is bottle-fed, give him oral rehydration fluid for the first 24 hours and then reintroduce full-strength milk, but give extra oral rehydration fluids between feeds.

Your child might refuse food to start with. But if your child’s hungry, you can give her food at the same time as oral rehydration. It’s generally best to start with bland foods such as plain biscuits, bread, rice, potato or jelly. Other foods can be added gradually.

Don’t treat your child with antidiarrhoeal agents. There’s no evidence to show that these treatments change or improve symptoms. Also, even if your child has diarrhoea caused by a bacterial infection, antibiotics aren’t normally necessary. In every case, your doctor will advise you about the best treatment option for your child. 

If your child is very dehydrated, he might need fluids to be given intravenously (directly into the vein) or through a tube that goes up his nose and into his stomach. In this case, he’ll have to go into hospital.

For diarrhoea associated with lactose intolerance, use a lactose-free milk (unless your child is still breastfed) until the diarrhoea improves. This condition usually sorts itself out within a few weeks as the lining of the bowel wall heals.

DIARRHOEA

COLDS

video changing nappies

Nutrition

Exam

Exam

Delta Electronics

Changing nappies

Letter

DELTA ELECTRONICS

FUNCTIONS

Functions

SAYING WHAT YOU WANT	OFFERING TO DO SOMETHING	ASKING SOMEONE TO DO SOMETHING
I HAVE LOST MY FOLDER	Would you like to look for it now??	Can you give me a hand ?
Can I check for my folder ?	Shall we give you a hand ??	Could you give me a hand ?
I’d ( would) like to have a look and check for my folder		Could you possibly give me a hand ?
		Could you possibly give me a hand ?. please???
I’d like to order an E-phone, please	Would you like a catalogue??	Could I have your phone number , please??
I’d like to cancel an order. Please.		Could I have your name , please??
		Could you give me your phone number , please??
SAYING WHAT YOU WANT	OFFERING TO DO SOMETHING	ASKING SOMEONE TO DO SOMETHING
I’d like some information…..	What would you like to know..?	Do you think you could give the model Number, please?
	Would you like me to send you an specification table  ??	Would you mind giving me your phone number, please ??
		Could I have your name, please?