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We are going to send 10 child welfare rules 1by1 for you. After that we invite you to obtain QNEC Certificate🧩

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WASH YOUR HANDS!

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Estimated duration: 60 min. without dissemination

Aims of this module: to understand the importance of good hygiene; to give short information on bacteria; to ensure the implementation of good hygiene routine; to learn about the ways of protection from bacteria.

I ENERGIZER

„Dirt is invisible”

Duration: 5-7 min.

Group size: Any

Materials: Images of bacteria printed on sticky paper.

The facilitator gives the children stickers and asks them to stick the “bacteria” on everything in the room that they can touch. After that all together look around the room and find stickers. Revisit how bacteria spread and why they are dangerous.

Hints for The Facilitator:

* Go around the room and help children to find the places

* Make sure that children are focusing on the task and not play

 II MAIN ACTIVITY

„Why we must wash our hands”

Duration: around 40 min.

Group size: around 30 people

Materials: Ball and pictures of bacteria on stickers, the Annex 1.

The facilitator gives a short lecture on bacteria/microbes, where do they live, and why they can be dangerous. Then s/he describes the importance on washing of the hands and makes special stress on the following items:

1. When children blow the nose, sneeze, or cough, bacteria from the nose and mouth can get onto hands or toys, tables, and other objects.

Facilitators shows how to cover the mouth or nose (not with palm but use a paper handkerchief or sleeve).

2. If person was near a sick person, then his bacteria can get over into the body, so after talking with him, children should definitely wash the hands.

3. Bacteria love to live in the toilet – on the toilet, on the tap, on the door handles. And we also remember that they live on different parts of the body. Therefore, after children have been in the toilet, especially a lot of harmful bacteria settle on the palms that need to be washed off.

4. Before planning to eat something, even if it is just an apple or candy, children must be sure to wash the hands.

5. If they have played with an animal, be sure to rinse off any bacteria that may have gotten onto the hands.

6. If a child has injured knee or there is another wound on the body, do not touch it with dirty hands, bacteria from the palms will prevent it from healing quickly.

7. If children are outside, bacteria can get on the palms when they play in the sandpit, launch boats in a puddle, play football or climb ladders.

8. During the day, children can do a lot of interesting things, learn and play. Therefore, if they notice that the hands have become dirty, they need to go and wash them clean.

After that the facilitator spreads stickers, picks up the ball and pretends s/he has a cold and sneeze on it. “Oh! I forgot to cover my mouth with my sleeve, and now my bacteria got on the ball (sticks the bacteria sticker on the ball).” Then s/he throws the ball to the child who loudly pronounces her/his “role” (for example, “I forgot to wash my hands before eating”) and sticks a sticker on the ball and throws it to the next participant.

On the last throw, facilitator shall keep the ball. “Look how many bacteria we have passed on to each other! That’s why we need to wash our hands often – to prevent the spread of bacteria and get sick.”

Hints for The Facilitator:

  • To illustrate how bacteria can enter our body and cause disease, you can use the poster “How bacteria enter the body” – See the Annex 1.
  • Give example of recent pandemic and how proper hygiene prevented from spreading of virus
  • Assign roles for children before starting the exercise (one did not wash his hands before eating, the other one after using the toilet, the third after a walk, etc.
  • Ask children on their behaviors and how often and when they shall wash the hands.

III EVALUATION

„Good hygiene can save our lives”

Duration: 15 min.

Group size: Any

Materials: Infographic with instructions on how to wash the hands (Annex 2)

After all the activities the Facilitator summarizes the participants the most important issues from the lesson. Participants give examples on where the bacteria can be found. The facilitator presents the poster with instructions on how to properly wash the hands. Demonstrate the steps of hand washing in sequence:

• Explain that the water must be warm so that the soap is better at removing bacteria.

• Lather your hands; reaffirm to children that washing hands without soap does not remove bacteria.

• Wash your hands thoroughly, once again note that you need to wash not only the palms, show how to wash the back of the hands, the spaces between the fingers and the tips of the fingers.

• Dry your hands thoroughly with a paper towel, explain that this is necessary to completely remove all bacteria. Emphasize that bacteria spread much faster through wet hands than through dry hands.

• Turn off the tap using the same towel that you used to dry your hands. Explain that the towel protects your hands from bacteria that might be on the tap.

Hints for The Facilitator:

  • Hang “Wash Your Hands Properly” poster near the sink (if possible) after the lesson.
  • Make stress on the duration of the washing procedure for at least 20 seconds.

IV DISSEMINATION

Home activity “Keep hygiene rules”

Duration: 2-3 weeks

Group size: Any

Materials: Notebook.

The participants will keep the records of each hand wash during the week. They will note the date/time, occasion and place. After one week participants will calculate and share the results with each other in the classroom.

TOO MUCH E’S

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Estimated duration: 60 min. without dissemination

Aims of this module: to form participants’ knowledge about food conservatives used for the production of food products; to develop the skills of making independent decisions necessary for an independent life; to develop intrinsic motivation to learn; to foster a responsible attitude of participants towards their health; to form participants’ ideas about the need to monitor the quality of food consumed.

I ENERGIZER

„Check what you eat”

Duration: 5-7 min.

Group size: Any

Materials: A whiteboard.

The facilitator brings attention of the participants and asks whether they have heard the saying: “We do not live in order to eat, but we eat in order to live” (written on the whiteboard).

The s/he tells the story of a patient who came to a healer complaining of abdominal pain. The healer asked him what he ate? When the patient replied that he had eaten for lunch, the healer prescribed eye drops for him and adding “Next time you must see what you eat.”

After the story facilitator asks for reflection from participants.

Hints for The Facilitator:

* Ask the participants for similar stories/legends they had heard before;

* Give some examples on what can cause problems and what type of food can be dangerous for our body.

 II MAIN ACTIVITY

„How food additives affect health”

Duration: around 40 min.

Group size: around 30 people

Materials: Infographic with types of additives (Appendix 1).

Facilitator starts the activity with explanation of the basic condition for a healthy diet – food must be safe and sanitary. Each product should have its own nutritional value, contain nutrients useful to humans. Then facilitator shows the poster with types of additives (see Appendix 1). The s/he can ask what do the participant know about the additives and why are they being used.

Then facilitator spreads the wrappers from different products (drinks, chocolate bars, ready-to-cook food etc.) Participants shall investigate the content and pick up the additives in the content.

The spotted E’s shall be writing on the whiteboard with a short explanation on the nature of each, and searching whether these additives are hazardous or not.

Then, the participants shall be split into two subgroups – “We are for a healthy diet” and “We need food additives”. Each subgroup prepares the arguments for its name. Finally, the facilitator summarizes the discussions and underlines the importance of using the healthy additives.

Hints for The Facilitator:

  • Explain the difference of food products after adding the additives – change in consistency with various dyes, stabilizers and synthetic compounds.
  • Challenge the participants to think on what they were consuming in the daily life and whether they had thought about additives.
  • Bring the products that participants usually consume.
  • Use some apps for smartphones that can explain the additives

III EVALUATION

„Stay up-to-date”

Duration: 15 min.

Group size: Any

Materials: Infographic with E’s and recommendations.

After all the activities the Facilitator summarizes the participants the most important issues from the lesson. Participants give examples on products containing most additives. The facilitator presents the poster with recommendations on what to be taken into consideration when selecting the food.

The exercise ends with the conclusion that food that does not contain foreign impurities hazardous to human health can be only be considered environmentally friendly.

Hints for The Facilitator:

  • Emphasize that most of the food products contain the additives.
  • Make sure that the participants convinced that most food additives have a negative impact on health.

IV DISSEMINATION

Home activity “Let’s take care of ourselves”

Duration: 2-3 weeks

Group size: Any

Materials: Notebook, poster in the classroom with stick notes divided into two parts in the center.

The participants shall be challenged to investigate the food products that are being bought by family members. The participants will note all E numbers they found. These will be analyzed so that healthy and harmful ones will be written on the sticky notes that will be glued to the according side of the poster. After two weeks, facilitator can hold a short summary on the findings to ensure the absorption of the lesson content by participants.

CHUNKY AND CRUNCHY!

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Estimated duration: 60 min. without dissemination

Aims of this module: to reveal the meaning of nutrition; to explain difference between the concepts of “food” and “nutrients”; to learn the structure of the human digestive system; to form an idea of the need for a varied and balanced diet as a prerequisite for maintaining health; to understand the role of healthy food preparation.

I ENERGIZER

„Eating habits”

Duration: 5-7 min.

Group size: Any

Materials: N/a

The facilitator tells a short story of Mrs. Smith who had lost her husband. The doctor asked her for eating habits and she told that she covered the table with all sorts of delicious dishes – fried chicken stuffed with prunes, with profiteroles floating in oil, baked pork roll on the sides of the dish. At first, he ate reluctantly, but it was inconvenient for him to refuse her, and over time he even liked it. He was in a hurry to go home where new delicious dishes were waiting for him. In the evenings, he watched TV and ate so much, unconsciously to himself. At the hospital the doctors admitted: diabetes mellitus, obesity, gastritis and a bunch of all kinds of medical incomprehensible diseases.

The facilitator then asks the participants on the possible topic of the activity. They make reflections over the story and give predictions.

Hints for The Facilitator:

* Encourage participants to give some different examples of food they usually eat;

* Make predictions what effect can have different products on our body over time;

* You can use some pictures for presentation.

 II MAIN ACTIVITY

„Be careful with your choice”

Duration: around 40 min.

Group size: around 20-25 people

Materials: Infographic 1, local salt packages, projector with internet connection.

The facilitator talks about the need for energy to enable growth and repair of tissues, to maintain body temperature and to fuel physical activity which comes from foods. S/he explains why that all eat food because it provides the fundamental types of materials required to keep our bodies functioning. Then s/he presents the table with these materials categorized (Annex 1) and holds a short lecture on them.

Macronutrients

Macronutrients are required in large amounts to provide the energy needed to maintain body functions and carry out the activities of daily life. There are three macronutrients – carbohydrates, proteins and fats.

The facilitator encourages the participants to find out why we need carbohydrates, proteins and fats in our diet as well as the structure and function of these macronutrients (give 3-5 min to google it). Then s/he holds a short discussion on findings and refers for more details to previous modules from the course.

Micronutrients

Micronutrients are substances such as vitamins and minerals that are necessary dietary components. Although needed in only small amounts, they are essential for health and wellbeing. These are vitamins and minerals are and the role that selected examples play in keeping the body in a healthy state, in particular, vitamin C. Then facilitator gives example of why it has become fashionable to use ‘sea salt’ as a condiment and in cooking, rather than the conventional ‘table salt’. Students shall read about salt production. Facilitator shows students samples of types of sea salt purchased locally, and discusses and debates the question: ‘Is all salt the same?’ using these prompts:

•          Do the statements about sea salt suggest that it has a ‘saltier’ taste than ordinary table salt? Is this possible? How can a given brand claim that its salt is ‘the salt with taste’?

•          Most sea salts are sold in the form of flakes or granules, which are larger than the granules of ordinary table salt. Could this affect the taste:

•          When placed on the tongue?

•          When the salt is dissolved in water as is done when cooking vegetables?

Dietary fiber

Dietary fiber is that portion of the food we eat that is resistant to digestion and absorption in the small intestine. Fiber is found in fruits, vegetables, nuts and grains and is an important ingredient of a healthy diet.

The facilitator opens the YouTube video clip www.youtube.com/watch?v=zGqHuKcbu6c and play it through to the class. The s/he hands out copies of Questions (Annex 2) and ask students to complete (5-7 min). After that participants shall discuss responses.

Hints for The Facilitator:

  • Find local products that are known to participants.
  • Find some advertising statements with healthy slogans and claims and discuss with participants
  • Discuss the term digestion and what is important for our body for smooth digestion.

III EVALUATION

„Good digestion”

Duration: 15 min.

Group size: Any

Materials: Infographic, Annex 1.

Finally, the facilitator asks how to eat right to stay healthy. S/he explains that food should be of both plant and animal origin, consuming of different vegetables containing fiber in order to replenish human energy consumption. The facilitator presents the sequence of steps in the digestion process (Annex 1) and asks participants for reflections.

Hints for The Facilitator:

  • Discuss the rules of healthy eating;
  • Participants can add any rules they know.

IV DISSEMINATION

Home activity “Nurture good”

Duration: 2 weeks

Group size: Any

Materials: Camera, computer, PowerPoint, other relevant technical equipment.

Facilitators shall allocate or ask participants to choose one of the following activities and present the results to the class after 2 weeks:

•          Fiber rap: Using the dietary fiber theme and musical skills, develop a rap to highlight the ‘get more fiber into diet’ idea.

•          PowerPoint: Using information from the I love fiber song, prepare a PowerPoint presentation that could be shown to a group of middle primary school children.

•          Fiber poetry: Using the lyrics of the I love fiber song to inspire you, write a poem that emphasizes the benefits of fiber in a well-balanced diet.

•          Wall chart: Using the dietary fiber theme and your artistic skills, develop a wall chart that could be used as the poster in a national campaign to convince people of the benefits of fiber in the diet.

•          2-minute video: Using the dietary fiber theme and your film producer and acting skills, produce a 2-minute video that highlights the benefits of fiber in the diet

BOOST OR NOT TO BOOST

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Estimated duration: 60 min. without dissemination

Aims of this module:  to form knowledge about energy drinks; to acquaint with the history and composition of energy drinks; to cultivate a respectful attitude towards physical health; to give an idea of what products are most useful and necessary for every day; to teach how to choose the healthiest foods; to introduce the rules of nutrition

I ENERGIZER

„Be honest”

Duration: 5-7 min.

Group size: Any

Materials: Printouts of the Annex 1.

The facilitator brings attention of the participants and shares the ready prepared printouts with participants. Everyone fills out the forms (5-7 min). Then facilitator collects them and sums up the answers. Then s/he writes the results on the whiteboard where bigger version of the Annex 1 is hanged. The facilitator asks participants to share their opinions on the received responses. Then s/he presents the topic of the activity.

Hints for The Facilitator:

* Bring attention to the products mostly consumed by the participants;

* Write the names of popular local brands that are common in your area;

* Adapt the questions suitable for the age of participants.

 II MAIN ACTIVITY

„Energizers”

Duration: around 40 min.

Group size: around 30 people

Materials: Eggs, chicken liver, beakers (min 8), 2 types of energy drinks (known in your region), water, ethyl alcohol, Infographic.

Facilitator gives a short introduction to the topic.

The facilitator selects two participants and invites them to make two experiments:

Chicken egg white. First participants shall select and write the number on the beakers. After that they take 4 eggs and separate the egg white from the yolk and put egg white into beakers. After that they shall pour over the egg whites 2 energy drinks (preferably known ones), water and ethyl alcohol.

Another two participants shall be selected for the next experiment – Chicken liver test.

They cut the chicken liver. Again, they shall select and write the number on the beakers. After that they put a piece of liver in each. Each beaker was poured with same energy drinks, water and ethyl alcohol over the piece of liver.

Then facilitator presents a lecture on different junky and energy rich products: Carbonated and energy drinks are completely chemical and contain a lot of sugar, caffeine and food colors. There are a lot of spices, harmful food additives in instant noodles (Doshirak, Yum Yum etc). Unhealthy foods include also fast food like hamburgers and hot dogs. Sweets, chocolate bars, and other sweets contain a huge number of calories with the addition of chemical products, dyes and chemical flavors. The consumption of sweets containing a large amount of sugar and fat leads to metabolic disorders and obesity. Chewing gum is also harmful to the human body.

After the lecture, the facilitator asks participants to check what had happened to the egg whites and chicken liver parts.

The results shall be discussed and reflected.

Hints for The Facilitator:

  • Other products can be used in the experiment (meat, egg shell)
  • If you have some rugged metals, it is also possible to see the effect of energy drinks on them.
  • For the lecture, prepare presentation with more examples and explanation of good and bad energy containing products.

III EVALUATION

„I am stronger without”

Duration: 15 min.

Group size: Any

Materials: Slides with pictures of substitutes of junky food in accordance to the content (Cocoa powder or crushed cocoa beans, coffee, ginseng, green tea, walking, cycling).

At the end facilitator asks audience who shouldn’t use energy drinks. Then s/he explains that energy drinks can be useful in small doses, and can have a good effect on the body when playing sports, From the previous exercises it follows that energy drinks are contraindicated for people with cardiovascular diseases, people with mental disabilities, suffering from hypertension, pregnant women and, of course, people under the age of 18. For these categories of people, the harm of energy drinks can be much more dangerous than for perfectly healthy people.

Facilitator presents some natural stimulants instead of energy drinks/junk food: Cocoa powder or crushed cocoa beans, coffee, ginseng, green tea, walking, cycling, or just stretching can also substitute the products containing chemicals.

Discussion of the knowledge with participants and reflect over the impact of these products.

Hints for The Facilitator:

  • Propose some daily routines on how to stay away from attractive junky food.
  • Find some interesting stories that could be used as examples.

IV DISSEMINATION

Home activity “Investigate the power of natural energy”

Duration: 2-3 weeks

Group size: Any

Materials: Computer, internet.

The participants will be asked to work in groups first to find out which natural products are the richest in the energy value. They will prepare the plan on how to make a smoother substitution from usually consumed products to the natural ones. After two weeks the groups shall prepare a report and show they already implemented their plans with concrete results.