2GSIT Mireia Doménech

EAR INFECTIONS: MIDDLE EAR

Ear infections are among the most common illnesses in babies and young children. Most ear infections

are middle ear infections (

because the tubes (Eustachian tubes) which connect the throat to the middle ear are softer and

shorter. This means that germs can reach the middle ear more easily than in older children, whose

tubes are longer and more vertical. In younger children the tubes are prone to getting blocked, so that

there is less ventilation into the middle ear space. Like colds and influenza, middle ear infections occur

most frequently in the winter months. Although they may cause fever and pain in the short-term, they

usually get better with treatment and there are no long-term consequences.

Some children do have recurrent ear infections, for reasons that are not clear, and these may lead to

‘glue ear’ and hearing loss. ‘Glue ear’ is the term used to describe the presence of thick, glue-like

secretions in the middle ear. These are sometimes the consequence of repeated ear infections. Glue

ear very often affects the child’s hearing, which in turn may have an impact on the child’s language

development.

Ear infections in young children need to be seen promptly by a doctor and followed up to make sure

that they don’t keep coming back.

otitis media). Young children are more prone to these type of infections,When to see the doctor
Take your child to a doctor at the first sign of a possible ear infection. Often a doctor will ask to see
your child again after the treatment is finished, to make sure that the infection has cleared up and that
there is no evidence of glue ear. Also take your child to a doctor immediately if there is any discharge
from the ear, as this may indicate a perforated eardrum.
What causes it?
Otitis media
are responsible for about two-thirds of acute ear infections.
is caused by infection behind the eardrum, by either a germ (bacteria) or a virus. Bacteria
What are the symptoms?
Depending on the age of the child, symptoms may include fever, irritability or drowsiness, loss of
appetite, nausea or vomiting and sometimes diarrhoea, and headache. Younger children may tug their
ear, or poke their finger inside. While sometimes ear infections are ‘silent’ and do not cause any
specific symptoms, usually your child will complain of earache, or of a feeling of fullness or pressure in
the ear. Babies may cry a lot and pull at the affected ear, especially at night when lying down. Some
children may suffer severe and intense pain in their ear.
Ear infections can cause a temporary decrease in hearing, so that some children may have noticeable
Putting cotton wool in the ear or cleaning away discharge with a cotton bud can damage the child's ear.
(c)2008 Raising Children Network. All Rights Reserved.
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partial deafness during ear infections. Occasionally the eardrum may rupture (perforated eardrum),
with a thick and sometimes bloody discharge. This creates some relief of the pressure that has built up
in the ear as a result of the infection, and eases the pain. The burst eardrum usually heals naturally.
Is there a test?
Apart from careful inspection of the child’s ear, using an instrument called an otoscope, the doctor may
perform a procedure called tympanometry. This measures how mobile the eardrum is, and may help
diagnose whether the ear is normal. It is usually a painless procedure which takes a couple of
minutes. If your child has had a number of ear infections, or if the doctor suspects there may be a
chronic infection or a glue ear, then a hearing test may be organised. A formal hearing test can be
done at any age if you suspect that your child has difficulty hearing.
How is it treated?
Antibiotics are usually only given to babies and children who are very unwell. Symptoms of a middle
ear infection usually get better by themselves within 24 hours in most children. If a child older than 12
months is only mildly unwell, it may be worth waiting before commencing antibiotics. If the child still
has pain and is unwell after 24 hours, or is initially distressed and unwell, your doctor may prescribe a
short course of antibiotics. Various antibiotics can be effective, depending on the age of the child. Most
children improve after a few days, but always make sure that the child finishes the whole course of
treatment even if he seems better, as stopping too soon could make the infection come back.
Decongestants are somewhat controversial, for despite their common use in ear infections, they have
not been demonstrated to be of benefit.
and the pain. Nasal drops or spray may help relieve congestion and make your child more comfortable,
as may blowing the nose. Saline drops are the safest to use in babies and toddlers.
Some children who have recurrent ear infections, or a chronic infection (glue ear), may require the
insertion of ventilating tubes (grommets) into the eardrum. This prevents fluid from building up behind
the drum, and helps to preserve hearing. This is a very common procedure in childhood, and usually
your child can be a day patient (they do not have to stay overnight in hospital). The procedure is
performed in the morning, under general anaesthetic, and the child is able to go home in the evening.
While the tubes are in the ears, it is advisable not to go swimming, unless special ear plugs are used
to prevent water entering the middle ear. A specialist will explain these precautions to you. Grommets
usually fall out after 6-12 months, although sometimes special tubes are inserted which will stay in
longer. In some children, grommets may need to be reinserted again if infections recur.Paracetamol, in appropriate doses, usually helps the fever

THE NATIONAL STRATEGIES

AREAS OF LEARNING AND DEVELOPMENT

Introduction

The EYFS is made up of six areas of Learning and Development. All areas of Learning and Development are

connected to one another and are equally important. All areas of Learning and Development are underpinned by theprinciples of the EYFS.The areas of Learning and Development are:

• Personal, Social and Emotional Development

• Communication, Language and Literacy

• Problem Solving, Reasoning and Numeracy

• Knowledge and Understanding of the World

• Physical Development

• Creative Development.

Learning and Development

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

appropriate for babies and children as they grow, learn and develop.

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

and nothing is compartmentalised.

• The challenge for practitioners is to ensure that children's learning and development occur as an outcome of

their individual interests and abilities and that planning for learning and development takes account of these.

Effective Practice

Each area of Learning and Development card shows how settings can effectively implement that particular area by

ensuring that children have appropriate experiences and are supported by:

• Positive Relationships

• Enabling Environments

Requirements

There are separate requirements for each area of Learning and Development shown in 'Requirements' on each of the

areas of Learning and Development cards. The requirements set out what practitioners must provide in order to support

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 of

themselves and of others; respect for others; social skills; and a positive disposition to learn. Providers must ensure support for children's emotional well-being 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 of the following aspects:

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

Self-confidence and Self-esteem – is about children having a sense of their own value and understanding the need for sensitivity to significant events in their own and other people's lives.

Making Relationships– is about the importance of children forming good relationships with others and working alongside others companionably.

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

Self-care – is about how children gain a sense of self-respect and concern 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, cultures and beliefs and those of other people.

What Personal, Social and Emotional Development means 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 and affirmed by important people in their lives leads to children gaining confidence and

inner strength through secure attachments with these people.

• Exploration within close relationships leads to the growth of self-assurance, promoting a sense of belonging

which allows children to explore the world from a secure base.

• Children need adults to set a good example and to give them opportunities for interaction with others so that

they can develop positive ideas about themselves and others.

• Children who are encouraged to feel free to express their ideas and their feelings, such as joy, sadness, frustration and fear, can develop strategies to cope with new, challenging 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 to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, 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 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, songs, poems and rhymes.

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

Linking Sounds and Letters – is about how children develop the ability to distinguish between sounds and become familiar with rhyme, rhythm and alliteration. 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.

Reading – is about children understanding and enjoying stories, books and rhymes, recognising that print carries meaning, both fiction and fact, 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 and personal writing children ascribe meaning to text and attempt to write for various purposes.

Handwriting – is about the ways in which children's random marks, lines and drawings develop and form the basis of recognisable letters.

What Communication, Language and Literacy means for children

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

warm and loving relationships, such as their family or carers and, in a group situation, a key person whom

they know and trust.

• Babies respond differently to different sounds and from an early age are able to distinguish sound patterns.

They use their voices to make contact and to let people know what they need and how they feel. They learn

to talk by being talked to.

• All children learn best through activities and experiences that engage 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 for reading and writing. Children need varied opportunities to interact

with others and to use a wide variety of resources for expressing their understanding, including mark-making,

drawing, modelling, 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 of contexts in which they can explore, enjoy, 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 and for counting – is about how children gradually know and use numbers and counting in play, and eventually recognise and use numbers reliably, to develop mathematical ideas and to solve problems.

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

Shape, space and measures – is about how through talking about shapes and quantities, 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 patterns, make connections and

recognise relationships through finding out about and working with numbers and counting, with sorting and

matching 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 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; encounter creatures, people, plants and objects in their natural environments and in real-life situations; undertake 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, learn about change and patterns, similarities and differences, and question how and why things work.

Designing and Making – is about the ways in which children learn about the construction process and the tools and techniques that can be used to assemble materials creatively and safely.

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 about past and present events relevant to their own lives or those of their

families.

Place – is about how children become aware of and interested in the natural world, and find out about their local area, knowing what they like and dislike 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, including their

families and friends, the media, and through what they see and hear.

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

information and to develop positive and caring attitudes towards others.

• Children should be helped to learn to respect and value all people and learn to avoid misapprehensions 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 through allowing 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 through the provision of opportunities for them to be active and interactive and to improve their skills of coordination, control, manipulation and movement. They must be supported in using all of their senses 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 in relation to food.

Aspects of Physical Development

Physical Development is made up of the following aspects:

Movement and Space – is about how children learn to move with confidence, imagination and safety, with an

awareness of space, themselves and others.

Health and Bodily Awareness – is about how children learn the importance of keeping healthy and the factors that contribute to maintaining their health.

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

What Physical Development means for children

• Babies and children learn by being active and Physical Development takes place across all areas of Learning

and Development.

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

• Physical Development enables 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 health and well-being throughout life. It is important that

children develop healthy habits when they first learn about food and activity. Growing with appropriate weight gain in the first years of life helps to guard against obesity in later life.

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 their thoughts, creativity, ideas and feelings, for example, through a variety of art, music, movement, dance, imaginative and role-play activities, mathematics, and design and technology.

Aspects of Creative Development

Creative Development is made up of the following aspects:

Being Creative – Responding to Experiences, Expressing and Communicating Ideas – is about how childrenrespond in a variety of ways to what they see, hear, smell, touch 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 with a widening 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 on how sounds can be made and changed and how sounds can be recognised and repeated from a pattern, it includes ways of exploring movement, matching 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, role-plays, imaginative play, dance, music, design, and art.

What Creative Development means for children

• Creativity is about taking risks and making connections and is strongly linked to play.

• 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, paints,

scissors, words, sounds, movement, props and make-believe.

• Creativity involves 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

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.

2GSIT Mireia Doménech

Tuesday, March 15, 2011

Marks

Preffixes and suffixes

Nappy Changing

Vocabulary ear infections: middle ear

Ear Infections: middle ear

Areas of Learninng and Development

Monday, March 14, 2011

Europass curriculum vitae.