Before you scold them to 'drink water.' Tips to help children learn to 'hydrate themselves'
A first step toward independence! Setting up an environment where children can notice and act on their own to 'hydrate'
I have posted about 'heat retention' three times so far.
1. Basic knowledge of heat retention
https://note.com/akkun_edu/n/ndb94dfa3ec5e
2. Identifying heat retention through observation of facial expressions and behavior
https://note.com/akkun_edu/n/n2d561c593fc4
3. The importance of sweating and the use of deodorant sheets
https://note.com/akkun_edu/n/n9a743ce1a2f6
Up to this point, I have shared how to observe behavior and use goods to cope, but today I will write in detail about 'hydration,' which is the foundation of heatstroke prevention.
The season for serious heatstroke is coming. Regardless of whether a child has a developmental disability or not, creating an 'environment where they can reliably hydrate' is directly linked to preventing heatstroke. Please read until the end.
Steps from passive 'drink this' to proactive 'drinking on my own'
Among the children attending special needs schools, some can hydrate themselves, while others cannot do it well yet. Some children intuitively understand the timing for hydration and the 'amount' they need, while others do not.
Therefore, in the field, there were many situations where teachers prompted hydration, such as every break time or every 30 minutes. However, the important point of guidance was not just to have them drink when instructed, but 'how children can become able to hydrate proactively for the future.'
Tip 1: Visualize and audibilize time 'segments' with a timer
To convey the timing for hydration to children in an easy-to-understand way, it is important to clarify the segments of time.
In addition to hydration during break times, we will establish hydration at regular intervals even during class. In doing so, it is effective to utilize a timer or a Time Timer so that they can see and hear it immediately. It is important to support daily accumulation so that children themselves can notice, 'When the sound rings (when the red part of the timer disappears), it is time to drink water.'
Tip 2: Convey the appropriate amount with 'cup marks' or 'number of sips'
Some children do not know how much they should drink on their own, so they drink too much, or conversely, stop after one sip. In that case, please try the following small steps.
Draw a mark on the cup that says 'drink up to here'
Convey with specific numbers of sips, such as 'First, take one sip,' 'Next, take two sips'
Have them tell you that they have finished drinking with gestures or the like
By repeating these every day, children can learn the appropriate amount of hydration for themselves through their bodies and senses.
The measures against 'heat retention' that I have shared so far can also be fully utilized for heatstroke prevention in the coming season. Of course, while using air conditioning appropriately, let's prepare for heatstroke from now on and spend this summer happily and safely together!
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