Copyright / Access Information

WELCOME/INTRODUCTIONS

Each participant say name. Introduce speaker and guests briefly. (Arrange to have a child or two brought in by parents.)

REVIEW OF LAST WEEK

Distribute handout "EMERGENCIES: PREPARE TO REACT!" Have each participant take a few minutes to complete - then review answers. (Use area as the location; exact telephone numbers are not needed.) Ask if anyone was able to find the poison control telephone number.

CHILD CARE & DEVELOPMENT

• Reintroduce Guest Speaker, Children, and Parents.
• Guest Speaker leads discussion on different ages of children, etc.
• Distribute following handouts when appropriate: "UNDERSTANDING CHILDREN'S BEHAVIOR," "HINTS ON WORKING WITH CHILDREN," "AGES AND STAGES OF CHILDREN."

ACTIVITY

Demonstrate feeding, diapering, dressing and holding a baby. Encourage participants to try. Thank Guest Speakers, Children, and Parents.

NEXT SESSION (NUTRITION / ENTERTAINMENT)

Remind everyone when their BABYSITTER'S MAGIC BAGS are due. We'll be reviewing and discussing their contents and use, plus preparing and eating nutritious, easy snacks.

Ask participants to bring in pictures of nutritious and safe food for children.

EMERGENCIES: PREPARE TO REACT!

In a serious emergency, the babysitter's first duty is to get the best possible assistance. Send or call for help - then get back to the child with comfort and cheer.

Try this calling quiz. Can you match the emergency to the first two numbers to call? (You will always want to contact the parent, but not always first.)

Make sure you know the address of the house where you're sitting. If, in your hurry, you forget the phone number, it's listed on the telephone. Put important information next to the phone.

Child's Name:
Phone Number:
Address:
Fire Department:
Poison Control Number:

Phone Number where you can reach parent:

Give full information; explain what is wrong, who you are, parent's name, and where you are.


You See:

Child with half-empty vitamin bottle. You call:
1.
2.

Kitchen curtains in flames. You call:
1.
2.

Flushed, hot, irritable child. You call:
1.
2.

Stranger loitering near house. You call:
1.
2.

Child acts odd; groggy after fall. You call:
1.
2.

 

WHEN MINUTES MAKE A DIFFERENCE - FIRST AID:

In some very serious emergency situations, you may have to provide basic first-aid treatment even before calling for help. If you cannot send someone else for help, deal with the case, then call.

SEVERE BLEEDING: Apply direct pressure over the wound, raise the injured part, and press on the nearest pressure point. Then call________

SERIOUS BURNS: Flood burn with cool water and cover with clean dressing. Then call________

POISONING BY DRUGS, POISONOUS PLANTS, ETC.: Determine what the child may have taken. Then call________. Follow instructions given.

BONES: (if even suspected) DO NOT MOVE child unless in danger. Cover child for warmth. Then call________.

CHOKING: Choking prevention techniques and artificial respiration techniques require special practice, but both are excellent aids in emergencies. Call ________.

DEALING WITH CHILDREN'S BEHAVIOR

1. Provide a variety of things to do.

2. Understand what the child is like at various ages. Review the information distributed during your Babysitter's Program. It will help to read about the age you will be sitting for just before you go to your job.

3. Expect good behavior.

4. Give an older child fair warning before you do something.

5. Temper tantrums are a temporary loss of control. Most children have them occasionally.

6. Discipline.

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HINTS ON WORKING WITH CHILDREN

1. Do not do for a child what he/she can do for him/herself.

A. Consider the child as an individual.

1. Consider the child's age.
2. Let him know what is expected and see that he does it.

B. Be kind and positive.

1. Affection and thoughtfulness are important.
2. Be quiet spoken and pleasant.
3. Be honest with the child about your feelings. Expect to get angry on occasion, but let the child know what angered you.
4. Accept the child's feelings and respect them.
5. Give the child alternatives and options - avoid commands and scolding.

C. Be quick to size up the situation and do what is necessary.


D. Be firm but fair in making decisions.

1. Do not overindulge the child.
2. Do not let a situation get out of hand.
3. Do not frighten a child.
4. Do not threaten a child with unreasonable punishment.
5. Never spank or slap a child.
6. Be consistent about what a child can or cannot do.

E. If you need extra help in controlling the child, call the child's parents or your own parents for valuable suggestions.


2. Entertainment.

A. Give your time to the child - that's what you are being paid for. Homework, your TV programs, reading, telephone calls, etc. should not be indulged in until after the child is in bed and settled.

B. Find out what the child's interests are.

C. Games and activities should be geared to a child's age level.

1. Indoor or outdoor games and activities suitable to time and weather.
2. If you can, help the child learn a new activity.
3. Ask the child what he would like to do.

D. Do not let the child become overtired as he may become:

1. Hard to manage.
2. Frustrated or unhappy with himself if he can't do something.

E. Television viewing:

1. Check with parent(s) before he/she leaves as to what programs are permitted.
2. Don't allow small children to play with controls.
3. Be firm in turning set off at designated time.
4. Don't watch programs of interest to you when children are still up.
5. Stay away from frightening programs, i.e. monster and ghost movies.

F. Bedtime.

1. Problems may not occur if you let children know 15-30 minutes ahead of time that the bedtime is approaching.
2. It is important to have quiet activities such as quiet games, songs, or stories before bedtime. Excitable games tend to wake the child up more and make it difficult for him to relax.
3. Snacks, if any, should be light; i.e. a cookie or fruit and a small glass of milk.
4. If a child refuses to sleep, allow quiet activity in bed such as reading for a short while.

G. Give parent(s) an accurate summary of things children did while gone. Report any illness. Let parent know about severe behavior problems or unusual occurrences. These suggestions are intended to help you make your babysitting experiences enjoyable and worthwhile for both you and your charges.

AGES AND STAGES OF CHILDREN

INFANT:

• crying can mean hunger, diapers need a change, loneliness, etc.
• never leave baby alone on dressing table.
• know how to change diapers, bathe, and feed infants.
• handle baby carefully, supporting head.
• be careful not to "toss" baby up in the air.
• babies need constant attention - needs warm support, nourishment, and play.
• likes to be with other people.

TODDLER:

• snacks frequently.
• "into everything."
• "no!" stage.
• toilet training usually taking place.
• wants to do his own thing.
• constant attention needed.
• may like cuddling.
• initiate play.
• hide and seek, guessing games are successful.
• often seems as if they aren't listening.
• can often get what you want done without making a big effort out of it.
• begins to use close resemblances to words i.e.. tata - bye,bye.

PRESCHOOLER:

• "why" stage.
• imaginary playmates common.
• they like to think they are in charge.
• child shouldn't be left alone.
• child requires comforting or distraction when parent leaves.
• requires more watching.
• sleeps less.
• is more independent.
• bedtime resistance common.
• may have bedtime ritual.
• like quiet activities before bed.
• check every 1/2 hour.
• not completely toilet trained.
• may have bad dreams or fears and need comfort until back to sleep.
• can make a game of tasks that need to be done.

SCHOOL AGE CHILD:

• usually the age with the greatest challenge.
• developing many interests.
• "that's not fair!" period.
• like to assume responsibility.
• enjoy activities such as making popcorn, games, crafts.
• like to talk about their interests.
• may not want a babysitter.
• may be jealous of time and attention given younger children.
• need definite plans for amusement.

FOR ALL AGES:

• show love and acceptance.
• develop self-confidence by praising and making them feel useful and important.
• know how to handle snacks, food at bedtime, sickness, putting to bed.
• understand things from their point of view.
• make each child feel special.
• gain cooperation of older children in caring for others.
• let them know your limits.

Return to Babysitters' Program Table of Contents
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