babysitting student guide

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!I have what it

takes to be

YOUR Teen

Babysitter

StudentGuide

4-H/Army Child & Youth Services


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4-H/Army Child & Youth ServicesStudent Babysitting Guide

This Babysitting Curriculum Guide for Youth is designed to help middle school and teenaged youth learnwhat it takes to be a responsible, caring, trustworthy, competent, capable and safe babysitter. The core content is based on contributions from the following individuals:

Co ntent D evelopm e ntGretchen M ay, M.E d. University of Massachusetts Extension Educator, Communities,Families and Youth Program

Content a nd Ed it or ia l Review Bradd Anderson , Youth Development Coordinator, 4-H/Army Youth Development Project,University of MissouriKe rr y Bic k f ord , University of Massachusetts Extension Educator, Barnstable County,Communities, Families and Youth Program

Vir gi n i a Br ow n , School Age Services Program Manager, Child & Youth Services,Headquarters, Department of the Army Na ncy Campb el l , Youth Education Support Services Program Manager, Child & Youth Services,Headquarters, Department of the Army Bea C url , Child & Youth Services Program Specialist, Child & Youth Services,Headquarters, Department of the Army For t Drum Youth S er vic e s sta f f , Ft. Drum, New York Vick i Haml in , Outreach Services Program Manager, Child & Youth Services,Headquarters, Department of the Army Ma ssachu s ett s 4-H Volu nteers: Laurie Baker, Barbara Beausang, Kerry Dyka,

Maureen Howard, Donna Miller, Tricia Perry and several youth members of their 4-H clubsShi rley M ietlic k i , Ed. D. , Asst. Professor, University of Massachusetts ExtensionRene e Podole c , Youth Service and Sports and Fitness Program Manager, Child & Youth Services,Installation Management Agency, Army Northeast RegionWendy St ivers , Ph. D. , Extension Specialist for 4-H Youth Development, University of Kentucky L is a Su l l iva n-Wer ner , University of Massachusetts Extension Educator,Nutrition Education ProgramMa r y Jo Will i am s , Character Education Specialist, 4-H/Army Youth Development Project,University of Missouri

Visual L ayout a nd Des ig nA ngel a Ad ria n , Visual Program Specialist, Child & Youth Services,Headquarters, Department of the Army

The Instructor and Student Babysitting Guides have been developed in support of 4-H/Army Child & YouthServices outreach efforts. The material is based upon work supported by the 4-H/Army Youth DevelopmentProject, a partnership of the U.S. Army Child & Youth Services and National 4-H Headquarters, CooperativeState Research Education and Extension Service, U.S. Department of Agriculture and the Kansas StateUniversity, under special project number 2003-48558-01716.

Copyright 2007 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited exceptwithin the Department of Defense and National 4-H.


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4-H /Army Child & Youth Services Babysitting Student Gu

I nt ro ductionThis curriculum was developed in support of Army Child & Youth Services and National 4-H outreach efforts. It is

comprised of two guides, an Instructor Guide and a StudentGuide, and an interactive CD Rom. The CD Rom can be usedin a Youth Technology Lab, Mobile Technology Lab or homecomputer. It contains questionnaires, games and scenariosmeant to support each Chapter in the course and make thecourse fun. Other Program Support Materials include aninformation card and an Army Child & Youth ServicesImplementation memo. These materials are accessible on theArmy Child & Youth Services professional website andthrough National 4-H. Each lesson follows the 4-H

Experiential Learning Model which is explained in AppendixD on page 141 of the Instructor Guide

What is 4-H ? 4-H is a nation-wide youthdevelopment organizationwhich offers support andeducational opportunities to

youth ages 6 through 18. Ithas a 100-year history of successfully meeting itsmission. Babysitting is only one of its many programs. If

you are interested in learningmore about 4-H, visit:www.4h-usa.org or ask your

youth program staff.

What is Army Child & Youth Services?Army Child & Youth Servicesprovides child care and youthsupervision to the Army's

workforce. The Child & Youth Services system offers avariety of full day, part day,hourly and outreach optionsfor eligible children and

youth ages 4 weeks to 18 years. In 1997 Military ChildCare was designated by President and Mrs. Clinton as

the model for the nation.Additional information canbe found atwww.arm ymwr.com.Click on Family Child & Youth Services.

4-H/Army Child & Youth ServicesStudent Babysitting Guide

Obje ctive sThe objectives of the program are to:

Familiarize the teens with the responsibilities of babysitting.

Provide the necessary information for them to becomecapable, caring, trustworthy and responsible sitters.

Teach the skills and techniques needed for teens to becomecompetent babysitters.

Help teens develop the confidence needed to handlesituations that could happen when they babysit.

Help teens develop a positive attitude about the care of children.

Prepare teens in the business aspects of babysitting.

How t o u se t his Gu ide:The Student Guide is organized in the same Chapterconfiguration as the Instructor Guide. Each teen taking thecourse should receive a Student Guide and CD Rom. Lessonsin the Student Guide include background information, tips,pages to take notes on and worksheets.


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4-H/Army Child & Youth Services Babysitting Student Guide


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4-H/Army Child & Youth Services Babysitting Student Gu

Babysitting Curriculum Student GuideTable of Contents

Introduction: The 4-H/Army Child & Youth Services Babysitting Curriculum . . . . . .3

Lesson 1 : Curriculum Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Lesson 2: Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Lesson 3: First Aid and CPR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Lesson 5: Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

Lesson 4 : Child Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Lesson 6 : Entertaining Children . . . . . . . . . . . . . . . . . . . . . .65

Lesson 7: The Business of Babysitting . . . . . . . . . . . . . 71

ReferencesRef erence s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77


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Welcome to the 4-H/ArmyChild & Youth ServicesBabysitting Course!

L e s s on 1

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4-H /Army Child & Youth Services Babysitting Student Gu

Welcome to the 4-H/ArmyChild & Youth ServicesBabysitting Course!

Who is a person of character?A person of character is a good person,someone to look up to and admire. S/heknows the difference between right andwrong and always tries to do what is right.A person of character sets a good examplefor everyone and makes the world a betterplace. A person of character makes awonderful babysitter!

As a babysitter, you have a uniqueopportunity to help younger children learnmore about character. To do this you mustfirst know and practice the Six Pillars of Character SM .

B y ta k i n g t h is co u rse, yo u w i l l de ve lo p t he s k i l ls needed to be a ca

r i n g,

t r us t wo r t h y, res po ns i b le, a nd co m pe te n

t ba b ys i t te r. Yo u w i l l lea r n ho w to ca re fo r

c h i ld re n, ho w to so l ve p ro b le ms, ho w t

o k ee p c h i ld re n sa fe a nd ha p p y, ho w to

ta l k

w i t h pa re n ts a nd ad u l ts, ho w to ma k e r

es po ns i b le dec is io ns, a nd ho w to ha nd l

e

e me r ge nc ies. Yo u w i l l e n ga ge i n ha nds-

o n ac t i v i t ies, lea r n f ro m g ues t s pea k e r s

, do

ro le- p la ys, use yo u r c rea t i v i t y a nd ha ve

f u n w h i le lea r n i n g !

T h is s pec ia l ized co u rse is made poss i b le

b y t he pa r t ne r s h i p be t wee n 4- H a nd A

r m y

C h i ld & Yo u t h Se r v ices.

Your babysitting role is all aboutleadership, and Army familiesknow the best way to lead is byexample. As a baby -s itter, yourfirst task is to be sure that you area person of character !

LESSON 1


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4-H /Army Child & Youth Services Babysitting Student Guide

Just like pillars support a building and keep it from falling down under heavy loads, pillars of character support us in our lives. The Josephson Institute has identified Six Pillars of Character SM that are valued in cultures all over the world. They are:

IntegrityDo

3 Stand up for your beliefs,follow your conscience, andremain honorable and upright.

3 Live by your principles nomatter what others say.

3 Have the courage to do what isright and to try new thingseven when it is hard or costly.

3 Build and guard yourreputation.

HonestyDo

3 Tell the truth and nothing butthe truth.

3 Be sincere.3 Be forthright and candid.

ReliabilityDo

3 Keep your promises.3 Honor your word and

commitments.3 Be dependable.3 Do what you are supposed to

do.3 Return what you borrow.3 Pay your debts and be on time.

LoyaltyDo

3 Stand by and protect yourfamily, friends, school and

country.3 Be a good friend.3 Look out for those who care

about you.3 Keep secrets of those who

trust you.

Trustworthiness RespectGolden Rule

Do3 Treat others the way you want

to be treated.3 Respect the dignity, privacy

and freedom of all individuals.3 Value and honor all people,

no matter what they can dofor you or to you.

3 Respect others' property - take good care of property you areallowed to use and don't take

or use property withoutpermission.3 Respect the autonomy of

others - tell them what they should know to make goodchoices about their own lives.

Tolerance and AcceptanceDo

3 Judge others on theircharacter, abilities, andconduct without regard to

race, religion, gender, wherethey live, how they dress, orthe amount of money they have.

3 Be tolerant, respectful, andaccepting of those who aredifferent from you.

3 Listen to others and try tounderstand their points of view.

NonviolenceDo

3 Resolve disagreements,respond to insults, and dealwith anger peacefully andwithout violence.

CourtesyDo

3 Use good manners.3 Be courteous, polite and civil to

everyone.

DutyDo

3 Know and do your duty.3 Acknowledge and meet your legal

and moral obligations.

AccountabilityDo

3 Accept responsibility for theconsequences of your choices,not only for what you do butwhat you don't do.

3Think about consequences for yourself and others before youact.

3 Think long-term.3 Do what you can do to make

things better.3 Set a good example.

Pursue Excellence Do

3 Give your best effort.3 Persevere.3 Don' quit.3 Be prepared.3 Be diligent.3 Work hard.3 Make all you do worthy of pride.

Self-ControlDo

3 Take charge of your own life.3 Set realistic goals.3 Keep a positive outlook.3 Be prudent and self-disciplined

with your health, emotions, timeand money.3 Be rational - act out of reason,

not anger, revenge or fear.3 Know the difference between

what you have a right to do andwhat is right to do.

3 Be self-reliant - manage your lifeso you are not dependent onothers.

3 Pay your own way whenever youcan.

Responsibility


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Throughout this manua l there are com ments a nd sug gest ions about sha ring cha racter wit h you ng child ren. Look for the , a nd t hat w ill show you some ways to sha re.


JusticeDo

3 Be fair and just.3 Treat people equally.3 Make decisions without

favoritism or prejudice.3 In imposing punishment, be

sure the consequences forwrongdoing are consistent,certain, and proportional (nottoo harsh or lenient).

OpennessDo

3 Be open-minded and impartial -consider what people have to say before you decide.

3 Be careful - get the facts,including opposing viewpoints,before making decisions(especially blaming or accusinganother).

Concern for OthersDo

3 Be compassionate andempathetic.

3 Be kind, loving and considerate.3 Be thankful and express gratitude

for what people do for you.3 Forgive others for their

shortcomings.

CharityDo

3 Be charitable and altruistic - givemoney, time, support, andcomfort without strings, for thesake of making someone else'slife better, not for praise or

gratitude.3 Help people in need.

Do Your ShareDo

3 Be a good citizen and a goodneighbor.

3 Care about and pursue thecommon good.

3 Be a volunteer - help your schooland community be better,cleaner, and safer.

3 Protect the environment by conserving resources, reducingpollution, and cleaning up after

yourself.3 Participate in making thingsbetter by voicing your opinion,voting, serving on committees,reporting wrongdoing and payingtaxes.

Respect Authority and the Law

Do3 Play by the rules.3 Obey parents, teachers, coaches

and others who have been givenauthority.

3 Observe just laws.3 Honor and respect principles of

democracy.

Fairness Caring Citizenship

CHARACTER COUNTS! and the Six Pillarsof Character SM are service marks of theCHARACTER COUNTS!SM Coalition, aproject of the Josephson Institute of Ethics. w w w.cha ractercou nts.org

We hope you enjoy t he course!

LESSON 1


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Throughout the manual you will find worksheets to becompleted. These are to help you keep track of what

you are learning and document activities you dooutside of the babysitting course .

Babysitters DoWhat are three of your favorite memories from early childhood?

1.

2.

3.

Babysitters Share(Date and have an adult initial when complete)

Date Adu lt Init ialsShare with the group or a friend why these were yourfavorite memories.

Share past babysitting experiences(if anyone in your group has already babysat).

Share what characteristics you think a babysitter needs.

Babysitters in Action(Date and have an adult initial when complete.)

Date Adu lt Init ialsRole play a situation in which you are the babysitterand a friend is the parent. You have just arrived andare discussing expectations and household rules andprocedures.

Worksheet OneLESSON 1


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Baby sitter Questionnair e TRUE FALS

1. I like children.

2. I know lots of games to play with children.

3. I am willing to learn what I need to know.

4. I try to be calm and understandingin arguments.

5. People tell me I am good with children.

6. As a babysitter, I realize keeping the childsafe and happy is my first priority andthat what I want to do comes second.

7. I like to read aloud.

8. I know some first aid and am willingto learn more.

9. I am responsible.

10. I am confident in talking with adults.

11. I am in good physical health.

12. I realize that all families aredifferent and I can be flexible.

13. I know it is important towrite down all instructionsfrom parents.

14. I know I should not gossipabout the family I babysit for.

Am I the Right Person to be a Babysitter?

Being a babysitter may bethe first paying job youwill have. It can be fun aswell as rewarding.However, it is a bigresponsibility. Before youdecide to take that firstbabysitting job, think about the followingpoints. Knowing what

your strengths are is thefirst step to understandingwhat kind of a babysitter

you will be.

LESSON 1


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Colorful adhesive bandages or Boo-BooBunny to soothe an upset child

Flashlight for emergency lighting or shadowwall games

Children's movies (check withparent/guardian) for rainy day/quiet time

Story books, music, board games for quietplay

Deck of cards for simple games

Rubber or plastic ball for stimulatingactivity

Notebook to record information

Pencil, pen, washable, non -t oxic markers

Puppets

Colored paper, non -t oxic crayons, tape

Disposable (vinyl or plastic) gloves

Stickers - assorted stickers for the childrento use in their art projects

Stickers - "reward" stickers that read "Greatjob", "Thanks!", "You're terrific", etc. to beused as surprise "rewards" for positivebehavior

Stuffed animals

Miniature vehicles

It is best not to include food items.

Possible items are:

X

B a b y s i t t e r s

Ma g i c B a g


Ma g i c B a g

A s a b a b y s i t t e r , y o ur j o b i s t o k e e p t he c hi l d r e n

s a f e a nd ha p p y . T hi s me a ns w a t c hi n g t he m c l o s e l y a nd

p l a y i n g w i t h t he m. B r i n g i n g a ma g i c b a g f ul l o f f un

t hi n g s a l o n g w i t h y o u w he n y o u b a b y s i t ma k e s t hi s t a s k

e a s i e r f o r y o u a nd e x c i t i n g f o r t he c hi l d r e n. T he b a g c a n

b e a p i l l o w c a s e , o r a s ho e b o x , a n o l d b a c k p a c k ,

w ha t e v e r i s a v a i l a b l e a s l o n g a s i t i s s t ur d y . I t s ho ul d

c o nt a i n a c o l l e c t i o n o f i ne x p e ns i v e , s a f e , a g e -

a p p r o p r i a t e i t e ms f o und a t ho me o r p ur c ha s e d a t a y a r d

s a l e o r t hr i f t s ho p .

LESSON 1


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The rest is up to you - but remember to keep things simple

and safe! List the items you would put in a Magic Bag on

this chart and write your thoughts as to why you chose

each item in the corresponding criteria box.

You've got the idea


Ma g i c B a g B a b y s i t t e r s

Ma g i c B a g

LESSON 1

TeddyBear

3 and up ComfortPlay

Has buttons eyes thatcould come off be

swallowed.

Yes Yes Yes


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Names and ages of children:

Playtime infor mat ion (tv, computer limits, play mates, areasoutdoors, indoors):

Bedtime informat ion (t ime, rit ua ls, specia l toy or bla nket):

Discipline (house r ules, behav ior a nd d isciplina ry act ion):

Hea lth infor mat ion (food, med icine, a llerg ies)

Family File and Job Log

Parent/Guardian Name:

Street Address:

Home Telephone:

Cellular Telephone:

Information to get fromparent/guardian:

Neighbor's name:

Neighbor's telephone :

Relative's name and telephone:

Family doctor's name andtelephone:

Local fire telephone:

Local police telephone:

Local emergency telephone:

Poison Control:(usually) 1-800-222-1222

supplies: first aid kit, flashlight, plunger

locks, alarm locations and codes, garage openers, extra keys: where they are kept and how they work

pets: responsibility for them if any

appliances: how they work, including can opener, microwave, fuse box/circuit breaker location

ImportantInformation

Household Information5

Note: Example only, do not write on this page. See page 18 and 19 to make copies.

5

5

5

A s a ba b ys i t te r, yo u a re t he go to pe r so n i ne ve r y e me r ge nc y. I

n t h is jo b, yo u need to ha ve

i m po r ta n t i n fo r ma t io n read y i n a m

o me n t's no t ice.

K no w i n g w ha t i n fo r ma t io n to ha ve, a nd w he re to f i nd

i t

q u ic k l y, ca n be t he d i f fe re nce t ha t sa ve

s l i ves ! K ee p i n g

a f i le o n eac h fa m i l y a l lo ws yo u to be p

re pa red i n a

va r ie t y o f s i t ua t io ns.

T he fo l lo w i n g is o ne exa m p le o f a Fa m

i l y F i le.

Ho we ve r, a f te r co m p le t i n g t he ac t i v i t y

" W ha t I

Need to K no w to be a Ba b ys i t te r" w i t h t

he res t

o f t he g ro u p ta k i n g t he ba b ys i t

t i n g co u rse, yo u

ma y wa n t to de ve lo p yo u r o w n !

LESSON 1


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Dat e and Time Log

Family NameDate:

Dest inat ion of Pa rent/Gua rd ian:

Phone Nu mber to Reach Pa rent/Gua rd ian:

Emergency Contact:

Expected Time of Ret ur n:

LESSON 1ote: Example only, do not write on this page. See page 18 and 19 to make copies.


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Parent/Guardian Name:

Street Address:

Home Telephone:

Cellular Telephone:

Information to get fromparent/guardian:

Neighbor's name:

Neighbor's telephone :

Relative's name and telephone:

Family doctor's name andtelephone:

Local fire telephone:

Local police telephone:

Local emergency telephone:

Poison Control:(usually) 1-800-222-1222

supplies: first aid kit, flashlight, plunger

locks, alarm locations and codes, garage openers, extra keys: where they are kept and how they work

pets: responsibility for them if any

appliances: how they work, including can opener, microwave, fuse box/circuit breaker location

ImportantInformation

Household Information5

5

5

5

Names a nd ages of child ren:

Play time informat ion (tv, computer limits,play mates, a reas outdoors, indoors):

Bedtime in for mat ion (t ime, r ituals, specia l toy orblanket):

Discipli ne (house ru les, behavior a nd d iscipl ina r y act ion):

Hea lth informat ion (food, med icine, a llerg ies)

Do not write on this page. Make copies and complete a separaterecord for each family.

Family File and Job Log

LESSON 1


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Dat e and Time Log

Family Name

Date:

Dest ination of Pa rent/Gua rdia n:

Phone Number to Reach Pa rent/Gua rdia n:

Emergency Contact:

Expected Ti me of Ret urn:

LESSON 1Do not write on this page. Make copies and complete a separaterecord for each family.


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H e l l o ! M y na m e i

s _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ a n d I a m e n r o

l l e d i n a 4- H/ A r m y C Y S

Ba b y s i t t i n g C o u r s

e l ea r n i n g t o b e a

ca pa b l e, r e s p o n s

i b l e, ca r i n g ba b y s

i t t e r.

O n e o f o u r a s s i g n

m e n t s i s t o f i n d o

u t w ha t pa r e n t s l

o o k f o r i n a ba b y

s i t t e r.

W o u l d y o u b e w i

l l i n g t o a n s w e r a

f e w q u e s t i o n s f o r

m e a b o u t ba b y s i t

t e r s ?

I t s h o u l d o n l y ta k

e 5 m i n u t e s. T ha

n k y o u.

Name of pa re nt

N um be r a n d age s

of c h i l d re n

W hat k i n d of pe r s

o n d o y o u l o o k f o

r w he n h i r i ng a b

a b y s itte r?

W hat s k i l l s o r a b i l it ie s d o y o

u l o o k f o r w he n h

i r i ng a ba b y s itte r

?

W hat e xpe ctat i o n

s d o y o u have of

a ba b y s itte r?

W hat re st r i ct i o n s

d o y o u p la ce o n a

ba b y s itte r?

W hat d o y o u n o rm

a l l y pa y? W he n d

o y o u pa y?

H ow d o y o u l o ca

te a ba b y s itte r?

We ' re d o ne ! T ha n

k y o u f o r he lp i ng

me lea r n a b o ut w

hat it ta k e s t o be a

g o o d

ba b y s itte r

!

As a babysitter, it is important to know what isexpected of you. Make copies of this survey and ask atleast two parents or guardians whom you know if they would be willing to take the survey. How are theiranswers different from what you expected to see?

Parent/Guardian SurveyLESSON 1ote: Example only, do not write on this page. See page 21 to make copies.



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Hello! My name is _______________ and I am enrolled in a 4-H/ArmyCYS BabysittingCourse learning to be a capable, responsible, caring babysitter. One of our assignments isto find out what parents look for in a babysitter. Would you be willing to answer a few questions for me about babysitters?It should only take 5 minutes. Thank you.

Family na me of pa rent

Number a nd ages of child ren

What k ind of person do you look for when hi ring a babysit ter?

What sk ills or abilit ies do you look for when hir ing a babysitter?

What expectat ions do you have of a babysit ter?

What rest r ict ions do you place on a babysitter?

What do you norma lly pay? When do you pay?

How do you locate a babysitter?

We're done! Thank you for helpi ng me lea rn about what it ta kes to be a good babysit ter!

Parent SurveyLESSON 1

o not write on this page. Make copies and complete a separaterecord for each family.


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Babysitters DoDate Adult In itials

Role play a family who wants to hire a babysitter.

Complete a Family File and Job Log for a family (can be your own if you want!).

Babysitters ShareDate Adult Init ials

Share with the group or afriend the rules your family has and why you have them.

Show the group or a friend your completed Family Fileand Job Log. Discuss theimportance of at least three items.

Babysitters in Action

Date Adult In itials

Use the Family File and Job Logwhen you babysit the first time

after you complete this course.

(Date and have an adult initial when complete)Worksheet Two



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Notes


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Notes


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Safety

L e s s on 2

25


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Safety

T h e mos t i m po r ta n t t h i n g to re me m be r is t ha t yo u

ha ve bee n h i red to k ee p t he c h i l

d re n sa fe. T h is is yo u r

NUM BER O NE p r io r i t y w h i le yo

u a re ba b ys i t t i n g. Ha nd l i n g

t he u ne x pec ted req u i res

t he a b i l i t y to t h i n k a nd use goo

d

dec is io n- ma k i n g s k i l ls. The Pillars of Character SMthat particularly relate to

safety include:

You demonst rateTrustwor thiness by showingthe parents/guardians youcan be depended upon tokeep their child safe.

You demonst rateResponsibil ity by followingthe parents'/guardians'rules and householdpractices and by taking ababysitting course to help

you know what to do in caseof an emergency.

You demonst rate Respect by following theparents'/guardians' wishesand treating the child as aunique, wonderful humanbeing.

You demonst rate Ca ring by showing concern for thechild's well-being andhelping him/her if a safety issue arises.

Answering the telephoneAlways discuss the parents'/guardians' wishes prior to theirleaving. Some parents/guardians may prefer to let the telephonerecord any messages. This will free you up to keep a watchful eyeon the children. However, if you do answer the phone, follow these simple safety guidelines.

1. Keep a list of important phone numbers handy to saveprecious minutes in the event of any emergency. Include on-postemergency and off-post emergency numbers.

2. Never identify yourself by name or as the babysitter.

3. Never tell the caller the parents/guardians are not home.Inform the caller that they can't come to the phone; but that youcan take a message/phone number. If the caller becomespersistent/abusive, or makes you feel uncomfortable orsuspicious, hang up and call a trusted adult, or theparent/guardian you are babysitting for. Depending on theseverity of the situation, you may need to call the police.

4. Don't give out any information unless you know the personcalling.

5. Be courteous.

6. If the caller is a telemarketer, say No thank you and hangup.

7. Do not make or take personal calls unless they are specifically related to the job.

8. If the phone is portable or a cell phone, keep it turned on,charged and nearby. This can save precious minutes in the eventof an emergency.

The follow ing informat ion w ill help you prepare for a nemergency.

LESSON 2


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Answering the doorHave a plan for how to handle this. A discussion with the parent/guardian is critical so youknow exactly who and what to expect whenever possible.

1. Always keep doors, windows, and cellar door locked and make sure the parents/guardiansshow you how the locks work before they leave.

2. Turn off unnecessary lights inside, and turn on outside lights.

3. If possible, look out the window/door before answering.

4. If it is a service person, tell him/her to call tomorrow to reschedule.

5. If it is a stranger, do not answer the door. If s/he becomes persistent and does not go away,call the police or nearest neighbor for assistance.

6. If there is any suspicious activity (knocking on door and no one is there, or if you suspect aprowler or prank) call neighbors or police for assistance.

7. Never open the door to strangers.

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Personal Safety Keeping a cool head will help insure your safety, as well as the children's. Do not panic and donot be careless. Common sense should tell you to not smoke or entertain friends. You should notbe engaged in any behavior other than that for which you have been hired - - to keep thechildren safe. Here are a few examples of situations that could arise and suggestions on how tohandle them:

If you become ill while babysitting, call your family or the parent/guardian you are sitting for todiscuss a replacement.

If you become conc erned because the parent/guardian is late returning, call your parent ortrusted adult for advice/support.

If the par ent/guardian r eturns under the inf luenc e of drug s or alc ohol , donot go in a car with him/her. Use your codeword and call home fortransportation. A codeword is a word you create to use with yourfamily in case of an emergency. This would be a word or phrase thatwould alert your family member that you need to get picked upimmediately. Using a codeword is a way of asking for help withoutalerting the person for whom you are babysitting.

If you must att end t o an emerg ency , be sure all the children aresafe. This may mean putting the baby in a playpen, or crib; don'tworry if the baby cries. It is more important that he/she is safe.As soon as you can, return to and reassure the baby/children.

If you are injur ed while baby sitting , put the children youare babysitting for in a safe location (baby into a crib orplaypen). Then treat your injury.

In any and every situation, try to r emain a s calm a s possible . Youngchildren are easily frightened if they see adults (or teenagers)panicking. Once you have the support or help you need, take thetime to admit how scared you felt to the children and to de-brief. Noone expects you to be a super-hero!

It is alway s OK to call for help if you are unsure about how tohandle a situation.

Review anything that happene d while you were babysitting whenthe parent/guardian returns. Let him/her know if Kyle bumpedhis head, or if there were any messages, etc. Communication isthe key to a successful relationship with the family.

You could complete the Baby sitter Report Form and give it to thepar ent s/guar dians when they r eturn. Par ent/guar dians lov e tohear about their children!

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Home Safety

Keep these things out ofsight and away fromchildren:

Matches, Cigarettes, Keys, Plastic

bags, Medicine, Lighters, Small

objects (beads, marbles, buttons,

coins, pins, etc.), Knives, Scissors,

Sharp objects, Cleaning supplies

When child ren a re superv ised, they a re much less likely to have accidents. Keep a n eye outfor sa fet y a nd tr y to prevent an emergency by keeping the play a rea accident-proof. Keepthe volume t urned down on the television or rad io so you ca n hea r what's goi ng on as wellas see it.

Here are a few ideas about how you can become a safet y detective a nd el iminate problemsbefore t hey a rise!

O u tdoo r haza rds:

P i les o f lea ves a nd s no w nea r roads, Ta

l l g rass, S l i n gs ho ts

T ra m po l i nes, Ha n g i n g r i n gs,

A n y ac t i v i t y i n vo l v i n g b i k es, sco

o te rs, ro l le r-s k a tes,e tc.

( u n less do ne w i t h pa re n t's/ g ua rd ia n 's pe r m iss io n

i n a sa fe

a rea w i t h p ro tec t i ve he l me t a nd eq u i p

me n t ), Poo ls, S t ree ts

a nd ca rs, R o pe s w i n gs, Mo v i n g s w i n gs o

r s l ide rs, Ladde rs,

C l i m b i n g t rees, R a k es, Hoes, Axes, S ha r

p too ls, G r i l ls, S t ra y

a n i ma ls

Keep children awayfrom these items:

Tablecloths, StaircasesUnfriendly animals, Medicineclosets and other storage areas,Cooking appliances, Cords onwindow blinds, Guns andammunition, Electric fans,Fires and fireplaces, Openwindows, Stoves (turn handlesof pots or pans inward), Hotliquids, Plugs and outlets,Cords, Heaters, Radiators,Appliances

Are there more? You bet! The list goes on and on, but you get the picture. Carefully watch the children and you can avoid most accidents.Remember, keeping the children safe is your firstpriority!

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England CivilianFire: 999Medical Emergency: 999Police: 999Poison Control Centre: 0870 600 6266

(National Poisons Information Service(London Centre))

England DSNFire: 117Medical Emergency: 116Military Police: 114

Netherlands CivilianFire: 112Medical Emergency: 112Police: 112Poison Control Center: 030-748888

Netherlands DSNFire: 117Medical Emergency: 116Military Police: 114

Belgium CivilianFire: 100Medical Emergency: 100Police: 101Poison Control Center: 070-245-245(Centre Anti-Poisons/Antigifcentrum)

Belgium DSNFire: 117Medical Emergency: 116Military Police: 114

Germany CivilianFire: 112Medical Emergency: 112Police: 110Poison Control Center: 06131-19240(Giftberatung, multilingual)

Germany DSNFire: 117Medical Emergency: 116Military Police: 114

Italy CivilianFire: 115Medical Emergency: ???Police: 112Poison Control Center: 003-526-9469(Centro Antiveleni di Bergamo)

Italy DSNFire: 117Medical Emergency: 116Military Police: 114

European Emergency Numbers

Kwaja lein Infor mationFire and ambulance 911Poison control Hotline 1-800-222-1222Police emergency 805-355-4000

Japan InformationFire and ambulance 119Police 110

No poison control hotline


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Instal lat ion Fire # f rom onpost

Fire # from offpost

Military P olice #f rom on post

Military Police #from off post

Poison Controll #from on p ost

Poison Controll #from off post

Yongsan/Hannam

911 0505-738-5020 724-3004 0505-724-3004 737-5545 0505-737-5545

CampHumphreys

911 0505-753-7911 911 0505-753-7911 737-5545 0505-737-5545

Camp Walker/Camp George 911 0505-764-5911 911 0505-764-4141 737-5545 0505-737-5545

Camp Carroll 911 0505-765-4911 911 0505-765-4911 737-5545 0505-737-5545


Korea Information

Notes


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Fire Safety If the parents/guardians have not explained their escape plan to you, then making a plan

yourself will save you precious seconds if you discover fire/smoke.

1. Plan two escape routes out of the house or apartment. If one route is blocked, there will be

another.

2. Gather the children and get them to safety; call 911 from a neighbor's house or cell phone.Do not worry about dressing the children. Time i s pr eciou s!

3. Do not gather valuables or toys. Take pets, if time allows.

4. Do not go back into the house for anything. You can mention any concerns you may have tofirefighters when they arrive.

5. If the house is filled with smoke, stay low and/or crawl.

6. Hot door handles signal fire on the other side; so do not open the door. Find another way out.

7. Stay calm and do not panic. The children will be looking to you for reassurance.

Fire safety In a fire, seconds count! Fires can become out of control in a very short period of time.You must be prepared for the possibility of an emergency.

Prevention includes keeping matches and lighters out of reach of children, and keeping

children away from stoves and heaters. You must always give your full attention to thechildren, and avoid anything that may distract you from that job.

Ifz a child's clothing catches fire, push the child to floor and roll him/her in a

blanket, rug or something similar until the fire is smothered. (Stop, drop, and roll.)z you and the children become trapped, it is important to remain calm and seal off

cracks around the door with anything that is available. Signal from a window whenhelp arrives.

z you are trapped and the room is smoky, get everyone to a window and open itslightly for fresh air. Yell. Hang out a sheet or towel to signal firefighters. Climb outif you are on the ground floor. Do not risk high jumps. Wait for the fire department.

This information is not meant to scare you, but to help prepare you for the responsibility of keepingeveryone safe. It's hard to remain calm when frightened but by learning this information, you willbe as prepared as possible to do your best!

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First Aid

L e s s on 3

35


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First AidAs a baby sitter , yourfirst responsibility is the safety of the children. In thissection, you will findinformation on how to treatminor injuries and what to doin emergencies. Review thisinformation often and keep itwith you when you babysit.

Be prepared to recognize andreact to an emergency! Your

job is to stay calm, act quickly,call for help and stay with thechildren until help arrives. To

help you do this, be sure to:write down the street

address, telephone numberand family name - even if youknow them by heart when

you first arrive at the job.(This will be already done if you havecompleted the Family File and JobLog.)

have the on-post and off-

post emergency numbershandy, including 911, military police, and fire department.

write down the nearestneighbor's name andtelephone number.

act immediately. Time isthe greatest factor in anemergency.

Prevention is the mostimportant strateg y foravoiding an emergency; but if something happens, r eactresponsibly and nev er b eafraid t o call for help!

5

5

5

5

Minor cut s: Wash with warm water and soap or mixture of half water and half hydrogen peroxide, if available, and cover with aclean bandage. Be sure to tell the parents/guardians when they come home.

Nosebleed: A nose may bleed from an injury to the nose or anobject in the nose. It may start without warning, especially during the winter months in dry, heated homes. Have the childsit straight with her or his head slightly forward and apply pressure by pinching the nostrils together for 15-20 minutes. If the bleeding does not appear to be stopping or slowing, call theon-post or off-post emergency number or 911for help. In allcases, call the parent/guardian. Do not allow the child to blow his/her nose. Continue to pinch nostrils gently until help arrives.

Severe ble eding is an emergency. Call on-post or off-postemergency number or 911 and the parent/guardian for help.Apply direct pressure and a clean cloth/bandage to slow or stopthe bleeding. If the bleeding soaks through the cloth/bandage,apply another cloth over the first (do not remove the first cloth).Raise the injured area above the rest of the body if you do not

think there is a broken bone. This may help slow the bleedingdown until help arrives.

Burnsz Burn prevention includes never lighting a fireplace,

woodstove or outdoor fire when babysitting.z Do not smoke.z When cooking, keep pot handles turned toward the back

of the stove and never leave a stove with burners turnedor unattended.

z Use large amounts of cool water to cool the burn. Cover

the burn with a clean, dry dressing.z Call the parent/guardian, on-post or off-post emergency number or 911.

z Call for help immediately if the child has trouble breathing. the burn involves more than one part of the body. the burn involves the neck, head, hands, feet or

genitals. the burn is caused by chemicals, explosions or

electricity.

It is important to wear disposable gloves if available when treating a wound to control for infection.

Common injuries you may encounter:

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Lay the wa shcloth on a f lat surface in fr ont of you.

Roll the sides to the center, starting with the two opposite corners.

Fold the rolled washcloth in half.

Fold the end of the washcloth back again so that the ends of thewashcloth reach back about halfway.

Wrap a rubber band around thesecond fold. This makes the bunny'shead. Make ears for the bunny by pulling up the ends of the washclotha little.

To use the bunny place an ice cubein the loop of the bunny, trying tokeep it high enough so no ice touchesthe child's skin directly. Or lightly moisten the bunny and put it in thefreezer. Use it when frozen.

Make A Boo Boo Bunny

1

2

3

4

5

LESSON 3

A Boo Boo Bunny made from a clean washcloth and ice is a simple way tohelp calm young children and provide first aid at the same time. Below

you will find instructions how to make a Boo Boo Bunny. Examples of how and when to apply a Boo Boo Bunny are given on pages 39 and 40 of this guide. It is best if you practice making a Boo Boo Bunny before youneed one so that you will not be struggling to understand the instructionsto make the Boo Boo Bunny in an emergency.


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Bruises and bumps: A bruise occurswhen there is damage to the softtissue and blood vessels, causingbleeding under the skin. At first, thearea may look red, and over time, itmay turn dark red or purple on

lighter skin. Wrap a few ice cubes ina clean cloth, strike on the kitchensink to crush the ice, and apply it tothe bruised area or use Boo BooBunny, a freezer pack or package of frozen vegetables wrapped in a smalltowel to apply to the area.

If a child strikes his or her head, andloses consciousness, do not move thechild. This is an emergency! Keep thechild warm and call on-post or off-post emergency number or 911 andthe parent/guardian.

Scrap es are the most common type of wound. They are caused by skinbeing rubbed or scraped away. Dirtand other matter become groundinto the wound. Clean the wound by

gently patting with a warm, soapy cloth. Then pat with a wet clothwithout soap. Pat dry and cover witha bandage.

Punctur e wounds are caused by apointed object such as a nail, piece of

glass or knife piercing the skin or abite from an animal or human being.Because puncture wounds do notusually bleed a lot, they can easily

become infected. Clean a puncturewound with warm, soapy water.Rinse. Pat it dry and cover with asterile dressing. An object thatremains embedded in a wound iscalled an impaled object. This is anemergency. Call the on-post or off-post emergency number or 911 andthe parent/guardian.

A n i ma l B i tes: Ca l l t he o n- pos t o r o f f- pos

t e me r ge nc y

n u m be r o r 911 a nd t he pa re n t/ g ua rd ia

n. Ta k e no te o f

ho w t he a n i ma l is be ha v i n g: foa m i n g a t

t he mo u t h,

s na r l i n g, e tc. T h is ca n he l p de te r m i ne i

f t he a n i ma l is s ic k

w i t h ra b ies, a ve r y se r io us i l l ness.

S udde n I l l ness: I f t he c h i ld s udde n l y be

co mes i l l, k ee p h i m

o r he r co m fo r ta b le. S y m p to ms co u ld i nc l ude ra

ised

te m pe ra t u re, a b no r ma l co lo r, a bdo m i na l te nde r ness, pa i n,

vo m i t i n g, d ia r r hea,e tc. Ca l l t he pa re n t

/ g ua rd ia n

i m med ia te l y fo r i ns t r uc t io ns.

Other Injuries and Illnesses:Young children may put things in their ears or nose.This is no immediate danger unless they inhale it; but donot attempt to remove the object. Call the on-post oroff-post emergency number or 911 and theparent/guardian.

If there is any problem with an eye, such as somethingis lodged in it, or it is burned, or if a toxic substancesuch as bleach, shoe polish or detergent has gotten intothe eye, do not allow the child to rub it. Call the on-post or off-post emergency number or 911 and theparent/guardian.

Vomiting: can occur when children cry hard. If thishappens, clean up the child. Do not give him/heranything to eat or drink for one hour. If the child vomitsagain, notify the parent/guardian and try to determineif the child is having abdominal pain. Always place thechild on his or her side to prevent choking.

Diarrhea: can occur due to something the child ate,illness such as flu, or a variety of other reasons. If thishappens, put on vinyl gloves if available. Clean and dry the child. If s/he is having abdominal pain, notify theparent/guardian. Remove the gloves by pulling themdown from your wrist toward your fingertips turningthem inside out as you go. Dispose of them immediately

by placing them in a plastic bag if you have one. Twistit shut and throw it into a trash receptacle. Wash yourhands thoroughly with soap and hot water.

Tooth loss: If a child loses a baby tooth, put on vinyl gloves, if available. Gently place pressure on theremaining space with a clean cloth until the bleedingstops. If it is an adult tooth, place the tooth in a neutralsolution such as milk. Place sterile gauze in the spaceleft by the tooth. Tell the child to bite down. Call theparent/guardian immediately.

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Mouth inju ries: If a child isinjured in the mouth from afall, a ball, etc., check themouth for loose teeth. They can cause breathing problemsif they block the airway. Call

the parent/guardian.

Spra ins a nd st ra ins: Generalcare for sprains and strains isRICErest , ice , compressionand elevation . Rest the injury.Use a Boo Boo Bunny, plasticbag of ice cubes, freezer pack,or bag of frozen vegetableswrapped in a towel to ice thearea. Do this for ten minutesevery two hours until theparent/guardian returns.Compress the injury using anelastic bandage, if available.Wrap securely, but not sotightly that the area turns blue.

Elevate the injury above theheart, if it doesn't causeadditional pain.

A wo rd a bou t SI DS - S udde n I n fa n t Dea

t h S y nd ro me: T he

A me r ica n Acade m y o f Ped ia t r ics (AA P )

de f i nes S I DS as t he

u nex pec ted a nd u nex p la i ned dea t h o f

a n i n fa n t u nde r o ne

yea r o f a ge. To red uce t he r is k o f S I D

S, p u t a l l i n fa n ts to

s lee p o n t he i r bac k s. T he AA P reco m me nded a l te r na t i ve is

to p u t i n fa n ts to s lee p o n t he i r s ides; h

o we ve r, t h is is no t

co ns ide red as sa fe as t he bac k pos i t io n.

I f t he s ide o p t io n is

used b r i n g t he i n fa n t's lo we r a r ms fo r w

a rd to s to p h i m o r

he r f ro m ro l l i n g o n to h is o r he r s to mac

h.

Breaks: If you suspect abroken bone, do not move thechild. Signs of a broken bonemay be the area is red and

swollen or the bone is actually protruding. This is anemergency! Try to keep theinjured bone free from any movement. Call theparent/guardian and on-postor off-post emergency numberor 911 immediately.

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Poisoning:If there is suspicion that a child has been poisoned, look quickly for the bottle or other clues to identify the cause of poisoning.Immediately call the Poison Control and Prevention Center at1-800-222-1222. Staff will be able to recommend the best

action to take.With any type of possible poisoning, call the parent/guardianimmediately.

An absorbed poison enters the body through the skin. These poisons come from plantssuch as poison ivy, poison sumac and poison oak, as well as fertilizers and pesticides usedin lawn care. If this type of poison gets on the skin, wash thoroughly with warm soapy water and rinse.

Young children are curious about their environment and so will often put anything into

their mouths. If there is suspicion that a child has swallowed something s/he should nothave, it could lead to poisoning. Try to find out what it was and how much was taken.Call the Poison Control and Prevention Center at 1-800-222-1222 and the on-post or off-post emergency number or 911.

Poisoning can also result from breathing toxic fumes. This is an emergency situation. Callthe Poison Control and Prevention Center at 1-800-222-1222 and the on-post or off-postemergency number or 911.

Po iso no us P rod uc ts: He re is a pa r t ia l l is t o f po iso no us

p rod uc ts

fo u nd i n a nd a ro u nd t he ho me.

med ic i nes i ro n p i l ls

c lea n i n g p rod uc ts

na i l po l is h re mo ve r ba b y o i l

l i g h te r f l u ids

ba t te r ies b u g a nd weed k i l le

rs c i ga re t tes

a lco ho l mo u t h was h

p la n ts ( i ndoo r a nd o u tdoo r, po i nse t t ia a nd ye w ).

W he n us i n g a c lea n i n g p rod uc t, read t h

e i ns t r uc t io ns, c lose

t he co n ta i ne r t i g h t l y a nd ne ve r lea ve i t

o u t w he re c h i ld re n

ca n ge t i t. S to re i t i n a loca t io n t ha t is sa

fe g ua rded w i t h c h i l

sa fe t y loc k s.

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NotesLESSON 3


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Actions to Take with a Choking Infant1. Call on-post or off-post emergency number or 911 and parent/guardian. If possible havesomeone else call.

2. Position the infant face-down on your forearm, so that the head is lower than the chest. Give 5back blows between the shoulder blades, using the heel of one hand.

3. Turn the infant onto his or her back. Support the neck with your hand and forearmwith your leg.

4. Give 5 chest thrusts in the center of the breastbone, between the infant's nipples. Be sure toonly compress the chest about 1".

5. Repeat back blows and chest thrusts until the object is coughed up, the infant begins tobreathe on his or her own, or the infant becomes unconscious. If the infant is not breathing or isunresponsive, begin performing CPR if you know it. Reminder: 30 chest compressions with 2fingers to 2 (puff) breaths.

Choking and Blocked Airways:A child may stop breathing due to illness or injury but the most common cause is a blockedairway caused by choking on a foreign object. This foreign object could be a small toy, pen cap,hard candy, or any type of food.

The body can only function for a few minutes without oxygen so if a child is not breathing thisis always an emergency. You must r eact quick ly!

The choking infant (up to 1 year old)Choking is a major cause of death and injury to infants. Infants learn about their world by putting objects into their mouths. Small objects, such as coins, beads and parts of toys aredangerous if the infant puts them into his or her mouth. Also, infants can easily choke onfoods such as nuts, grapes and popcorn. To prevent choking never let an infant eat aloneand never prop up a bottle for an infant to drink alone.

Choking Prevention:z Don't leave small items such as buttons, coins and beads within children's reach.z Have children sit in a high chair, toddler seat or at the table when eating.z Do not let children eat too quickly.z Make sure toys are too large to swallow.z Do not let children play with balloons or plastic bags.z Cut foods that children can easily choke on, such as hot dogs, grapes or peanut butter

sandwiches into small pieces that are long, not round. Hand feed toddlers (1 - 3 years old).z Always supervise children while they eat.

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The choking child (1 to 8 years of age)Choking is a common childhood injury that can lead to death. It is important to be able torecognize when a child needs first aid for choking..

What to do if a child is choking?

If a child is choking and unable to speak, cough or breathe, you will need to take action. The child may show you that heor she is choking by grasping at his or her neck and may become agitated. Do not take any action if the child iscoughing. This means that the child is still

getting air.

1. Call on-post or off-post emergency number or 911 andparent/guardian. If possible have someone else call.

2. If the child is conscious and action is required, you willneed to give abdominal thrusts. Position yourself behind thestanding child and place your fist just above the navel and givequick, upward thrusts until the object is removed. You may need to get down on your knees to do this if the child is small.

3. If the child is not conscious and not breathing, lay the childon his or her back on the floor. Tilt his or her head back andlift chin gently to open the airway. Pinch the nose and give two

slow breaths into child's mouth.

4. If your breaths do not go in, reposition the airway and give two breaths again. If the air will still not go in, placethe heel of your hand on the lower half of the chest bone.Position your shoulder directly over your straightened armand hand, and you should look down at the hand that iscompressing the chest. Give 30 chest compressions. Look for and remove the object seen in the mouth. Tilt head back and give two rescue breaths.

5. Repeat the cycle of compressions and breaths until yousee the object, or the breaths go in, or until help arrives.

Reminder:30 chest compressions withone hand to 2 breaths.

Always call the on-post oroff-post emergency numberor 911 and parent/guardianif a child has stoppedbreathing.

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F i r s t A i d K i t E ve r y ba b ys i t te r s ho

u ld k ee p a f i r s t a id k i t i n h is/ he r

Ba b ys i t te r 's Ma g ic Ba g. Yo u ma y t h i n k e ve r y

fa m i l y

yo u ba b ys i t fo r wo u ld ha ve t he i te ms yo u need i n a n

e me r ge nc y. B u t t ha t ma y no t be t he ca

se. I t's bes t to be

p re pa red a nd ha ve yo u r o w n k i t !

M ater ia ls Needed :

S te r i le ga uze pads (2 X 4 )

R o l ls o f med ica l ad hes i ve ta pe

Ad hes i ve ba nda ges

2 e las t ic ba nda ge

S ma l l sc isso rs a nd t weeze rs

C lea n was h c lo t h

V i n y l d is posa b le g lo ves

A n t ise p t ic w i pes

LESSON 3


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Babysitters DoDate Adu lt Init ials

Made a first aid kit.

Participated in a first aid and CPR training session.

Role played at least four emergency situations.

Babysitters ShareDiscuss emergency situations you have heard about or in which you have been involved.How did the people involved respond? Which responses were good? Which responsescould be improved?

Date Adu lt Init ials

Babysitters in ActionShare what you have learned about handling emergencies with

your parent/guardian, a school class, a parent you babysit for, oranother adult.

Date Adu lt Init ials

(Date and have an adult initial when complete)Worksheet Three

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Child Development

L e s s on 4

47


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Preschoolers (3 - 5 years old)

z They are in the why stage.z They have imaginary playmates.z They like to think they are in

charge.z They should not be left alone.z They may require comforting or

distraction when parent leaves.z They are very active and require

careful supervision.z They sleep less but need rest

periods.z They can dress and feed

themselves.z They speak in sentences.z They like to be praised.z They are more independent.z They often do not want to go

to bed.z They may have a bedtime ritual.z They are not completely

toilet trained.z They may have bad dreams or

fears and need to be comforteduntil they go back to sleep.

z They can make a game of tasksthat need to be done.

School -Age Children(6 to 11 years old)

z They are usually the mostchallenging.

z They are developing many interests.

z They enter a That's not fair!stage.

z They like to assume responsibility.z They enjoy activities such as

making popcorn, games, andcrafts.

z They like to talk about theirinterests.

z They may not want a babysitter.z They may be jealous of time and

attention given to youngerchildren.

z They need definite plans foramusement.

Infants/Babies (birth - one year old)

A s a ba b ys i t te r, yo u need to k no w w ha t to e x pec t

o f c h i ld re n a t va r io us a ges.

T he fo l lo w i n g l is t w i l l g i

ve yo u so me

g u ida nce; b u t i t is no t i nc l us i ve. C h i ld re n

va r y w ide l y i n t he i r a b i l i t ies. K

no w i n g ho w

to p la y w i t h t he m a nd w ha t to e

x pec t w i l l

he l p yo u k ee p t he m sa fe a nd ha p

p y.

Toddlers (1 - 3 years old)z They nap frequently.z They snack frequently.z They are into everything.z They say No! often.z They begin toilet training.z They want to do what they want to do!z They need constant supervision.z They may like cuddling.z They initiate play.z They like hide and seek and guessing games.z They may often seem to not be listening.z They begin to speak.z They will usually do what you want done without

a fuss.

Child Development

z Crying can mean hunger, soiled diaper,loneliness, etc.

z Neck muscles are weak; so you must handle a baby carefully, supporting his/her head.

z They can move; so never leave them alone ondressing table or counter.

z They cannot hold a bottle; so you must hold themwhile feeding.

z They need constant attention.z They need nurturing, nourishment, and play.z They put everything into their mouths.

LESSON


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Infa nts:Tune-in to child's needs so youcan make accurate guessesabout what the child needs torespond appropriately.(Caring, Responsibility)

.

One-Yea r Olds:z Use character language.

(All pillars)z Use the character colors

and refer to them duringplay. (All pillars)

z Offer choices wheneverpossible to allow them tomake decisions withoutdefying you. (All pillars)

z Remind children of therules and relate them tobeing a good citizen andbeing responsible forfollowing the rules.(Respect, Responsibility)

z Encourage positive

behavior. (Respect)z Encourage them to be kindto others and share-evenwhen it is hard. (Respect,Caring)

z Create character games.(All pillars)

z Encourage them to usesimple words of courtesy-please and thank you.(Respect)

z Sing simple songs.(All pillars)

Two-Year Oldsz Encourage them to be kind to others. (Respect, Caring)z Encourage them to talk to express their feelings rather

than hit or grab. (Respect)z Role model desired behaviors. (All pillars)z

Encourage them to express their feelings in appropriateways using appropriate language. (Respect, Caring)

z Help children think about ways to make good choices.z Role model desirable decision-making. (All pillars)

z Give children simple tasks and praise what he/she isable to do. (Respect)

z Praise and attention encourages good behavior.(All pillars)

z Always reassure children you care for them. (Caring)z Ask toddlers to tell you a story. (Responsibility)

School-agez Ask older youth to help you with tasks. (Trustworthiness,

Respect, Responsibility)z Give simple, short directions. (Respect)z Have ideas for a variety of different activities.

(Respect, Fairness, Caring)

Four-Yea r-Oldsz Give them simple tasks and praise what they are able to

do. (Respect)z Give praise and attention which encourages good

behavior. (All pillars)z Always reassure children you care for them.

(Respect, Caring)z Praise encourages children to perfect skills and try new tasks. (All pillars)

Sources: National Network for Child Care,www.nncc.org, Bright Futures Family TipSheet, Infancy; National Center forEducation in Maternal and Child Health;Volunteersthe foundation of youthdevelopment Internet course, University of Missouri 4-H Youth Development Programs.

LESSON

A s a ba bysittin g c lass pa r tici pan t yo u ma y be wo nde r i n g ho w yo u

ca n he l p c h i ld re n - es pec ia l l y s ma l l

c h i ld re n - lea r n a bo u t c ha rac te r. I n te re

s t i n g l y t he re a re

s pec i f ic t h i n gs t ha t ca n be do ne a t eac h de ve lo

p me n ta l

s ta ge.


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Knowing what toexpect is one thing; butknowing what to do whenmisbehavior occurs isanother key aspect of

babysitting. First, alwaysask the parents/ guardianswhat they want you to do incase of a discipline issue.Discipline and punishmentare not the same. Disciplineis a teaching experience. Itis a way to help childrenlearn self-control.Punishment involveshurting a child physically,emotionally or verbally andis always negative; disciplineis not. No matter what theparent/guardian tells you todo, it is never acceptable topunish children even if they

have given you permission.

Often the best thing to do iskeep the children busy sothey don't have theopportunity to get intomischief. If they do get intomischief, try to redirectthem. Give them somethingelse to do! Set a goodexample; you are a rolemodel! You need to speak and act as you want thechildren to speak and act.

DisciplineLESSON 4


Seven Principles of Disciplne1. Focus on the DOs instead of the DON'Ts. Tell children whatthey can do instead of what they can't do. Do not do for achild what the child can do for himself or herself.

2. Be sure you convey to the children that they are lovable andcapable. Children want attention and it's your job to give it tothem. Praise them when they have done something noteworthy.

3. Be kind and positive, affectionate and thoughtful. Be quietspoken and pleasant. If you get angry, let them know whatthey did that was not right; but remain calm. Focus on thebehavior not the child.

4. Offer children choices only when you are willing to abide

by their decisions. If you decide to give them options andalternatives, be realistic.

5. Change the environment instead of the children's behavior.Sometimes you need to move the children; go outside, move toa different room, or begin a new activity.

6. Work with children instead of against them. Consider thechildren's ages. Let them know what is expected. Ask what they like to do but be prepared with lots of your own ideas.

7. Give children safe limits they can understand. It is yourresponsibility to know the rules of the family for which youare babysitting. If you need extra help with a situation, call theparent/guardian or your own parent/guardian forsuggestions. Don't be afraid to ask for help!


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Examples of Common Behavioral Issues

Biting: Infants and toddlers do not bite to be mean or inflict harmon purpose. They usually bite due to teething or a lack of self-control where a kiss may turn into a bite. If an older child

bites, s/he does it for a reason such as anger, frustration ortrying to get attention. No matter who does the biting, you

need to show disapproval by telling the child in a calm voicethat biting hurts and is not allowed.

Bad la ng uage: Many pre-schoolers enjoy using toilet ordirty words. It is part of their growing up; just ignore it. If older

children use them, tell them you do not want them to use those words.They are not acceptable.

However, if the children use foul language that you find disturbing, ask your parent or another adult for advice. If you think they are picking it upin their home environment and don't feel comfortable talking with their

parent/guardian about it, then you may decide to not babysit for them in the future. If youthink they are not hearing such language in their home, then tell the parents/guardians sothey can investigate further.

LESSON

As a babysitter, you need to know about appropriate touching. Appropriatetouching is touching that creates positive emotional/social growth in the child and/orproperly affects the safety and well-being of the child. Examples of appropriate touching areholding a child's hand while crossing the street or cleaning a toddler's bottom while changinghis/her diaper. It also includes hugs, lap sitting, reassuring touches on the shoulders andnaptime back rubs (done over the clothing) for a stressed child. This touching can help a childfeel safe, reassured and protected. However, no physical contact should be against the wishesof the child unless safety is an issue such as holding him/her during a temper tantrum.Examples of inappropriate touching include slapping, hitting, prolonged tickling, pinching andforced-greeting kisses (hello, good-bye) and of course fondling. This touching can make thechild feel afraid, confused, unsafe and ashamed. They are never to be done.


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W h e n yo u ba b ys i t fo r a ba b y o r todd le r, i t is i m po r ta n t to c h

ec k t he d ia pe r re g u la r l y a nd to c ha n ge

i t as needed.

Diapering steps:1. Gather all necessary items such as clean diaper, wipes, baby powder, clean clothes, anddiaper rash ointment.

2. Put on disposable gloves.

3. Place a paper towel on the changing table or other flat surface and lay the baby on it. Fasten thebaby with the safety restraint if there is one. Stay with the baby at all times.

4. Remove the soiled diaper. If it has sticky tabs, unfasten them and stick them back on themselves sothey won't stick to the baby.

5. If the baby has a messy diaper, wipe his bottom with the corner of the diaper. Then clean with adamp washcloth or wipes. Make sure to clean all creases and genitals. Wipe girls from front to back.

6. Gently lift the baby's hips off the changing surface by holding the baby by the ankles with onefinger inserted between them.

7. Fold the soiled diaper in half under the baby keeping the clean side up. Set it aside.

8. Wipe your hands with a pre-moistened towelette or damp paper towel.

9. Raise the baby's hips off the changing table, slide the clean diaper under the baby's bottom. Pull thediaper between the legs and pin or tape into place. Make sure it is snug but not so tight it causespinching. Try not to bunch it between the baby's legs as this could cause chafing. If using pins, place

your hand between the diaper and the baby's skin to prevent accidentally sticking the child with thediaper pin. Pins should be inserted with the point towards the baby's feet.

10. Wash the baby's hands.

11. Remove the baby from the changing table and put him or her in a safe place. Then put the soileddiaper in the correct container. If the baby wears cloth diapers and the baby had a bowel movement,be sure to dump the bowel movement into the toilet and flush before putting the diaper in thecontainer.

12. Clean and disinfect the changing table and any supplies and equipment you used.

13. Remove your gloves and wash your hands thoroughly when you are done.

D i a p e r i n gToileting

older childrenYoung children who have recently been toilet trained still need help inusing the toilet. They may need helpin undressing, wiping, washinghands and dressing again. They might also want you to stay withthem when they are using the toilet.So, be prepared to help withtoileting needs!

LESSON 4


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Bathing infants a nd children: Itis generally not a good ideafor a babysitter to batheinfants. If a parent asks youto do so, explain to him/her

that you don't think it is a safething for you to do. You may,however, feel comfortablebathing older children.However, this is not something

you have to do. Your job as ababysitter is keep the childrensafe and happy. You shouldfeel comfortable telling parentsthat it is not something youwant to do due to the risk involved. If you decide youwant to bathe the children, thenask if you can come over atanother time when they are bathing thechildren so you can see how they dothings and where supplies are kept.

Once you do it on your own, be surethe water is not too hot or too deep andnever leave a chi ld unat tended in thetub!

Bed ti me for i nfa n ts a nd ch ildr e n :

I n fa n ts a re a l wa ys p u t to bed o n t he i r b

ac k s. Do no t g i ve

t he m a bo t t le i n t he i r c r i b a nd be s u re

t he re a re no i te ms i n

t he i r c r i bs s uc h as to ys. P u l l t he s ide o

f t he c r i b u p a nd loc k

i t i n p lace.

I t is i m po r ta n t to f i nd o u t f ro m pa re n t

s/ g ua rd ia ns a head o f

t i me w ha t t he bed t i me ro u t i ne is. Does

i t i nc l ude was h i n g-

u p? b r us h i n g tee t h? s to r y- te l l i n g? read

i n g a boo k ? p ra ye rs?

a s pec ia l b la n k e t o r s t u f fed a n i ma l? m u

s ic? n i g h t l i g h t? doo r

o pe n? So me yo u n ge r c h i ld re n ma y ha

ve a d i f f ic u l t t i me

fa l l i n g as lee p e ve n a f te r yo u ha ve t r ied

a l l t he ro u t i ne i te ms

T r y s ta y i n g w i t h t he m, r u b b i n g t he i r ba

c k s, ta l k i n g so f t l y.

T he y j us t ma y be fee l i n g a b i t u neas y

. I f t he y a re o lde r, t he

ma y no t be t i red. Le t t he m do q u ie t ac t i v i t ies i n t he i r b

ed.

I t is yo u r res po ns i b i l i t y to c hec k o n t he

c h i ld re n e ve r y 15 m i n u tes.

LESSON 4



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Family differencesFamilies are all different and each needs and deserves respect. It is important as ababysitter that you respect their culture, religion and the way they want you to care fortheir child/ren. Their beliefs might be different from yours, and you may have to talk about what you are comfortable with and what you can do as a babysitter.

Talking to the parent/guardian is a good way to find out many things about what the family values, has difficulty with, orwants you to know. This may be as simple as what kinds of foods are allowed or not allowed, or even what a child might betaught to say before eating. It might be more complicated, likesaying prayers that you might not know or might beuncomfortable saying with a child. Ask about restrictions orlimitations for television watching, computer use and playingvideo games. Find out if certain words are not used.

z A re t he re a n y food res t r ic t io ns fo r re l i g

io us o r c u l t u ra l reaso ns?

z Do yo u wa n t me to he l p yo u r c h i ld sa y

a n y t h i n g be fo re o r a f te r he o r s he has

a mea l?

z A re t he re te le v is io n s ho ws t ha t a re

o f fe ns i ve to yo u a nd yo u r fa m i l y t ha t y

o u do no t

w is h yo u r c h i ld re n to see?

z Ho w do yo u fee l a bo u t c h i ld re n us i n g s

la n g wo rds o r ta l k i n g bac k ?

z A re t he re ce r ta i n c lo t h i n g p rac t ices I s h

o u ld k no w a bo u t?

z A re t he re a n y res t r ic t io ns o r re l i g io us p

rac t ices t ha t yo u wo u ld l i k e me to k no w

a bo u t?

Notes

As k t he par e n ts/ gu ardia ns:

LESSON 4


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As a babysitter , it is important that you:z learn about the culture of the family and to share your own background as well. You can talk about where your family originally came from or what religion you practice. You can share how

your family feels about tidiness, clothing styles, and appearance. As the relationship grows, theparents/guardians may share what is or is not important for them and their child/ren.

z understand that some families might be very different from yours. For example, in your family swearing may not be allowed; yet you may come across a child who swears and says My parentslet me use those words. You might have to set your own limits if you are uncomfortable. Of course, you have to watch your own language and be careful what words you use. All of theseconsiderations are important when sharing the caring of children.

z keep in mind that some military families may be different from yours. Some may have adeployed family member; some not. Some may move frequently; some not. Some may have a lot

of memorabilia from the various places they have lived. It is important for you to show interestin these things, to ask questions, and to talk about experiences. In this way you will build a solidrelationship with the family.

Adapted from The Business of Babysitting , University of Illinois Extension. 2004.

LESSON 4


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When a parent/guardian is deployedz As a babysitter it is important to be aware of the family situation. Who isdeployed? Where? For how long? Ask if there are any issues you need to beaware of. It is very important that the family and any caregiver, includingbabysitters such as yourself, keep each other informed. Children are alwaysbetter off when everyone who interacts with them knows what's going on.

z Ask the parents/guardians in the home what they want you to do or talk about in relation to the deployment. Maybe the family is going to move to be closerto family or friends. Maybe the children will be going to live with someone else.Maybe their economic situation is changing. (If this is the case and they will belosing income, it is a perfect opportunity for you to do some volunteering - providethe care for free! Note it in your Promise Passport.)

z Talking about the deployment cycle will help the children understand what is going on around them. But be thoughtful in what you say and do. Stick to thebasics. If a troublesome issue arises and you feel it is beyond your ability to handle,tell the parent/guardian when s/he comes home. It is the adult's responsibility todiscuss it further and get help for the children if needed.

z Be sensitive to the issues and pressures the family is facing.

z The children may never have thought of themselves as military before, especially if they are National Guard or Reserve dependents. Now their parent/guardian is inthe deployment cycle and things are different. They are suddenly military. This transition may take time.

z Do not ask about painful subjects; this shows compassion. As it is, the children probably seemore than they need to in the media.

z Be on the lookout for any changes in the children. Were they happy and carefree last time yousat and this time they are quiet and withdrawn? Did they enjoy playing with you last time and

this time want to be by themselves? These are signs that something could be bothering them. Try to engage them; be creative! Be sure to inform parent/guardian when s/he returns home.

z If the children have nightmares or cannot sleep, encourage them to talk about what's troublingthem or to draw a picture of it. Comfort them as best you can. Stay with them. If they don't fallasleep, that's ok. The important thing is to keep them safe and feeling secure. Tell theparent/guardian when s/he returns home.

z Once the reunion date is known, the children may be nervous, yet excited. This is normal;expect a certain amount of uncertainty or tenseness.

DeploymentHere is some informat ion to keep in mind if you babysit for child renwhose pa rent/g ua rd ian is deployed:

LESSON 4


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Her e ar e some things you can do w ith the childr en to ke ep them connecte d with theirdeploye d par ent/guar dian:

Talk about the deployed parent/guardian.

Use a map or globe to show where the parent/guardian is deployed.

Look up the country in an atlas, encyclopedia or on the web.

Go to the library and take out a book on the country and bring it with you thenext time you babysit.

Figure out the distance from where they live to where their parent/guardianis. Make it a math game!

Start a scrapbook or memory book with whatever the children want toput in it.

Have the children draw pictures, write stories, make collages, etc.Ask the parent/guardian at home to send them to the deployedparent/guardian.

Make Welcome Home signs once the reunion date is known.

Borrow the book The Kissin g Hand by Audrey Penn, a story

about Chester who is temporarily separated from hisparent, from your MWR Library, Army Community Service or Child & Youth Services Lending Library.

Email omkadmin@operationmilitar ykids.org andask if it's possible to obtain a Hero Pack to give tothe children.

LESSON 4


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Food and Nutrition

L e s s on 5

59


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As babysitters your job isto keep the children safe andhappy. Irregardless of what thechildren say they want to eat, you

must follow the parents/ guardians' instructions. When itcomes to food, always:

z think safety first.

z ask parents/guardians if thechildren have any allergies andbe careful to avoid those foods.

z stay with the children when

they are eating to be sure they do not choke. Foods most likely to cause choking are round(like grapes), stick-shaped (likehot dogs), hard (like raw applepieces, nuts, hard candy andcarrots) and sticky (like peanutbutter). Any food can causechoking if children put toomuch in their mouths at once.Cutting food into tiny

pieces (ex. grapes in half andhot dogs into matchstick shapepieces) and hand-feedingtoddlers will help preventchoking as will requiringthe children to sit at thetable to eat.

z wash fruits and vegetablesprior to eating them.

z wash any cutting boards usedwith hot soapy water betweendifferent foods.

z wash your hands before andafter preparing food.

z have the children wash theirhands before and after eating.

Se ve ra l P i l la rs o f C ha rac te r s m a re

p rese n t w he n yo u t h i n k o f food

a nd

n u t r i t io n; b u t a k e y o ne is R es pe

c t: R es pec t fo r

yo u r bod y a nd fo r t he bod y o f t

he c h i ld fo r

w ho m yo u a re ca r i n g. P ro v id i n g n u t r i t io n

a l

foods a p p ro p r ia te fo r t he c h i ld 's a ge a nd t ha t a re

sa fe to ea t s ho ws res pec t fo r t he

bod y. T h is is

o ne mo re wa y o f t h i n k i n g a bo u

t ho w t he

P i l la r s o f C ha rac te r s m a p p l y to

so ma n y pa r ts

o f o u r l i ves !

Food and Nutrition

z

Babies from birth to six months are fed formula orbreast milk. Follow the parents' or guardians' directionsfor when to feed the baby a bottle and how much thebaby usually eats.

When the baby pulls away from the bottle then the baby is finished eating - do not try to force him or herto finish a bottle.

z Avoid heating a bottle of formula or breastmilk in the microwave because it can get very

hot and burn the baby.z Hold the baby while feeding him or herrather than propping the bottle and donot put the baby to bed with a bottle.

Newborn (0 to 6 months)

z Babies will begin to eat solid food atthis age and can be very messy!

z You may be asked to feed the baby infant cereal, mashed fruits orvegetables. Babies this age also likefinger food like cereals, crackers andtoast.

z Babies this age eat small amountsof food.

Infant (6 to 9 months)


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Toddlers (1 year to 3 years)z Children this age love toexplore and show theirindependence.

z Toddlers often want to eatthe same foods again and againor will refuse food with a loudNO!

z Find out from the parents or guardians what food(s) thechild likes and offer the child achoice from those foods.

z Your job is to make meal andsnack time relaxing andpleasant. If the children don'twant to eat or finish the food,that's ok. Encourage them toeat but don't f

babysitting student guide

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