TE_CYS-31_CYSitter_Instructor_Guide.pdf

I have what it takes to be YOUR Teen Babysitter

Instructor Guide

4-H/Army Child & Youth Services

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

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

CCoonntteenntt DDeevveellooppmmeenntt GGrreettcchheenn MMaayy,, MM.. EEdd.. University of Massachusetts Extension Educator, Communities, Families and Youth Program

CCoonntteenntt aanndd EEddiittoorriiaall RReevviieeww BBrraadddd AAnnddeerrssoonn, Youth Development Coordinator, 4-H/Army Youth Development Project, University of Missouri KKeerrrryy BBiicckkffoorrdd, University of Massachusetts Extension Educator, Barnstable County, Communities, Families and Youth Program VViirrggiinniiaa BBrroowwnn, School Age Services Program Manager, Child & Youth Services, Headquarters, Department of the Army NNaannccyy CCaammppbbeellll, Youth Education Support Services Program Manager, Child & Youth Services, Headquarters, Department of the Army BBeeaa CCuurrll, Child & Youth Services Program Specialist, Child & Youth Services, Headquarters, Department of the Army FFoorrtt DDrruumm YYoouutthh SSeerrvviicceess ssttaaffff, Ft. Drum, New York VViicckkii HHaammlliinn, Outreach Services Program Manager, Child & Youth Services, Headquarters, Department of the Army MMaassssaacchhuusseettttss 44-HH VVoolluunntteeeerrss:: Laurie Baker, Barbara Beausang, Kerry Dyka, Maureen Howard, Donna Miller, Tricia Perry and several youth members of their 4-H clubs SShhiirrlleeyy MMiieettlliicckkii, Ed. D., Asst. Professor, University of Massachusetts Extension RReenneeee PPooddoolleecc, Youth Service and Sports and Fitness Program Manager, Child & Youth Services, Installation Management Agency, Army Northeast Region WWeennddyy SSttiivveerrss, Ph.D., Extension Specialist for 4-H Youth Development, University of Kentucky LLiissaa SSuulllliivvaann-WWeerrnneerr, University of Massachusetts Extension Educator, Nutrition Education Program MMaarryy JJoo WWiilllliiaammss, Character Education Specialist, 4-H/Army Youth Development Project, University of Missouri

VViissuuaall LLaayyoouutt aanndd DDeessiiggnn AAnnggeellaa AAddrriiaann, 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 & Youth Services outreach efforts. The material is based upon work supported by the 4-H/Army Youth Development Project, a partnership of the U.S. Army Child & Youth Services and National 4-H Headquarters, Cooperative State Research Education and Extension Service, U.S. Department of Agriculture and Kansas State University, under special project number 2003-48558-01716.

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

4-HH/Army Child & Youth Services Instructor Babysitting Guide 3

IInnttrroodduuccttiioonn This 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 Student Guide, and an interactive CD Rom. The CD Rom can be used in a Youth Technology Lab, Mobile Technology Lab or home computer. It contains questionnaires, games and scenarios meant to support each chapter in the course and make the course fun. Other Program Support Materials include an information card and an Army Child & Youth Services Implementation memo. These materials are accessible on the Army Child & Youth Services professional website and through National 4-H. Each lesson follows the 4-H Experiential Learning Model which is explained in Appendix D on page 141 of the Instructor Guide

What is 4-HH?

4-H is a nation-wide youth development organization which offers support and educational opportunities to youth ages 6 through 18. It has a 100-year history of successfully meeting its mission. Babysitting is only one of its many programs. If you are interested in learning more about 4-H, visit:

www.4husa.org or ask your youth program staff.

What is Army Child & Youth Services?

Army Child & Youth Services provides child care and youth supervision to the Army's workforce. The Child & Youth Services system offers a variety of full day, part day, hourly and outreach options for eligible children and youth ages 4 weeks to 18 years. In 1997 Military Child Care was designated by President and Mrs. Clinton as the “model for the nation.”

Additional information can be found at www.armymwr.com.

Click on Family Child & Youth Services.

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

OObbjjeeccttiivveess The objectives of the program are to:

Familiarize the teens with the responsibilities of babysitting.

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

Teach the skills and techniques needed for teens to become competent babysitters.

Help teens develop the confidence needed to handle situations 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.

HHooww ttoo uussee tthhiiss GGuuiiddee::

The Instructor Guide is organized in chapters which include instructions on what to teach, and how to teach it, with accompanying activities and lesson plans. Each lesson includes the objectives of the lesson, the skills being taught and a list of supplies.

4 4-HH/Army Child & Youth Services Instructor Babysitting Guide

Babysitting Curriculum Instructors Guide Table of Contents

Introduction:

The 4-H/Army Child & Youth Services Babysitting Curriculum

Lesson 1: CCuurrrriiccuulluumm IInnttrroodduuccttiioonn Activity: Babysitter's Quiz Activity: Babysitter Questionnaire Activity: Babysitter's Magic Bag Activity: Joys of Babysitting Activity: Use Your Senses Activity: What I Need to Know to Be a Babysitter Activity: Parent Surveys

Lesson 2: SSaaffeettyy Activity: Guest Speaker Activity: Babysitter's Report Activity: Safety Posters Activity: Role Play Safety Situations

Lesson 3: FFiirrsstt AAiidd aanndd CCPPRR Activity: Guest Speaker Activity: Poison Look-Alike Test Activity: Boo Boo Bunnies Activity: First Aid Kit Activity: Emergency Card Game

Lesson 4: CChhiilldd DDeevveellooppmmeenntt Activity: Ages and Stages Puzzles Activity: Facing Physical Challenges

Activity: Remembering Being Little Activity: 7 Principles of Discipline Activity: Role Play Discipline Scenarios Activity: Mock Shaken Baby Syndrome Activity: Diapering

Lesson 5: NNuuttrriittiioonn Activity: Hand washing Activity: Food Choices for Children

Babysitting Curriculum Instructors Guide Table of Contents

Lesson 6: EEnntteerrttaaiinniinngg CChhiillddrreenn Activity: Child Entertainment Cards Activity: Reading Children's Books Activity: Fingerplay Activity: Musical Instruments Activity: Walking Outdoors Activity: Toy “Show and Tell”

Lesson 7: TThhee BBuussiinneessss ooff BBaabbyyssiittttiinngg Activity: Guest Speaker Activity: Babysitting Do's and Don'ts Activity: Promoting Yourself

Lesson 8: GGrraadduuaattiioonn Activity: Parent/Babysitter Role Play Activity: Safety Situations Role Play Activity: Babysitter's Magic Bags Presentation Activity: Babysitter's Quiz Activity: Operation:Child Care and Promise Passport Activity: Certificates and Wallet Cards Presentation

Appendix Appendix A: 4-H/Army Child & Youth Services Partnership Appendix B: Character Education Appendix C: Promoting Life Skills Appendix D: The Experiential Learning Model Appendix E: Working with Adolescents Appendix F: Resources Appendix G: References Appendix H: PowerPoint Masters Appendix I: Sample Lessons Plans Appendix J: Materials List

4-HH/Army Child & Youth Services Instructor Babysitting Guide 5

This 4-H/Army Child & Youth Services

Babysitting Curriculum is designed to teach young people how to be capable, caring, trustworthy, and responsible babysitters. This program is recommended for youth 13 years of age and older. Even after finishing the course though, teens must think carefully about actually babysitting. Is the teen mature enough? What are the ages of the children?

Have they had enough experience being around children?

Do they need to “practice” more while the parents are home?

Talking it over with their parent(s) is a good place to start and shows responsible decision-making.

This manual includes an introduction, course outline, background material, and additional resources.

The course itself is divided into many sessions which will give you a framework to set up your course.

Each session has several activities. It is not expected that you will do all of them with your group. A selection is provided so you can choose which work best for you and your group.

In total, we suggest a minimum of eight hours to conduct this course and an additional six to eight hours to cover CPR/First Aid. Feel free to go beyond this. Use a format that works best for your group, such as two hours a week for eight consecutive weeks, eight hours a day for two consecutive Saturdays, have a babysitting weekend lock-in, etc.

Work with your local CPR and first aid resources (Installation Fire Department, Community Health Nurse, Red Cross, Certified Child & Youth Services Trainers, etc.) and other community resource people to be guest speakers to address the specific topics indicated. They bring a wealth of information and experience to your group and most are happy to do this for local youth free of charge. You will need to plan well in advance to locate and contact these people.

As you work through the lessons, you will see that there are many possibilities to customize this program for your own group. Feel free to let the youth be involved in the planning. Perhaps, they know of a resource person or have a younger sibling who could come in for a “show and tell” session on child development! Giving them choices on how they can use what they are learning is a very important opportunity you can offer them.

The topics to be covered are indicated in the outline. It is up to you and your group to decide how much time to spend on each, but it is necessary to cover each topic to meet the course objectives.

Suggestions for learning activities are given for each topic. However, we realize that you will not have the time to do every suggested activity. Do what meets the needs of your group.

The 4-H/Army Child & Youth Services Babysitting Curriculum

6 4-HH/Army Child & Youth Services Instructor Babysitting Guide

4-HH/Army Child & Youth Services Instructor Babysitting Guide 7

Youth Development and You

Youth development has been defined as an ongoing process through which young people try to meet their needs and develop the skills and abilities they see as necessary to survive and move to adulthood. Positive youth development is good for both young people and their communities.

Youth development is not focused on a single attribute, skill, or characteristic, but rather the mastery of all the skills and abilities needed for a happy and productive adulthood. Positive youth development happens when you give the young people in your programs opportunities, choices, relationships, and the support necessary for them to fully participate. Youth development is the work of youth. Adults cannot do this work for them. But your role as a Child & Youth Services Youth Development Professional is to provide a safe, caring place for them to learn, to participate, to grow - to do this work.

As you plan for conducting your babysitting course, consider these aspects of a positive program: Is the location as inviting as possible? Configure the chairs and tables into a comfortably sized area. Hang posters and pictures on the walls of happy young children. Play children's music while the teens are arriving. Have all the supplies ready and place children's toys, books, etc. on the tables for them to play with. Ask staff to leave their “troubles at the door,” be warm and caring and try to comment on at least one positive thing per teen per session.

There is much talk in Child & Youth Services circles about “developmental appropriateness”, but what does it mean? By conducting a well-run course, you will be meeting the teens' “developmental needs.”

1. Young people need safety and structure: You hold the course in a safe location and the format and requirements are clearly stated.

2. Young people need a sense of belonging and membership: The course is several sessions long and you give Certificates of Completion at the end.

3. Young people need closeness and several good relationships: You are warm and caring and teens work on tasks in small groups.

4. Young people need experience with gaining competence and mastering skills: You set up many activities which the teens do and they discuss results.

5. Young people need to practice independence and control over some part of their lives: You offer choices to the teens throughout the course and they make posters, prepare individual “Babysitter Magic Bags” and do several activities on their own.

6. Young people need to be self-aware and have the ability and opportunities to act on that understanding: You include self-assessments, discussions on how they will use what they learn in the future, and practice of what they need to know in order to babysit.

7. Young people need a sense of self-worth and the ability and opportunities to contribute:

You encourage teens to take on leadership roles in many of the activities and to get involved in “Operation: Child Care”.

You gain community and Command support for your program by talking with parents, communicating up the chain of command and advertising your program. Inviting community members and key military personnel to the graduation event is another great idea! At that event, you can explain how much the young people in the program have learned, what wonderful assets they are to the community and how proud you are of them!

As you work through the lessons with youth in your group, you will find that they learn the basic information on how to be a competent, responsible, caring babysitter. They will also develop “life skills” such as caring, managing resources, decision-making and communication.

(See “Promoting Life Skills” in the Appendix C on page 139.) Each activity notes at least one life skill and uses the “experiential learning model” (See “The Experiential Learning Model in the Appendix D on page 141.) or “hands-on learning” to reinforce it. However, based on the discussions your teens have, you may find they are learning other skills. That is great! The more skills they use and practice, the better. Your goal as Child & Youth Services staff is to provide opportunities for the young people in your program to learn, to grow and to move successfully into adulthood. By encouraging them to “do”, “share”, “process”, “generalize” and “apply” the life skills learned in each lesson, you are doing just that!

Also, throughout the course you will find sections called “Character Connections”. These sections explain how the Six Pillars of Charactersm, trustworthiness, respect, responsibility, fairness, caring, and citizenship relate to babysitting. (See “Promoting Good Character” in the Appendix B on page 135.)

Life Skills, Character Education and You

We hope you enjoy the course.

Welcome!

8 4-HH/Army Child & Youth Services Instructor Babysitting Guide

Welcome to the 4-H/Army Child & Youth Services

Babysitting Course!

Lesson 1

10 4-HH/Army Child & Youth Services Instructor Babysitting Guide

4-HH/Army Child & Youth Services Instructor Babysitting Guide 11

What to Do. . .

What to Say . . .

During the first meeting discuss the course outline, expectations and operations, and conduct activities to get to know one another. Tell the teens they will be learning about what it takes to be a responsible, caring, trustworthy, capable, and safe babysitter. They will learn about safety, first aid, food, entertainment, child development and the business aspects of babysitting. Give the dates and times of each session. Tell them there will be a recognition event at the end of the course for all those who meet the requirements to which their relatives, friends, etc are invited.

List the requirements:

- Attendance at all sessions,

- Full participation in the activities,

- Making a “babysitter's magic bag”,

- Passing First Aid and CPR,

- Completing all the worksheet activities,

- Following the rules at the site.

EExxppllaaiinn tthhee ““BBaabbyyssiitttteerr''ss BBooaarrdd””..

GGiivvee tthheemm eeaacchh ooff ccooppyy ooff tthhee PPaarreenntt//GGuuaarrddiiaann lleetttteerr..

Materials needed:

Objective:

To orient teens to the course outline, operation and expectations.

LESSON 1: Babysitting Curriculum Introduction

Babysitting manuals for each teen Parent/guardian letter for each teen Markers Yarn or roll of toilet paper Scissors Paper Pens or pencils Bag “Babysitter Board” - This is a flipchart or whiteboard on which the teens and you write items to learn more about as you work through the sessions. Tell them that they may add items, comments, etc. at any time. At the end of each session, make a list of the items, spend a few moments discussing them, brainstorm how they can get information on them and ask for volunteers to look into them. Set a timeframe for reporting back.

At the beginning of each session, ask if there are any reports. Once the information is shared, cross the item off the list. Be sure to keep a record of it. At the same time, keep notes for yourself on how things went.

Be sure to include comments on how the teens responded. Both these ideas will help you adapt the course in the future.

12 4-HH/Army Child & Youth Services Instructor Babysitting Guide

Date

Dear Parent/Guardian, Your teen has begun the 4-H/Army Child & Youth Services babysitting course. During the next several weeks your teen will learn what it takes to be a responsible, trustworthy, caring, respectful, safe babysitter. The trained Child & Youth Services staff and volunteers who conduct the course will cover topics such as safety, first aid, child development, discipline, nutrition, entertainment, and handling emergencies. Your teen may come home with questions, comments and we hope, enthusiasm for what they are learning!

They may even ask you to help them complete some activities.

The final session is a “Celebration of Completion” and we hope you can attend. The teens will perform role plays about babysitting situations and demonstrate what they have learned. Each teen meeting the course requirements will receive a “Certificate of Completion” and a wallet card.

Refreshments will be served. It promises to be a special time for all!

If you have any questions or concerns, feel free to contact me at

Sincerely, (name, title and contact information of the local staff person providing instruction)

Complete on local installation letterhead, adding schedule and contact information.

LESSON 1

4-HH/Army Child & Youth Services Instructor Babysitting Guide 13

Notes

Integrity DDoo

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

Live by your principles no matter what others say.

Have the courage to do what is right and to try new things even when it is hard or costly.

Build and guard your reputation.

Honesty DDoo Tell the truth and nothing but the truth.

Be sincere.

Be forthright and candid.

Reliability DDoo Keep your promises.

Honor your word and commitments.

Be dependable.

Do what you are supposed to do.

Return what you borrow.

Pay your debts and be on time.

Loyalty DDoo Stand by and protect your family, friends, school and country.

Be a good friend.

Look out for those who care about you.

Keep secrets of those who trust you.

Trustworthiness Respect Golden Rule

DDoo Treat others the way you want to be treated.

Respect the dignity, privacy and freedom of all individuals.

Value and honor all people, no matter what they can do for you or to you.

Respect others' property - take good care of property you are allowed to use and don't take or use property without permission.

Respect the autonomy of others - tell them what they should know to make good choices about their own lives.

Tolerance and Acceptance DDoo Judge others on their character, abilities, and conduct without regard to race, religion, gender, where they live, how they dress, or the amount of money they have.

Be tolerant, respectful, and accepting of those who are different from you.

Listen to others and try to understand their points of view.

Nonviolence DDoo Resolve disagreements, respond to insults, and deal with anger peacefully and without violence.

Courtesy DDoo Use good manners.

Be courteous, polite and civil to everyone.

Duty DDoo Know and do your duty.

Acknowledge and meet your legal and moral obligations.

Accountability DDoo Accept responsibility for the consequences for your choices, not only for what you do but what you don't do.

Think about consequences on yourself and others before you act.

Think long-term.

Do what you can do to make things better.

Set a good example.

Pursue Excellence DDoo Give your best effort.

Persevere.

Don't quit.

Be prepared.

Be diligent.

Work hard.

Make all you do worthy of pride.

Self-CControl DDoo Take charge of your own life.

Set realistic goals.

Keep a positive outlook.

Be prudent and self-disciplined with your health, emotions, time and money.

Be rational - act out of reason, not anger, revenge or fear.

Know the difference between what you have a right to do and what is right to do.

Be self-reliant - manage your life so you are not dependent on others.

Pay your own way whenever you can.

Responsibility

Character Connection:

Many of the skills the teens will learn in this course - being responsible, caring, trustworthy and capable - are traits of a “Person of Character”. As you work through the lessons, talk with the teens about what makes such a person.

Ask them questions like, “How do you show respect?” “Responsibility?” “Caring?” Remind them that little eyes are watching them. There will be young children who think that everything their babysitter does is special. It is important for them to keep this in mind and remember that what they say and do could be repeated by the children they babysit.

14 4-HH/Army Child & Youth Services Instructor Babysitting Guide

4-HH/Army Child & Youth Services Instructor Babysitting Guide 15

As you move through the curriculum encourage the teens to see how many ways they can think of to reinforce good character. (Ex., Saying “please” and “thank you”, talking about how a character in a book behaves, cleaning up after themselves, or sharing toys.)

JJuussttiiccee Do Be fair and just.

Treat people equally.

Make decisions without favoritism or prejudice.

In imposing punishment, be sure the consequences for wrongdoing are consistent, certain, and proportional (not too harsh or lenient).

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

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

Concern for Others DDoo Be compassionate and empathetic.

Be kind, loving and considerate.

Be thankful and express gratitude for what people do for you.

Forgive others for their shortcomings.

Charity DDoo Be charitable and altruistic - give money, time, support, and comfort without strings for the sake of making someone else's life better, not for praise or gratitude.

Help people in need.

Do Your Share DDoo Be a good citizen and a good neighbor.

Care about and pursue the common good.

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

Protect the environment by conserving resources, reducing pollution, and cleaning up after yourself.

Participate in making things better by voicing your opinion, voting, serving on committees, reporting wrongdoing and paying taxes.

Respect Authority and the Law

DDoo Play by the rules.

Obey parents, teachers, coaches and others who have been given authority.

Observe just laws.

Honor and respect principles of democracy.

Fairness Caring Citizenship

CHARACTER COUNTS!SM and The Six Pillars of CharacterSM are service marks of the CHARACTER COUNTS!SM Coalition, a project of the Josephson Institute of Ethics. www.charactercounts.org

16 4-HH/Army Child & Youth Services Instructor Babysitting Guide

It is a good idea to use some time during the first meeting for the group to get to know one another. This helps teens feel like they belong and helps them feel comfortable sharing information during the sessions. You can do this by doing one or more of the following icebreakers. Then you are ready to begin the content lesson for the day!

Spinning a Yarn

Pass around a ball of yarn and ask teens to cut off a piece at least one yard long.

After they have done this, ask them to sit in a circle. Taking turns, have each teen introduce him/herself to the group and talk about themselves, including information such as other installations they have lived at, after-school activities, hobbies, etc. While doing this, the teen wraps the yarn around his/her index finger. When the yarn is all wound, the teen's turn is up. A variation of this game is to have them use toilet tissue (have them tear some off the roll ahead of time). As they tear off one sheet, they give one fact about themselves. After using all of the sheets, their turn is up.

Play a Name Game

Have all teens sit in a circle. Choose a theme, such as foods.

The first person says his or her own name, then the name of a food that begins with the same letter, “My name is Alice and if I could be a food, I would be an apple.” The second person does likewise and then repeats what person number one said. Continue around the circle until the last person has had a turn and repeated what everyone in the circle said. A variation is to use a child-related theme, such as toys. “My name is Bob and if I could be a toy, I would be a block.”

Sharing My Childhood

Ask each teen to remember when he/she was a young child (you may want to give an age). Have them share with the group a favorite childhood item - it could be a favorite food, toy, or TV show.

Favorite Babysitting Memories

Have each teen tell about his or her favorite childhood babysitter or Child & Youth Services caregiver and explain why that person was the favorite.

About Me!

Have each teen write something about him/herself on a slip of paper, such as an activity he or she likes to do or a personal characteristic. This should not be a physical characteristic! Put the papers in a bag and have someone draw out a slip of paper and try to guess who is described. Continue until all the slips have been drawn.

4-HH/Army Child & Youth Services Instructor Babysitting Guide 17

Babysitters Do What are three of your favorite memories from early childhood?

1.

2.

3.

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

DDaattee AAdduulltt IInniittiiaallss Share with the group or a friend why these were your favorite memories.

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

Share what characteristics you think a babysitter needs.

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

DDaattee AAdduulltt IInniittiiaallss Role play a situation in which you are the babysitter and a friend is the parent. You have just arrived and are discussing expectations and household rules and procedures.

Throughout the manual you will find worksheets to be completed. These are to help you keep track of what you are learning and document activities you do outside of the babysitting course..

Worksheet One Example of Student Babysitting Guide Worksheet One LESSON 1

What to Say . . .

Distribute the quiz and pens or pencils. Explain that this is not a test; you are not grading these. You are just trying to get a feel for what they already know about babysitting.

Have them write their names and date on the quiz. After they complete them, collect them.

Talk with them about the quiz and the answers. Correct any misinformation. If you have a large group and enough adults, you may want to divide the participants into smaller groups for this discussion.

This way, the adult can be sure correct information is shared.

Activity:

Give the “Babysitter's Quiz”

Life Skill Addressed:

Assessing marketable skills

Materials needed:

Copies of “Babysitter's Quiz”, pens, pencils

Objective:

To learn how much the teens already know about babysitting.

There are two ways you can do this. One is to give the “Babysitter's Quiz” before and after the course.

The second is to use the “Babysitter Questionnaire.”

In either case, by reading their answers, you will know where you need to focus the rest of the lessons.

If neither of the activities appeals to you, create your own! Meeting the objective is what's important.

Once you have collected the quizzes, ask if anyone from the group is interested in working with you to design the rest of the sessions. This is a great way for them to take ownership and feel responsible. Then schedule a convenient time and place to plan the remaining lessons.

Future Actions

Keep the Quiz and review them after the session is over. Use them to make any changes to your course.

At the last meeting of the course, give the teens a new copy of the Babysitter's

Quiz. Use a different color of paper, if possible, so you can compare before and after more easily. Have them fill in their names and date.

Once done, collect the quizzes.

18 4-HH/Army Child & Youth Services Instructor Babysitting Guide

4-HH/Army Child & Youth Services Instructor Babysitting Guide 19

NNaammee::

DDaattee::

11.. WWhhaatt iiss tthhee mmaaiinn rreessppoonnssiibbiilliittyy ooff aa bbaabbyyssiitttteerr??

22.. LLiisstt 33 tthhiinnggss yyoouu sshhoouulldd kknnooww bbeeffoorree tthhee ppaarreennttss lleeaavvee..

(There are a lot of answers.)

1)

2)

3)

33.. NNaammee 22 tthhiinnggss aa ggoooodd bbaabbyyssiitttteerr sshhoouulldd nnoott ddoo wwhhiillee bbaabbyyssiittttiinngg..

1)

2)

44.. TThhee cchhiilldd yyoouu aarree bbaabbyyssiittttiinngg hhaass jjuusstt sswwaalllloowweedd aann uunnkknnoowwnn nnuummbbeerr ooff vviittaammiinn ppiillllss.. WWhhaatt sshhoouulldd yyoouu ddoo??

55.. AA 66-mmoonntthh-oolldd bbaabbyy yyoouu aarree ttaakkiinngg ccaarree ooff iiss ccrryyiinngg..

WWhhaatt mmiigghhtt bbee tthhee mmaatttteerr??

66.. TThhee cchhiillddrreenn hhaavvee jjuusstt ggoonnee ttoo bbeedd aanndd yyoouu hheeaarr aa kknnoocckk aatt tthhee ddoooorr;;

wwhhaatt sshhoouulldd yyoouu ddoo??

77.. YYoouu sshhoouulldd ffeeeedd cchhiillddrreenn ooff aannyy aaggee wwhhaatteevveerr tthheeyy aasskk ffoorr ttoo kkeeeepp tthheemm hhaappppyy..

Circle 1: True False

88.. TThhee pprriimmaarryy rreessppoonnssiibbiilliittyy ooff tthhee bbaabbyyssiitttteerr iiss ttoo eenntteerrttaaiinn tthhee cchhiillddrreenn..

Circle 1: True False

99.. AAllll ttooyyss aarree ddeessiiggnneedd ssoo tthhaatt tthheeyy ccaann bbee uusseedd bbyy aallll aaggeess..

Circle 1: True False

1100.. IInn ccaassee ooff eemmeerrggeennccyy,, nnaammee 22 ppllaacceess oorr ppeeooppllee wwhhoo ccaann hheellpp yyoouu..

1)

2)

Babysitter’s Quiz LESSON 1Do not write on this page, make copies.

20 4-HH/Army Child & Youth Services Instructor Babysitting Guide

1. What is the main responsibility of a babysitter?

SSaaffeettyy ooff tthhee cchhiillddrreenn

2. List 3 things you should know before the parents leave. (There are a lot of answers.)

- PPhhoonnee nnuummbbeerr wwhheerree ppaarreenntt mmaayy bbee rreeaacchheedd..

- NNaammee aanndd pphhoonnee nnuummbbeerr ooff aa hheellppffuull nneeiigghhbboorr..

- AAnnyy aalllleerrggiieess,, eessppeecciiaallllyy ttoo ffoooodd,, ooff tthhee cchhiillddrreenn..

**TThheerree aarree mmaannyy ootthheerr ccoorrrreecctt aannsswweerrss..

3. Name 2 things a good babysitter should not do while babysitting.

- TTaallkk ttoo ffrriieennddss oonn tthhee pphhoonnee..

- WWaattcchh tthheeiirr ffaavvoorriittee TTVV sshhoowwss wwhhiillee cchhiillddrreenn aarree aawwaakkee..

**TThheerree aarree mmaannyy ootthheerr ccoorrrreecctt aannsswweerrss..

4. The child you are babysitting has just swallowed an unknown number of vitamin tablets.

What should you do?

CCaallll 991111 oorr ppooiissoonn ccoonnttrrooll iimmmmeeddiiaatteellyy..

CCaallll tthhee aapppprroopprriiaattee oovveerrsseeaass eemmeerrggeennccyy nnuummbbeerr..

5. A 6-month-old baby you are taking care of is crying. What might be the matter?

BBaabbyy mmaayy bbee hhuunnggrryy,, ttiirreedd oorr lloonneellyy oorr hhaavvee aa ssooiilleedd ddiiaappeerr..

6. The children have just gone to bed and you hear a knock at the door; what should you do?

DDoo nnoott ooppeenn tthhee ddoooorr:: ddoo nnoott aannsswweerr tthhee ddoooorr.. IIff yyoouu cchhoooossee ttoo aannsswweerr,, ssppeeaakk tthhrroouugghh tthhee ddoooorr..

DDoo nnoott iinnddiiccaattee tthhaatt yyoouu aarree tthhee bbaabbyyssiitttteerr oorr tthhaatt tthhee ppaarreennttss aarree nnoott hhoommee..

7. You should feed children of any age whatever they ask for to keep them happy.

Circle 1: True FFaallssee

8. The primary responsibility of the babysitter is to entertain the children.

Circle 1: True FFaallssee

9. All toys are designed so that they can be used by all ages.

Circle 1: True FFaallssee

10. In case of emergency, name 2 places or people who can help you.

11)) YYoouurr oowwnn ppaarreennttss 33)) FFiirree DDeeppaarrttmmeenntt 22)) PPoolliiccee DDeeppaarrttmmeenntt 44)) PPooiissoonn CCoonnttrrooll

**TThheerree aarree ootthheerr ccoorrrreecctt aannsswweerrss..

Babysitter’s Quiz Answer Key

Do not write on this page, make copies.

4-HH/Army Child & Youth Services Instructor Babysitting Guide 21

Am I the

Right Person to be a Babysitter?

What to Do. . .

What to Say . . .

Distribute the Babysitter Questionnaire” and pens or pencils. Explain to them that you will not be collecting these.

They are to help them see if babysitting is right for them. Not all people are cut out to be caregivers.

People have a wide variety of skills and abilities and they should do what is good for them. Have teens complete the form.

Talk with them about why the items in the questions are important. Why is it important to like to read? Why is it important to know, or be willing to learn, first aid? Why is it important not to gossip about the families you babysit for? Etc.

Activity:

Conduct the “Babysitter Questionnaire”

Life Skill Addressed:

Assessing marketable skills Understanding self

Materials needed:

Copies of “Babysitter Questionnaire”, pens or pencils

22 4-HH/Army Child & Youth Services Instructor Babysitting Guide

4-HH/Army Child & Youth Services Instructor Babysitting Guide 23

TTRRUUEE FFAALLSSEE

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 understanding in arguments.

5. People tell me I am good with children.

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

7. I like to read aloud.

8. I know some first aid and am willing to 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 are different and I can be flexible.

13. I know it is important to write down all instructions form parents.

14. I know I should not gossip about the family I babysit for.

BBaabbyyssiitttteerr QQuueessttiioonnnnaaiirree

Am I the Right Person to be a Babysitter?

LESSON 1Do not write on this page, make copies.

24 4-HH/Army Child & Youth Services Instructor Babysitting Guide

Tell the teens that, as babysitters, their main job is to keep the children safe and happy. This means watching them closely and playing with them. Bringing a “magic bag” full of things with them to the babysitting job makes this easier for the babysitter and exciting for the children. The bag can be a pillow case, a shoe box, an old backpack, whatever is available. It should contain a collection of inexpensive, safe, "developmentally appropriate" (what's good for a six-year old is not necessarily good for a two-year old) items (see "Entertainment Cards" in Lesson Six) in good condition found at home or purchased at a tag sale or thrift shop.

What to Do. . .

Distribute paper and markers. Have teens draw a bag on the paper and label it "Magic Bag."

Tell them to think back to what interested them when they were younger. If they need some help, have them think about what they see younger children playing with or how they play (dress up, pretend, etc.). Tell them to list these ideas, items, etc. "in" their bags and to be sure to include things they think they would need to keep children safe. They can draw the items if they want. Next have them add their names and date. Collect them. (During a later session on Magic Bags, return them to their owners and have them go through the same process on the other side of the paper. Compare. Talk about what they listed and why. Ask them: "What items did you include in the bag?" "Why?" "Was putting your bag together useful?" "Do you have something like this for school? for trips?" "Do you see this bag idea as something you could use in your life in the future?")

Babysitter’s

Magic Bag Activity:

Introduce the “Babysitter's Magic Bag”

Life Skill Addressed:

Planning/organizing

Materials needed:

Paper, Pens, Pencils, Markers

Option #1

Have the teens work at home filling a real bag with items throughout the course. Have them bring it in on the last day and explain what and why they included the items they did.

Option #2

Have the teens fill a brown paper grocery bag with items cut from store flyers and advertisements or items written on notecards on the last day of the course. They would then discuss their contents as to what and why they were included.

IInn aallll ccaasseess,, ggiivvee tthheemm tthhee cchhaannccee ttoo aadddd ttoo oorr ttaakkee aawwaayy ffrroomm tthheeiirr ""bbaaggss"" wwiitthh iiddeeaass ppiicckkeedd uupp ffrroomm tthhee ootthheerr yyoouutthh.. LLeeaarrnniinngg ffrroomm oonnee aannootthheerr iiss aa ppoossiittiivvee wwaayy ttoo ggrrooww!!

4-HH/Army Child & Youth Services Instructor Babysitting Guide 25

Colorful adhesive bandages or Boo Boo Bunny to soothe an upset child

Flashlight for emergency lighting or shadow wall games

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

Story books, music, board games for quiet play

Deck of cards for simple games

Rubber or plastic ball for stimulating activity

Notebook to record information

Pencil, pen, washable, non-ttoxic markers

Puppets

Colored paper, non-ttoxic crayons, tape

Disposable gloves

Stickers - assorted stickers for the children to use in their art projects

Stickers - "reward" stickers that read "Great job," "Thanks," "You're terrific," etc. to be used as surprise "rewards" for positive behavior

Stuffed animals

Miniature vehicles

It is best not to include food items.

Possible items are:

X

Babysitter’s

Magic Bag Babysitter’s

Magic Bag

26 4-HH/Army Child & Youth Services Instructor Babysitting Guide

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

Babysitter’s

Magic Bag Babysitter’s

Magic BagNNaammee::

DDaattee::

Teddy Bear

3 and up Comfort Play

Has buttons eyes that could come off be swallowed.

Yes Yes Yes

Example of Student Babysitting Guide Babysitter’s Magic Bag Comment Sheet. LESSON 1

4-HH/Army Child & Youth Services Instructor Babysitting Guide 27

What to Say . . .

Ask for a volunteer notetaker and give her/him the pencil and paper. Have everyone sit in a circle. Tell them they are going to develop a list of the "Joys of Babysitting". Each person takes a turn saying one thing about babysitting that is positive, good, or fun. Have an item such as a baby bottle, a rattle, a child's toy, box of bandages, etc. to pass around. Only the person holding the item can speak. Once everyone has had a turn, anyone can add to the list. Then ask for volunteers to make posters out of the list of joys. (This can be done at home.) Once the posters are finished, display them around the room.

Possible "Joys" are:

You get to spend time with very special little children.

You become a very important person in their lives. They look up to you and think you are cool.

Children are funny and imaginative and can make you laugh.

Many children are very loving when they are small. When they give a hug, it is a great feeling.

It's a great chance to play games and play with toys that you might think you were too old for otherwise.

Children will make you think about things in a new way.

Watching them sleep is really neat.

You can help them learn lots of useful things, such as tying their shoes and how to enjoy books.

When you help them solve a problem, it feels good.

It is great preparation for when you become a parent.

"Joys of Babysitting"

(This activity is adapted from "The Sitter", revised by Myrna DuBois in 2002 for Univ of Nebraska Cooperative Extension.)

Activity:

To brainstorm the "Joys of Babysitting"

Life Skill Addressed:

Self-motivation

Materials needed:

Paper, pens, pencils, poster bard, markers

28 4-HH/Army Child & Youth Services Instructor Babysitting Guide

Using Your Five Senses What to Say . . .

This activity is designed to help teens "get in tune with their senses".

This is important because the main responsibility as a babysitter is to keep the children safe. Being aware of what's going on around them is key and their five senses help them do this.

Ask the teens to list their five senses - seeing, hearing, smelling, tasting and touching. Tell them they will go through five activities and then you will talk about what happened. Once done, use these questions to get them sharing. What did you do? What happened? What was the most important thing that happened? What did you learn? How can you use this information in the future?

What to Do. . .

Check ahead of time for food or substance allergies and any disabilities that the teens may have. You need to take those into account when planning the activities.

SSeeeeiinngg:: Prior to the meeting, hide the 50 - 100 small items around the room. Write the number down. Give the teens three minutes to find as many as they can. Allow them a few minutes to discuss how they did.

What did they miss? Did they realize they had to really focus to find them? After the discussion, if they haven't found them all, let them continue searching. It is important to not leave any behind.

HHeeaarriinngg:: Have the teens sit quietly in comfortable positions, no talking or whispering. Have them listen for any sounds for three minutes.

After the three minutes, have them write down everything they heard.

Share results with the group.

SSmmeelllliinngg:: Ahead of time prepare several items with delicate to strong odors. Cinnamon, lavender, flowers such as roses, vinegar soaked cloth, lemon slices, orange rind, apple, onion slices, etc. Have teens pair off and wear vinyl gloves if they want. One person closes his/her eyes and tries to guess what the item is as the other person passes it under his/her nose. Then the other person goes through the process. They can keep track if they want.

TTaassttiinngg:: Ahead of time, cut several food items of varying flavors and textures into bite size pieces. Use the same partner system with one member at a time with his/her eyes closed. Have them tell each other what foods they are eating. Be sure there are no foods anyone may be allergic to.

TToouucchhiinngg:: Prior to the meeting gather items into a large brown bag or box with a hole cut in top. Items should be things that will test the sense of touch such as cotton balls, wet cooked spaghetti noodles, smooth rock, silky fabric, piece of fur, stiff brush, sandpaper, wooden block, etc. Have teens feel around the container and write down the items they can identify.

Activity:

Show how people use their five senses.

Life Skill Addressed:

Understanding self and Teamwork

Materials needed:

50 - 100 small items like marbles, peanuts in shells

Six to eight items with delicate to strong odors such as onion, lemon, lavender, rose

Six to eight food items with varying flavors and textures such as ice cubes, bread crumbs

Six to eight items of varying textures and surfaces such as a piece of smooth fabric, a piece of fur, sandpaper, wooden block, elbow macaroni, etc. in an opaque bag or box

4-HH/Army Child & Youth Services Instructor Babysitting Guide 29

Activity: Materials needed:

Brainstorm "What I Need to large paper, flip chart size if available, markers Know to Be a Babysitter"

Life Skill Addressed:

Teamwork, Communication, Keeping records, Personal safety, Critical thinking, Caring, Contributions to the group effort

What to Say . . . What to Do

Divide the group into teams of three to five. Give teams ten minutes to brainstorm and list on the paper everything they think they need to know to be a babysitter. Have teams share what they did by reporting out to the entire group. If you are conducting this course outside the United States, you may want to bring in a parent and a babysitter as guest speakers to talk about how babysitting is done in that country. Perhaps there are cultural differences in how things are done or said, language differences that the teens need to be aware of. This may require some research ahead of time on your part, but will be very valuable to the teens.

AAss tthheeyy bbrraaiinnssttoorrmm iitteemmss,, bbee ssuurree tthhee ffoolllloowwiinngg aarree iinncclluuddeedd::

EElliimmiinnaattee dduupplliiccaattiioonnss. Ask if they have learned anything new. Ask them how they could use this information in the future. A good follow-up is to ask for a volunteer from the group who has computer skills and would be willing to make a final list so each person can have a complete list.

Make enough copies for each teen. If computer access is an issue, make paper copies of the list and give several to each participant. Tell them to complete one for each family they babysit for and to keep them in their Magic Bags.

Family name, street address, home and cell phone numbers, Children's names and ages, Who referred you to them, Where parent/guardian is going and how s/he can be reached, Expected time of return, Emergency information -

Doctor's name and phone number; names and phone numbers of close friends, relatives or neighbors who can authorize emergency care, Phone numbers for installation's emergency staff:

military police, fire, medical, (Poison Control and Prevention telephone number is 1-800- 222-1222.)

Home safety - door & window locks, extra key, fusebox or circuit breaker panel location, flashlight, outside lights, plunger, mop and cleaning products, Pets, Child/ren issues - allergies, fears, calming methods, Allowable foods, food allergies, food preferences, What to do if a child has an allergic reaction to something, Administering Medicaton -

This is a parent/guardian's responsibilty, not the babysitter's.

If asked to do so, youth should say "no", Routines - meal times, foods allowed, nap or bedtimes, outdoor play, tv/vcr/videogame /computer programs allowed, discipline methods, Areas off limits to child/ren, Special instructions, in writing, Items allowed/not allowed for babysitter - inviting over friends, tv/radio use, kitchen appliance use, telephone use, leaving the home with the child/ren, sleeping, computer use, If allowed to answer the phone, where and how to list any messages, If allowed to answer the door, how should it be done, Where to put dirty clothing, Notes after babysitting job is done, Transportation to and from the babysitting job.

"What I Need to Know to Be a Babysitter"

30 4-HH/Army Child & Youth Services Instructor Babysitting Guide

NNaammeess aanndd aaggeess ooff cchhiillddrreenn::

PPllaayyttiimmee iinnffoorrmmaattiioonn ((ttvv,, ccoommppuutteerr lliimmiittss,, ppllaayymmaatteess,, aarreeaass oouuttddoooorrss,, iinnddoooorrss))::

BBeeddttiimmee iinnffoorrmmaattiioonn((ttiimmee,, rriittuuaallss,, ssppeecciiaall ttooyy oorr bbllaannkkeett))::

DDiisscciipplliinnee ((hhoouussee rruulleess,, bbeehhaavviioorr aanndd ddiisscciipplliinnaarryy aaccttiioonn))::

HHeeaalltthh iinnffoorrmmaattiioonn ((ffoooodd,, mmeeddiicciinnee,, aalllleerrggiieess))

Parent/Guardian Name:

Street Address:

Home Telephone:

Cellular Telephone:

Information to get from parent/guardian:

Neighbor's name:

Neighbor's telephone :

Relative's name and telephone:

Family doctor's name and telephone:

Local fire dept. 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

Important Information

Household Information

As a babysitter, you are the “go to” person in every emergency. In this job, you need to have important information ready in a moment's notice.

Knowing what information to have, and where to find it quickly, can be the difference that saves lives! Keeping a file on each family allows you to be prepared in a variety of situations.

The following is one example of a “Family

File”. However, after completing the activity

"What I Need to Know to be a Babysitter" with the rest of the group taking the babysitting course, you may want to develop your own!

Example of Student Babysitting Guide Babysitter’s Family File and Job Log

Family File and Job Log

4-HH/Army Child & Youth Services Instructor Babysitting Guide 31

Date and Time Log

Family Name DDaattee::

DDeessttiinnaattiioonn ooff PPaarreenntt//GGuuaarrddiiaann::

PPhhoonnee NNuummbbeerr ttoo RReeaacchh PPaarreenntt//GGuuaarrddiiaann::

EEmmeerrggeennccyy CCoonnttaacctt::

EExxppeecctteedd TTiimmee ooff RReettuurrnn::

Example of Student Babysitting Guide Babysitter’s Date and Time Log

32 4-HH/Army Child & Youth Services Instructor Babysitting Guide

Parent/Guardian Name:

Street Address:

Home Telephone:

Cellular Telephone:

Information to get from parent/guardian:

Neighbor's name:

Neighbor's telephone :

Relative…