Babysitting Contract
Responsibilities:
• Leave child(ren) in babysitting upon own discretion and satisfaction
with the babysitter and provided babysitting services. Pending due and
reasonable care by the babysitter, nor the host venue are
responsible for any injury to the child(ren) or any damage to
child(ren)’s or parent’s personal property.
• Notify babysitter of child(ren)’s allergies or any other medical
conditions or concerns.
• Provide babysitter with food for child(ren).
• Timely payment of babysitting charges by the end of the assignment.
Contact Numbers
Charges per Family:
• $ _________ per child per hour ( $ _.__ x __= $ _.__)
• 1 child = $40.00 per child for the entire weekend.
• Every additional child after the first = $15.00 for full weekend.
• Charges are non-negotiable.
• Payment must be made to the _____________________ by the end of
the assignment.
• The babysitter will provide some safe games, arts & crafts, books, and
toys which are t o remain the babysitter’s property but can be utilized by
the babysitter to entertain the child(ren).
I ______________________________ agree to the above terms and
conditions regarding my responsibilities and the charges for utilizing
______________________’s babysitting services.
______________________________
(signature)
_____________________
(date)
Babysitters preparation for a job
Take the babysitting responsibility seriously. Responsible
babysitters prepare for all babysitting jobs. Get directions to the
job location and make arrangements to get to the location and
return home from the babysitting job. Don't assume your
employer will take you home. Be sure to ask them before they
leave the house. If you are walking home, especially after dark,
ask an adult or parent to walk you home.
What to do after the parents leave:
This information sheet must be filled out and left with the sitter.
Family Profile and Care information
Family name and Home Number
Address
Incase of Emergencies Call
•Arrive at the home early, this time may be used to meet the children, tour the
house, receive instructions and house safety rules.
•Having visitors while babysitting is a bad policy. Babysitters should always
get approval if they would like to have a visitor of the same gender.
Babysitters should never have visitors of the opposite gender.
Closest neighbor/ relative
Name
Number
Address
•Lock the front door after the parents leave.
Parents can be reached at:
Name of Location
Number
•If it is evening, turn on the porch/outside light.
•Do another walk through to make sure all the doors and windows are locked
from the inside.
•Be prepared for an emergency. Leave the information you received from their
parents near the phone or in your pocket if you have a cell phone.
Mother work number
Mother cell number
Father work number
Father cell number
Name of Location
Number
What the babysitter needs to know:
Child Profile
Child Profile
Name
Name
Allergies
Allergies
Bedtime
Bedtime
Snacks
Snacks
Medications
Medications
Medical conditions
Medical conditions
Friends
Friends
•Always call your parents or the kid's parents if there are any problems or
questions.
Phone/ Computer
Phone/ Computer
•If someone insists on coming in, and you do not recognize them through the
peephole, or if you suspect a prowler, CALL THE POLICE AT 911.
Rules
Rules
Phone Messages
Phone Messages
•Make a schedule for the time you will be with them based upon the answers
the parents gave you. Example: 5:00 dinner 5:45 bath time 6:15 bedtime
•Never give the children any medicine or food unless instructed to do so by the
parents.
•Remember that your job is to care for the children. Tender, loving care
usually quiets an unhappy child.
•If the children are asleep, check on them about every 15 minutes.
•If the children are up, know their location at all times and never leave them
alone too long.
•If for any reason, you must leave the house, TAKE THE CHILDREN WITH
YOU!
•DO NOT open the door for anyone unless you personally know the person.
Caregiver Skills Checkup
Directions: Listed below are situations related to young children and their behavior. If you were
caring for the young children described in the situations, how would you solve each of these
problems? Circle the letter of the best solution.
1. Four-year-old Dana has just painted the kitchen floor with her watercolors. You should:
1. Tell Dana angrily that she may not use her paints ever again.
2.Have Dana help you clean the floor.
3.Send Dana to her room.
2. You are taking six-year-old Andy to the park. It is cold, and you tell him he needs to wear his
hat. He doesn’t want to wear it. You should:
1. Let him go to the park without his hat.
2.Tell Andy he can’t go to the park.
3.Explain to him that he needs his hat to keep him warm outdoors.
3. Yvonne’s parents are leaving for the evening, and Yvonne, who is three, begins to cry as she
watches them go. You should:
1. Tell Yvonne to stop crying or you will not read her a story.
2.Tell Yvonne that her parents will come home after she is asleep.
3.Sit down with Yvonne and read her a story or play her favorite game.
4. Four-year-old Terrence wants the toy his two-year-old sister, Kendra, is playing with. He
grabs the toy and hits her when she tries to take it back. You should:
1. Let the children come to an agreement themselves.
2.Ask Kendra to share the toy.
3.Tell Terrence firmly that hitting is not allowed and remove him from the situation.
5. It is time for Mike and George, who are both four years old, to come inside for lunch. They
do not want to stop playing in the sandbox. You should tell the children:
1. I will be very upset with you if you don’t come inside right now.
2.I know you are having fun. It’s time for lunch. We’ll come back outside later.
3.Come inside now or you won’t get any lunch.
6. Three-year-old Luis has fallen and skinned his knee. He is crying, but is not seriously injured.
You should:
1. Say to Luis, “Be a big boy and forget about it.”
2.Comfort Luis by hugging him; then clean and bandage the cut.
3.Tell Luis, “You should have been more careful.”
7. Two-year-old Mary and four-year-old Katie are throwing the cushions off the sofa. This is
against their parents’ rules. You should tell the girls:
1. Stay off the sofa.
2.You might get hurt if you play on the sofa.
3.Let’s play outside for a while.
8. Without being reminded, four-year-old Chris helped you pick up the toys before naptime.
You should:
1. Praise Chris by saying, “Thank you for helping put away the toys.”
2.Respond by saying, “Why don’t you help more often?”
3.Reward Chris by letting him skip his nap.
9. You and three-year-old Amy are sitting in the living room. While Amy plays with her blocks,
you are watching a movie on television. Suddenly Amy becomes tired of the blocks and
wants to play outside. You should:
1. Take Amy outside to play, but sit by the window so that you can watch her and the
movie at the same time.
2.Tell Amy that the movie will be over in 30 minutes, and then she can go outside to
play.
3.Turn off the movie, go outside, and play with Amy.
Caring for children means fulfilling the
needs that children have.
Social
Needs
Intellectual
Needs
Child
Care
Physical
Needs
Moral
Needs
Babysitting and Safety Guided
Reading
1. Families can make their homes ________________________, whick
means the home is a safe environment for children to play and explore.
(page 180)
2. List four ways in which families can make their homes safe and childproof
(page 180)
a.
b.
c.
d.
3. A ___________________ is someone who uses force to get into a home.
(page 180)
4. Caregivers need to take the following three precautions to prevent
intruders. (page 180)
a.
First Aid
Be sure to tell Parents of all of the
treatment that their child received
while they were gone.
In an emergency call 911.
Learn CPR. Knowledge of CPR
during an emergency could be needed.
In case of accident or illness, don't try to be a
doctor or nurse except for minor cuts and
bruises. If a minor problem arises call the
parents for instructions. If they cannot be
reached, call any alternate persons or your own
parents. If unable to contact an adult go to a
neighbor for help.
b.
c.
5. ______________________ are the leading causes of accidental death in
homes in the United States. (page 181)
6. List four guidelines to follow as the caregiver in order to prevent falls and
other common injuries. (page 181)
a.
b.
c.
d.
7. _________________ are the second leading cause of accidental deaths in
the United States. (page 184)
For minor cuts, stop bleeding by applying gentle
pressure with a clean cloth. Wash the wound
and apply a bandage. Notify the parents about
all injuries unless they instructed otherwise.
If the child swallows something poisonous, call
911. Have the container ready so you can read
it to the operator on the phone.
Put cool water on a burn, this slows skin
damage. Do not use ointments, lotions or butter.
If the skin is already blistered, dead white,
brown, or charred, you need emergency help.
Call 911
First Aid
Always contact the parents if there is a serious injury or illness
Scrapes and bruises: Clean scrapes with soap and water; apply antiseptic and
bandage. For bruises, apply a clean washcloth wrung out in cold water.
Nosebleed: Keep child seated and leaning forward. If head is tilted back, child
may choke. Apply direct pressure by pressing on bleeding nostril. Apply a cold
towel to nose and face.
Choking: First, look into the throat to see if injury or illness, something is caught
there. Next, try to get the child to cough up the object. If these methods don’t
work, you can use the
Earache: Pain can be relieved by covering the ear with a warm towel or heating
pad set on low. Call doctor.
Cuts: Apply direct pressure to stop bleeding. Wash and apply antiseptic and a
bandage. If cut is deep, call doctor.
Bites (insect): For minor bites, wash the area and apply antiseptic or calamine
lotion. For bee, hornet, or wasp stings, scrape against the stinger with a flat
object, like a piece of cardboard until you pull out the venom sac. Wash area
thoroughly with soap and water. Caution: Some people are highly allergic to
stings. If child is short of breath or faint or has stomach pain, call doctor
immediately.
Bites (animal or human): Wash the wound with water; clean with soap and
water, and cover with gauze. Call doctor.
Burns: For minor burns, immediately run cold water on the burn for about five
minutes and apply a clean, dry dressing. For major burns, rush to hospital
immediately. Do not try to remove burned clothing.
Heimlich maneuver: This procedure works by using pressure to force the object
that is interfering with breathing from the throat.
For older children and adults, stand behind victim and place your fists just
below her rib cage. Have her lean forward while you give one quick, upward push
against her abdomen. This forces the air in her lungs to expel the object. Repeat
if necessary. If the object doesn’t come out, seek help immediately.
For infants and toddlers, turn child face down over your arm. Using the heel of
your other hand, give four quick blows between the child’s shoulder blades. Turn
child over, supporting his head, neck, and back. Position your two fingers below
the rib cage and above the navel, and give four quick thrusts. Repeat if needed.
Poisoning: If a child swallows a poisonous or irritating substance, call the
nearest poison-control center immediately. Report the name and quantity of the
substance and follow the center’s instructions. Take the container with you if you
go to the doctor or hospital.
Electric Shock: Don’t touch the child until his or her contact with electricity is
broken, or you will get a shock, too. Turn off electricity if you can, or pull or push
child away from source of shock with a stick, cloth, or rope, but never anything
metal. If child is not breathing, apply mouth-to-mouth respiration if you know how.
Call ambulance immediately.
Sprains: Don’t allow child to walk. Elevate foot and apply a cold pack. Call
doctor.
8.
_____________________________ should be located on every floor of
the home. (page 184)
9. Try not to ____________________ if you become trapped by smoke or
fire. (page 184)
10. If you smell smoke or see a fire while you are caring for children, get thee
children ______________________________ first. (page 184)
11. All poisonous items should be kept in a ______________ cabinet. If you
suspect a child has been poisoned, the first step is to call the
_________________________________________________. (page 184)
12. Babies _________________________ to communicate their need for
sleep, food, comfortable clothing, and attention.
13. When an infant cries, first check to see if he or she needs a clean diaper
or is ___________________.
14. Three ways to calm a crying baby who just seems to need attention are
________________, _______________, or _________________ him or
her.
15. Never leave an infant ______________________, because infants can roll
off _________________ and ____________________.
16. Holding a baby over your baby over your shoulder and patting his or her
back lightly you can five the baby a chance to _____________________.
17. Get the baby’s parents to show you where to put dirty diapers.
18. Lay a baby down on his or her ________________ or ________________
to sleep, but never on his or her ________________________.
19. Toddlers require a lot of _______________________ because they are
busy moving from one thing to another. (Page 190)
20. When toddlers parents leave you may need to ______________________
their attention to a favorite toy, puzzle, or game. (page 190)
21. It is important to have a lot of _____________________ - _____________
activities planned to keep them ________________________. (page 191)
Behavior/ Discipline/ Child Abuse
Do
•DO FOLLOW ALL THE PARENTS̓
RULES. Setting the discipline rules and
the limits in the house is the parents̓ Job.
Your job is to make sure you follow those
directions, even if you don’t always
agree—or if you do things differently at
home.
•DO BE CONSISTENT. Make sure your
rules are the same as the parents’̓ rules—
and that you enforce them consistently so
the child doesn’t get confused. It’s very
unsettling when the rules are always
changing.
•DO FOCUS ON THE BEHAVIOR,
NOT THE CHILD. There are no “bad”
toddlers—Just bad behavior. When a
child spills his juice on purpose, don’t call
him a “bad boy”; instead, explain that
Juice is for drinking and that spilling on
purpose is unacceptable, and then have
him help clean up the mess.
•DO GIVE Attention. Sometimes a
toddler misbehaves because she wants to
get your attention, and even negative
attention (you end up yelling at her for
tearing pages out of her book) is better
than being ignored. Give her what she’s
craving before she uses bad behavior to
get it.
•DO BE POSITIVE. Always try to
“catch” a toddler being good— there’s no
better way to encourage more of the
same. Praise good behavior—give a hug
after he helps you clean up the toys, or
say, “I’m so proud that you shared at play
group today.”
•DO TAILOR THE DISCIPLINE. What
works for one child may not work for
another. It may not work for two children
in the same family or even for the same
child on two different days. Each toddler
is an individual, and you’ll need to adapt
your methods of discipline to the child in
your care.
DON̓T
•DON̓T HIT. Ever. Spanking only teaches
that violence is okay and that big people can
beat up little people; it doesn’t teach right
from wrong. Also, never ever shake a child.
•DON̓T LECTURE. Toddlers are too young
to listen to long lists of reasons why a
behavior is bad. Your lectures will sail right
over that lit-tie head. For best results, keep it
short and sweet to get your point across
effectively: “Please don’t bite. Biting hurts.”
Or, “If you throw your truck, you might
break it.”
•DON̓T EXPECT RESULTS ALL THE
TIME. Toddlers have short memories and
limited control over their Impulses. Just
because you told the child twice not to touch
the TV doesn’t mean she won’t touch it a
third time. Expect to teach the same lessons
over and over again before they start to sink
in.
•DON̓T LOSE CONTROL. Knowing that the
adults around them are always in control
makes toddlers feel more secure. Besides,
you’re more likely to deliver effective
discipline when you’re calm.
•DON̓T EXPECT TOO MUCH. Keep your
expectations about the toddler’s behavior
age-appropriate. Don’t discipline a toddler
for a behavior he’s not developmentally
ready to control. (For Instance, a 14-monthold isn’t mature enough to know that pulling
candy off the shelf in a store is wrong; a 20month-old can’t be expected to remember to
put her toys away.)
•DON̓T WITHHOLD AFFECTION. Never
let a child think love comes with strings
attached (“You spilled all the milk on the
floor, so I won’t give you a hug”). Rejection
will only make her sad—it won’t help her
learn from her mistake.
Microwave Playdough
2 c. flour
4 tbsp. cream of tartar
4 tbsp. vegetable oil
1 c. salt
2 c. water
1/4 to 1/2 tsp. food coloring
Mix all of the dry ingredients in an 8 cup measure or a 2 quart casserole. If using the
food coloring, add it to the water. Stir the water and the oil into the dry ingredients
stirring until smooth.
Fruity Fun Jell-O Playdough – Recipe #10
1 (3-oz.) package sugar-free jello
2 cups flour
2 cups boiling wate
1 cup salt
4 TBS cream of tartar 2 TBS oil
Mix the dry ingredients in a saucepan then add the oil and the boiling water. Stir
continuously over medium heat until dough forms into a ball. Remove from heat, knead.
Store in an airtight container.
“Oobleck”
five tablespoons
five clear plastic cups
water
corn starch (approximately three cups total)
green food coloring
Mix four tablespoons of corn starch with two tablespoons of water. Add a drop of green
food coloring and mix. Feel it. Talk about it. Use senses to describe what it feels like
(sticky, soft, gooey, warm, cool) and looks like (light green, dark green) Clean up but
save the cup of Oobleck.
Making “Gak”
1 cup Elmer's glue food coloring, (optional: coloring can stain!)
1 cup liquid starch
Pour glue and coloring in plastic container. Stir until color is thoroughly mixed in. Add
starch a little at a time, stirring with a spoon or kneading with your fingers as mixture
thickens. Keep stirring until mixture holds together like putty. Test with your fingers: if
too sticky, add more starch in small amounts until mass is smooth and rubbery.
Making “Sidewalk Chalk”
2 c water
2 c Plaster of Paris
2 tbsp Tempera Paint (Wet or Dry)
Toilet Paper Tubes with duct tape, taped tin foil, etc, or any other similarly sized
container. Combine all ingredients and stir together, then let stand a few minutes. Line a
cookie sheet with wax paper or tin foil, then place your tubed containers on it. Pour
sidewalk chalk mixture into holders, let stand until somewhat firm. Then remove the
tubes and let dry completely (about 1-1/2 - 2 hours. Throw out any leftover chalk
mixture (WARNING: do not rinse down the sink).
Simple Soap Recipe for Kids
3 cups of soap flakes
Liquid food coloring
Vegetable oil
Water
Take a large bowl and put soap flakes into it. Add 1½ cup water, and a few drops of the
favorite food coloring liquid to the flakes. Completely mix the flakes, water and color
well, using your hand, until it gets somewhat like the play dough. Now, it is time to
shape the homemade soaps. You should rub a few drops of vegetable oil on your hands,
(and your child's), and shape the soap dough, in the desired shape and size. You should
let the soap stand overnight, and then use it! You can also make your own soap flakes.
This is very easily done by taking a regular soap bar and grating it, to form soap powder.
Play dough Recipes
Giving children something to play with that expands the imagination as well as
working on their fine motor skills is esential for their development. Playdough is an
exceptional idea, because it works multiple skills.
NO - COOK PLAYDOUGH
1 c. white flour
1/2 c. salt
2 tbsp. vegetable oil
1 tsp. alum
Food coloring, be creative
1/2 c. water
Mix first 4 ingredients well. Add food coloring to water. Gradually add small
amounts of water until mixture is consistency of bread dough. Store in airtight
container or plastic bag to last a long time.
COOKED PLAYDOUGH
1 c. flour
1/2 c. salt
2 tsp. cream of tartar
1 c. water
2 tbsp. oil
1 tsp. food coloring
Combine 1 cup flour, 1/2 cup salt and 2 teaspoons cream of tartar in a large saucepan.
Gradually stir in 1 cup water mixed with 2 tablespoons oil and 1 teaspoon food
coloring. Cook over medium to high heat, stirring constantly until a ball forms.
Remove from heat, cool and knead until smooth on wax paper. Store in an airtight
container. Children will enjoy playing with the playdough!
PLAYDOUGH (COOKED)
1 c. white flour
1/4 c. salt
2 tbsp. cream of tartar
1 c. water
2 tsp. food coloring
1 tbsp. oil
Mix flour, salt and cream of tartar in a medium-size saucepan. In a separate bowl mix
the water, oil, and food coloring. Mix into dry ingredients and stir over medium heat
for 3-5 minutes until it forms a ball in the center of the pan. Turn it out onto a lightly
floured surface and knead until it no longer sticks to your fingers. Store in a Zip-Loc
bag.
Kool-Aid Playdough:
12 sm. pkg. unsweetened Kool-Aid
2 1/2 c. flour
1/2 c. salt
3 tbsp. oil
1 tbsp. alum
Dissolve Kool-Aid in boiling water. Add other ingredients and mix together. Mixture
should congeal but not be sticky. Store in airtight container.
Cooked Playdough:
1 c. water
1 c. flour
1/2 c. salt
2 tbsp. cream of tartar
1 tbsp. oil
food coloring, if desired
Cook on high for 5 to 6 minutes, stirring well, (break up lumps), every 2 minutes,
until the playdough clings to the spoon and is no longer sticky. When it is cooked
enough, it will be pliable and soft, but not sticky.
Turn out onto a plate and cool for a few minutes. Knead it for a minute or two until it
is smooth. Store it in a tightly covered plastic container. Refrigeration is not
necessary.
Behavior
Keeping Children Safe
Please Identify the 10 safety Hazards that have been
corrected in this typical family home.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Homemade Finger Paints
1/4 c. warm water
1 envelope gelatin
3 T. Sugar
2 c. cold water
Food coloring
Dishwashing liquid
Soak gelatin in 1/4 cup warm water and set aside. In a medium saucepan, combine
cornstarch and sugar. Gradually add water and cook slowly over low heat, stirring until
well blended. Remove from heat and add softened gelatin. Divide mixture into separate
containers for each color. For each color, first add a drop or two of dishwashing
detergent and then add food coloring a drop at a time until you have the shade you want.
Store up to six weeks in the refrigerator.
Fantastic Finger Paints
1 c. flour
2 T. of salt
1 1/2 c. cold water
1 1/4 c. hot water
Food coloring
Freezer paper (paint on shiny side )
Combine flour, salt, and cold water in a saucepan. beat with a wire whisk until smooth.
Heat the mixture over medium heat. Slowly stir in hot water. Continue stirring until
mixture boils and begins to thicken. Remove from heat. Beat with a whisk until smooth.
Divide the mixture into several different containers. Add 4-5 drops of food coloring to
each container and stir.
Salt and Flour Finger Paints
2 c. flour
2 tsp. salt
3 c. cold water
2 c. hot water
Food coloring
Add the salt to the flour in a saucepan. Pour in cold water gradually and beat the mixture
with an egg beater until smooth. Add the hot water and boil the mixture until it becomes
glossy. Beat it until it is smooth. Mix in food coloring.
Remove Fingerpaint from Carpet If you have a budding Leonardo da Vinci, but
they’ve been budding where there is carpet, and some of their fingerpaint is now on the
floor, don’t panic. A piece of priceless artwork is well worth the little work it will take to
clean up the mess. First, use white paper towels to blot up the excess. Do not rub.
Depending on whether you suspect a strong dye or not, you can add an extra ingredient
to your removal tools. Remember that they are water-based paints, and if there was a
guarantee of staining, they’d never be made for children. If you wish, you can start out
with dry cleaning fluid, available at your local hardware store. However, in most cases it
won’t be needed, and you’re just as well off to wait and see if there is any residual
staining and treat it afterwards. So it’s either the fluid, or a mixture of 1/2 liquid dish
detergent (without lanolin or additives) and 1/2 water. Use a clean white cloth soaked in
this solution, and blot it into the stain. Alternatively, you can put the solution in a spray
bottle, and apply generously. Blot with a white cloth, continuously folding the cloth over
with each blot, to ensure you don’t deposit it back on the stain. Do not rub. If you choose
to use a toothbrush to loosen the pigment, brush in towards the center, and never
outwards. Use a spray bottle of plain warm water and soak the spot, blotting as above.
Repeat the soap/blot and water/blot once more. Replace cloth with fresh one as needed.
If there is still a bit of coloring left, but it is being removed, repeat the soap and water
blots a third time. If, at the end of this, you still have color, you can try a hand or regular
carpet cleaner to deep clean the rest of the color out, or a formula such as Goo Gone or
Goof Off. Visit http://www.LearnHowToRemove.com for a growing library of tips to
remove those annoying messes in your life.
Making “Finger-paint” Water Colors
1 T. white vinegar
2 T. Baking soda
1 T. Cornstarch
1/4 tsp. glycerin
Liquid food coloring
Plastic bottle caps from 2-liter bottles
Mix vinegar and baking soda in small bowl. When mixture stops bubbling, add cornstarch
and glycerin. Mix well. Pour mixture into bottle caps. Add several drops of food coloring to
the mixture in the bottle caps. Let dry overnight.
Scratch and Sniff Painting
Watercolor paints
Craft glue
Fruit flavor gelatin
Paper
Paintbrush
Draw a picture. (You can trace a picture from a coloring book.) Paint the picture with
watercolors. After the picture is dry, spread craft glue a little at a time over the colored parts
of the picture. Sprinkle fruit flavored gelatin over the wet glue. Let your picture dry. The
craft glue dries clear and you have a sweet smelling picture.
Puff Paint
One part shaving cream
Equal parts of white school glue
Food coloring
Mix shaving cream and glue. Divide mixture into separate small bowls. Add food coloring
to make different colors.
Instant Finger Paint
Shaving cream
Tempera paint
Paper or table top
Spray shaving cream on your tabletop or on each child's paper. Add a couple of drops of
tempera paint of your choice.
Jello Finger Paint
1 c. cornstarch
3/4 c. and another 1/4 c. cold water
2 c. hot water
1 envelope gelatin
1/2 c. liquid soap or dishwashing liquid (Use clear soap for purest color.)
2 packets (same flavor) unsweetened Kool-Aid mix
In a saucepan, blend 3/4 cup of cold water and cornstarch. Add hot water and heat until
boiling stirring constantly. Remove from heat. Mix gelatin into remaining 1/4 cup of water
and blend with liquid soap and cornstarch mixture. Add Kool-Aid for color and aroma. (You
can divide the uncolored mix in half and color both sections separate colors.) Store in a
covered jar in the refrigerator for 12 hours before using.
Finger Paint
1 c. cornstarch
3/4 c. and another 1/4 c. of cold water
2 c. hot water
1 envelope gelatin
1/2 c. Ivory Flakes
Food coloring or dry tempera
Mix together cornstarch and 3/4 cups cold water. Soak one envelope unflavored gelatin in
1/4 cup of cold water. Stir 2 cups hot water into the cornstarch. Cook and stir until mixture
is clear and boiling. Remove from heat and blend in gelatin. Then add Ivory Flakes, stirring
until the flakes are dissolved. Cool. Divide into small covered containers. Add food coloring
or dry tempera.
The Stranger/Danger Myth
From “Child Lure Prevention”
www.childlures.org
Child abduction always seems to be in the news,
sad to say. Ask your child to draw the face of a “stranger.”
Chances are it will reveal a scary and menacing person. The
truth is the most people who prey on children behave quite the
opposite, so kids do not see them as a threat. In the eyes of a
child, a complete stranger who strikes up a friendly conversation
quickly becomes someone that child “knows.”
Keep in mind also that most children are abused by someone
they really do know – a family friend, neighbor, relative, coach, or
babysitter, for example. Telling children, “Don’t talk to
strangers” is not only ineffective, it actually puts them at greater
risk. Instead, youngsters should know how to recognize the
specific Lures used by predators, as well as how to follow their
instincts about people and situations. Armed with these tools,
children are better able to protect themselves from violent
crimes.
The Lures While numerically and creatively infinite, the lures
used on children and even adults generally fall into the following
1.
Affection categories:
7. Emergency
13. Threats & Weapons
seventeen
2. Pet
8. Fun & Games
14. Pornography
3. Assistance
9. Hero
15. Computer/Online
4. Authority
10. Job
16. Drugs
5. Bribery
11. Name Recognition
17. Hate & Violence
6. Ego/Fame
12. Playmate/Companion
These lures are used both individually and in various
combinations. For example, a predator might approach a child,
pretend to be with the fire department (AUTHORITY LURE),
claim that the child’s house is on fire (EMERGENCY LURE), and
tell the child to come quickly.
We are going to practice recognizing the lures, read the following
scenarios. Identify the lure and then explain what the response
should be.
1.
Valerie has met a boy on-line who wants to meet her in person. What
should Valerie do?
2.
Maria is sleeping over at her best friend’s house. During the night,
she awakens to find her friend’s father kissing her.
3. Jason is at the playground with some friends. A woman runs up to him,
says that his grandmother was just taken to the hospital, and tells him
to come quickly.
4. Shawna overhears a classmate bragging that he’s got a gun in his locker.
What should Shawna do?
5. Carlos is invited over to his football coach’s house to watch a video of
football plays. While Carlos is there, the coach encourages him to
drink beer and smoke pot. What should Carlos do?
6. Invent a scenario using at least 2 of the lures.
Information from Child Lures. To learn more go to www.childlures.org.
Office on Youth & Human Services 520-9286
Broccoli With Cheese Sauce
For ½ Bunch Broccoli:
Wash and Remove Heavy Ends of Stock. Split the Stalks and Place Tender Florets
Toward Center of a 1½-quart (10 X 6 X 1~ 3/4 Inch) Baking Dish. Add about a
Tablespoon of Water or Margarine. Cover Dish with Plastic Wrap but Turn Back One
Corner of the Wrap to Allow Steam to Escape. Cook 4 to 5 Minutes at High. Allow to
Stand Covered about 2 to 3 Minutes.
Cheese Sauce:
1 Tablespoon Margarine
1 Tablespoon Flour
1/8 Teaspoon Salt½ Cup Milk
2 Tablespoons Grated Cheese
Melt Margarine in a One—quart Glass Casserole or a One—quart Glass Measurer. Add
the Flour And salt. Stir and Cook with Microwave on High about 10 to 20 Seconds, or
until Mixture Is Bubbly. Stir in Milk. (You Can Leave a Wooden Spoon in the Dish.)
Cook on High for about 1½ to 2 Minutes. Stir Every 30 Seconds. Add the Cheese and
Cook about 30 Seconds Longer. If the Sauce Gets Lumpy, You Can Use a Wire Whisk
to Whip it Smooth. Cover loosely with Waxed Paper. Cook on High 10 Minutes or till
Chicken Is Tender, Giving The Dish a Half-turn.
Trail Mix
8 oz. (224 g) nuts such as peanuts, walnuts, cashews, pecans, or others
8 oz. (224 g) dried fruits such as raisins, cranberries, apples, apricots, dates, figs, or
others
Trail mix can consist of almost anything. Mix equal parts of your favorite nuts and dried
fruits in a large bowl. Add coconut and dried pineapple for a tropical blend. Store in a
zip bag or a container with a tight-fitting cover.
Cereal Mix
8 oz. (224 g) dry cereal such as Cheerios~ or Chex®8 oz. (224 g) peanuts, cashews,
almonds, walnuts, or pecans
Mix the dried cereal and nuts together. Store in a zip bag or a container with a tightfitting cover.
Energy Mix
1/4 c. (50 ml) peanuts
1/4 c. (50 ml) raisins
1/4 c. (50 ml) sunflower seeds
1/4 c. (50 ml) dried fruit
Mix equal parts of peanuts, raisins, sunflower seeds, sesame seeds, and dried fruit. Put
energy mix in a serving bowl.
Everyday Coffee Cake
1 1/2 cups of buttermilk biscuit mix
1 cups sugar
½ cup milk
1 egg
2 tablespoons cooking oil
1/3 cup buttermilk biscuit mix
1/3 cup brown sugar (packed)
2 table spoon butter
1 teaspoon cinnamon
In mixing bowl stir together biscuit mix and sugar. Add milk, egg, and oil. Beat by hand,
mixing well. Pour into greased 8 inch round glass dish. Blend biscuit mix, brown sugar,
butter, and cinnamon until crumbly. Sprinkle over batter and sprinkle with or without
nuts. Microwave on High 5 to 7 minutes, rotating dish., turn after 3 minutes. Cool
fifteen minutes.
Rice Krispies Treats
1 ½ tbsp Butter
½ package Marshmallows (5 oz.)
3 cups Rice Krispies
Spray rubber scrapper with PAM. Melt butter and marshmallow in large glass mixing
bowl in microwave: 1 ½ to 2 minutes or until soft enough to stir into a melted form
with rubber scrapper. Spray bottom of glass pan with PAM Add in Rice Krispies to
bowl gradually. Spread Rice Krispies and marshmallows into glass pan. Firmly press
down, let stand 5 minutes. You can substitute any cereal or grain for the rice krispies.
Easy Microwave Popcorn
1/4 c. popping corn
1 paper bag
stapler
Place popcorn in paper bag, fold over and staple closed, Microwave for l minute
thirty seconds.
Crispy Microwave Chicken
2 Tablespoons Butter or Margarine
3/4 Cup bread Crumbs
2 Tablespoons Grated Parmesan Cheese 1/4 Teaspoon Garlic Powder
1/8 Teaspoon Paprika
2 Whole Medium Chicken Breasts (About 1
1/2 Pounds Total), Skinned, Honed, and Halved Lengthwise
In a 1 -Cup Glass Measuring cup Butter, Uncovered. On High For 45 Seconds or till
Melted. In a Shallow Dish Combine Bread Crumbs, Cheese, Garlic Powder. And
Paprika. Brush the Meaty Side of Each Chicken Piece with Sonic of the Melted
Butter or Margarine: Coat the Same Side with Some of the Crumb Mixture. Place
Chicken, Crumb Side Up, on a Microwave able Microwave-safe Dish. Sprinkle with
the Remaining Crumbs and Drizzle with Remaining Butter or margarine. Microwave
on high for 3 to 4 minutes.
Microwave Mac & Cheese
8 oz. (224 g) macaroni
2 T. (30 ml) butter or margarine
8 oz. (224 g) Cheddar cheese, shredded 8 oz. (224 g) processed cheese, cubed
1 c. (250 ml) sour cream
Salt and pepper, if desired
Cook the macaroni in a large pot on the range top until soft. Drain and set aside.
Choose a microwave-safe dish. Place the butter in the dish and microwave until
melted. Add the macaroni, cheeses, and sour cream, stirring until well mixed.
Microwave for 10 to 12 minutes, stirring the mixture occasionally. Season with salt
and pepper, if desired. Serve immediately.
Quick Mix-Ins Add some extra vitamins and minerals to your macaroni and cheese
by adding broccoli, cauliflower, or peas.
Apple Crisp
6 Cups Peeled, Cored and Sliced Cooking Apples 1 Tablespoon Lemon Juice
6 Tablespoons Butter or Margarine
3/4 Cup Packed Brown Sugar
3/4 Cup Quick-cooking Oats
½ Cup Flour
1 Teaspoon Cinnamon
Place Apples in 8-inch Baking Dish. Sprinkle with Lemon Juice. Melt Butter in Small
Mixing Bowl at High Power 1 to 1½ Minutes. Stir in Remaining Ingredients until
Crumbly. Sprinkle over Apples Evenly; Press down 1ightly. Microwave at High 8
Minutes. Rotate Dish ½ Turn. Microwave 6 to 8 Minutes until Apples Are Tender.
Serve Warm, Cold, Plain, or Topped with Whipped Cream.
Variation: For Cherry Crisp, Substitute 1 Can Cherry Pie Filling for Apples.
Microwave at High 8 to 11 Minutes or until Hot and Bubbly.
Characteristics of Children’s Literature
Identify the qualities of children’s books that separate it from other
types of writing. Be sure to identify at least 5 of qualities and try to
identify at least one example for each quality. You will be writing for
the next 2 minutes.
RAFT Activity You will be taking on the role of a children’s book
author and the writing a children’s story for a preschool age child.
The final format will be as a children’s book. The topic is yours to
decide, but use the research that we performed to guide your
decision.
World of Children’s Literature
You will be writing a children’s book for a specific audience, preschoolers. Your
book will need to be appropriate to a preschoolers learning level. Answer these
questions before you start writing: Is my book creative? Will children find this
book interesting? Will parents want to read this book to their children?
Microwave Safety
Book: Author and Illustrator
Summarize the book; at least one paragraph, at least 5
sentences and use the back or another piece of paper if
needed.
What are two things a child would learn from
this book?
Book: Author and Illustrator
Summarize the book; at least one paragraph, at least 5
sentences and use the back or another piece of paper if
needed.
According to the U.S. Census, one-third of all school age
children are “latch-key kids,” meaning they get home before a
parent does at least once a week.
Many of these kids make their own after-school snack or even
start dinner using a microwave. Since burns and spills are a
common hazard associated with microwave use, parents need
to make sure their child knows how to use the microwave
safely.
􀀹 Put the microwave on a sturdy stand…one that’s low enough
and within your child’s reach. If a child reaches too high, they
may pull a hot dish down on themselves.
􀀹 Teach your child how to read the controls on the microwave,
such as the time, power level, start, and stop. If they can’t read
them, they’re too young to operate a microwave by themselves.
􀀹 Keep microwave-safe containers within your child’s reach.
􀀹 Always have your child use a potholder to remove food from
the microwave. Keep potholders handy.
􀀹 Teach your child to stir heated food before tasting. This
distributes the heat and avoids hot spots that can cause burns.
􀀹 Show your child how to open containers. For example, open
popcorn so the steam escapes away from the face.
What are two things a child would learn from
this book?
􀀹 Until you’re positive your child has mastered the art of
microwaving, provide supervision.
Children’s Literature Planning Sheet
Name of Toy:
What can a Child learn from this
toy?
What are the potential hazards of
this toy?
Does this toy encourage –
oIndependent Play?
oCooperative Play?
oLonger attention span?
oHand-eye coordination?
oProblem solving?
For what age is this toy
appropriate? Why?
Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Name of Toy:
What can a Child learn from this
toy?
What are the potential hazards of
this toy?
Does this toy encourage –
oIndependent Play?
oCooperative Play?
oLonger attention span?
oHand-eye coordination?
oProblem solving?
For what age is this toy
appropriate? Why?
Name of Toy:
What can a Child learn from this
toy?
What are the potential hazards of
this toy?
Does this toy encourage –
oIndependent Play?
oCooperative Play?
oLonger attention span?
oHand-eye coordination?
oProblem solving?
For what age is this toy
appropriate? Why?
World of Children’s Play
Example
Example
Quality
Example
Example
Quality
Quality
You are going to be supplied with a
variety of children’s toys. Please
evaluate at least 5 using the chart on
this and then next page. You will be
given 5 minutes with each toy.
Name of Toy:
Character’s Name
Example
Example
Example
Example
Quality
Example
Example
Quality
Quality
Character’s Name
Example
Example
What can a Child learn from this
toy?
What are the potential hazards of
this toy?
Does this toy encourage –
oIndependent Play?
oCooperative Play?
oLonger attention span?
oHand-eye coordination?
oProblem solving?
For what age is this toy
appropriate? Why?
Name of Toy:
What can a Child learn from this
toy?
What are the potential hazards of
this toy?
Does this toy encourage –
oIndependent Play?
oCooperative Play?
oLonger attention span?
oHand-eye coordination?
oProblem solving?
For what age is this toy
appropriate? Why?
World of Children’s Play
Play is often talked about as if it were a relief from serious
learning. But for children play is serious learning. Play is really
the work of childhood.” - Mr. (Fred) Rogers
Use Chapter 9 in the Discovering Life Skills Book to complete
this chart.
Preschool Literature Project
You will be writing a children’s book for a specific
audience, preschoolers. Your book will need to be appropriate to a
preschoolers learning level. Answer these questions before you
start writing: Is my book creative? Will children find this book
interesting? Will parents want to read this book to their children?
Worth
Infant
Characteristics:
Milestones:









Age Range:
Level Of Play:
Age Appropriate Toys:
Toodlers
Characteristics:












Teacher
Neatness/ Presentation
10
Creativity/Imagination
15
Title
5
Cover page, by line and illustrated by
10
Content
15
Characters
10
Happy ending
5
Age Appropriate
10
Illustrations
10
Age Range:
Level Of Play:
Age Appropriate Toys:
Other Needs:
Quick Write
1. Reading children’s books has many benefits.
2. Writing children’s books is a learning experience for the author.
Preschoolers
Characteristics:






Other Needs:
Student
Grading Rubric Categories
Age Range:
Level Of Play:
Age Appropriate Toys:
Other Needs:
3. Difficulties that I encountered while I was writing my children’s
book were. . .
4. Narrowing down a topic to write about was the easy part of
writing a children’s book.
Babysitting Bag
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Homemade Bubbles
1 c. water
1/3 c liquid dish soap
2 tbsp. light corn syrup
Combine ingredients in a resealable container.
Glorax (Flubber)
1T. white glue
3 T. water
2 heaping T. of Borax
Put ingredients into a ziplock bag and mix well.
Add food coloring if you like. Shape into a ball. If the mixture is
too sticky, roll the ball in a little bit of Borax.
Silly Putty Recipie
½ c water
½ c. Elmer’s glue
3 drops of food coloring
½ c. borax solution
Mix the ingredients well in a plastic bag. Add food coloring if you
wish. Let it dry about an hour. When it is a ready it will be
smooth and rubber-like. Borax solution: 2 tbsp. borax and add a
cup of water and stir.
Reading Books to Children
Reading to children should be an active experience. Children need to sit
as close as possible to the reader in order to see the pictures, to become involved
in the story, and just because it feels good to sit close to someone who likes you.
They should participate by saying words, finding pictures, and turning pages.
Follow the guidelines below to make reading to children and enjoyable and
meaningful experience.
To be a successful story read, you will want to keep these hints in mind:
•Know your book well.
Become well acquainted with a book and bring it to your babysitting job. If the
child wants you to read one of their books quickly skim through it to get an idea of
what it is about. Use sound words for which you can make the sound rather than
reading words. Another way that incorporates the child into the book is to
substitute the child’s name for the name used in the book. Where there are
repetitious phrases have the children join in.
•Start with an attention-getting device.
Your story reading will not be successful unless you have your listener’s attention.
If will be a poor experience for both you and the child if you have to stop to
reprimand a disruptive child. One of the simplest and most effective devices is to
use the cover of the book in some way. You might, for instance ask the children
something about the cover illustration. Here are some examples:
1.The Snowy Day. Do you see the little boy in the snow? What do you
suppose he is looking at?
2.Swimmy. Do you see the little fish on the cover? What different colors
are they? Which one do you think is Swimmy?
Or you may want to ask the child questions about the books title. Here are some
examples:
•Nobody Listens to Andrew. Andrew is trying to tell people something and all the
people are walking away. What do you suppose Andrew is trying to tell them?
Could you guess?
•Make your voice as interesting as possible.
Your voice often reflects your feelings. If you are enthusiastic about story reading,
the children will know if by the tone of your voice. Children love it when you
dramatize the story by making your voice scary or whispery or way down deep!
Can you do it? Most of us don’t know until we try. Even then we’re not sure how
we come across. Turn to the tape recorder when you are practicing reading a
story to hear how you sound. Do you like the way you read a story? Practice
alone with the tape recorder until you have improved as much as you want.
•Help children get involved through participation.
Children like to be the center of attention and are independent. This means they
will enjoy stories better if they are somehow a part of them. You, the story reader,
can get the child directly involved is a number of ways. You might, for instance,
ask the child to find a certain item in the illustrations. In The Very Hungry
Caterpillar, a child can identify each of the food items the caterpillar eats a hole
through.
BABY-CARE. BASICS
Directions: Caring for babies involves understanding how to keep them
safe and happy. Read each situation below, and describe how you would
respond.
1. You are babysitting a six-month-old infant You have just finished
feeding her a bottle, and she is playing quietly on the floor with blocks.
Suddenly she begins to cry. What should you do?
2. You are changing a baby on the changing table. You realize that the
clean diapers and baby wipes are on the chair across the room. What
should you do?
3. You have agreed to babysit your neighbor’s four-month-old infant You
will care for the baby during feeding time. What are three important
guidelines to follow when feeding the baby a bottle?
are about to place a baby in the crib for naptime. What are three
important guidelines to follow when putting babies to sleep?
4. You
BABYSITTING BLUES
Directions: Babysitting is a big responsibility because you are taking
the place of the children’s parents. Read the story below, and list the errors
you find in Brenda’s behavior. There are at least 15 errors for you to find.
Write the errors on the next page.
“Of course I will babysit on Friday night, Mrs. Jones," Brenda said into
the telephone. ‘Please be here promptly at 7:00 so I can give you all the
necessary information. I must leave for the meeting by 730," Mrs. Jones
replied. Brenda hung up the phone, turned to her friend Sally, and said,
“Call me tomorrow night at Mrs. Jones’s house. Mother won’t be there to tell
me when to get off the phone. We can talk as long as we want!"
Friday afternoon Brenda forgot the exact time but thought Mrs. Jones
said 7:30. “How many kids does Mrs. Jones have? Oh well, they can just
entertain themselves," Brenda mumbled to herself as she left her house.
Brenda arrived and a frantic Mrs. Jones answered the door. “I thought
you were coming at 7:00. We don’t have time to talk, so I left all the
information you will need written down on a list by the phone. My children
are hungry, so please prepare their dinner. I don’t give them snacks before
meals or bedtime. I left a casserole out for you to put into the oven.
Remember that Tony is allergic to strawberries, so please don’t give him
any. They both need baths before bedtime," said Mrs. Jones as she hurriedly
left.
Brenda walked into the kitchen to begin dinner. Mrs. Jones drove her
crazy with all that information she was giving! Brenda did not like the
casserole Mrs. Jones left, so she decided they could all have dip and chips
with a candy bar for dessert. Tony wandered into the kitchen and asked for
some strawberries he saw in the refrigerator. “Anything to keep this kid
happy," Brenda mumbled as she gave him a large bowl of strawberries.
The phone rang, and it was Brenda’s friend Sally. Brenda yelled at the
children to turn off the television so she could talk on the phone. I have a
great idea," Brenda said to Sally on the phone. “Why don’t you come over
here tonight! I’ll put the kids to bed early and not bother to give them a bath.
We can watch the movie and finish up these snacks I found in Mrs. Jones’s
kitchen. Hurry and come over!"
Brenda’s Babysitting Quiz
List at least 15 mistakes that Brenda made before accepting the babysitting job, when she
arrived and during her job. The mistakes do not have to be listed in order nor in sentences.
Do not repeat any of your answers. You may use any of the information you have learned
about babysitting. Print or write neatly.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.