The Teaching Research Institute Child Development Center Volunteer Orientation

Objectives For Training Aware of philosophy, curriculum, schedule. Understand volunteer responsibilities. Aware of health and safety policies and general rules of CDC. Aware of adult-child interaction strategies. Understand the child guidance policy.

Introductions – tell us Your name Your year in school Your major Why you want to volunteer in the CDC Your favorite childhood memory

Volunteers make a difference in the lives of lives

Philosophy of CDC * Children are active learners. * Children are unique individuals. * Children develop at their own pace. * Teachers and volunteers are facilitators. * The environment needs to be stimulating. * Families and teachers are partners. * Activities are developmentally appropriate.

Volunteer Job Description Assist with supervision. Assist in maintenance of classroom. Supervise a small group of children in an activity. Assist with routine procedures. Help prepare materials. Help with an individual child. Read to children. Modeling appropriate behavior. Follow example and directions of teachers. Maintain confidentiality. Other duties as assigned.

Housekeeping Information Name Badge and Timecards Child Care Division Center Background Registry Please turn off your cell phone. Limit adult conversation. Inform teacher of your arrival and departure Attendance – We count on you! Butterfly Classroom Dragonfly Classroom

Health and Safety Wash your hands upon your arrival. Stop any activity that is NOT safe. Be aware of where the children are. Report accidents to teacher in charge Volunteers not to be alone with children

Morning Schedule 7:30 – 8:50Community Time 8:50 – 9:00Opening Circle 9:00 – 9:30Breakfast 9:30 – 10:45Learning Centers 10:45- 11:00Story Time 11: :50Outdoor – Gross Motor 11:50 – 12:00Washing Hands

Afternoon Schedule 12:00 – 12:30Lunch 12:30 – 1:00Transition To Rest 1:00 – 2:00Rest 2:00 – 3:00Learning Centers 3:00 – 3:30Snack 3:30 – 4:30Outdoor – Gross Motor 4:30 – 5:30Community Time

General CDC Guidelines –We use gentle touches. –We use kind words. –We listen to each other’s words. –We treat our toys carefully and put them away when we are finished. –Everyone can play.

Classroom Guidelines –Children keep their feel on the floor and bottoms in their chairs. –Encourage children to draw their own pictures, build their own buildings. When adults actively participate in activities (art, building) it should look like a 3 year old did it. –Let children express themselves creatively. This is learning at its best. –If the children can’t do it, either can you.

Playground Guidelines –Children stay in the gated area. –Tricycles stay on the paved areas. Children follow the arrows. –Shoes may be taken off in the sandbox. –Children can climb on areas where there are bark chips. –Children can go up the slide and down the slide. –Volunteers can hold the door open for children using the bathroom. If a child need assistance I the bathroom you may ask a teacher for help.

Interacting with Children Be at their eye level Avoid competition Be an appropriate role model Establish a positive relationship Allow children to be independent Encourage problem solving Have fun and play with the children Put directives/requests in the positive. Respect the children’s space.

Indirect Language Stimulation Techniques Information Talk –Parallel talk –Self talk –Description –Comments –Open Ended Questions

Indirect Language Stimulation Information Parallel Talk – short phrases that adults say that describe what the child is seeing, hearing or doing, as he/she does it. “You are dipping your paint brush into the bucket.”

Information Talk Indirect Language Stimulation Self Talk –Short sentences to talk about what you are doing. “I’m riding in the fire truck.”

Information Talk Indirect Language Stimulation Description – The adult uses short sentences to label or describe the objects the child is playing with, touching or seeing. “The purple crayon.”

Information Talk Indirect Language Stimulation Comments – The typical “teacher talk” that sets the stage for activities. “Two more minutes and we will go outside to play.”

Indirect Language Stimulation Information Talk Open Ended Questions – Questions that are broad in their content and allow for multiple responses. Ex. “What do you think will happen next?”

Open Ended Questions - Questions that are broad in their content and allow for multiple responses. Indirect Language Stimulation - Responses. What open ended question would you use?

Indirect Language Stimulation - Responses Expansion – The adult adds more information to the words the child used. The child says, “ The shaving cream is squishy”. How can we expand this sentence?

Indirect Language Stimulation - Responses Repetition – The adult repeats exactly what the child says. This is often used when children mispronounce a word.

Giving Directions Be specific and clear when giving directives. Avoid using questions you do not mean to ask. Tell Children what to do. Avoid repeating directives Provide win-win choices.

Directive Samples Mike sees children tossing books around. He kneels down to their eye level, and says, “Books are for using gently. Let’s pick up the books and I will read one to you.” “Book are for looking at or reading, which would you like to do?” I see our books being tossed, books can get torn when they are tossed. Its time to pick them up.”

Directive Samples While Jill is reading a story to a small group of children, Suzie begins to poking a Johnny, Jill says. Please keep your hands to your self Suzie. Suzie what do you see on this page. Johnny it’s okay to tell Suzie to stop poking you. Johnny you can ask Suzie to stop poking you.

Directive Activity How would you re-word the following? - At cleanup time, Karla says to the children, “Will you please put the play dough away now?” -When Jill sees children climbing on the railing she says, “Be careful.” -The children are using loud voices before going outside. Henry says, “Stop using loud voices.”

Guidelines for Effective Praise Offer specific feedback Initiate the praise. Focus on improvement and effort Be enthusiastic and sincere, direct comments Avoid competition and comparison

Corrective Feedback Corrective feedback is used when a child does not follow directions or breaks a rule or expectation. Deliver corrective feedback as soon after the inappropriate behavior as possible. Gain the child’s Attention before delivering the feedback.

Corrective Feedback Acknowledge and express respect for the child’s feelings. Be specific and clear. The feedback should provide what ever assistance the child needs to perform the appropriate behavior. Always end on a positive note.

Behavior Intervention Guidelines “B.I.G.’s” for short BIG’s is a systematic approach for managing common problem behaviors. BIG’s enables all staff to be consistent in their response to behaviors and is a simple process that can be used by all. Children are better able to understand behavioral expectations and consequences. The BIG’s system has proven to be an effective tool for dealing with problem behaviors.

Behavior Intervention Guidelines of the CDC Continued BIG’s sorts problem behaviors into one of the three predetermined areas and then responds to those behaviors using agreed upon responses. 1.Aggression – Hitting, Biting etc. 2.Self indulgent- Whining, Pouting 3.Non-Compliant – Running to avoid task

Volunteer Evaluations To assist you in your learning process of working with children an evaluation will be given to you at the mid- term and during finals week. Self-Direction/Initiative, and Involvement with the opportunities offered to him/her: Communication with supervisor and other staff: Interactions with children: Professional skills: Attendance and punctuality.

The best things you can give children, next to good habits, are good memories. Sydney J. Harris Let’s begin making memories.