VOLUNTEER EXPECTATIONS

• Arrive 30 minutes before the service starts to attend our Team Prayer Huddle located outside of the Nursery.

• Conduct yourself with patience, love, and grace towards both the children and the other volunteers.

• Keep discussion age-appropriate and biblically-centered with the mission in mind.

• Please remain off of your phone during the service, unless contacting Rachel or Lexi. It will be helpful to pre-program these numbers in your phone incase you are in need of assistance during the service.

  • Rachel Blanchard: 602-803-9335

  • Lexi Priolo: 623-853-7919

SAFETY POLICIES

• Remain in the Classroom: If you need to leave the classroom for any reason, please notify a member of staff. A child is not allowed to be taken out of the classroom, except by members of staff or their parent/guardian.

• Child Injury: If a child is injured in any way (bite, bumped head, paper cut), please notify a staff member.

• Emergency: In the case of an emergency, use the radio to dispatch for a member of staff or the Safety Team.

• Fire Alarm: If the fire alarm goes off, carry all babies to the parking lot and find a member of staff. Do not release a child to a parent without the pick-up tag.

• Lockdown: Lock doors, close windows, turn off lights, and quiet children. Do not unlock doors for any reason. Staff members will have a key to unlock once lockdown is over.

DIAPER CHANGING POLICY

• Collect all supplies needed (including clean diaper from child’s bag, wipes, etc.) and place at the changing station before beginning.

• Grab a sanitary paper from the board and place it on the bottom of the changing pad.

• Put on gloves, found on the board.

• Place the child on the changing pad. DO NOT LEAVE THE CHILD UNATTENDED ON THE CHANGING TABLE.

• Removed soiled diaper from child.

• Place soiled diaper in the trashcan, located to the left of the changing table.

• Wipe all soiled areas from child’s skin with wipes. If a diaper rash is evident, notify parents at time of pick-up.

• Place a clean diaper on the child .

• Remove the child from the diapering station, toss the gloves and sanitary paper, and thoroughly wipe down the changing area with sanitizing wipes.

• Wash your hands (wash hands after each diaper change).

• If the trash begins to stink, notify a member of staff to take the trash out.

crying child

We have a 10-minute rule in our ministry. If a child cries for more than 10 minutes (or earlier if a parent requests) please contact the Early Childhood Coordinator.

NOTIFYING PARENTS

If you need to notify a parent during service for any reason, please contact a member of staff. Staff will then contact parents via text message, phone call, or by presenting their unique 4-digit code found on the child’s tag on the screens in the Main Auditorium.

CHILD PICK-UP

EXAMPLE OF CHILD NAME TAG

EXAMPLE OF PARENT TAG

MATCHING NAME TAGS: When a child is being picked up, ensure that the parent’s pick up tag matches the child’s name tag. Verify that the 4 digit code matches and remove the child’s name tag from their shirt. You can then place both 'parent tag’ and ‘child name tag’ in the trash.

COLLECTING THE CHILD’S BELONGINGS: Before the end of service, collect all of the child's belongings and place them on the hooks near the door.

COMMUNICATING WITH PARENTS: Upon child pick-up, communicate with the parent any important information form their child’s experience that day. This includes: diaper changes, feedings, behavior, etc.

WHAT IF A PARENT LOSES THEIR PARENT TAG? Contact the Early Childhood Coordinator or the Life Kids Director and the parent’s ID will be check with the ‘trusted people’ we have in our database.

SAFETY CHECK-INS

WHAT ARE SAFETY CHECK-INS? Safety Check-Ins occur approximately 10 minutes after the start of each service. During safety check-ins, one teacher in each classroom will pick up the classroom radio and read off a script to our Safety Team, checking in and notifying them how many kids you have in your classroom.

WHY DO WE DO SAFETY CHECK-INS? New Life has been blessed with an incredible Safety Team that strives to serve our Life Kids Ministry. The goal of safety check-ins is to establish good communication with our Safety Team, grow your comfort with using the radio in case of an emergency, and allow the Life Kids Ministry staff to have awareness of the condition of your classroom before your teaching time begins.

WHAT DO THE SAFETY CHECK-IN ‘SCRIPTS’ LOOK LIKE? Below is an example of the script placed next to the radio in each classroom:

CHOICE-BASED INSTRUCTION

Always give the children choices if the option is available. This can increase the children’s willingness to do the activity you have planned. The idea is to keep the child happy, while still having them follow directions and class schedules. 

A specific example might look like: “Okay, It’s time for us to do the wonder box. We can sit on the carpet or at the tables to explore what is in the box. Which would you prefer?”

HOW TO GAIN AND KEEP ATTENTION

The attention-span of a toddler is limited, but can be gained and kept through:

• Use the child’s name

• Eye contact

• Engaging the child in ways that are interesting to them (their favorite toys, activities, etc.)

• Being yourself

• Being silly with them

• Allowing them to lead some conversations. You and the children are CO-LEARNERS. This means that the children will learn from you, but you can also learn from them. Give them opportunities to teach you something. Tell them you are confused about something and have them explain it. You might learn something you didn’t know before and gain their trust in the process.

crying/nervous child

• CRYING CHILD AT DROP-OFF: If children are having a hard drop off, one teacher can stand outside the classroom with the door open and talk to the child. Gain their trust. Talk about some of the fun things that are in the classroom. Invite them to take a look around the classroom to see if there is anything fun to play with in the classroom.

• CHILD CRYING IN THE CLASSROOM: Take them to the safe space in the classroom. Ask them if they would like you to stay or if they would like some space. 

  • If they want space:

    • You could say, “Okay, I will give you some space. I’ll be right over here if you change your mind and want me to come back.”

    • Check in with the child every so-often and ask the child if they need another minute alone or if you could sit with them. Let them have control over their situation as that will help them feel safe and secure in the room. 

    • Call the Early Childhood Coordinator if you need assistance. 

  • If they would like you to stay with them, here are a few things you could say: 

    • “I’m sorry that you are feeling sad. It’s okay to feel that way. I’m here with you. “

    • “Would you like a hug?”

    • “I get sad sometimes too. When I get sad, I take some deep breaths. Would you like to take a few deep breaths with me? Let's do three.”

    • “Would you like to wrap up in the blanket and read a story?”

    • “Would you like me to bring us some toys?”

    • If the child is in your lap, try taking a few deep breaths. Make your breathing loud enough that the child can hear it. They will feel your belly moving up and down, and they will likely mimic your movements. 

    • Call the Early Childhood Coordinator if you need assistance. 

  • If after 10 minutes, if they are still not able to calm down, call the Early Childhood Coordinator or Life Kids Director.

child misbehavior

NATURAL CONSEQUENCES

A natural consequence is anything that happens naturally, with no adult interference. When you stand in the rain, you get wet. When you don’t eat, you get hungry. When you forget your coat, you get cold. Natural consequences may occur in the classroom in ways such as these:

• “If you choose to not eat your snack, you may be hungry later.”

• “If you choose to sit by yourself, you won’t be able to have fun with your friends.”

• “If you continue to play with your water, you may spill and make your shirt wet.”

When informing a child of the natural consequences, it is important to give them an alternative choice. For example, “Hey Jimmy, if you continue to play with your water, you may spill and make your shirt wet. Instead, would you like to put your water cup in the trash can or over here on the table?'“

LOGICAL CONSEQUENCES

Logical consequences are the natural outcomes that result from a child's actions with others or property. Following through on logical consequences means that the adult guides the child to take responsibility for any harm caused or damage done. The intent is to teach your child that every action has a reaction. Logical consequences may occur in the classroom in ways such as these:

• “If you choose to hit a friend, then you will have to sit with the teacher until you can have a safe body.”

• “If you say something mean to a friend, you have to say that you’re sorry.”

• “If you don’t sit quietly, you won’t be able to do the Wonder Box with us.”

When informing a child of the logical consequences, it is important to again give them an alternative choice. For example, “Hey Jimmy, if you don’t sit quietly, you won’t be able to do the Wonder Box with us. Would you like to sit quietly next to me or Miss Hannah?”

PROBLEM SOLVING

Children are great problem solvers and want to have the power to help come up with solutions. This is especially helpful when addressing a large group. 

A specific example might look like: “I noticed that many of our friends were running in the classroom. That is not safe. What do you think should be a consequence for friends if they run in the classroom?”

UNSAFE BEHAVIOR

When a child is performing unsafe behavior, it is important to correct that behavior quickly and clearly.

If there is a safety concern, say, “You may not…(safety concern), you may…(safe choice). Would you like help or can you do it on your own?”

For example: “Jimmy, you may not stand on the chair. You may sit in the chair though. Would you like help or can you do it on your own?”

If a child continues to conduct themselves in unsafe behaviors, please contact the Early Childhood Coordinator.