I need some tips on babysitting! Please?

Question

I am going to babysit in a few months and I am taking a class. But my aunt wants me to babysit for her tomarrow! I need tips QUICK! THANX!

Answer 1

Keep windows and outside doors locked and do not open them to see who is there.
Be careful not to offer information over the phone. Do not tell anyone that you are alone.
Keep the radio or TV turned low so that you can hear a cry or call from the child when he/she is sleeping.
Put things away and out of reach of children when preparing food.
Always know where the emergency exits are located.
Look for potential hazards in the home such as open stairways, uncovered electrical outlets or sharp objects that are within reach.
Keep gates across stairways to prevent falls from occurring.
Keep children from playing near glass doors and windows.
Put up medicine, cleaning products, pesticides, paint, and plants so that they are out of reach of young children. Many of these items can be quite dangerous for young children. If there is an emergency, call 911.
Never leave a young child alone while he/she is awake. Check on the child occasionally while they are sleeping.
Never leave a baby unattended on a changing table, in a high chair, bath or walker. Use safety straps whenever they are available.
Stay awake so you'll hear the children if they need you.
Children will likely try you out to see how far you will let them go. Be firm in insisting that they play where they will be safe.
Closets, medicine chests, drawers, and storage locations are not proper places for children to play. Also keep them away from stairways, hot objects (such as an iron or curling iron), stoves, microwaves and electrical outlets.
Keep scissors or knives out of sight.
Keep buttons, pins, cigarette stubs, money, small toy pieces, matches, and any other small particles off the floor and out of sight.
If playing outdoors, know where their parents permit them to play. Watch for traffic and fire hazards, garden sprays, tools and unfriendly animals.
Don't bathe the children unless specifically asked to do so. If you do bathe the children, do it very carefully and never leave the child unattended. The water in the bathtub should be comfortable to touch, not too hot!
Cut food into bite size pieces for toddlers and preschoolers.
Make sure that children remain seated while eating.
Try to avoid foods that are likely to cause a young child to choke such as popcorn, hot dogs, hard candy, and grapes.
Make sure that doors to rooms such as the bathroom, basement and garage are closed.
Remove plastic bags, beanbags or pillows that could cover a child's face and cut off breathing.
Remove any strings or straps that might pose a strangulation hazard to a young child
Children are usually unaware of the risks that are present in playing outdoors. You can teach them to play safe when they are playing outside.
Keep children from walking in front or back of a moving swing or glider.
Place young children in the center of a swing. Make sure that they are capable of hanging onto the swing or place them in a swing designed for infants and toddlers.
Be cautious of hanging rings. Some young children are able to place their entire head through the ring creating the potential for being hung.
Explain your list of outdoor rules to children. Your list might include: no pushing other children off a swing or piece of playground equipment, no swinging empty swings or gliders, no climbing up the front of the slide, no walking in front or back of a moving swing, no twisting swing chains, no rough playing on the equipment, and only one person can be on a piece of equipment at one time if it is designed for use by one person.
Be extremely cautious of swimming pools, wading pools, spas, and hot tubs even when a pool has a cover and is fenced in. Keep your eyes on the children at all times. If a child is missing, immediately check the pool to make sure the child has not fallen in it.
Make sure that gates are locked, and ladders are up in pool areas.
Learn CPR and first aid practices in case you might need it when watching children. Learn the phone number for emergency medical service in your location.
Put up toys with objects small enough to swallow when watching a child under age four.
Check stuffed animals to make sure that button eyes are not loose enough to come off and be swallowed.
Put up toys with sharp edges and sharp points as well as toys that shoot objects.
Look for toys with long strings and cords that may strangle an infant or young child. Put these toys in a place were young children cannot reach them.
Put up electronic toys that might burn or shock young children.
Make sure that the toys the children are playing with are appropriate for their ages. Toys that are safe for older children can be quite dangerous when played with by younger children.
All children misbehave sometimes. That is a normal part of growing up. But children's behavior is also influenced strongly by the people and the environment around them. Here are some reasons a child might be misbehaving:


Needs a nap
Feels ill
Needs food/drink
Has too much stimulation
Feels bored
Feels frustrated
Feels scared around strangers
Needs to feel a sense of power and control
Needs attention

Preventing Misbehavior
You can prevent some misbehavior of children from occurring by practicing some of the following tips:

Use encouraging words - When children are behaving well, they deserve your attention and appreciation. They will learn that good behavior is a way to be noticed.

Using positives - Tell children what you want them to do rather than what you do not want them to do. Changing "Don'ts" to "Do's" takes practice, but is worth the effort. "Do's" give good ideas rather than bad ones and are more easily understood.

Setting limits - Limits tell a child what is expected. Too many rules and demands may overwhelm a young child, but setting a few limits on matters that are really important reduces conflict and the need for making more discipline decisions. Limits are most effective when they match a child's ability; are expressed in clear, positive terms; are consistently enforced; and are based on reasons the child understands. Example: The child can no longer sleep at nap-time but becomes overtired by the end of the day. You insist that she spend an hour doing quiet activities after lunch.

Giving choices - When children are allowed to make small choices (Examples: An apple or raisins for snack, television or a story before bed) they learn to make simple decisions and will be prepared to make more important decisions in the future. They feel a sense of power and control over their lives when they can make some choices.

Use humor - Children respond well to humor. It is effective at breaking tension or avoiding a struggle. (Example: The child has left his jacket outside. You say, "I see a lost jacket out in the yard. I hope someone helps that poor jacket find it's way home.")

Warnings - Letting a child know in advance what to expect eases transitions and reduces resistance. (Example: The children are busy playing. You let them know that lunch will be ready in ten minutes.)

Planning ahead - You can be prepared so that problem behavior is avoided. (Example: You know the child becomes irritable when he gets bored so you pack some toys and activities to play with when you babysit this child.)

Change the setting - You can change the child's environment so that certain misbehaviors are prevented. (Example: This toddler likes to tear up newspapers so you put the newspaper out of site.)

Role model - You practice the behavior you would like the children in your care to adopt. (Example: You want the child to let someone finish speaking so you do not interrupt the child when she speaks.)

When misbehavior does occur, it is first important to try to determine the reason for the misbehavior. By knowing the reason why a child behaved in an inappropriate way, then you can use the appropriate discipline technique.

Handling Behavior Problems
Here are some ideas for handling common behavior problems:

Diverting attention - This works well for infants and toddlers as they are easily distracted. Diverting attention from an activity you disapprove of by substituting another plaything or leading the child to another activity is an easy way to avoid a meaningless struggle with a child who is too young to understand and learn from other methods.

Calming time - A calming time may be used to separate fighting children or calm an over-excited child. You need to calmly explain to the child/children that they must sit quietly for three minutes (you may want to give one minute of calming time for every year of the child's age — a four year old would receive 4 minutes of calming time). Calming time gives children time to simmer down, think about their behavior and realize that you will not allow such behavior to continue.

Ignoring misbehavior - This is an effective way to deal with fighting between siblings and misbehavior that is directed at getting attention. Children do need attention, and it is important that you give a child your attention at other times and especially when they are behaving well. Children who do not get enough positive attention will settle for negative attention (Example: yelling) brought on by misbehavior.

Redirect behavior - You can move a child away from behavior you do not like by suggesting an alternate acceptable behavior. (Example: The child is throwing a ball in the house. You set out some paper cups and suggest that the child try bowling, stressing that the ball must be rolled.)

Consequences - Allowing children to experience the consequences of their behavior can be more meaningful than any action a caregiver could take. A child who experiences unpleasant consequences of behavior will not be likely to act that way again.

Consequences may be:


Natural - A child who acts bossy may spend a lonely day after playmates decide to leave.


Logical - A child who rides a bike in the street is not allowed to use the bike for a period of time. Logical consequences are used when the natural consequences (being hit by a car while riding a bike in the street) would effect a child's health or safety. Sometimes it is difficult for a caregiver to allow a child to experience consequences but it is important to remember that the child is learning.


Problem Solving - You can talk with the child about why she is behaving in a certain way, why the behavior is unacceptable and how you might work together to change the behavior. (Example: When the child is angry, she slams her door, this causes the pictures to fall off the wall. Next time she is angry, she will tell you how she feels.)
Bibs and bottles, messy faces, spitting up, and food on the floor are all part of feeding a baby. Yet it can also be a fun time with the child.

If you have never fed a baby, visit the parents prior to babysiting and see how they do it. Put the baby in a safe place while you are gathering everything you need. When feeding the baby, relax. A baby can sense if you are nervous. Do not give the baby a food that is different from what the parents have told you to feed her.

Make sure you ask the parents to show you where everything is and how appliances work before they leave. Find the favorite bibs, plates, cups, spoons, and bottles.

Bottle Feeding
Many babies drink formula for their regular feeding. Never substitute milk or formula without the parent's directions. On hot days, the baby can be given water or juice between meals but ask for the parent's approval first.

Check with the parents to see if they warm the bottle. If so, ask them how they do it. Some use microwave ovens, others use hot water in a pan to heat it, and others give the bottle directly out of the refrigerator. Also find out how much formula the baby will take at each feeding.

If heating the formula, always check the temperature of the formula before giving it to the baby. If you have used a microwave, always shake the bottle to avoid hot spots. Shake the bottle so all formula is an even temperature and drip a few drops on the inside of your wrist. If it's comfortably warm (you can't feel cold or hot), it should be okay for the baby.

Find a comfortable chair and hold the baby with his head supported in your arm. His head needs to be higher than the rest of his body. Relax and talk to him while he is eating. Tip the bottle to make sure the nipple is always filled with liquid. This prevents air from getting into the baby's stomach. If it seems the child is having trouble sucking, loosen the lid slightly. If he seems to be drinking too fast, tighten the lid a little.

Make sure to burp the baby during and after the feeding. This helps get out the air that has built up in his stomach. Put a cloth diaper or towel over your shoulder. Lift the baby against your shoulder or sit the infant on your lap. Gently but firmly pat the infant's back to get up the air bubbles. The infant may spit-up some formula. That is okay, don't worry.

Feeding Solid Foods
Rice cereal is usually the first solid food that a baby eats. After a baby can eat cereal, then she usually starts eating a fruit, fruit juic, or a vegetable. Parents will introduce one new food at a time to test for any allergies.

When baby is ready for food that takes more chewing, she might eat cooked fruits and vegetables (mashed with a fork), dry cereals and bread/crackers in one-bite pieces.

Hold baby in a sitting position or put her in a highchair. Use a small, skinny spoon to fit the baby's mouth. Put a little food on the spoon. Put the food toward the back of the baby's mouth The baby may spit out the food. This is because he may not know how to chew it. Give the baby another bite even if she spits out the first bite. If the baby will not eat something, do not force him. Wait and try feeding him the food later.

Older infants or toddlers will grab for the spoon. This is the time that the child learns to feed himself. If a child can feed himself, be prepared for a mess!

Toddlers
Before feeding a toddler, check with the parents to find out how well the child can chew food and to learn what kind of foods the child usually eats. Toddlers enjoy finger foods because they have limited ability to use utensils. When you do give a toddler utensils, make sure that the utensils are child size.

All children are messy eaters, and they spill often. Learning table manners and how to use forks and spoons neatly takes time. Use child size plastic cups, plates and bowls to prevent broken dishes.

Toddlers can eat three meals a day plus healthy snacks in between so that they eat every two or three hours. Make sure that all food is cut into bite-size pieces for easy chewing. You will also want to make sure that a toddler sits still while eating to prevent choking hazards.

Preschoolers and School-Age Children
Children differ in their needs for food and their feelings about it. Some are hearty eaters, while others are very picky. Some children always eat big meals; others eat small amounts often throughout the day. Given the chance, most children do a good job of eating the food they need.

Serve child-size portions that the child can finish before getting too full. A good rule is one level tablespoon of food for each year of age. For example, a three-year-old would get three tablespoons each of several different healthy foods. If in doubt, always start small, you can always give a second helping if he eats the first.

Do not force a child to eat if she does not seem hungry. A child who is going through a time of slow growth or who has been inactive or ill may not be hungry.

Be a good example. Children are great imitators, and they watch what you do-so eat your carrots!

Be aware that even with your best efforts, there may be times when the child just doesn't eat. This is not unusual for preschoolers and school-age children. If it only happens from time to time, then you need not worry.
Toileting

Diapering
When caring for a baby, you will get to change a diaper. Make sure to change the diaper regularly or as the need arises.

To change a baby's diaper:

Gather all necessary items (Examples: clean diaper, wipes, baby powder, clean clothes, and diaper rash ointment).

Put the baby on the changing table or other flat surface. Fasten the child with the safety restraint if there is one. If not, stay with the baby at all times.

Remove the dirty diaper.

Lift the baby's hips off the changing surface by holding the baby by the ankles with one finger inserted in between them. If the baby has a messy diaper, wipe his bottom with the corner of the diaper. Wipe girls front to back.

Clean with a damp cloth or wipes. Make sure to clean all creases and genitals.

Apply lotion or powder sparingly.

Lift baby's hips off the changing table and slide the clean diaper under the baby's bottom.

Pull the diaper between the legs and pin or tape into place. If using pins, place your hand between the diaper and the baby's skin to prevent accidently sticking the child.

Put the baby in a safe place and put the dirty diaper in the correct container. If the baby is wearing cloth diapers and the baby had a bowel movement, be sure to dump it into the toilet and flush before putting the diaper in the container.

Toileting
Young children who have recently been toilet trained, still need your help in using the toilet. They may need help in undressing, wiping, washing hands and dressing again. They might also want you to stay with them when they are using the toilet.

Be prepared to help with toileting needs.
You will need to dress infants and most toddlers. You will find that some toddlers would prefer to "do it myself." Most toddlers and preschoolers still need some assistance in zipping zippers and buttoning buttons.

Preschool children enjoy making choices. You can help them choose sock colors, possibly outfits or what to wear in their hair or on their head.

A few preschoolers will learn to tie their shoes before they reach kindergarten age.
You will only want to give baths to children when parents ask you to do it. You may want to ask the parents to let you come and see how they do it before babysitting their children. Make sure you know where they keep all of the bath supplies.
When bathing a baby, you will want to follow these simple steps:


Put the baby in a safe place while you gather everything you need.
Use your elbow to test the bath water before putting the baby in. The water should feel lukewarm, not hot. Babies can be badly burned if the water is too hot. You will only need four or five inches of water in the tub.
Smile and talk to the baby while you undress him. Support his head and shoulders if he can't sit up yet. Slowly lower him into the water. Place him into a bath safety seat if he can sit up. Never let go—always keep one hand on the baby. Continue talking and smiling.
Use your free hand to gently soap the baby. Use a small amount of soap.
Don't put soap on his head or face. Just use a damp cloth to wash his face.
Rinse the soap off the rest of his body.
Carefully lift the baby out of the water and wrap him in a towel so he won't get cold. Dry him off and apply lotion or powder, as directed by the parents.
Diaper and dress him.

If you are uncomfortable giving a baby a tub bath, give a sponge bath instead. It's also good when a baby has a messy bowel movement.


Undress the baby and wrap him in a towel.
Lay him on a flat surface beside the water you are using.
Never let go—always keep one hand on the baby.
Wash and dry one part of his body at a time with warm water.
When done, diaper and dress the baby.
Clean up the area later while he is napping.

When bathing or changing a baby, never leave the baby alone for even a few seconds!

When bathing older children, you will want to make sure that they sit still in the tub. Children can slip and fall if they are standing or moving around. You will need to help young children in cleaning themselves and in washing their hair. Be careful not to get shampoo in their eyes while rinsing their hair. Never leave a child in the bathtub for any reason! Children have been known to drown in only a couple inches of water.
Ask parents about the child's bedtime routine, no matter what age the child is. What does the child do before going to sleep at naps and at night time? Follow the usual sleeping routine so that the child feels more secure and can sleep easier.

Infants

Younger infants generally sleep when they are tired. Some infants have difficulty relaxing and settling to sleep. Some infants get "over-tired" and then have trouble sleeping. It is really important to get to know the infant by asking a lot of questions and watching carefully to see what helps the infant calm down.


Older infants usually have a "routine" – something that the parent does each time the child is put to sleep. Ask the parent first, and then try other calming techniques to help the infant go to sleep:



Play soft, calm music.
Gently pat on the back and hum.
If the child cries a little bit, but remains laying on the bed, try being quiet in the room or leave quietly. Do not let the child cry for more than just a few minutes before you go in and help. If the child stands up or cries a lot, help the child relax and settle down to sleep.
It is not always easy to put an infant to sleep. Do not be surprised if it takes a great deal of time.

Toddlers


Ask the parent what the "routine" is – how the parent puts the child to sleep.
Toddlers usually like to play more than they like to sleep. Make sure you help the child calm down first by reading books or laying down and telling a story.
Generally toddlers do not need to "cry" before they sleep, so make sure you help the child calm down and relax enough to sleep.

Preschoolers

Ask the parent what the child likes to do before he or she goes to sleep.
Keep activities calm before naptime or going to bed. For safety reasons, make sure you are available when the child is settling to sleep. Preschool children can get up and may get into unsafe situations.
Read books, relax and play imagery games to help the preschooler close his or her eyes. Imagine sitting by the river or watching clouds in the sky.

School-Age Children

Make sure you know the parent's request for the time the child is to be in bed, and what time the parent would like the child to be asleep.
Older children often like to read before they go to sleep, sometimes they like to be read to and sometimes they like to read by themselves. This helps them relax.
If the child has had a very active day it might be difficult to calm down enough to sleep. You might need to do calming activities like listening to calm music or playing laying down games using their imagination. For instance, imagine soaring above the clouds – what would it feel like?
Some children might be too excited because you are there. You might assure them that when they wake up, their parents will be home.
Planning Play Activities

Children of different ages have different needs. These needs are based on each child's stage of growth and development. Remember that two children of the same age can be similar in some ways but different in other ways. Try to understand the unique characteristics of each child. This helps children to feel good about themselves. This will also help you plan activities that are developmentally appropriate for each child. Appropriate activities help children learn and are lots of fun.
Ages & Stages - Infants

Two infants born at the same time may be very different. Some infants are very quiet and sleep a lot. Other infants are very active. Accepting these differences will make it easier to take care of infants and help them grow and develop.

A child that walks or talks at a younger age than another child is not necessarily "better" or more advanced. This guide will share characteristics of most infants. These characteristics are divided into three main areas: physical (body), social-emotional (getting along with others), and intellectual (thinking and language) development. All age ranges given are approximate.

Remember that infants are human. They have needs and feelings. Infants look and act differently. Let each infant be himself or herself. Adapt to each infant's behavior instead of pushing the infant to be more like other infants.

Birth to Six Months
Physical Development - At birth, infants cannot control their body movements. Most of their movements are reflexes. Their nervous system is not fully developed. During the first months, infants can see clearly objects that are about 10 inches away from their faces. By six months, their vision is more fully developed. By four months, most babies have some control of their muscles and nervous system. They can sit with support, hold their head up for short periods of time, and can roll from their side to their stomach. By five months, most babies can roll over.

Social and Emotional Development - They begin to develop trust as their parents meet their needs such as changing their diapers when needed, feeding them when they are hungry, and holding them when they cry. When frightened, infants cry and look surprised and afraid. They cry to express anger, pain and hunger. It is their way of communicating. They are easily excited or upset. They need to be cradled and comforted. It seems as if they cannot tell where their bodies end and someone else's begins. Infants smile in response to a pleasant sound or a full stomach. At about six weeks, they smile in response to someone else. By four months, they smile broadly, laugh when pleased, and learn to recognize faces and voices of parents.

Intellectual Development - Infants babble, coo and gurgle. They study their hands and feet. They turn to locate the source of sounds. Infants can focus on and follow moving objects with their eyes. They explore things with their mouths. They put anything they can hold into their mouths. They cry in different ways to express hunger, anger and pain. They forget about objects that they cannot see.

Six to Twelve Months
Physical Development - Infants still take a nap in the morning and afternoon. They start to eat and sleep at regular times. They eat three meals a day and drink from bottles at various times. They start using a cup and a spoon to feed themselves. Infants can sit alone. They crawl with their stomach touching the floor, and they creep on their hands and knees. By eight months, they can reach for and hold objects. They can pick up objects with their thumb and forefinger and let objects go (drop things). They start to throw things. They pull up to stand, they stand holding onto furniture, and they can walk when led. By the time they are 12 months old, most babies can weigh three times what they weighed at birth and gain about an inch per month in length. The average infant at one year may be between 26–30 inches long.

Social and Emotional Development - Infants respond when you say their name. They begin to fear strangers. They begin to fear being left by their parents. They get angry and frustrated when their needs are not met in a reasonable amount of time. Infants will talk to themselves in front of a mirror. They begin to learn what is and is not allowed. Eye contact begins to replace some of the physical contact that younger infants seek.

Intellectual Development - Infants wave bye-bye and play pat-a-cake. They respond to simple directions. They look for things not in sight. Infants make sounds like "dada" and "mama." They begin to pretend by acting out familiar activities. They make sounds that can be understood by people who know them well. They repeat actions that cause a response such as when given a rattle, they will shake it and laugh. By 12 months, many infants speak their first understandable words.
Ages & Stages - Toddlers

When children learn to walk, they are called toddlers. Usually this term is applied to one and two year old children. The toddler stage is very important in a child's life. It is the time between infancy and childhood when a child learns and grows in many ways. Everything that happens to the toddler is meaningful. With each stage or skill the child masters, a new stage begins. This growth is different for each child. Children have their own timetable. During the toddler stage, most children learn to walk, talk, solve problems, relate to others, and more. One major task for the toddler is to learn to be independent. That is why toddlers want to do things for themselves, have their own ideas about how things should happen, and use "NO" many times each day.

The toddler stage is characterized by much growth and change, mood swings and some negativity. Toddlers are long on will and short on skill. This is why they are often frustrated and "misbehave." Some adults call the toddler stage "the terrible twos."

Toddlers bursting with energy and ideas need to explore their environment. You need to make sure that they can explore in an environment that is safe for them. They want to be independent, and yet, they are still very dependent.

Toddlers are very concerned with their own needs and ideas. This is why we cannot expect them to share. Toddlers sometimes get frustrated because they do not have the language skills to express themselves. Often they have difficulty separating themselves from their parents.

Usually between 2-1/2 and three years of age, children begin to take an interest in being toilet trained and by age three they are ready to be known as preschoolers. By this age, most children are toilet trained, have developed verbal skills, are continuing to be more independent, and are taking an active interest in the world around them.

One Year Olds
Physical Development - Toddlers may eat less, but they tend to eat frequently throughout the day. They get better at feeding themselves, although spills should still be expected. They may grow less quickly than during infancy. Most walk without support by 14 months. Most walk backward and up steps by 22 months. They can drink from a cup with help. They can scribble. They can stack blocks.

Social and Emotional Development - Temper tantrums are common. They have difficulty sharing toys. They may be possessive. They want to do things independently. They cannot remember rules. They show increasing fears. They have rapid mood shifts. Their emotions are usually very intense but short-lived. Routines are very important. They enjoy playing by themselves or beside (not with) other children. They view themselves as the center of the world. They may continuously ask for their parents. They become increasingly more self-aware. They begin to express new emotions such as jealousy, affection, pride and shame.

Intellectual Development - Toddlers name familiar people and objects. Their attention span is short. They are curious. They use "NO" frequently. They point to objects that they want. They name body parts and familiar pictures. They imitate animal sounds. They use pronouns me and mine. They can hold a pencil and scribble. They combine two words to form a basic sentence. They point to objects that they want. They use objects for their intended purpose. They begin to include a second person in pretend play.

Two Year Olds
Physical Development - They stand on tip toes. They throw balls and kick them forward. They walk, run, climb, walk up and down stairs alone and dig. They jump with two feet together. They feel discomfort with wet or soiled diapers. They start to show an interest in toilet training. They take things apart and put them back together. They like to screw and unscrew lids. Children are generally more active than at any other point in their lives.

Social and Emotional Development - They try to assert themselves by saying "No." They like to imitate the behavior of adults and others. They want to help with household tasks. They begin to play simple pretend games. Their fantasy play is very short and simple. It does not involve others. They sometimes do the opposite of what is asked. They are generally very self-centered and sharing is still difficult. They enjoy playing near other children. They refuse to help. They are more sure of themselves than one-year-old children. They become frustrated easily. They still need security.

Intellectual Development - They express their feelings and wishes. They follow simple directions. They still have a very limited attention span. They use three or more words in combination. They can memorize short rhymes. They use objects to represent other objects. They can join in simple songs. They have trouble making choices, but they want to make choices. They begin to think about doing something before doing it.
Ages & Stages – Preschool Children

Three and four-year-old children are often called preschoolers.

Preschool children want to touch, taste, smell, hear, and test things for themselves. They are eager to learn. They learn by experiencing and by doing. Preschoolers learn from their play. They are busy developing skills, using language, and struggling to gain inner control.

Preschoolers want to establish themselves as separate from their parents. They are more independent than toddlers. They can express their needs since they have greater command of language.

Fears often develop during the preschool years. Common fears include new places and experiences and separation from parents and other important people. You can expect the preschool child to test you over and over again.

He or she might use forbidden words and might act very silly. Preschoolers may still have trouble getting along with other children and sharing may still be difficult. Because of their developing imaginations and rich fantasy lives, they may have trouble telling fantasy from reality. They may also talk about imaginary friends. Preschoolers need clear and simple rules so that they know the boundaries of acceptable behavior.

Three-year-olds
Physical Development - They ride a tricycle. They catch a ball. They stand on one foot. They build towers of 6-9 blocks. They walk on tip toes. They jump horizontally. They handle small objects such as puzzles, and pegboards. They smear or daub paint. They draw or paint in circular and horizontal motions. They grow about 3 inches taller in a year.

Social and Emotional Development - They need to know clear and consistent rules and what the consequences for breaking them are. They enjoy dramatic play with other children. Their emotions are usually extreme and short-lived. They need to be encouraged to express their feelings with words. They begin to learn to share.

Intellectual Development - Preschool children learn best by doing. They need a variety of activities. They need indoor and outdoor space. They need a balance between active and quiet play. They can communicate their needs, ideas, and questions. Their attention span is a little longer so they can participate in group activities.

Four-Year-Olds
Physical Development - They run on tip toes. They gallop. They pump themselves on a swing. They hop on one foot. They begin to skip. They throw a ball overhand. They have more small muscle control. They can make representational pictures (for example, pictures of flowers, people, etc.) They like unzipping, unsnapping, and unbuttoning clothes. They dress themselves. They like lacing their own shoes. They can cut on a line with scissors. They can make designs and write crude letters. They are very active and aggressive in their play.

Social and Emotional Development - They sometimes have imaginary friends. They tend to brag and be bossy. They have very active imaginations. They need to feel important and worthwhile. They can be aggressive but want friends and enjoy being with other children. They enjoy pretending to be important adults such as mom, dad, nurse, doctor, mail carrier, police officer. They appreciate praise for their achievements. They need opportunities to feel more freedom and independence. They are learning to take turns and to share. Games and other activities can help preschoolers learn about taking turns.

Intellectual Development - They ask lots of questions, including "how" and "why" questions. They are very talkative. Their language includes silly words and profanity. They enjoy serious discussions. They should understand some basic concepts such as number, size, weight, color, texture, distance, time and position. Their classification skills and reasoning ability are developing.
Ages & Stages – School Age Children

Young School-Age Children
Five, six and seven-year-old children are often excited about going to school and their new responsibilities. Their parents are still the most important persons in their lives.

With school-age children, it is important to set limits and let children know what is expected of them. Do this with a soft voice. Be patient and kind. Provide clear and consistent discipline. Each child needs to feel special and cared about in your care. Children in this stage are very enjoyable. They like to be helpful, especially to adults.

Physical Development - Growth is slow but steady. They have gained control of their major muscles. Most children have a good sense of balance. They can stand on one foot and walk on a balance beam. They enjoy performing physical tricks. They enjoy testing muscle strength and skills. They like to skip, run, tumble, and dance to music. They can catch small balls. They can manage buttons and zippers. They can learn to tie their shoelaces. They can print their names. They can copy designs and shapes including numbers and letters. They use utensils and tools correctly with supervision.

Social and Emotional Development - They think of themselves more than others until about age seven or eight. They play well in groups but may need some time to play alone. Many children have a best friend and an enemy. They tend to prefer playmates of the same sex. Children often tell on each other. This is done for two reasons: to help them understand the rules and to get an adult's attention. They do not like criticism or failure. It is best to have each child compete against himself or herself not other children. They can be helpful with small chores. They have a strong need for love and attention from their parents. They are beginning to care about the feelings and needs of others. They may enjoy taking care of and playing with younger children. To them, "good" and "bad" are what parents and teachers approve or disapprove of. They are starting to develop a moral sense such as understanding honesty. They begin to develop a sense of humor and may enjoy nonsense rhymes, songs, and riddles. They become upset when their behavior or school work is criticized or ignored.

Intellectual Development - They can tell left from right. Their ability to speak and express themselves develops rapidly. This is important for success in school. They talk to each other about themselves and their families. During play, they practice using the words and language they learn in school. They start to understand time and days of the week. They like silly rhymes, riddles, and jokes. Their attention span is longer. They can follow more involved stories. They are learning letters and words. By six, most can read words or combinations of words.

Older School-Age Children
Physical Development - They are very active with lots of energy. Their fine motor and large motor skills have become much better.

Social/Emotional Development - They have a strong need to feel accepted and worthwhile. They show their ability to be independent by being disobedient, using back-talk and being rebellious. They prefer individual achievements over competition. They like encouragement and suggestions over competition. They still look to adults for approval. They begin to take responsibility for their own actions. They like to join organized groups. They prefer to be with members of their own sex. They look up to and imitate older youth. They are beginning to build and understand friendship. They want to be accepted by the peer group.

Intellectual Development - They need opportunities to share thoughts and reactions. They see things as either "black or white." They have interests which change often. They are easily motivated and eager to try new things. They usually do best when the work is done in small pieces. They need guidance from adults to stay at a task to achieve their best.
Characteristics of a Great Babysitter

Parents look for certain qualities in a good babysitter. Some of these qualities include:
Have good health: Your overall health is important. If you have a cold or other contagious disease, do not accept a babysitting job.

Be dependable & responsible: Dependability is a must. You are responsible for the child's health and safety.

Love little children: The best babysitters usually understand and love children. Children tend to know whether you like them or not.

Be self-confident: Children judge you as much by the way you look and act as by the words you say. Be sure of yourself.

Be mature: You need to be levelheaded and act calmly in an emergency. You have to maintain authority and discipline.

Show good manners: Be pleasant, and act in a courteous manner. This includes respect for the privacy of families by not going through closets and personal possessions.

Be knowledgeable about children: You need a basic understanding of the stages of child development. You must also know the basic techniques of feeding, dressing, diapering, bathing and playing with younger and older children.

Have a business-like attitude: Make sure you agree on the business aspects of the job before babysitting with a new family for the first time. Get the necessary information from the parents before they leave.

Be adaptable: Accept the differences between households. It's your responsibility to fit in with the family's usual pattern or routines — not the other way around. If you feel uncomfortable with the family's lifestyle, you may need to refuse to accept the opportunity to work for them.

Be safety conscious: Protect the children from harm. Be alert at all times.

You will be in demand: Great babysitters are known by many parents. Usually they are busy with repeated jobs for the same families.
also for babysitting flyers don't give out your address or email and just give you flyers to people you know .don't paste it in public area's and avoid putting to much personal information on your flyer .

Answer 2

Something I learned when I was starting out is that you should always clean up as much as you can before the parents come home! I know that I did when I used to baby sit and the parents really liked that. In that I mean do the dishes, put the toys away, make the house look tidy. Even if it was a wreck befor they left.
I am now a mother and I had a girl babysit for me and I she did that on her own. I was very blessed not to have to pick up after her and the kids when we got home late that night!

Another good tip is to bring some fun games and toys the kids might like to play with! Kids love to see new things. Make sure you okay the toys with the kids mom or dad first but this will entertain the kids for a while!

Also really important... always have a family member like your mom or dad to call if you have a quick question that you dont want to bother the parents with.

Good luck and have fun!

Answer 3

I babysit my cousins alot, and when I do it, I don't even think about babysitting, just having fun and playing with them. If its siblings, make sure they are sharing and treating eachother nicely, and if you think something is wrong, ask each of their sides of the situation and offer your advice. Sometimes you may need to put them in a time-out or seperate them, and they may get mad at you, but they will forgive you later on. I can't tell you much about it because I don't know if it is babies you are watching or like walking talking full sentences kids. But if they are
still in diapers, check it about every 2 1/2 hours or so and change it, feed them when they are hungry, and that's about all I can think of. Have alot of fun, because kids are awesome, and I hope I helped!

Answer 4

You can take a course in babysitting at your local YMCA and get become a certified babysitter. I did it when I was younger and if you are inexperienced, it will help you a lot.

There aren't any tips I can give you except to do whatever your aunt tells you needs to be done. Have the kids in bed when she says to have them in bed, fix them for dinner whatever she says to fix them unless she's already done it, don't undermine their parents (meaning don't allow them to do anything their parents wouldn't want them to do).

Answer 5

Ask her if they have any type of schedual. Make sure they eat healthy and dont give them too much sugar. Make sure you know contact numbers and other important info such as food allergies. Have fun with them. This is the time when no one is around so you can act like a kid again. You might even rent a favorite movie from your childhood.

Answer 6

ok well girl good news i am a babysitter and i am babysitting right now and i have babysat newborns and toddlers. so if the baby starts crying then jus give him the bottle and if he dont wanna take it then his stomach might be hurting so give him some gas drops and 4 the toddler then u jus have to play with them and feed em cause they are gonna want food when u eat. and thats all i can tell u. hope it work HOLLA.

Answer 7

depends on the age. lol dont worry its gonna be fine. im 13..ive been babysitting for all my cousins n now my little sister..shes 2. i have alot of experience. just dont spoil them. if they know how to talk..then sit them down n try to calm them. and if their babies..put on some baby shows or baby music..they love seeing kids their age on tv. if u want to ask me questions just talk to me on yahoo messenger. i think i have about 6 to 7 years of babysitting

Answer 8

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Answer 9

Don't be scared or nervous because kids can sense that...Whatever you do make sure you ACTUALLY WATCH THEM!!! Don't do like most babysitters who check on the kids 1 time and then go lay on the couch fall asleep and everythings a mess!! Thats a huge mistake...Watch the childeren as if they were your own sister or brother...

Answer 10

i love babysitting, i babysit my little sister whos a year old, and we have a blast, see with little kids you can act stupid and they will love it, so just be fun and creative, trust me everyting will be fine

Answer 11

If they are REALLY energetic and annoying, turn the TV on and put it on the news. It will bore them to sleep. If they are good though, just let them do things they want to do, but only if it is in reason.