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Red Cross First Aid. The Experience to Make a Difference.

ISBN 978-1-58480-670-7

redcross.ca/firstaid | 1-877-356-3226
Jump in and Get in the Game!
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Join in and have fun learning surfing and boogie boarding, triathlon and
synchronized swimming, swim workout, diving, boating, lifesaving sport,
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Babysitter’s Manual
Name: __________________________________________
 Copyright © 2016 The Canadian Red Cross Society

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means—electronic, mechanical, photocopying,
recording, or otherwise—without prior written permission from The Canadian Red Cross
Society.

The Canadian Red Cross Society (CRCS) has made reasonable efforts to ensure the contents
of this publication are accurate and reflect the latest scientific research available on the topic
as of the date published. The information contained in this publication may change as new
scientific research becomes available. Certain techniques described in this publication are
designed for use in lifesaving situations. However, the CRCS cannot guarantee that the use
of such techniques will prevent personal injury or loss of life.

This publication is available in English and French.

Illustrations by Allison MacAlister

Photos by Matt Bork, Charlene Cook, Tara Hillyer, and Lisa Petrole

Photo Credits:
Page 17, baby in diaper; © Shutterstock.com/Gelpi
Page 18, toddler; © Shutterstock.com/Oksana Kuzmina
Page 18, preschooler; © Shutterstock.com/ProStockStudio
Page 19, school-aged girl; © Shutterstock.com/Monkey Business Images
Page 19, boy using wheelchair; © Shutterstock.com/Jaren Jai Wicklund
Page 20, girl doing puzzle; © Shutterstock.com/Eleonora_os
Page 20, girl giving thumbs up; © Shutterstock.com/Denis Kuvaev
Page 20, boy using walker; © Shutterstock.com/Jaren Jai Wicklund
Page 24, medication dangers; © Shutterstock.com/Thomas M Perkins
Page 29, child standing on table; © Shutterstock.com/Image Point Fr
Page 31, children on bicycles; © Shutterstock.com/Mat Hayward
Page 36, boy at desk; © Shutterstock.com/Monkey Business Images
Page 42, diaper change, ready; © Shutterstock.com/Yzoa
Page 42, diaper change, removing diaper; © Shutterstock.com/Yzoa
Page 43, diaper change, cleaning; © Shutterstock.com/Yzoa
Page 43, diaper change, closing diaper; © Shutterstock.com/Yzoa
Page 43, diaper change, completing; © Shutterstock.com/Yzoa
Page 50, spoon-feeding baby; © Shutterstock.com/Mita Stock Images
Page 51, toddler self-feeding; © Shutterstock.com/Romrodphoto
Page 54, sleeping baby; © Shutterstock.com/Mita Stock Images
Page 58, playing with preschooler; © Shutterstock.com/Duplass
Page 62, crying girl; © Shutterstock.com/Mita Stock Images
Page 86, bruise; © Shutterstock.com/Stephane Bidouze

ISBN: 978-1-58480-670-7

19 20 21 / 5 4 3

2
TABLE OF CONTENTS
CHAPTER 1 Sleeping.......................................... 52
Welcome to the Canadian Playing ........................................... 56
Red Cross............................................ 5 Comforting..................................... 59
Our Mission.................................... 5 Safe vs. Unsafe Touching............... 60
Our Values...................................... 5 Misbehaviour................................. 62
Our Volunteers............................... 5
How We Help................................. 5 CHAPTER 6
Red Cross Fundamental First Aid: Check, Call, Care................ 67
Principles..................................... 8 Handling Emergencies................... 67
First Aid Kit..................................... 67
CHAPTER 2 Check, Call, Care............................ 68
Being a Responsible Leader.............. 9 Illness.............................................. 73
I’m in Charge.................................. 9 Choking.......................................... 73
How to Be a Leader....................... 9 CPR.................................................. 77
Leadership Skills............................. 11 Asthma........................................... 78
Recognizing Child Abuse and Anaphylaxis.................................... 81
Neglect........................................ 16 Minor Cuts and Scrapes................. 83
Splinters.......................................... 84
CHAPTER 3 Life-Threatening External
Childhood Characteristics and Bleeding...................................... 84
Behaviour........................................... 17 Nosebleeds..................................... 86
Stages for Babies............................ 17 Bumps and Bruises......................... 86
Stages for Toddlers........................ 18 Burns............................................... 87
Stages for Preschoolers.................. 18 Head, Neck, and Back Injuries....... 89
Stages for School-Aged Children... 19 Broken Bones................................. 89
Babysitting Children With Seizures........................................... 90
Disabilities................................... 19 Poisons............................................ 91
Insect Stings.................................... 91
CHAPTER 4
Injury Is No Accident: Creating Safe CHAPTER 7
Environments..................................... 22 The Business of Babysitting.............. 93
Safety Begins With Me.................. 22 Finding Work.................................. 93
Precautions for All Developmental Your Resumé.................................. 93
Stages.......................................... 23 Before Your First Babysitting Job... 95
Personal Safety and Security......... 34 Safety Tips for You......................... 96
Online Safety.................................. 35 Expectations of the Families
Bullying Behaviours....................... 36 Who Hire You.............................. 97
Children’s Expectations.................. 97
CHAPTER 5 Self-Evaluation After the Job........ 98
Caring for Children........................... 37 Your Own Family’s Expectations... 98
Care of Children............................. 37
Holding........................................... 37 Summary of What You’ve
Lowering the Risk of Infections.... 39 Learned........................................... 99
Diapers and Toileting..................... 42
Dressing.......................................... 46 Resources
Feeding........................................... 48 First Aid and CPR Training..........101
Acknowledgements
Each time a program is revised, it is built on the great work completed in the
previous revisions. The Canadian Red Cross would like to recognize everyone who
worked on developing these programs in the past; their work set the foundation
for our success.

We would like to thank our Training Partners, Master Instructor Trainers, Instructor
Trainers, and Instructors who provided the feedback that helped guide this revision
and shape our new programs and products.

This revision required the hard work and dedication of many teams who put in
countless hours to contribute to its success. The Canadian Red Cross would like to
thank the Canadian Council for First Aid Education (CCFAE) in particular for its
overall leadership, dedication, and direction. CCFAE members include:

Andrew MacPherson Kyle Mohler Michael Nemeth

Medical Director Core Professional Responder
MD and CCFP-EM
Charna Young Mike Skinner
Morgan Hillier Core Professional Responder
MD
Lyle Karasiuk Blair Doyle
Kathy Sampson Instructor Development Wilderness
Chair
Roger Mayo Kevin Holder
Carolyn Hoekstra Instructor Development Wilderness
Youth/Caregiver
Diane Story Dave Wooldridge
Shelly Longmore Education Specialist Wilderness
Youth/Caregiver
Kristopher Tharris Dr. Gordon Giesbrecht
Debbie Van’t Kruis Education Specialist Technical Specialist
Youth/Caregiver
Jason Durham
Jason Brinson Professional Responder
Core
Domenic Filippelli
Richard Czech Professional Responder
Core
1
Our Mission
Welcome to the
Canadian Red Cross

The mission of the Canadian

Red Cross is to improve the
lives of vulnerable people
by mobilizing the power of
humanity in Canada and
around the world.

Our Values
Our actions and decisions are
based on:
• Humanitarian values,
as expressed in our
Fundamental Principles;
• Respect, dignity, and care for one another within and outside
the Canadian Red Cross; and
• Integrity, accountability, effectiveness, and transparency.

Our Volunteers
The Canadian Red Cross relies on more than 25,000 volunteers across the
country to fulfill its mission. Red Cross volunteer opportunities are dynamic
and varied, with engagement levels varying by geographic location and
program. Go to redcross.ca/volunteer for more details.

How We Help
The Canadian Red Cross is dedicated to helping make families and
communities safer at home and around the world.

5
 Disaster Management
The Canadian Red Cross provides
aid to individuals and families across
Canada following emergencies such
as house fires, flooding, ice storms,
and even chemical spills.

International Operations
The Canadian Red Cross works
around the world to protect and
promote the rights of all people
affected by armed conflict, and also
provides aid following emergencies
such as natural disasters and disease
outbreaks.

First Aid Programs

As the largest provider of first aid
training in Canada, the Canadian
Red Cross offers first aid and CPR
training for individuals, groups,
workplaces, and first responders.

Swimming & Water Safety

Program
The Canadian Red Cross offers
courses at community pools, beaches,
schools, and summer camps to help
people of all ages and abilities learn
about water safety and learn how
to swim.

6
Respect Education
The Canadian Red Cross offers
programs to teach children,
youth and adults about healthy
relationships, signs of abuse,
dating violence, personal safety,
and bullying prevention.

Community Health and

Wellness
The Canadian Red Cross offers
nutrition-based programs,
transportation services, and health
equipment loans to help individuals
continue to live independently in
their homes despite injury, illness,
or other circumstances.

7
 Red Cross Fundamental Principles
There are Red Cross or Red Crescent Societies in more than 190 countries
around the world. In every country, our programs and activities are guided by
seven Fundamental Principles.

Here’s how the Red Cross Fundamental Principles apply to you as a babysitter:

HUMANITY: You serve the needs of the children in your care.

IMPARTIALITY: You don’t discriminate, regardless of the nationality, race,
religious beliefs, class, or political opinions of the child and his or her parent or
guardian.
NEUTRALITY: You never show favouritism when working.
INDEPENDENCE: You follow the rules of the household where you work, but
you place the safety of children above all else.
VOLUNTARY SERVICE: Your job is never done solely for your own gain.
UNITY: You and the family you work for recognize that everyone’s responsibilities
are connected to one another.
UNIVERSALITY: You acknowledge that everyone has equal responsibilities in
creating a safe and harmonious environment.

ACTIVITY
Putting the Seven Fundamental Principles Into Action
The guardian of the children you’re babysitting gave you permission to make
dinner. You ask the children to help you set the table. You ask the oldest child
to bring the glasses to the table and pour the cold drinks and the youngest to
place napkins on the table. Once the table is set, you all have dinner together.

List all the fundamental principles that are used in this scenario.

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________ __________________________________

__________________________________
8
2
I’m in Charge
Being a Responsible
Leader

When they’re away, the parents and

guardians who have hired you as their
children’s babysitter rely on you to be
the leader and keep their children
safe. The children look up to you as
the person in charge.

My Babysitting Kit
Creating a babysitting kit ahead of
time is a great way to make sure you
are prepared to do your job well.
Fill a backpack with a first aid kit,
your Babysitter’s Manual, any
important forms, a flashlight, a
mobile phone (if you have one),
a change of clothes, toys that match
the children’s ages and developmental
stages, and anything else you may
need. Then you’re all set!

How to Be a Leader
A leader is a person who guides and
motivates others toward a common
goal. In babysitting, the people you’ll
be motivating will be the children in
your care. The common goals will be:
• Keeping everyone safe.
• Respecting rules and routines.
• Having fun.

You may find that some leadership styles come more naturally to you than
others. It’s okay if you don’t remember the names of the styles. Usually, the
leadership style you use will depend on the situation.

9
 ACTIVITY
What to Keep in Your Babysitting Kit
You’ve been called at the last minute to babysit two preschoolers for a few
hours. What should you take with you?

Rank each of the following items in order of importance, with 1 being the
most important and 10 being the least important.

______ Change of clothes ______ Picture book

______ Toy building blocks ______ First aid kit

______ Babysitter’s Manual ______ Your homework

______ Stuffed animal ______ Crayons

______ Mobile phone ______ Flashlight

Democratic Leadership Style

What it is: You ask for each child’s opinion and then work out a solution
together, using a positive attitude. Each child feels that his or her opinions are
heard and respected.

When to use it: The kids are trying to make a decision that affects everyone
but doesn’t involve safety.

Hands-Off Leadership Style

What it is: You let the kids work out small conflicts on their own. You keep
an eye on the situation and step in if the conflict gets worse or the kids are
unable to resolve the problem alone. The children have an opportunity to
learn how to solve disagreements on their own.

When to use it: The children are getting along, and no important decisions
need to be made.

Sympathetic Leadership Style

What it is: You focus on making the children feel valued and cared for, rather
than focusing on what they’re doing. Be patient and listen to what each child
has to say. Ignore their minor attention-seeking behaviour. By doing this, you
can earn their trust.
10
When to use it: Safety is not at risk and you are just getting to know the
children, emotions are running high, and/or it’s more important to focus on
how the children feel than on how they’re acting.

Directive Leadership Style

What it is: There is some sort of emergency or a potential hazard, and you
have to tell the children what to do with little or no discussion. Once the
situation is under control, take some time to explain to the children what
happened and why.

When to use it: You need to make an important decision quickly. Safety is at
risk, and you need to take immediate action.

Leadership Skills
Anyone can learn to be a leader. As with other skills, the more you practise
leadership skills, the better and more comfortable you will become with them.
Leadership skills can be broken down into four areas:
• Role modelling
• Respecting household rules and diversity
• Taking action
• Decision-making

Role Modelling
As a babysitter, you are a role model, which means you are a leader in setting
good examples for children to follow. For example, always washing your hands
before preparing or eating food will encourage the children to wash their
hands. You can be a good role model by:
• Following household rules.
• Following the instructions from the child’s parent or guardian.
• Focusing on safety.
• Having a positive attitude.
• Making the best out of difficult situations.

Respect
Respecting Household Rules
An important part of being a good leader is knowing what is expected of
you. The parents or guardians of the children you babysit will have specific
instructions for how they want you to handle certain situations. Respect and
follow all the household rules. The children will be happier, feel more secure,
and behave better if you follow their usual routines.

11
 ACTIVITY
What Type of Leadership Style Should You Use?
Read the following scenarios. What type of leadership style should you use in
each scenario to reach a fair solution?

Scenario 1: You are babysitting two children and have plans to take them
to the park. It begins raining outside, so you let the children watch a movie
instead. You let the children pick from a few age-appropriate movies, but each
child wants to watch a different movie.

_________________________________________________________________________

Scenario 2: You are caring for three small children when the power in the
house goes out. You turn on the flashlight you have in your babysitting kit
and give the children some colouring books that you also brought along with
you. However, the youngest of the children is afraid of the dark and begins to
panic. As you are comforting her, the other two children also get scared.

_________________________________________________________________________

Scenario 3: The father of the children you are babysitting has given you
permission to let the kids use the backyard playset. While supervising the
children, you notice that one of the older children is about to jump off the
top of the slide.

_________________________________________________________________________

Scenario 4: The two sisters you are babysitting are colouring in their colouring
books and are happily sharing a set of crayons. After a few minutes, they
decide that they both want to use the green crayon, and there is only one.

_________________________________________________________________________

12
Respecting Diversity
People have a lot in common, but every person is also unique. People look
different, act differently, and believe different things. This is called diversity.
Respecting diversity is a great way to model respect.

You may find that the children you babysit are diverse in the following ways:

Age: Children look, think, and behave differently as they get older. For
example, an 8-year-old boy does not play the same way he did when he was
4 years old. Having interests that change is a part of growing up.

Developmental stages: Children of the same age have usually reached the
same types of milestones. These are called developmental stages. For example,
at about 9 to 12 months old, most babies can pull themselves up into a
standing position. However, these are only rough guidelines: Even though
some children may be the same age, they may not have achieved the same
milestones yet.

Gender: Don’t assume that the children you babysit will act certain ways or like
certain things just because of their genders. Traditional ideas of “toys for girls”
or “how boys behave” are based on stereotypes that often aren’t true. Instead
of making assumptions, take the time to discover the interests of the children
as individuals.

Individual differences: People, including children, don’t always think or feel

the same way—that’s what makes us individuals! It’s important to remember
that even children from the same family may think and react differently.

Cultural differences: If you babysit for a child whose family is from a different
country or is of a different culture than your own, the family might speak
another language and eat certain foods or dress in clothes that are unfamiliar
to you. Be respectful of these differences and don’t be afraid to ask questions.

Religious beliefs: You may care for children with religious beliefs that are
different from your own. For example, the child’s parent or guardian might
give special instructions, such as making sure the child says his or her prayers or
that the child doesn’t eat certain foods. Be respectful of all families and their
religious beliefs.

Family members: Each family is different in some way. You might care for
children who live with both parents, or with only one parent. Other children
may live with a step-parent, a guardian, or other relatives who are not the
child’s birth parents. Be respectful of all family members of the children you
babysit.

13
 Family lifestyle: You may notice that some families have different types of
homes and cars and the children have different types of clothing or toys. It’s
your job to do your best on each babysitting job and give the same care to all
children, no matter how many or what kind of things they have.

Remember, every child is different. Your job as a babysitter is to get to know

the children you look after and appreciate their differences.

Taking Action
People look to leaders to take action when no one else will. In difficult
situations, it’s easy to think that someone else will handle things. But if no
one takes responsibility, no one will act. A leader will risk sounding foolish or
standing out to make the right choice in a difficult situation. There are three
steps to taking action in a difficult situation:
1. Notice that action is needed. Be alert and notice any changes in the
children’s behaviour or in your situation that might lead to problems.
2. Take responsibility. Ask yourself if action is needed and then take
responsibility for the situation.
3. Act. Take action to fix the situation. Remember, only do what you are
trained to do and what you can do safely.

Decision-Making
Deciding how to handle challenging situations is part of your job as a
babysitter. Parents and guardians rely on you to make good decisions when
they can’t. When you are faced with a tough situation, use the FIND Decision-
Making Model to help you decide what to do.

FIND Decision-Making Model

Step 1 F igure out the problem:

Focus on the exact problem that is causing trouble.

Step 2 I dentify possible solutions:

Think about all the possible ways you could solve the problem.

Step 3 N ame pros and cons for each solution:

 Think about the positive and negative consequences of each way
to solve the problem.

Step 4 Decide which solution is best, then act on it:

Pick a solution where the pros outweigh the cons, then put the
solution into action.

14
ACTIVITY
What Should You Do?
You are babysitting three children aged 3, 5, and 7 years. Their mother gave
you permission to take the children to the park across the street, so you take
the kids for an hour before lunch. After 15 minutes at the park, the oldest
child decides that she wants to go home. She keeps saying, “If we don’t leave,
I’ll go home without you!” What should you do? Using the FIND Decision-
Making Model, try to find a solution.

FIND Decision-Making Model Activity

F
Figure out the problem.

________________________________________________________

________________________________________________________

________________________________________________________

I
Identify possible solutions.

________________________________________________________

________________________________________________________

________________________________________________________

N
Name pros and cons for each solution.

________________________________________________________

________________________________________________________

________________________________________________________

D
Decide which solution is best, then act on it.

________________________________________________________

________________________________________________________

________________________________________________________

15
 Recognizing Child Abuse and Neglect
Ensuring children are safe is the most important role of a babysitter. If you see
or hear things that make you question children’s well-being or think they are
being abused or neglected, it is very important that you talk to a trusted adult,
no matter what the possible consequences may be.

Child abuse is when someone hurts a child physically, emotionally, or sexually.

Child neglect is when someone does not provide the basic needs for a child.

POSSIBLE SIGNS OF PHYSICAL ABUSE POSSIBLE SIGNS OF EMOTIONAL ABUSE

• Bruises and welts in unusual • Depression
places (for example, on the back, • Lack of confidence
bottom, or upper arms) • Many temper tantrums
• Old and new scars • Lots of crying and sulking
• Unexplained injuries

POSSIBLE SIGNS OF SEXUAL ABUSE POSSIBLE SIGNS OF NEGLECT

• Physical injuries in genital or anal • Constant hunger
area • Dirtiness beyond that caused by
• Knowledge about sex that is usual playing
beyond his or her age • Exhaustion
• Sexual behaviour or conversation • Inappropriate clothing
• Fear of undressing or physical • Lack of medical or dental care
contact

Physically abused children may be afraid of physical contact. They may try to
hide their bruises and scars or make many excuses for them.

You may have children demonstrate signs of emotional distress. Any of the
following signs are serious and should not be ignored:
• Cutting themselves
• Suicidal statements or gestures
• Any intentions or statements of self-harm

What Do You Do?

1. DO NOT question the child about your concerns or suspicions.
2. DO NOT be part of the secret—if you are concerned, you cannot promise
that you will not tell anyone.
3. Immediately tell an adult you trust about what you are seeing, hearing,
or thinking. You can also call the Kids Help Phone at 1-800-668-6868.
4. Together, you and your trusted adult will decide what the next steps will
be. If you suspect abuse or neglect, contact child protection or the police.

16
3
Childhood
Characteristics
and Behaviour
Stages for Babies
Communication is important to a baby’s development.
While they can’t yet talk, babies (0 to 12 months old)
are sensitive to your voice and touch. Speaking to
them often and holding them gently lets babies know
that they are not alone and helps them feel secure.

Here are some developmental characteristics of a

typical baby:

0 to 3 MONTHS 3 to 6 MONTHS 6 to 12 MONTHS

PHYSICAL PHYSICAL PHYSICAL

• Raises head and lifts • Rolls or wiggles • Can crawl
chin when lying on toward toys • Pulls self up to a
stomach • Holds head steady standing position
• Grasps and shakes • Can sit up (but may • Side steps while
hand-held toys require support) holding onto
• Moves arms and legs • Uses thumb and furniture
• Follows moving finger to pick up • Starts to walk
objects and sounds objects
with eyes and head SOCIAL
SOCIAL • Anxious or shy with
SOCIAL • Remembers familiar strangers
• Calmed by cradling people and objects
and other types of for a short period of MENTAL
baby-holding time • Says a few words
• Begins to smile at • Begins to imitate
others’ faces actions, facial
expressions, and
MENTAL sounds
• Explores with mouth
and hands MENTAL
• Begins to
communicate more
with face and body
(for example, coos,
babbles, and smiles)

17
 Stages for Toddlers
Most toddlers (1 to 3 years old) like walking,
climbing, and exploring. They may understand
what you say, but they may say only a few
words, or words that only their parents or
guardians understand. This can be challenging
for you and frustrating for the toddler.

Here are some developmental characteristics

of an average toddler:

PHYSICAL SOCIAL MENTAL

• Feeds him- or herself • Imitates others • Uses one- to three-
• Runs, skips, jumps, • Wants to do things word sentences
and climbs (typically his or her own way • Begins to
seen in older • Begins to test rules understand
toddlers) and boundaries the feeling of
• Dresses him- or independence
herself (with help)

Stages for Preschoolers

Preschoolers can walk, run, talk, dress themselves, and
feed themselves. They are also learning to use the
toilet alone. They’re beginning to know more about
their world and may tell you how they think things
should be. That’s why it’s important that toddlers’
parents or guardians explain rules and routines to you.
It helps if the preschooler hears his or her parent or
guardian explaining the rules to you.

Preschoolers like to say “No,” so remember to ask open-

ended questions that can’t be answered with a simple
“Yes” or “No.” They are also typically noisy, so silence
often means trouble. If it seems too quiet, check it out!

Here are some developmental characteristics of an average preschooler:

PHYSICAL SOCIAL MENTAL

• Learns to ride a • Likes to show off • Speaks well
tricycle or a bicycle • Plays both • Asks lots of
with training wheels independently and questions
with a group • Understands time

18
Stages for School-Aged Children
School-aged children (5 years of age and older) are used
to being around people. They admire “big kids” and
teenagers and like to show off. School-aged children are
likely to be more cooperative if you show an interest in
them and what they like to do.

School-aged children are old enough to know the rules

and routines. If the child breaks the rules, follow the
instructions for handling misbehaviour as provided by the
child’s parent or guardian. Afterward, let the incident be
forgotten.

Here are some developmental characteristics of an average

school-aged child:

PHYSICAL SOCIAL MENTAL

• Does many things by • Is interested in • Knows what is
him- or herself specific subjects pretend and what
(such as sports or is real
music) • Understands games
that have rules

Babysitting Children With Disabilities

Many children who have different
abilities or needs can interact without
challenges. Other children may
require special equipment, such as
a wheelchair. In either case, it’s very
important to follow the instructions
of the children’s parents or guardians.
Remember to be patient with the
children: Their bodies and minds may
work differently than yours.

Types of Disabilities
Motor and physical: The child may have challenges performing certain muscle
movements, either small or big.

Vision: The child may be blind or partially sighted and may use special devices
when walking, such as a cane. Be careful not to leave items around that can be
tripped over or run into.
19
 Hearing: Children may be completely or partially deaf. Children who are
partially deaf often use hearing aids to assist with hearing sounds.

Developmental: This may impact how much a child understands and

communicates, and how the child behaves. For example, a 9-year-old child
may behave and understand information more like a 6-year-old.

Assistive Devices
Some children require special
equipment to help them with daily
tasks. Remember, assistive devices are
tools, not toys. The child’s parent or
guardian should always explain when
and how to use an assistive device,
what the child can do independently,
and what the child will need your
help with. Assistive devices should be
treated carefully so they do not get lost
or broken. Always use the device the
way it was designed to be used.

If you are not clear on how to use an assistive device or you are not comfortable
helping the child use his or her assistive device, make sure you let the child’s
parent or guardian know.

Service Animals
Some children may be assisted by a service animal, usually a dog. Remember,
a service animal is not a pet. When a service animal is harnessed, he or she is
working. You should avoid interacting with the animal, including talking to it
and petting it.

20
ACTIVITY
Match the Activity to the Developmental Stage
Draw a line connecting each child to the appropriate activities, depending on
his or her developmental stage. Activities may be used more than once.

21
 4
Injury Is No
Accident: Creating
Safe Environments
Safety Begins With Me
Children of all ages usually have a difficult
time understanding danger and predicting
injuries. It’s up to you to anticipate any
possible hazards. Constant supervision is
the best way to prevent injuries. If the
children are behaving unsafely, suggest a
different activity. It’s a good idea to carry
a portable or mobile phone with you at all
times so you can call for help if necessary
without leaving the area. If you need to
step away for any reason, you can:
• Take the child with you.
• Secure babies, toddlers, and
preschoolers in a safe place, such as an
age-appropriate playpen, if you cannot take them with you.

Information to Get From the Child’s Parent or Guardian

Before you’re left alone with the child
you’re babysitting, go through the Babysitter’s Interview
Form and Checklist
Babysitter’s Interview Form and Checklist
Before your first babysitting job for a family, complete this form with the child’s parent or guardian to make sure you

(provided by your Youth Leader) with the get all the information you need to do your job right. Have the child’s parent or guardian confirm the answers to any
questions that were already asked during your phone interview. Keep track of the questions you’ve asked by checking
off the boxes. You can write down the answers or any notes to yourself in the space provided.

child’s parent or guardian. This will help you Today’s date: _____________________________________________________

Family Information and Emergency Numbers

collect all the information you need to do ☐ What is your family name? Ask the child's parent or guardian to confirm the spelling.

a good job and keep the child safe.

__________________________________________________________________________________

☐ What is your home phone number? ________________________________________________________

☐ What is your home address? _____________________________________________________________

__________________________________________________________________________________

Make sure to ask the child’s parent or ☐ What is your email address? _____________________________________________________________

guardian for the following emergency ☐ What is the nearest major intersection to your home (ask the child’s parent or guardian to provide directions if
the family lives in a rural area)?___________________________________________________________
__________________________________________________________________________________

information: __________________________________________________________________________________

☐ What is your mobile phone number? _______________________________________________________

• The parent’s or guardian’s emergency ☐ At what phone number can I reach you during my babysitting shift? _________________________________

contact number. Keep this near the ☐ What is the name and phone number of an adult who can make decisions if you cannot be reached?
__________________________________________________________________________________

phone or save the number to your ☐ Is there a neighbour or trusted adult nearby who I can call in an emergency?
__________________________________________________________________________________

mobile phone.

22
 • The family’s home escape plan.
• Any allergies or medical conditions the child may have, as well as any
medications the child may be taking.

It is a good idea to have the child there when you speak to his or her parent or
guardian about the family’s rules and routines. This will prevent conflicts with
the child later.

Home Safety
Remember these general home safety tips:
• Keep the doors locked at all times.
• Close curtains and blinds when it gets dark outside.
• Carry the house key with you at all times to ensure you don’t get
locked out.
• If possible, carry a portable or mobile phone with you at all times.
• Bring your first aid kit with you if you leave the house.

Precautions for All Developmental Stages

Suffocating and Choking
You can reduce a child’s risk of choking or suffocating by:
• Supervising the child at all times, especially when playing, eating, or
drinking.
• Keeping small objects that the child can swallow out of his or her reach,
as well as larger toys with removable parts or batteries.
• Removing possible hazards such as plastic bags, balloons, and bubble
wrap, as well as any extra pillows, blankets, and stuffed animals from the
child’s bed.
• Checking that loose scarves, drawstrings, and mitten strings have been
removed when children play on playground equipment to lower the risk
of strangulation.
• Cutting the child’s food into small, easily manageable pieces.

Toys for babies

and toddlers
should be no
smaller than
4 cm (1.5 in.)
in diameter. Mos 4 cm
toys are labelle t
with the age gro d
the toy is safe up
for.

23
 Poison Prevention
While the bottle caps of most
medication and poisonous materials
are childproof, the cap may be faulty
or may have not been closed properly
when last used. Make sure any harmful
substance is sealed correctly. If you
see any medicine (including vitamins),
cleaning products, or other hazardous
materials that haven’t been stored
properly, put them safely out of the
child’s reach. Tell the child’s parent or
guardian where you stored these items.

Giving Medication
If it is not taken correctly, medication can be poisonous rather than helpful.
You should never give a child medication unless you’ve been given very clear
permission and instructions by the child’s parent or guardian:
• Clear permission: The child’s parent or guardian must give you permission
in writing and include the name of the child and the medication.
• Clear instructions: The child’s parent or guardian must give you clear,
written instructions on how to give the medication. Review the instructions
with the child’s parent or guardian. If any part of the instructions is unclear
to you, always ask for more explanation.

If you have been given permission to give

the child medication and you feel confident Babysitter’s Report Card

about how to do so, use your Babysitter’s Behaviours

1. I noticed these good behaviours:

_____________________________________________________________________________________

Report Card (provided by your Youth _____________________________________________________________________________________

2. I encountered the following behavioural challenges:

Leader) to mark down: What the Child Did/Did Not Do What I Did

• The name of the medication.

• The time you gave the medication to Safety

the child.
1. We received the following phone calls and visitors:

Date/Time Name Reason for Calling or Visitor’s or Caller’s

Visiting Phone Number

• How much medication was given.

• What reactions the child had (if any).
2. The following incidences and illnesses happened while you were gone:

Date/Time What Happened What I Did

If you are not comfortable giving the child

medication, politely decline the babysitting
job.
1

24
Identifying Hazardous Materials
The international hazard symbols on product labels make it easier to identify
harmful materials. Knowing what these symbols mean will help you keep the
children you babysit safe.

THE INTERNATIONAL HAZARD SYMBOLS

“Flammable”
These materials catch fire easily and burn quickly when
exposed to any form of ignition (such as fire or heat).
They can cause a fire or explosion.

“Toxic”
These materials can be fatal, toxic, or harmful if they are
absorbed through the skin, inhaled, or ingested.

“Explosive”
These materials can explode when exposed to heat,
flame, or pressure.

“Corrosive”
These materials can damage metal, burn skin, and cause
permanent blindness.

If you must handle a product that is labelled with any of the international
hazard symbols:
• Carefully read the warnings and follow the instructions.
• Wear protective equipment (such as eye goggles and rubber gloves).
• Ensure the product is properly sealed and stored after use.

25
 ACTIVITY
Identify the Poisonous Hazard
There are potentially poisonous materials that can’t be marked with an
international hazard symbol, such as certain types of plants. See if you can
spot the possible hazards below by circling all the items that you think can
be poisonous.

26
Fire Safety
Make sure you know the layout of
the house. You should know where
the family’s fire escape routes are
and the location of their planned
outside meeting place.

Fire can spread very quickly. If there

is a fire, get everyone out of the
house as fast as possible! Don’t stop
to pick up anything else. Once you
are out of the house, stay out!

Once you reach the outside meeting place, use a mobile phone to call
EMS/9-1-1 or the local fire department. Then call the child’s parent or
guardian. If you do not have a mobile phone, use the phone of a trusted
neighbour who lives a safe distance from the fire. Be sure to take the children
you are babysitting with you and keep them near you at all times.

In the event of a fire, remember these safety tips:

• If you are upstairs and fire is coming up the stairs, move to the room
farthest from the fire.
• Close all the doors between you and the fire.
• Always touch a door before opening it. If the door is hot, do not open it.
Shout or telephone for help.

If clothing catches fire, remember to “Stop, Drop, and Roll”:

• Stop immediately where you are.
• Drop to the ground.
• Roll over and over until the flames are out, covering your face and mouth
with your hands.

27
 Scalding and Burn Prevention
To prevent scalds and burns, always
closely watch children when in the
kitchen or bathroom, and especially
when near a stove, fireplace, radiator,
or baseboard heater.

Young children are particularly curious

and like to touch things that catch their
attention—this includes hot items that
could burn or scald the child.

In the Kitchen
• Never leave children alone.
• Keep children safely out of your way when preparing hot drinks or meals,
and keep these items out of their reach.
• Use back burners as much as possible and turn pot and pan handles toward
the back of the stove.
• Before giving food or a drink to a child, stir it well and test the temperature
on the inside of your wrist. It should be about the same temperature as
your wrist.

In the Bathroom
• Never leave children in the younger stages of development (babies,
toddlers, preschoolers, and early school-aged children) alone.
• When washing a child’s hands, always use lukewarm water or cool water.

Other Risks of Scalding or Burns

• Make sure electrical outlets are covered. Electrical wires should be safely
out of the child’s reach and sight. Never let a child play near electrical
outlets or cords.
• Make sure children do not play with heaters, matches, or lighters because
the child can easily be burned.

Playtime Safety
Playing and learning how to behave appropriately are very important to a
child’s growth and development. As a babysitter, guiding children in playing
safely and appropriately are some of your key responsibilities.

28
Bumps, Bruises, and Blows
When babysitting, be aware of
cupboards, drawers, and doors that
can close on small hands.

Be aware of objects that might get

in the child’s way while he or she is
playing or learning to crawl, stand,
or walk.

If the child is playing with other kids,

be sure to watch how the other kids
play, too. If the children are getting
too wild, distract them with another
game or activity. If the child you’re
babysitting isn’t able to calm down,
follow the instructions from the child’s
parent or guardian on how to handle
misbehaviour.

Falls
Always watch the children you babysit carefully, stay with them as much as
possible, and anticipate possible falls. Make sure that children play safely and
use age-appropriate equipment. If the home is equipped with baby gates,
check that they are closed at all times.

29
 ACTIVITY
Spot the Home Safety Issue
Take a look at this household. Circle all the possible home safety issues you can
find. What makes these items unsafe and what could you do to create a safe
environment?

30
Community Safety
Ask the child’s parent or guardian what public places you are allowed to bring
the child to. If you take the child you are babysitting to any public space, you
need to assess the area to make sure that it is safe for the child and yourself.

Look around and ask these questions to make sure it is a safe place:
• Are there any sharp objects or broken glass?
• Are there any dogs who are not on leashes?
• Are there any strangers who make you uneasy?
• Are there other people around who could assist you if you needed help?

Street Safety
If the child you are babysitting wants to go outside and play with friends, go
along and constantly supervise. Make sure the children walk on the sidewalk
near you or hold your hands. Stop and look carefully before crossing the
street.

Bicycle, Scooter, and Board Safety

Everyone using bicycles, scooters,
skateboards, and longboards should
wear helmets (including you)!

Be outside with the children when they

are riding. You are the traffic controller!
Make sure every child is wearing a helmet
properly.

Remember to ask how well the children can ride and about any specific
household rules, for example:
• Where is the child allowed to ride?
• Do you need to assist the child?
• Does the child wear other protective equipment (such as knee pads or
wrist guards) in addition to a helmet?

Sometimes, especially if the child’s friends are around, the child may forget
about riding safely. Before going out for a ride, review the safety rules with
him or her:
• Always ride single file.
• When riding, use a bike lane if possible; if not, ride in the same direction as
the cars.
• Always follow the traffic rules (for example, stop at stop signs, signal turns,
and obey traffic lights).

31
 Water Safety
Drowning is a leading cause of injury
and death of babies and children.
A small child can drown in only a few
centimetres of water—just enough to
cover the mouth and nose.

You should never agree to give a baby

a bath while you are babysitting.
Babies can be easily scalded by water
and can drown in just a few seconds in
very little water. This is a responsibility
for a baby’s parent or guardian only. Being in, on, and around the water
carries risks. It is safest to stay away from open water when babysitting
children.

Rural Babysitting
Babysitting for a family who lives in a
rural area—more than 10 km out of
town—has some safety precautions
that don’t exist when babysitting for
a family who lives in town.

As part of your safety checklist,

review the safe areas for playing and
the absolutely off-limits areas with
the child’s parent or guardian. It’s a
good idea for you, the parent or guardian, and the child to walk the farm or
property together so that everyone knows where it is safe to play and what
must be avoided. Remember to always enforce the off-limits areas with the
child:
• Avoid farm equipment and machinery.
• Respect livestock. Always ensure that there is a closed fence between the
children and animals.
• Avoid dugouts, sloughs, silage pits, and manure pits.

As part of the emergency procedures, make sure the child’s parent or guardian
writes down the correct address and specific directions so that you can provide
clear instructions if you have to call for help.

32
ACTIVITY
Safety Search
Look for safety-related problems in the neighbourhood and circle all the safety
risks you can find. Why are these things unsafe? What can you do to make
them safe?

33
 Personal Safety and Security
Staying safe and creating a safe environment means more than just preventing
and managing injuries. It also means being and feeling secure. All children
have a right to be respected and protected from harm. The children you
babysit need to know they can trust you and depend on you to provide that
protection and respect.

Dealing With Strangers

A stranger is anyone you and the children do not know well. Strangers may be
friendly, and they may not have any intent to hurt you, but you cannot take
chances! You have to watch out for the children and yourself at all times.

Never go, or allow the children to go, anywhere with a stranger for any
reason. Stay where there are a lot of other people around. Never approach
a stranger who is in a vehicle (for example, someone asking for directions).

Don’t be afraid to call for help: As a babysitter, it’s part of your job.

On the Phone
Follow these simple rules when you answer
the phone while babysitting:
• Say that the child’s parent or guardian is
busy and can’t come to the phone. Offer
to take a message.
• If someone insists on speaking with the
child’s parent or guardian, take a message
and call the parent or guardian to relay
the message.
• If a caller is aggressive or threatening,
hang up. Phone the police and then the
child’s parent or guardian.

Visits
Follow these simple rules if a visitor arrives
while you are babysitting:
• Look through a window or a peephole to
see who is knocking at the door. Open the
door only for people who have permission
from the child’s parent or guardian to
come in. Before you’re left alone, ask the
child’s parent or guardian if a visitor is
expected.

34
 • Don’t answer the door at all, or talk to strangers through a closed door,
chained door, or closed window. Say the child’s parent or guardian is busy
and can’t come to the door. Offer to take a message.
• If a stranger is aggressive and won’t leave, call the police. Don’t go outside.

Online Safety
Online safety is about protecting the
identities and managing the online
activities of the kids you babysit. Ask
the children’s parents or guardians
what devices the children are allowed
to use and what the rules are for them.
Always monitor the children when they
use a device that has Internet access,
including devices such as video game
consoles and smart TVs.

General Strategies for Online Safety

To avoid online safety risks and privacy issues for yourself and the children
you babysit:
• Don’t say online when or where you are babysitting, either as a public
status update or a private message.
• Children you babysit may want to send you a friend invite; check with the
child’s parent or guardian first, as this may be inappropriate.
• If you notice inappropriate content or concerning interactions, intervene
immediately. Document the incident and tell the parent or guardian when
he or she returns.

Don’t be distracted by your own

mobile device. If you are allowed to use
your mobile device, it should be used
as a helpful tool (for example,
to access educational activities or
to store emergency contact details),
not for your personal entertainment.

35
 Social Media and Images
• Take pictures while you are babysitting only if the child’s parent or
guardian has given you permission to do so.
• Pictures should never be taken with a child in a vulnerable position
(for example, when the child is using the washroom or undressing).
• Pictures taken while babysitting must never be posted to social media,
ever! This not only puts you at risk while you are babysitting but also
exposes the children to online predators.

Bullying Behaviours
Bullying is repeated, unwanted, and
aggressive behaviour. This behaviour
can be physical, verbal, or social, or it
can occur as cyberbullying.

If the children you babysit are involved

in bullying:
• Stop the behaviour.
• Make sure the children are safe.
• Explain that the bullying behaviour
is unacceptable.
• Separate the children until they are ready to play together safely.
• Play with them to set a caring tone.

If the children you are babysitting are being bullied online:

• Don’t respond to the bullying message.
• Write down or save what you see when you see it.
• Tell the child that he or she doesn’t deserve to be bullied.
• Tell the child’s parent or guardian about the bullying.

36
5
Care of Children
Caring for Children

Caring for children at different developmental stages requires different skills.

For example, holding a baby is very different from holding a toddler. Using the
techniques described in this chapter will let you care for children of any age.

Holding
Babies
Cradle Hold
Most babies like being held, although
some may not. Respect individual
differences. Remember, a small baby
cannot support his or her own head or
neck until the age of about 6 months.
Always support the head and neck when
holding small babies!

1.  Slide one hand under the baby’s bottom. Spread out the fingers of your
other hand and slide it under the neck and upper shoulders.
2. Lift the baby slowly and gently and hold him or her near your body.
3. Gently lower your hand that is supporting the baby’s head to meet the
elbow of your other arm. Carefully remove your hand, so that the head is
now supported by your elbow.
4. Hold the baby close to your body, with the baby’s back straight and
protected.

Your arms
sh
for the bab ould form a cozy ham
y, mo
near the in with the head resting ck
side of you
r elbow.

37
 Shoulder Hold
1. Slide one hand under the baby’s
bottom. Spread out the fingers of
your other hand and slide it under
the neck and upper shoulders.
2. While supporting the baby’s head
and neck, gently lift the baby while
holding him or her near your body.
Lift the baby so that he or she is in
an upright position and can look
over your shoulder.

Toddlers and Preschoolers

Hip Carry
Most toddlers and preschoolers have the strength to hold up their heads and
support their upper bodies. You can use the hip carry to hold a toddler or
preschooler.

1. Bend your knees or squat down

to lift the toddler or preschooler
without hurting your back. Lift the
toddler or preschooler by placing
your hands under each of his or
her arms.
2. Once you’re upright, place the
toddler or preschooler on the hip
that feels most comfortable to
you. The toddler or preschooler
should have one leg on each side
of your hip.
3. Put one arm under the toddler’s
or preschooler’s bottom and
support his or her back with your
other arm.

port
h ip to help sup er the
r n d
Use you hat is placed u ottom.
t b
your arm or preschooler’s
toddler’s

38
Lowering the Risk of Infections
To keep germs from spreading and to lower the risk of infections, you and the
children you babysit should take preventative steps, such as:
• Covering small cuts with adhesive bandages.
• Using the arm to cover the mouth when sneezing.

As a babysitter, things you can do to lower the risk of infections are:

• Washing your hands and the children’s hands frequently.
• Wearing disposable gloves when necessary.
• Only taking babysitting jobs when you are healthy.

Handwashing
When to Wash
Wearing gloves helps protect you from infection, but it does not replace the
need for proper hygiene, such as handwashing. You should always wash your
hands thoroughly:
• Before and after giving any kind of first aid care (even if you wear gloves).
• Before preparing any food or drinks.
• Before and after changing diapers or training pants.

You should always wash your hands and the

children’s hands thoroughly:
• Before and after eating.
• After using the washroom.
• After coming home from a public place.
• After touching any animal.

To wash a baby’s
hands, use a washcloth
soap, and lukewarm or co,
water, rather than putt ol
ing
his or her hands directly
under the faucet.

39
 How to Wash Hands

1. Remove any jewellery from the 2. Wet the hands with water and
hands and wrists and turn on apply some mild soap.
the faucet to run warm water.

3. Rub the hands together for 4. Rinse with water.

at least 30 seconds (about the
time it takes to sing “Happy
Birthday” twice).

5. Dry with a paper towel or clean 6. If you are in a public washroom,
towel. turn off the faucet using a
paper towel and use the paper
towel to open the door. Then
throw the paper towel away.

40
Gloves
Removing Disposable Gloves
You should remove disposable gloves without letting your skin touch the
outside of the gloves (where harmful germs and bacteria may sit). Always
discard used gloves appropriately, and wash your hands when you are finished.

1. With one hand, pinch the glove 2. Pull the glove down and off
at the wrist of your other hand, your hand, form it into a ball,
being careful to touch only the and hold it in the palm of your
glove’s outer surface. gloved hand.

3. Insert your gloveless fingers 4. P

 ull the glove down and off
under the rim of the glove of the hand. The glove will turn
your other hand, near your inside out and trap the balled
wrist. glove inside.

41
 Diapers and Toileting
Diapers—Babies and Toddlers
There are two common types of diapers: cloth diapers and disposable diapers.
The styles can vary, so it’s a good idea to ask the baby’s or toddler’s parent or
guardian to show you how to change the child’s diaper.

While the baby or toddler is on the changing surface:

• Never leave him or her alone! The baby or toddler can squirm and roll off
the changing surface if you’re not careful. If the phone rings, let it ring!
• Be sure to use the safety straps or guardrails on a changing surface.
• Keep one hand on the baby or toddler at all times.

When changing diapers for toddlers, be sure to tell toddlers what you are
going to do to get their cooperation. They probably even know how to get a
clean diaper for you!

1. Gather the supplies you’ll need and set up the diaper changing surface
before doing anything else.
2. Wash your hands and put on disposable gloves.

3. Carefully place the baby or 4. R

 emove the soiled diaper
toddler on his or her back. and set it out of the way,
where the baby or toddler
can’t reach it.

42
5. Lift the baby’s or toddler’s ankles
to raise the legs and hips. Clean
the diaper area with a baby wipe
or warm, damp cloth. Wipe the
baby or toddler from front to
back to prevent infections.
6. Apply cream or powder if the
child’s parent or guardian has told
you to use some when changing
diapers.

7. Raise the baby’s or toddler’s legs

and slide a clean diaper under the
bottom.

8. T
 he sticky or Velcro® tabs should
be on either side of the child’s
hips. Use the tabs to securely close
the diaper.
9. Follow the instructions the child’s
parent or guardian gave you for
taking care of dirty diapers and
then wash your hands.

When changing
keep him covere a boy,
a clean baby wip d with
as much as poss e or diaper
ible to
being sprayed. avoid

43
 Toilet Learning and Training Pants—Preschoolers

The preschooler you’re babysitting will probably wear training pants and/or
use the toilet, but he or she may need your help. Ask the preschooler’s parent
or guardian what the toilet routine is and how the preschooler tells people he
or she “has to go.” Some toddlers use a special “potty” that must be emptied
and rinsed after each use, and others may use an insert that fits onto a regular
toilet seat. Remember, girls should wipe from front to back to prevent infections.

Encourage the preschoolers you babysit to use the toilet before you go out,
before meals, and before bed. You’ll probably have better luck if you say,
“Okay, let’s go to the toilet!” than if you ask, “Do you need to go to the
toilet?” If you ask, the answer will almost always be “No.”

Most preschoolers can put on and take off their training pants by
themselves. However, if the child has an accident, he or she will need your
help to clean up.

1. Don’t make a fuss if there is an accident. The child will probably feel bad
about it. Let him or her know it’s okay.
2. Clean the preschooler and change the soiled training pants the same way
you would change a diaper for a toddler.
3. Once you’ve finished, remember to encourage the child to try again next
time.

44
ACTIVITY
What Should You Do?
Jody has just learned how to use the toilet. She feels pretty confident about
knowing when she has to go to the bathroom. While playing a game she really
loves, she forgets to use the washroom and has an accident. She knows that
she did not make it to the toilet and starts to cry. What should you do? Using
the FIND Decision-Making Model, try to find a solution.

FIND Decision-Making Model Activity

F
Figure out the problem.

________________________________________________________

________________________________________________________

________________________________________________________

I
Identify possible solutions.

________________________________________________________

________________________________________________________

________________________________________________________

N
Name pros and cons for each solution.

________________________________________________________

________________________________________________________

________________________________________________________

D
Decide which solution is best, then act on it.

________________________________________________________

________________________________________________________

________________________________________________________

45
 Dressing
Babies
Babies can be messy and often need their clothes changed several times a day.
If the baby’s parent or guardian hasn’t left clothing out, find something that
is easy to put on and comfortable for the baby to wear, such as a sleeper with
snaps or a zipper. When undressing or dressing a baby, always support the
head and neck. Never leave a baby alone on the changing surface.

1. Gather all the clothes you’ll need before you start dressing the baby.
It depends on the weather, of course, but the baby will likely need an
undershirt, a shirt, overalls or pants, socks, and maybe a sweater.
2. Be gentle as you slip the baby into his or her clothes: A baby’s arms
and legs are very flexible.

Babies don’t need or

dressed in several layer like to be
Dress the baby as warm s of clothing.
ly
For babies younger th as you are dressed.
an 6 mont
add one more layer. hs old,

Toddlers
Use the following tips when dressing
or undressing a toddler:
• Avoid brand new clothes if
possible: Toddlers are very messy.
• Be gentle and let the child help you
as much as possible.
• Toddlers who are toilet training
should wear pants that are easy to
pull off and on.
• When pulling a shirt over a child’s
head, pull it first over the back of
the head and then down over the
face.

Preschoolers
Most preschoolers will be able to dress themselves, and they will probably
have strong opinions about which outfit they want to wear. It’s okay to let
the child pick out the outfit he or she wants to wear or let the child choose
between two outfits, but make sure it is suitable for the weather and activity
that you have planned.

46
ACTIVITY
What Should You Do?
Eighteen-month-old Samuel just woke up from his afternoon nap. You tell
him, “Since it’s such a nice day outside, we are going to play in the backyard!”
As you try to help him put his pants on, he kicks his legs so that the pants fall
on the floor. He seems pleased with his actions, and he runs around the room
refusing to get dressed. What should you do? Using the FIND Decision-Making
Model, try to find a solution.

FIND Decision-Making Model Activity

F
Figure out the problem.

________________________________________________________

________________________________________________________

________________________________________________________

I
Identify possible solutions.

________________________________________________________

________________________________________________________

________________________________________________________

N
Name pros and cons for each solution.

________________________________________________________

________________________________________________________

________________________________________________________

D
Decide which solution is best, then act on it.

________________________________________________________

________________________________________________________

________________________________________________________

47
 Feeding
Rules and Routines for Mealtimes
If the parents or guardians of the children you babysit ask you to feed the kids
during your babysitting shift, you should ask about any rules and routines for
snacks and meals. Some questions to ask include:
• Does the child have any allergies?
• When should he or she eat?
• What foods are okay for him or her to eat?
• What are his or her favourite meals and snacks?

Preventing Allergic Reactions

Discuss any allergies the child has with the parent or guardian before you’re
left alone with the child. Be sure to ask at least the following questions:
• What is your child allergic to?
• What signs will tell me that your child is having an allergic reaction?
• What should I do if your child has a reaction?
• Does your child have any allergy medications, such as an EpiPen®
Auto-Injector?

Read all the ingredients on all food package labels when preparing and
cooking food.

Babies
If you are expected to feed a small baby, make sure you have clear instructions
before the baby’s parent or guardian leaves. Babies have very specific diets, so
only give the foods the baby’s parent or guardian tells you to give.

48
Bottle-Feeding
1. Wash your hands before handling
any part of a baby’s bottle.
2. Prepare the bottle by following the
instructions from the baby’s parent
or guardian.
3. Carefully shake the bottle to make
sure it is evenly heated and test the
temperature by sprinkling a few
drops on the inside of your wrist.
It should be lukewarm.
4. Sit down with the baby in your arms.
Keep the baby’s head higher than
his or her shoulders to prevent
choking.
5. Tilt the bottle so that the nipple is
full of milk and free of air bubbles.
Put the nipple in the baby’s mouth.
6. Never leave a baby alone with a bottle! The baby could throw up and
choke on the vomit!

If the baby cries and won’t

bottle, you may need to cal take the
down by rocking a little bit m him or her
touch their cheek with the . For ver y young babies,
head toward it to suck. If th nip ple . Th ey will turn their
it could mean several things— e ba by sp its out the nipple,
that the nipple is clogged,
that he or she has to burp,
or th
hungry anymore. Never forceat the baby isn’t
a baby to
finish a bottle.

49
 Burping
 urp the baby when he or she has
B
finished a third of the bottle:
• Place the baby upright with his or
her head on your shoulder. Warning:
Place a cloth between you and the
baby. The baby may spit up and
things could get messy!
• Pat or rub the baby’s back gently
until you hear a burp.
• After burping the baby, give the
bottle to the baby again. Repeat the
burping process when the bottle is
two-thirds done and again when the
baby has finished the bottle.

y by
burp the bab
You can also her on your lap and
r
sitting him otly on the back. Make
e n
patting g
u p p o rt h is or her head.
sure you s

Spoon-Feeding
1. Gather the supplies, such as a bib, a
cloth for spills (there will be many),
and the baby’s feeding spoon.
2. Prepare the food by following the
instructions from the baby’s parent
or guardian.
3. Stir the food to make sure it is
heated evenly. Test the temperature
on the inside of your wrist; it should
be lukewarm.
4. Put the baby in the high chair and
secure the straps. Never leave the
baby alone in the high chair.
5. Place a bib around the baby’s neck.
Have the cloth handy.
6. Put a small amount of food on the
spoon at a time, and feed the baby.
50
A baby’s parent or guardian may ask
you to use a booster seat for feeding,
rather than a high chair. Before you
are left alone with the baby, ask the
parent or guardian to show you how
to attach the booster seat and strap in
the child. Always secure the seat to an
adult dining chair first, and then place
the child in the seat and strap him or
her in securely.

Keep the following safety tips in mind

when using a high chair or booster
seat:
• Move the high chair or adult dining chair and booster seat away from
hazards.
• Keep the chair away from tables and walls so that the child cannot push
the chair over.
• Do not allow the child to stand in the high chair or booster seat.

Don’t expect th
baby to eat all of th e
you provide, and do e food
n’t
baby to eat more thforce the
an he
or she wants.

Toddlers
Toddlers may be able to eat by themselves in a high chair or booster seat.
Toddlers still need to wear bibs! They will need their food cut into tiny pieces
or mashed a little bit. They especially like finger foods that they can hold.

51
 Preschoolers
A preschooler may have strong ideas about the foods he or she eats. Don’t
argue, but encourage the preschooler to eat what is on his or her plate. Most
preschoolers eat with their fingers, although some will use a small fork or
spoon. Eating is fun for most children. Don’t worry if they are messy.

Some preschoolers need booster seats to sit at the table. You may have to push
the chair toward the table so the child can reach the food easily.

School-Aged Children
School-aged children like being treated like big kids. Get them involved with
snacks and mealtimes by having them help plan, prepare, and create their
food.

Always supervise the school-aged child when in the kitchen, especially if he or

she uses appliances or a knife to prepare his or her food. Actively supervising
the child will help keep him or her safe and ensure that he or she follows the
mealtime rules and routines outlined by his or her parent or guardian.

Sleeping
Bedtime Rules and Routines
Before the child’s parent or guardian leaves, ask him or her to walk you through
the child’s bedtime routine. If you’re babysitting a toddler, preschooler, or
school-aged child, make sure he or she hears the parent or guardian explain
the bedtime routine and rules to you. Some questions to ask the child’s parent
or guardian include:
• What time does the child go to sleep?
• Does the child take a soother or a favourite toy or blanket to bed?
• Should I leave the lights on or off?
• If the child wakes up or the baby cries, should I go in right away? If not,
how long should I wait?

Stick to the child’s bedtime routine and be firm if the child doesn’t want to go
to sleep or stay in bed. If you’re babysitting a toddler or preschooler, tell him
or her that you’re close by, and say goodnight. If you’re babysitting a school-
aged child and he or she says, “I can’t sleep,” let him or her look at books or
play quietly in bed for 10 minutes. Tell the child that when the 10 minutes are
up, it’s time to sleep.

52
ACTIVITY
What Should You Do?
It’s time for lunch, so you help 4-year-old Colter wash his hands and climb
into his booster seat at the table. You’ve made Colter’s favourite—macaroni
and cheese—but he doesn’t seem to want to eat. Instead, he plays with the
macaroni and is starting to make a mess. What should you do? Using the
FIND Decision-Making Model, try to find a solution.

FIND Decision-Making Model Activity

F
Figure out the problem.

________________________________________________________

________________________________________________________

________________________________________________________

I
Identify possible solutions.

________________________________________________________

________________________________________________________

________________________________________________________

N
Name pros and cons for each solution.

________________________________________________________

________________________________________________________

________________________________________________________

D
Decide which solution is best, then act on it.

________________________________________________________

________________________________________________________

________________________________________________________

53
 Give advance warning about naptime or bedtime so that the child can finish
what he or she is doing. Don’t hurry the child. Bedtime should be a quiet,
relaxing time. To help relax the child before bedtime, do quiet activities such
as reading. Noisy play may overexcite the child rather than tire him or her out.

When children are sleepy, they may rub their eyes or suck their thumbs. They
may also be fussy or cranky. As you get to know a child you will begin to
notice the signs that he or she is getting tired.

Bedwetting
At any developmental stage, children can occasionally wet the bed. If this
happens, don’t make a big deal about it. Let the child know that it’s okay.
Change the child’s clothes and then change the bedsheets and blankets. Tell
the child’s parent or guardian what happened.

Nightmares
If you think a child has had a nightmare, go to him or her right away. Hold,
comfort, reassure, and listen to the child. Stay with him or her and gradually
shift the conversation to pleasant things. When the child is calm and relaxed,
tuck him or her back into bed. Explain that you are close by.

Babies
Have the baby’s parent or guardian
show you ahead of time how the crib
works.

1. Use a gentle voice and move slowly

while going through the bedtime
routine.
2. Always remove small objects, toys,
and stuffed animals from the crib,
as well as any extra pillows or
blankets (there should be just one
light blanket in the crib).
3. Put the baby in the crib. Always place babies on their backs. Say goodnight
and quietly leave the room.
4. If you are watching TV or listening to music, make sure the volume is low
so you can hear if the baby cries.
5. Some babies cry for a few minutes at bedtime or may wake up and cry. If
he or she cries, check on the baby. Enter the baby’s room quietly, keep the
lights off, and talk quietly to calm the baby.
6. Quietly check on the baby every half-hour while he or she is asleep.

54
ACTIVITY
What Should You Do?
It’s naptime for 6-month-old Lily, so you gently place her on her back in the
crib. As soon as you put her down, she begins to cry. As you pick her up again
to try to soothe her, she stops crying. After a few moments of quiet, you lay
her down in the crib again. She lets out a wail. What should you do? Using the
FIND Decision-Making Model, try to find a solution.

FIND Decision-Making Model Activity

F
Figure out the problem.

________________________________________________________

________________________________________________________

________________________________________________________

I
Identify possible solutions.

________________________________________________________

________________________________________________________

________________________________________________________

N
Name pros and cons for each solution.

________________________________________________________

________________________________________________________

________________________________________________________

D
Decide which solution is best, then act on it.

________________________________________________________

________________________________________________________

________________________________________________________

55
 Playing
Why Is Play Important for Children?
Play is an essential part of children’s development. Through play, children
are able to:
• Develop physically. Running, colouring, and other activities that get the
small or big muscles moving help children to grow.
• Improve their learning skills. Learning rhymes, counting, and doing
puzzles all help children learn.
• Understand and control their feelings. Playing make-believe, asking “what
if” questions, and playing fairly with others all help children learn about
and sort through their feelings.
• Develop socially. Following rules, acting out stories, and playing in bands
all help improve children’s social skills.

While watching a movie or playing

with a tablet can be fun, it’s important
to have a variety of activities and
to encourage children to be active.
Keep screen time to a minimum while
babysitting.

Why Should You Play With

Children?
Playing with children makes it easy
to supervise them and notice if there
are any safety-related problems you
need to fix. Playing also gives you the
opportunity to model appropriate
behaviour, control any behaviour problems, and offer praise for good
behaviour. When you are playing with children, remember to:
• Respect their likes and dislikes when choosing toys and games. If a child
wants to play with an inappropriate toy or game, be sure to explain why
he or she cannot play with it.
• Keep toys and play areas clean.
• Cheerfully resolve any problems that arise.
• Be truly interested and involved, and enjoy yourself!

The best way to get along with children is to be positive. If you keep kids busy
and happy, you will all enjoy the time you spend together.

56
Toys and Games, Getting Along, and Having Fun
When playing with children, it is important to match the toys, games, and
activities with the children’s ages and developmental stages. This will help to
not only avoid frustration, but also, more importantly, to keep the children
safe.

Babies
Babies love faces, voices, and music.
Younger babies tend to like anything
that appeals to their senses of sound,
sight, and touch. It is important to
keep babies busy since they can get
bored and fussy quite quickly. If the
baby is restless or wants to move, place
a blanket on the floor where he or she
can wiggle and move around more
safely. Babies usually enjoy games
like patty cake, this little piggy, and
peekaboo.

Babies can play safely by themselves in a crib or playpen with some toys—
but you should supervise closely at all times.

Toys that are suitable for babies up to 1 year old include the following:
• Brightly coloured soft toys
• Musical toys and rattles
• Cloth or board books
• Filling and dumping toys
• Big blocks

Toddlers
What toddler doesn’t love surprises?
Surprise the toddler you babysit by
packing toys and games that would
interest him or her in your babysitting
kit. Be sure that the items you bring
are safe for a toddler to use. Be clear
with the children that these are your
things for sharing and that you are
taking them home with you.

Don’t forget to use your imagination!

For example, pretend to be an animal
and have the toddler guess which one.
57
 The best way to keep toddlers out of trouble is to play with them! Remember,
toddlers still like to put things in their mouths, so keep toys with small parts or
batteries out of their reach.

Toys that are suitable for toddlers up to 2 years old include the following:
• Toy cars and trucks
• Picture books
• Playdough
• Puzzles with large pieces
• Large blocks and stacking blocks (knocking them down is often
the best part)

Preschoolers
Preschoolers have more independence,
and they can be more involved in
deciding how they want to play. They
have lots of energy, so active play
is very important. They also enjoy
imagination games, especially if you
are playing too! Preschoolers often
enjoy guessing games, simple board
games, and active games like follow-
the-leader.

Toys that are suitable for preschoolers include the following:

• Dolls or stuffed animals
• Toy cars and trucks
• Puzzles
• Balls
• Dress-up clothes
• Colouring, drawing, and painting supplies

School-Aged Children
School-aged children have specific
interests. Ask the child you are
babysitting what he or she likes to do.
Really listen and show an interest, and
try to do things that the child enjoys.
Ask the child what he or she would like
to do. School-aged children may enjoy
listening to music, playing a sport or
musical instrument, or baking.

58
If the child prefers to play independently, that’s okay too, just make sure that
you are aware of what he or she is doing. School-aged children may also have
homework or school projects to complete. Be available to assist if necessary.

Toys suitable for school-aged children include the following:

• Board games
• Card games
• Storybooks or books of jokes or riddles
• Musical instruments
• Building or robotics sets

Comforting
Crying—Babies
Crying is the only way small babies
can tell the world around them that
something is wrong or that they need
something. Ask the baby’s parent or
guardian what is normally done when
the baby cries.

1. Things to check:
• Did the baby’s favourite blanket or soother fall out of the crib?
• Is the baby’s diaper clean and dry?
• Is the baby tired?
• Is the baby hungry?
• Does the baby need to burp?

2. If you don’t know why the baby is

crying, don’t take it personally. Try
rocking or walking the baby. Talk in
a soothing voice. Sometimes babies
are fussy for no apparent reason.

If you’ve tried everything and the baby

still won’t stop crying, stay calm. If
you are upset and angry, the baby will
sense your feelings and will likely cry
more. Place the baby on his or her back
in a safe place and let him or her “cry
it out” for a few minutes, while you
stay nearby. Relax and take some deep
breaths and then try again to soothe
the baby.
59
 Never shake a baby or a child, no matter what. Shaking is very
dangerous and can cause serious injury or death. Remember, no
matter how you are feeling—never shake a baby or a child.
Take a break, never shake!

3. If the baby keeps crying

and the cries are piercing or
uncontrollable, call his or her
parent or guardian. Don’t be
embarrassed. The baby’s parent
or guardian will either tell you
over the phone what to do, or
he or she will come home.

Safe vs. Unsafe Touching

Touch is important to the development and well-being of children. Safe touch
is respectful, caring, and kind.

There are many situations in which you will have to touch the children
you babysit. Babies will need to have their diapers changed, and younger
children may need help going to the bathroom or getting dressed. Respect
their feelings and give them only the help they need. If they are old enough
to understand, always tell them what you need to do and ask for their
permission.

Remember, a child’s body belongs to the child. Their bodies, like their feelings,
need care, gentleness, and respect. There are many examples of appropriate
and inappropriate actions:

APPROPRIATE ACTIONS INAPPROPRIATE ACTIONS

• Changing diapers • Touching children against their will
• Bathing children who are unable to • Touching children when you are
do it themselves angry, frustrated, or annoyed
• Cleaning children’s genital and anal • Tickling children
areas if they are unable to do it • Pinching, grabbing, pulling, or
themselves shaking babies and children
• Holding a baby while bottle- • Hitting or spanking children
feeding • Touching children’s private areas
• Carrying a baby or young child (such as the genital and anal areas)
• If the child agrees: for purposes other than cleanliness
■ An arm around the shoulder • Kissing on the lips
■ Holding hands • Having children touch your private
■ A gentle pat on the back areas (for example, breasts,
genitals, and anal area)
■ A warm hug
60
ACTIVITY
Create Play
Toys and games do not need to be expensive to be fun. You can use pieces of
paper, your five senses, or safe household items to create fun games and toys
for different ages and developmental stages. Use your imagination and fill in
the blanks below!

PAPER FIVE SENSES HOUSEHOLD

ITEMS

BABIES Peekaboo using

a sheet of
paper to hide
your face.

TODDLERS Name colours

of common
objects.

PRESCHOOLERS Make a paper

hat.

SCHOOL-AGED Put on a play

CHILDREN with props and
costumes using
items found
around the
house.

61
 Misbehaviour
A child who is misbehaving may be tired, hungry, or bored, or he or she may
be trying to get your attention. Try to find the underlying reason for the
behaviour.

Types of Misbehaviour
Examples of some of the more challenging but common types of misbehaviour
are sibling rivalries and temper tantrums.

Sibling Rivalry
Sibling rivalry is the jealousy,
competition, and fighting that breaks
out between brothers or sisters
(siblings).

Try not to get involved in sibling

rivalries, but immediately stop fights
that become dangerous. If you have
to step in, solve the problem with the
siblings, not for them. Remember,
things don’t always have to be fair and equal. For example, an older child may
be allowed to play with a certain toy because it is appropriate for his or her age.

Temper Tantrums
A temper tantrum is a strong outburst
of challenging behaviour, such as
whining, crying, screaming, kicking,
hitting, or breath-holding.

After a temper tantrum, praise the

child’s efforts to gain control of his or
her feelings, but be sure not to reward
the behaviour. Behavi
Babysitt
er ’s Rep
ours
ort Car
1. I noticed
these goo
d
_________ d beh
_________ aviours:
_________ _________
_________ _________
_________ _________
_________

If a school-aged child is acting inappropriately,

2. I enco _________
untered _________ _________
the following _________ _________
behavioural _________ _________
What the challeng _________ ____
Child Did/ es: _________
Did Not ____
Do

give him or her some time to gain control, and

What I Did

then make time to talk to the child about his or Safety

1. We rece
ived the
following
phone calls

her behaviour. Try to determine the cause of

and visit
Date/Time ors:
Name
Reason for
Calling or
Visiting Visitor’s

the behaviour. Make a note in your Babysitter’s

or Call
Phone Num er’s
ber

Report Card (provided by your Youth Leader) if

2. The follo
wing inci
dences and
illnesses
Date/Time happened
while you
were gon
What Hap e:
pened

children have tantrums or misbehave, and What I Did

inform their parents or guardians.

62
Preventing Misbehaviour
The best way to deal with misbehaviour is to prevent it from happening in the
first place. Some tips are:
• Move forbidden items out of the child’s sight and reach.
• Don’t let the child get too tired, hungry, or bored.
• Follow the family’s rules and routines. Changes often cause anxiety, stress,
and misbehaviour.
• If the child’s parent or guardian does not have rules in place for a
situation, set fair and simple rules that the child can understand. Let the
child’s parent or guardian know what you decided.
• Give the child the chance to make simple choices.
• Give children time to prepare for a change. For example, “In 5 minutes, it
will be time to turn off the computer to have dinner.”
• Be consistent with your expectations.

Dealing With Misbehaviour

Just as rules and routines differ
between families, so do expectations
on how babysitters should deal with
misbehaviour. Remember, pinching,
grabbing, pulling, hitting, or spanking
are unacceptable behaviours and
should never be used to discipline a
child. Additionally, behaviours such
as yelling and screaming, belittling,
name calling, or bullying are also
unacceptable. If you are uncomfortable
with how the child’s parent or
guardian would like you to deal with
misbehaviour, politely decline the
babysitting job.

The following are ways you can handle misbehaviour if you’re babysitting a
toddler, preschooler, or school-aged child:

Gentle touch: If the child begins to lose control, put your arm around him or
her. If holding makes the child angrier, let go, remain calm, and wait until the
child calms down.

Consequences: Let children experience the consequences of their actions if it is

safe to do so. For example, “If you can’t play with the blocks without throwing
them, then the blocks will be put away.” If the child is doing something that
is unsafe, remove the child from danger immediately—you can explain the
consequences later.
63
 Time out: A time out can be effective
with children between the ages of 2 and
12 years. The time out gives the child a
chance to calm down and cool off after
a frustrating or exciting event. Stay
within sight of the child so that he or she
doesn’t feel isolated.

1. T ake the child to a safe, quiet place.

2. Be caring and briefly explain that he
or she is having a time out because
of his or her misbehaviour. Do not argue or discuss at this point.
3. When the time out is over, discuss the positive ways the child can behave.
Bring the child back to play.
4. Praise the child’s first acceptable behaviour after the time out.

Generally, a
longer than th time out should be no
For example, ife child’s age in minutes.
12-year- old, th you are babysitting a
e time
no more than out should last
12 minutes.

Toddlers and Preschoolers

If you’re babysitting a toddler or preschooler, you can handle misbehaviour by
trying one or more of these methods:

Remind: Gently remind the young child you’re babysitting about the rules to
help him or her learn.

Distract: Give the child a toy or another activity to do.

Redirect: If the child is frustrated and unable to solve a problem, try a different
activity.

64
School-Aged Children
If you’re babysitting a school-aged child
who begins to misbehave, you can handle
the situation by giving the child choices or
helping the child with his or her problem-
solving skills.

Teach problem-solving: Let older children

practise their problem-solving skills. If the
child is part of the solution, he or she will
be more invested in what is decided. Use
the FIND Decision-Making Model to guide
school-aged children through the decision-
making steps and come up with a good
solution:

Step 1 F igure out the problem:

Have the child focus on the exact problem that is causing trouble.
Help the child to define the problem. Ask questions such as
“What are you trying to do?”

Step 2 I dentify possible solutions:

Think about all the possible ways the child could solve the
problem. Think of some solutions together.

Step 3 N ame pros and cons for each solution:

 Ask the child about the positive and negative consequences of
each way to solve the problem.

Step 4 Decide which solution is best, then act on it:

Pick a solution where the pros outweigh the cons, then put the
solution into action.
Afterward, talk about what worked and what he or she could try
next time.

65
 ACTIVITY
What Should You Do?
Three-year-old Olivia is usually very well behaved and hardly gives you any
trouble, but today she is acting up. She knows that she is not supposed to get
into her mother’s makeup, and when you tell her “No” as she reaches for a
tube of lipstick, she grabs your arm and bites you. What should you do? Using
the FIND Decision-Making Model, try to find a solution.

FIND Decision-Making Model Activity

F
Figure out the problem.

________________________________________________________

________________________________________________________

________________________________________________________

I
Identify possible solutions.

________________________________________________________

________________________________________________________

________________________________________________________

N
Name pros and cons for each solution.

________________________________________________________

________________________________________________________

________________________________________________________

D
Decide which solution is best, then act on it.

________________________________________________________

________________________________________________________

________________________________________________________

66
6
Handling
First Aid:
Check, Call, Care

Emergencies
The most important part of
being a babysitter is making
sure the children in your care
are safe.

Before your first babysitting

job, download the Canadian
Red Cross First Aid App to your
mobile device so that you always
have a first aid reference handy.

First Aid Kit

You should always have a first aid kit with you when you babysit. Whether you
buy a first aid kit or make one yourself, be sure it has all of the items you may
need. Check the kit before you start any babysitting job and replace any used
or expired supplies.

67
 Check, Call, Care
There are three steps you should always follow when providing first aid:
1. CHECK the scene and the child.
2. CALL for help and/or call EMS/9-1-1.
3. CARE for the child.

Check

Check the Scene

Before rushing to help an ill or injured
child, stop and take a good look at
the scene. Is the scene safe? Are there
any hazards? What happened? How
did it happen?

Check the Child

If the scene is safe, quickly check the child.

1. 
Check if the child is responsive.

68
2. Check the child’s ABCs:

A = CHECK THE AIRWAY

Make sure the child has an open
airway.

If the child is unresponsive, perform

a head-tilt/chin-lift by gently tilting
the head back until the chin is
pointing up.

B = CHECK BREATHING
Check for normal breathing for
5 to 10 seconds. Put your cheek close
to the child’s face so that you can hear
and feel air coming out of the child’s
nose and mouth while you watch the
chest rise and fall.

C = CHECK CIRCULATION
Checking circulation means quickly
looking at the child from head to toe
for signs of life-threatening bleeding.

69
 Call
When to Call EMS/9-1-1
Call EMS/9-1-1 if there is a danger to you or
others or if the ill or injured child has any of
the following conditions:
• Unresponsiveness
• Difficulty breathing or no signs of breathing
• Life-threatening bleeding
• Seizures
• A suspected broken bone
• Suspected poisoning

Trust your instincts. When in doubt, make the call. If you think that an
emergency exists, it probably does, and you should call EMS/9-1-1 immediately.

Whenever possible, use a mobile phone or ask a bystander to call EMS/9-1-1

rather than leaving the child to make the call yourself. If you are alone with
the child and you do not have a mobile phone, call out loudly for help. If no
one comes, get to a phone as quickly as you can and call EMS/9-1-1. Take the
child with you, if possible.

When You Call EMS/9-1-1

When you call, the EMS dispatcher who
answers will probably ask:
• Where is the emergency (for example,
the address, nearby intersections, or
landmarks)?
• What is the nature of the emergency
(in other words, are police, fire, or
paramedics needed)?
• What telephone number are you
calling from?
• What is your name?
• What has happened?
• How many people are involved and
what is their condition?

The dispatcher is there to help you and guide you through what to do until
help arrives. Do not hang up the phone until the dispatcher tells you to.

70
 Care
Get a first aid kit if one is available. If the child has a life-threatening
condition, always care for that condition first. Provide the care that you
have been trained to give, and follow these general guidelines:
• Monitor the child’s condition.
• Stay with the child until help arrives.
• If necessary, roll the child into the recovery position.

If you have to provide any type of first aid care for

a child you are babysitting, you must always let the Babysitt
Behavi er ’s Rep
ort Car
child’s parent or guardian know what happened.
ours
1. I noticed
these goo
d
_________ d beh
_________ aviours:
_________ _________
_________ _________
_________

Depending on how serious the injury or illness is,

_________
2. I enco _________ _________
untered _________ _________
the following _________ _________
behavioural _________ _________
What the challeng _________ ____
Child Did/ es: _________
Did Not ____
Do

you may either call the child’s parent or guardian

What I Did

or document the incident on your Babysitter’s Safety

1. We rece
ived the
following

Report Card and tell him or her in person at the

phone calls
and visit
Date/Time ors:
Name
Reason for
Calling or

end of your shift.

Visiting Visitor’s
or Call
Phone Num er’s
ber

2. The follo
wing inci
dences and
illnesses
Date/Time happened
while you
were gon
What Hap e:
pened

What I Did

nadian
Download the Ca Aid
Red Cross First so
e
App to your phon ve
you’ll always ha ion .CA

fi rst aid informatps!

at your fi ngerti

71
 Recovery Position
A child who is unresponsive should be rolled onto his or her side, into the
recovery position. You should avoid rolling a child if it could worsen his or her
condition (for example, if the child’s leg appears to be broken). As always, you
should move the child only if it is safe to do so.

Remember these tips when rolling a child into the recovery position:
• Support and protect the head while rolling the child.
• Try to roll the child as one unit (head, back, and legs at the same time).
• Roll the child into a position where his or her body will stay safely on
its side.
• Check the ABCs after you complete the roll.

Guidelines for Medication

You should never give any type of medicine to a child
without specific permission and instructions from the
child’s parent or guardian. The two life-saving medications
are the only exceptions: These are asthma rescue inhalers
(for example, Ventolin®) and EpiPen® Auto-Injectors.
Before giving a child his or her medicine, always check the
label to ensure that it is the correct medication.

72
Illness
If the child you are babysitting seems
sick, you should call his or her parent
or guardian right away.

Signs of illness include the following:

• Constant crying
• Fever (feeling hot to the touch)
• Headache
• Vomiting or diarrhea

While waiting for the child’s parent or guardian to return, have the child rest
comfortably and monitor his or her condition. If the child’s condition becomes
serious, call EMS/9-1-1 and provide care as needed.

Choking
The airway is the passage that allows air to
move from the mouth or nose to the lungs.
Choking occurs when the airway becomes
partially or completely blocked.

What to Do
Baby (Less Than 12 Months)

Call:
Immediately begin providing care for
choking. Call EMS/9-1-1 as soon as you are
able to do so.

73
 Care:

1. Sit or kneel with the baby face-down along your forearm, holding the jaw
in your hand.
2. Deliver 5 firm back blows between the shoulder blades.

3. If the object does not come out, flip the baby face-up, ensuring you
support the head.

4. Place 2 fingers in the middle 5. Repeat the 5 firm back blows

of the chest and deliver 5 firm and 5 chest compressions until
chest compressions. the object comes out.

74
Child (Over 12 Months)

Call:
Immediately begin providing care for choking. Call EMS/9-1-1 as soon as you
are able to do so.

Care:
1. T
 ry to dislodge the object by combining any two of the following three
methods until the object comes out: back blows, abdominal thrusts, and
chest thrusts.

ck
p le fi n d a co mbination of baeasiest
Most peo be the
s a n d a bd om inal thrusts tont thing is to
blow t the importa t
to perform, buo methods you can use mos
e tw
choose th ively in the situation.
effect

BACK BLOWS
1. Stand or kneel beside or behind the child and place your arm across the
child’s chest.
2. Bend the child forward and deliver up to 5 firm back blows between the
shoulder blades.

75
 ABDOMINAL THRUSTS
1. Stand or kneel behind the child.
2. Wrap your arms around the child’s waist
and place your fist just above the belly
button.
3.  Cover your fist with your other hand and
give up to 5 quick, inward and upward
thrusts.

CHEST THRUSTS
1. S tand or kneel behind the child and wrap
both of your arms around the child’s
chest.
2. Place your fist in the middle of the child’s
chest with your thumb facing inward, and
place your other hand over your fist.
3. Give up to 5 chest thrusts by pulling
straight back toward you.

IF YOU ARE BY YOURSELF AND CHOKING

1. D
 ial EMS/9-1-1 from a land-line phone and
do not hang up. This will tell the dispatcher
to send help.
2. If there are people nearby, move to a place
where you can be noticed.
3. Attempt to dislodge the object by
performing abdominal thrusts against
a safe object with no sharp edges.

76
CPR
CPR, or cardiopulmonary resuscitation, is used when a person is unresponsive
and not breathing. CPR involves giving chest compressions to keep blood
moving in the body. If you find a child who is not breathing, you must
immediately call EMS/9-1-1 and begin CPR.

What to Do What to Do
CPR, Baby (Less Than 12 Months) CPR, Child (Over 12 Months)

Care: Care:

1. Do chest compressions: 1. Do chest compressions:

• Put 2 fingers in the middle • Put 2 hands in the centre of
of the baby’s chest. the child’s chest.
• Push down at least 1/ 3 of the • Push down at least 1/ 3 of the
chest’s depth, pushing deep chest’s depth, pushing deep
and pushing steady. and pushing steady.

Continue chest compressions until EMS personnel arrive, someone takes over,
or you are too tired to continue.

ard
t pushing too h
Don’t worry abouchest compressions.
g
when performin ant thing is to push
The most im po rt
.
deep and steady

77
 Asthma
Many children have asthma, a condition that can make breathing difficult.
Asthma is normally triggered by something, such as dust or exercise, and it is
usually controlled with medication.

What to Look For

The signs and symptoms of an asthma attack
include the following:
• Trouble breathing (gasping for air,
wheezing or coughing, or rapid,
shallow breathing)
• Tightness in the chest
• Anxiety and fear

What to Do
Call:
Call EMS/9-1-1 if the child is struggling to
breathe or the child’s breathing does not
improve after taking his or her medication.

Care:

1. If you think that something in the environment is triggering the attack,
move the child away from the trigger.

2. Help the child to take his or her

asthma medication.

78
Using an Inhaler

1. Rapidly shake the inhaler 3 or 2. Remove the cap from the

4 times. inhaler.

3. Tell the child to breathe out as

much air as possible, and bring
the inhaler to the child’s mouth.

4. Press the top of the inhaler as the child breathes in.

5. Have the child hold his or her breath for as long as is comfortable
(up to 10 seconds) and then breathe out.

79
 Using an Inhaler With a Spacer

1. Rapidly shake the inhaler 3 or 4 2. Remove the cap from the

times. inhaler.

3. Put the inhaler into the spacer 4. Bring the spacer to the child’s
and press the top of the inhaler. mouth.

5. Tell the child to take slow, deep breaths, holding each breath for several
seconds.

80
Anaphylaxis
Allergies are very common among
children. While many allergic reactions
are very mild, some can be life-
threatening. Anaphylaxis is a severe
allergic reaction that can lead to death
if it is not cared for immediately.

What to Look For

A child with anaphylaxis may have one
or more of the following signs and
symptoms:
• Swelling of the lips, face, neck, ears, and/or hands
• A feeling of tightness in the chest or throat
• Breathing difficulty (coughing, wheezing, or high-pitched noises)
• A skin reaction (rash, flushing, or hives)

What to Do
Call:
Call EMS/9-1-1.

Care:
1. If the child has an EpiPen® Auto-Injector, help him or her to use it.
2. Have the child rest quietly until EMS personnel arrive.

If the child’s condition does not improve 5 minutes after the initial dose of
epinephrine and EMS personnel have not yet arrived, help the child take a
second dose, if available. The second dose should be given in the leg that
you did not use for the first dose.

81
 Using an EpiPen® Auto-Injector

1. Remove the safety cap.

2. Firmly push the tip of the 4. Rub the injection site for
EpiPen® Auto-Injector against 30 seconds.
the middle third of the outer 5. Give the used EpiPen® Auto-
thigh. A click should be heard. Injector to the EMS personnel
3. Hold in place for up to 10 when they arrive.
seconds.

82
Minor Cuts and Scrapes
Minor cuts and scrapes generally do
not bleed very much, and the bleeding
is typically easy to control.

What to Do
Care:

1. Wash the wound for 5 minutes 2. Apply an antibiotic ointment or

with clean, running water. cream if provided by the child’s
parent or guardian.

3. Cover the wound with a sterile

dressing or bandage.

83
 Splinters
A splinter (or “sliver”) is a sharp, thin piece of something that is stuck in the
surface of the skin. If the splinter is completely below the skin, do not attempt
to pull it out. Be sure to tell the child’s parent or guardian that it is there.

To remove a splinter that has an exposed end:

1. Grasp the splinter with tweezers

and carefully pull it out.
2. Wash the area with water and
apply a bandage.

Life-Threatening External Bleeding

Life-threatening external bleeding is
bleeding that you cannot stop or control.

What to Do
Call:
Immediately begin providing care for
life-threatening external bleeding. Call
EMS/9-1-1 as soon as you are able to
do so.

for
When caring use any
u c a n
bleeding, yo pply pressure
lo th to a
clean c d (such as
a
to the woun wel).
tea to

84
 Care:

1. Apply firm, direct pressure to

the wound.

2. While maintaining direct pressure, apply a dressing and bandage it

in place.

3. If blood soaks through the bandage, apply another bandage on top.

85
 Nosebleeds
Nosebleeds are usually not serious.
They can be caused by bumps to the
nose, dry air, or scratching the insides
of the nostrils.

What to Do
Call:
Call EMS/9-1-1 if the bleeding continues
after 15 minutes.

Care:

1. Have the child sit with the head

slightly forward.
2. Pinch the child’s nostrils for 10 to
15 minutes.
3. Once the bleeding stops, tell the
child to avoid rubbing, blowing,
or picking his or her nose.

Bumps and Bruises

A bruise is a red, purple, blue, or black area that is created when bleeding
happens beneath the skin. There may also be a bump or “goose egg.”

Large bruises, especially on the abdomen or lower back, can indicate life-
threatening internal bleeding. A child with life-threatening internal bleeding
will often also have nausea, severe thirst, or bloody saliva or vomit.

86
What to Do
Call:
Call EMS/9-1-1 immediately if you suspect life-threatening internal bleeding.

Care:

1. Wrap a cold pack with a thin 2. Remove the ice pack for 20
towel and place it on the bruise minutes and repeat the process.
for up to 20 minutes.

Burns
Burns are injuries to the skin caused by
chemicals, electricity, heat, or radiation.

What to Look For

The signs and symptoms of burns
include the following:
• Redness
• Pain
• Possible swelling
• Blisters

What to Do
Call:
Call EMS/9-1-1 immediately if:
• The burns make it difficult for the child to breathe.
• The burns were caused by chemicals, explosions, or electricity.
• The burns have blistered or broken skin, or the burns cover the face, neck,
hands, genitals, or a larger surface area.

87
 Care:

1. Cool the burn with water for at least 10 minutes.

2. Once the burn is cooled, cover

it with a clean, dry dressing.

Special Burn Situations

Chemical Burns
Before providing care for a burn caused by a chemical, put on gloves to
protect yourself from being burned. Remove any clothes that might have the
chemical on them, and brush any dry chemical powder off of the child’s skin
before flushing with water.

Electrical Burns
Before providing care for a burn caused by electricity, make sure that the area
is safe and that there is no risk of you being electrocuted. Check the child from
head to toe, as there may be more than one burned area (an entrance and exit
point).

88
Head, Neck, and Back Injuries
Injuries to the head, neck, and back can have long-term consequences. You
should call EMS/9-1-1 right away if you suspect a head, neck, or back injury.

What to Look For

You should suspect a head, neck, or back injury with the following injuries:
• Any diving injury (for example, diving head-first into shallow water)
• Any strong blow to the jaw, head, or back
• Any injury that damages a child’s helmet
• Any fall from any height greater than the height of the child

You should also suspect a head injury if the child’s behaviour changes after
the injury, if the child becomes dizzy, confused, or unresponsive, or if the child
becomes nauseous or vomits.

What to Do
Call:
Call EMS/9-1-1.

Care:
1. Have the child rest quietly and keep still until EMS personnel arrive.

Broken Bones
Any bone in the body can break if it
is hit hard enough. You should always
call EMS/9-1-1 if you think a bone
might be broken.

What to Look For

The signs and symptoms of broken
bones include the following:
• Pain
• Deformity, swelling, or bruising
• Difficulty moving the injured body part
• A broken bone or bone fragments sticking out of the skin

What to Do
Call:
Call EMS/9-1-1.

89
 Care:
The best thing that you can do is keep the child still and comfortable until EMS
personnel arrive. If there is any bleeding, provide care as you would for any
other open wound.

1. Treat the injury using the RICE method:

Rest: Have the child rest comfortably.

I mmobilize: Keep the injured area as still as possible.
Cool: Cool the injured area for 20 minutes to reduce swelling and pain.

Elevate: Raise the injured area, if possible, as long as this does not hurt

the child.

Seizures
A seizure is an episode of abnormal brain activity. Seizures often involve
uncontrolled muscle movements, of either the entire body or just one part.
Seizures have many causes, including epilepsy, poisoning, and high fevers.

What to Do
Call:
Call EMS/9-1-1.

Care:
During the seizure:
1. Do not try to hold the child down or stop the seizure from happening.
2. Roll the child onto his or her side, if you are able to do so safely.
3. Protect the child from injury by:
• Moving furniture and other objects that could cause injury out of
the way.
• Protecting the child’s head with a soft object (such as a blanket).

After the seizure:

The child may be drowsy and disoriented for up to 20 minutes after the
seizure is over.
1. Check the child’s ABCs immediately after the seizure stops.
2. Place the child in the recovery position.
3. Monitor the child until EMS personnel arrive.

90
Poisons
A poison is a substance that is harmful
if it enters the body. Poisons affecting
children are most often swallowed.
When providing first aid for a poisoned
child, use caution to avoid contact with
the poison.

What to Look For

Signs and symptoms of swallowed
poisons include the following:
• An open container of poison nearby
• Burns around the mouth
• A burning feeling in the mouth, throat, or stomach
• More saliva than usual or saliva that is an unusual colour
• Dizziness, drowsiness, or unresponsiveness

What to Do
Call:
Call EMS/9-1-1.

Care:
1. Remove any clothing covered with the poison.
2. Wash any poison on the child’s skin away from the unaffected areas. If
the poison is on the child’s face, be sure to wash it away from the eyes.
3. The specific care for poisoning directly depends on the poison: Follow
directions from the EMS dispatcher or Poison Control Centre to provide
the right care for the situation.

Insect Stings
Insect stings usually appear as red swollen spots. Most of the time, they are
just uncomfortable, but allergic reactions and anaphylaxis are always
a concern.

What to Do
Call:
Call EMS/9-1-1 if there are any signs of anaphylaxis.

91
 Care:

1. If the stinger is still in the skin, 2. Wrap a cold pack with a
remove it by scraping it away thin towel and place it on
from the skin. A plastic card the affected area to control
(such as a debit card) works swelling.
well. 3. Continue to watch the child
for signs of anaphylaxis.

92
7
Finding Work
The Business of
Babysitting

The best way to find babysitting jobs is

through word of mouth. Talk with your
parent or guardian about families you
know who may need a babysitter. Ask
your friends who babysit to give your
name if they can’t accept a job.

For your own safety, don’t advertise in a

newspaper, on a bulletin board, or over
the Internet. Never give out your name,
phone number, or address to anyone
you don’t know.

Your Resumé
Your resumé is a quick way to tell people Babysitter’s Self-Quiz

looking for a babysitter a little bit about

Answer these questions to discover your skills, abilities, likes, and dislikes about babysitting. There is no right or wrong answer.

yourself. It is your chance to summarize Update the Babysitter’s Self-Quiz every six months.

your education, training, experience, and Background and Experience

1. The number of babysitting jobs I have had is:

skills as a babysitter, as well as some of your 0 1–3 4–6 7–10 More than 10

personal hobbies and interests. To help

2. The most children I have cared for at one time is:

1 2 3 4 5 or more

you create your own babysitting resumé, 3. The youngest child I have ever cared for was a:

Baby (0 to 12 months old) Toddler (1 to 3 years old)

use the template here. To help you provide

Preschooler (3 to 5 years old) School-Aged Child (5 years of age or older)

4. The oldest child I have ever cared for was a:

information for some of the sections of your Baby (0 to 12 months old)

Preschooler (3 to 5 years old)
Toddler (1 to 3 years old)
School-Aged Child (5 years of age or older)

resumé, you may use your Babysitter’s Self- 5. My longest babysitting job lasted:

1 hour 2–3 hours 4–5 hours 6–8 hours More than 8 hours

Quiz (provided by your Youth Leader). 6. I have accepted babysitting jobs (check all that apply):

In my neighbourhood Outside my neighbourhood

That involved special skills and abilities

93
 YOUR NAME

Your Street Address Your Phone Number

Your City, Province, Postal Code Your Email Address

EDUCATION
Your School’s Name
Your Grade
Any special classes you have taken and/or awards/achievements you have received

TRAINING
List your babysitting training, followed by a brief description of the course, for example:
Canadian Red Cross Babysitting Course
Leadership, professionalism, safety, child development, basic child care, and care for

emergencies

ADDITIONAL TRAINING
List any other relevant training you have completed, for example, Canadian Red Cross Standard
First Aid & CPR.

BABYSITTING EXPERIENCE
Starting with your most recent babysitting job, briefly describe your duties and responsibilities.
Include the number and ages of the children and the hours of your babysitting job. Do not put
down any of the family’s personal contact information without the family’s permission.

Family Name Date

List job duties here.

Family Name Date
List job duties here.

OTHER EXPERIENCE
List your other volunteer, work, or leadership experience such as volunteering at a church nursery,
being a tutor, or participating in scouting.

SKILLS AND ABILITIES

List your skills and abilities from the Babysitter’s Self-Quiz (provided by your Youth Leader).

HOBBIES
List your hobbies or interests.

REFERENCES
List up to three responsible adults you know, especially any you have worked for in the past. Make
sure those who have agreed to be your references know that you have put them down on your
resumé and understand that they may get a phone call asking about you.
Full Name Phone Number Relationship
Full Name Phone Number Relationship
Full Name Phone Number Relationship

94
Before Your First Babysitting Job
The first time someone asks you to babysit, ask lots of questions. Before taking
a job with a new family, you should first conduct a phone interview to see if
the job is a good fit, and then arrange a time to meet. This is also a chance to
meet the children. If you can’t meet ahead of the date, arrange to arrive at
least a half-hour before the child’s parent or guardian leaves so you have time
to ask all of your questions.

Parents or guardians who are looking for a babysitter will appreciate that
you are responsible and well prepared. When deciding whether to take a job,
remember that you have the right to be safe, get paid, and be respected.

Interview 1: Phone Interview

The purpose of the phone interview
is to ask lots of questions to decide
whether the job is a good fit for you.

Questions to ask the child’s parent or

guardian before you’re hired:
• What is/are your name(s)?
• What is your address?
• What is the date and time of
the job? When will I start and
finish work?
• How many children will I look after?
What are their names? How old
are they?
• Do any of the children have different abilities or needs?
• How will I safely get to and from your home?
• I usually charge $________, is that okay with you?
• Are you expecting any household chores (for example, walking the dog
or doing dishes) to be done as part of the job?
• May I come over before the day of the job to meet the children and discuss
my checklist? If not, may I come a half-hour early on the day of the job?
• Are there any family pets? Are they friendly?

95
 Interview 2: In-Person Interview
The in-person interview gives you an opportunity to go through all of your
more specific questions. Ensure that your own parent or guardian is okay with
you going to meet the parent or guardian who is looking for a babysitter.

Babysitter’s Interview
Form and Checklist
Before your first babysitting job for a family, complete this form with the child’s parent or guardian to make sure you
get all the information you need to do your job right. Have the child’s parent or guardian confirm the answers to any
questions that were already asked during your phone interview. Keep track of the questions you’ve asked by checking
off the boxes. You can write down the answers or any notes to yourself in the space provided.

Today’s date: _____________________________________________________

Family Information and Emergency Numbers

☐ What is your family name? Ask the child's parent or guardian to confirm the spelling.
__________________________________________________________________________________

☐ What is your home phone number? ________________________________________________________

☐ What is your home address? _____________________________________________________________

__________________________________________________________________________________

☐ What is your email address? _____________________________________________________________

☐ What is the nearest major intersection to your home (ask the child’s parent or guardian to provide directions if
the family lives in a rural area)?___________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

☐ What is your mobile phone number? _______________________________________________________

Use the Babysitter’s Interview Form and ☐ At what phone number can I reach you during my babysitting shift? _________________________________

☐ What is the name and phone number of an adult who can make decisions if you cannot be reached?

Checklist (provided by your Youth Leader) __________________________________________________________________________________

☐ Is there a neighbour or trusted adult nearby who I can call in an emergency?

to know what questions to ask. __________________________________________________________________________________

Safety Tips for You

Keeping the children you babysit safe is very important, but so is your own
safety. The following tips will help ensure your safety as a babysitter:
• Know the parents or guardians who hire you to babysit their children.
• Give your parent or guardian all the information about your babysitting
shift.
• Make sure you know where your own parent or guardian will be while you
are babysitting in case you need to contact him or her.
• Before you accept a job, make sure you have a way of getting to and from
the job safely.
• Take your Babysitter’s Manual with you to each babysitting job.
• Know how much responsibility you can handle and only accept babysitting
jobs that you are sure about.

If you feel uncomfortable babysitting for a family for any reason, politely tell
them that you won’t be able to babysit for them anymore. If your own safety
is at risk (physically, emotionally, or sexually), say “No,” and then get away,
phone for help, and report the incident.

96
Expectations of the Families Who Hire You
The people who hire you trust you with their children. Finding babysitters who
are professional about their work is hard. The children’s parent or guardian
has a right to expect a babysitter who has the right qualities for the job. Once
a family finds a babysitter they trust and like, they’ll usually stick with that
babysitter.

Are you someone who is (check all that apply):

Interested in children?
Able to supervise children safely?
Honest and reliable?
In good mental and physical health?
Able to carry out instructions?
Able to think clearly in emergencies?
Able to recognize safety hazards?
Able to provide simple first aid?
Able to prepare basic meals?
Able to play with children?
Able to communicate well?
Able to discuss job responsibilities and policies?

The children’s parents or guardians also have a right to privacy. Remember to

respect other people’s belongings by not looking through the family’s things.
Also, avoid gossiping about the family with your friends.

Children’s Expectations
Children don’t know what makes a “good” and a “bad” babysitter, but they
do know the difference between a “fun” and a “boring” babysitter.

Children want to feel happy and secure. They want a babysitter who:
• Knows the household rules and routines.
• Makes them feel comfortable and secure.
• Shows an interest in them.
• Plays with them.
• Knows what to do in an emergency.

A happy child is the best advertisement for a babysitter. Keeping children safe
and happy will make your business grow.

97
 Self-Evaluation After the Job
After finishing a babysitting job, ask yourself these questions:
• How do I feel about this job? Did I do well?
• Did I do everything the child’s parent or guardian asked me to do?
• How did the children respond to me?
• Were there any problems?
• Did anything happen that I did not know how to handle?
• What are some good things that happened?
• What did I like and dislike about this job?
• What would I do differently for the next babysitting job?
• What could I have done to make this babysitting job go better?
• If this family offers me another job, will I take it? Why or why not?

Your Own Family’s Expectations

You will probably need to work out with your own parent or guardian
how your babysitting business fits in with your schoolwork and your family
responsibilities.

Your own parent or guardian has a right to know:

• Where you are.
• Who you are babysitting for.
• What time you’ll be home.
• How you will be getting home safely.

98
Summary of What
You’ve Learned
You have learned about providing care for babies, toddlers, preschoolers,
and school-aged children and know that they are at different developmental
stages and have different needs. You have also learned to solve problems that
may occur while you are babysitting by using leadership and decision-making
skills. You’re on your way to becoming a great babysitter!

ACTIVITY
CONCLUSION—What Did You Learn About Yourself?
Answer the following questions to see what you have learned from this
course:

What have you learned about yourself that you did not know before taking
this course?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Do you feel confident about being a babysitter?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

99
 What do you feel most confident about doing as a babysitter?

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What do you feel least confident about doing as a babysitter? What would
make you feel more confident about it?

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What can you do to practise the skills you learned in this course?

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What are your next steps in becoming a babysitter after this course?

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100
Resources
As you gain experience as a professional babysitter, you should strive to
become a better babysitter. One way of becoming a better babysitter is to
get the most up-to-date information. Below are some online resources on
child safety tips:
• Canadian Red Cross: redcross.ca
• American Red Cross: redcross.org
• Health Canada: hc-sc.gc.ca
• Safe Kids Canada: safekidscanada.ca
• Parachute: parachutecanada.org
• Fire Prevention Canada: fiprecan.ca
• Kids Help Phone: kidshelpphone.ca

First Aid and CPR Training

This course does not provide you with certification in first aid and CPR. It does
provide you with some knowledge and skills practice in these areas. It is always
a good idea to get more training. If you want certification, it is recommended
that you enrol in a Canadian Red Cross First Aid & CPR course.

Visit redcross.ca/findacourse, or call 1-877-356-3226 for more information on

available courses in your area.

101
Wait! There Is More to Learn!
Congratulations on becoming a trained babysitter! And now that you
know the basics of first aid, take your training to the next level with a
Canadian Red Cross CPR/AED course.
You can be even better prepared to respond to emergencies that may
happen to babies and children—and you could even save someone’s life.
In just half a day, you can be trained in CPR and receive your first Red Cross
certification card. A CPR certification can open opportunities for great jobs,
such as a camp counsellor or lifeguard.
Learn how to prepare for emergencies with the Canadian Red Cross!
Sign up for a Canadian Red Cross CPR/AED course today.

redcross.ca/findacourse | 1-877-356-3226
Red Cross First Aid. Prepare for Life.®
 CANADIAN RED CROSS
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redcross.ca/firstaid | 1-877-356-3226