2. 2
TABLE OF CONTENTS
SECTION 1: INTRODUCTION ..................................................................................... 3
SECTION 1.1 Preface ........................................................................................................ 3
SECTION 1.2 Background ................................................................................................. 3
SECTION 1.3 Purpose ....................................................................................................... 3
SECTION 1.4 Supportive Roles ......................................................................................... 4
SECTION 1.5 Core Principles ........................................................................................... 6
SECTION 2: PROCEDURES........................................................................................ 10
SECTION 2.1 PRIOR TO PROGRAM .................................................................................... 10
SECTION 2.2 PROCEDURES .............................................................................................. 11
Subsection 2.2a Weekly Series ................................................................................... 11
Subsection 2.2b Weekend Series ................................................................................ 14
SECTION 2.3 CHECKLISTS ................................................................................................ 17
Subsection 2.3a Weekly Series Checklist .................................................................. 17
Subsection 2.3a Weekly Series Checklist .................................................................. 19
SECTION 2.4 POST PROGRAM ........................................................................................... 21
SECTION 3 APPENDICES........................................................................................... 22
SECTION 3.1 APPENDIX A CHILD CHARACTERISTICS AND RECOMMENDATIONS ................... 22
SECTION 3.2 APPENDIX B REQUIRED TRAININGS ............................................................... 35
SECTION 3.3 APPENDIX C SIGN IN FORM (TEMPLATE) ........................................................ 37
SECTION 3.4 APPENDIX D INVENTORY LIST........................................................................ 38
SECTION 3.5 APPENDIX E NUT-FREE SNACKS LIST.............................................................. 41
SECTION 3.6 APPENDIX F NAME TAG (TEMPLATE).............................................................. 44
SECTION 3.7 APPENDIX G WRISTBAND LABELS (TEMPLATE)................................................ 45
SECTION 3.8 APPENDIX H BLOCK SCHEDULE (TEMPLATE) ................................................. 47
SECTION 4 REFERENCES ......................................................................................... 48
3. 3
SECTION 1: INTRODUCTION
1.1 PREFACE
Through a federal grant, Project F.R.E.E. is providing evidence-informed
programs to improve couple and co-parenting functioning, increase economic stability,
and create positive and stable homes. Our couple and co-parenting programs are designed
to help parents form, improve, and sustain healthy relationships. Through providing
additional services such as childcare, our goal is to minimize the barriers that limit
parents’ participation in these programs. We want to promote participation and retention
in programming to help families make progress toward lasting healthy relationships and
economic stability. These programs are free and on-site childcare is one of the services
provided (based on limited space). Children will be cared for by Human Development
and Family Science undergraduate interns. These interns are trained in childcare and have
completed background checks. Children will participate in age-appropriate activities that
have been planned by the interns.
1.2 BACKGROUND
The evidence-based benefits of providing child and youth services, which are
shown to promote parent participation and retention in programming.
1. If serving low income couples, location, child care and transportation may
be necessary, program supports remove barriers to attendance (McGroder &
Cenizel, 2009).
2. The lower the barriers, the higher the retention and providing child care and dinner
to minimize the costs and eliminate barriers is helpful (Ponzetti, 2016).
3. Implementing pro-social behaviors, and using problem-focused strategies (childcare
where necessary) are the most vital protective factors in engaging families in healthy
relationship development programs (Chung, 2015).
4. Positive youth development focuses on meeting young people’s needs for positive,
ongoing relationships with adults and family; affording youth opportunities to build
pro-social skills and competencies; and promoting healthy behaviors that will help
them transition successfully to adulthood (Finance Project, 2009).
1.3 PURPOSE
This document serves as the supplemental guide to the Child and Youth Services. The
following sections contain tools and resources for the child service/ youth’s team in its
work to plan collaboratively, evaluate, and to monitor and support the child/youth’s
educational progress. This protocol will improve information sharing, promote effective
communication, and strengthen joint planning among navigators, facilitators, community
partners, educators, child and family services workers, family members and students.
Furthermore, the protocol promotes consistency of practice across Northeast Georgia.
4. 4
1.4 SUPPORTIVE ROLES
All Project F.R.E.E. staff, including Program Coordinators, Navigators and Coaches,
will operate under the 4 E’s of service values:
Empathy – Seek to understand and share in the feelings of others
Enthusiasm – Outwardly express your desire to serve
Engage – Prioritize building meaningful relationships
Encourage – Find opportunities to encourage and celebrate milestones
The 4 E’s of service create the foundation and culture in which Project F.R.E.E. staff will
conduct themselves in the field, amongst their peers, and in their leadership roles.
Project Coordinator & PCC ( Program Cluster Coordinators)
The Project Coordinator, Sherena Small, will work with Dr. Futris to coordinate the
entirety of the project, including coordinating staff and partner trainings, and working
with the PCC’s to schedule programming.
The Program Cluster Coordinators (PCCs) will work coordinate the trainings in each of
their respective clusters which includes networking with partners in each cluster, working
with community partners to recruit participants, and securing ancillary services (e.g.,
facilities, catering, transportation) for programming. They will also work on recruitment
and retention alongside the Program Navigators including sending information letters and
being the point of contact for partners and program participants in their cluster.
Program Navigators
Program navigators including Master of Social Work (MSW) Interns, Graduate
Assistants (GRAs), and Human Development and Family Science (HDFS) Interns will
conduct intake calls, program information visits (PIVs), and will assist with other
program tasks including attending program classes that they’re assigned to and assisting
program coaches as needed.
Program Coaches
Project F.R.E.E. Coaches are responsible for facilitating the Elevate (for couples) and
Together We Can (TWC; for single parents) programs. Part-time community
professionals will primarily serve as HMRE Coaches. Additional HMRE support will be
provided by the Program Cluster Coordinator, HDFS doctoral students, and MSW/HDFS
interns.
Interns
All interns are required to complete background check and required trainings, in addition
to, becoming familiar Project F.R.E.E programs.
Assigned interns will assist Project Coordinators, PCC, Navigators and Coaches during
programs/events. Interns are also responsible for informing or following up with Project
Coordinators with any questions or concerns such as dietary restrictions, disabilities or
any issue that may call for special attention.
5. 5
Interns will be responsible for designating lead interns for events and each age group as
well as deciding what items from inventory lists will be used for programming. Interns
will plan, arrange and receive approval for youth programming and will work with other
support staff to ensure that protocols and checklists are followed at all times.
6. 6
1.5 CORE PRINCIPLES
The following are Core Principles and Best-Practices Guiding Child and Youth Services.
1. Child and youth services are organized according to the developmental
characteristics for each of the three age groups; Ages 0-5, ages 6-11, and ages
7-18. (See Appendix A for developmental characteristics by age group)
2. Child and youth services are sensitive to the social and cultural context in
which each child lives. Information will be integrated from home visits,
parental requests, and regional characteristics which are provided by the U. S.
Census Quick Facts Reports that can be selected by county.
3. Child and youth services will be tailored to accommodate the individual
needs of children andadaptations will be put into place that allow those with
disabilities and other special needs to fully participate in program activities.
Accommodations will be made for allergies, food restrictions and medical
conditions.
4. Child and youth services will demonstrate a display of respect and support for
the child/youth’s specific developmental, cultural and individual strengths
and needs. Opportunities for the child/youth to continue to be connected to
his or her individual culture and community will be provided. A plan will be
developed to meet the child/ youth’s short-term need for belonging and
success, and the long-term need to support educational outcomes (Healthy
Child Manitoba, 2013).
5. Health and safety protocols:
a. Program facilitators, interns and volunteers will have completed
background checks and provide proof of immunizations.
b. Parents will sign their child into the programming area at a sign in
desk that may be different from the registration desk. Parents will be
responsible for signing child(ren) in/out before and after lunch. Once
programming ends parents will sign child(ren) out for the day. Parents
will provide cell phone numbers to interns. Child ID information will
be recorded on the sign in sheet. When parents sign their children out,
they will come to the check-in table, sign their child out, and then an
intern will bring the child out tothem.
c. Forms of child identification will be determined; e.g. wrist bands,
name tags, etc. Allergies or special alerts will be notes on the
identification. Identification materials for each child will be prepared
before the program date.
i. Forms of child identification will be determined; e.g. wrist
bands, name tags, etc. Allergies or special alerts will be notes
on the identification.
ii. Identification materials for each child will be prepared before
the program date. Label wristbands with Parent ID number
(e.g. Parent [Symbol] ID #; Child(ren) [Symbol] Parent ID #
(a, b, c… if more than one child per family).
iii. At the sign-in desk interns will obtain signed liability release
forms for each child.
iv. Interns will obtain cellphone numbers from the parents.
7. 7
v. Interns will verbally ask the parents again (in addition to the
intake and registration phone calls) if their children have any
allergies or special needs.
vi. Parents will sign their children in, receive the identification
wristband, and then take their child to the room they have been
assigned to.
vii. Two interns will sit at the check-in desk, and there will be an
intern stationed in each of the child care rooms waiting to
receive the children who have been signed-in.
viii. Parents will be responsible for signing child(ren) in/out before
and after lunch. If a child is sleeping, parents are to be told to
bring the child's meal to the check-in table.
ix. If any children are not signed back in after lunch, the other
interns and volunteers will be notified and the total number of
children in each of the rooms will be adjusted.
x. When parents sign their children out, they will come to the
check-in table, sign their child out, and then an intern will
bring the child out to them.
xi. Interns will remind parents to make sure that they have all of
their belongings in their possession when they leave.
Providing child care services for the children, age 5 and under, of parents who are
attending Project F.R.E.E programs, whether they are attending the weekly classes or the
weekend retreat, differs from daycare and preschool child care in a number of ways and
requires different protocols.
In a daycare or preschool setting:
The physical space will have been intentionally designed for toddlers and young
children with small tables and chairs, room dividers and enough supplies and
equipment for all of the children.
Children attending daycare or preschool will learn the daily routine and become
familiar with their caregivers and will have established some level of trust with them.
The caregivers will have practical experience working with youth and become
familiar with the needs, temperaments and challenging behaviors for each individual
child.
In order to provide the children with the security of an agenda that they can understand,
and to maintain order and control over a large group of toddlers the following protocols
are recommended:
Advise the Director and Cluster Coordinators that site selection needs to take into
account that optimal child care will be to have several smaller rooms, rather than a
few large rooms.
For children age 5 and under, large rooms have to be divided up into smaller spaces
with conference tables and chairs to prevent children from running in circles.
Smaller adult to child ratios: 1:4 for babies and 1:6 for toddlers up to age 5.
Smaller group sizes. One caregiver and 6 children can form small groups, and each
group is given a name like the Frogs and the Butterflies.
8. 8
The group space will be established by each group sitting on a different color or
pattern of large vinyl tablecloth on the floor. Each child and caregiver will get a
name tag with the child’s first name and group name on it.
Different activities will be assigned to different groups, then according to the
schedule, the activities will rotate around to another group. For example, the Frogs
will begin with coloring and the Butterflies will begin with songs. Then after an hour
they will switch activities.
Caregivers will spend a lot of time giving the children a thorough orientation at the
beginning of the event, explaining the rules and designating the small groups. Rules
and protocols for disruptive behavior need to be established. See P.E.T. for
supportive rather than punitive responses.
There will have to be spare caregivers on call to take children with disruptive
behavior out of the room.
*As a reminder: There should be an intern with youth at all times during
programming. At least one intern should assist and/or chaperon youth who need to
use the restroom. No child should be left unattended during program or event.
9. 9
Project F.R.E.E recognizes and strives for adhering to NAEYC regulations,
but at the minimum, child-to-staff ratios will be maintained according to State
of Georgia regulations.
6 weeks (1:6) Maximum Group Size 12
9 months (1:6) Maximum Group Size 12
18 months (1:8) Maximum Group Size 16
27 months (1:10) Maximum Group Size 20
3 years (1:15) Maximum Group Size 30
4 years (1:18) Maximum Group Size 36
5 years (1:20) Maximum Group Size 40
6 years (1:25) Maximum Group Size 50
7 years (1:25) Maximum Group Size 50
8-9 years (1:25) Maximum Group Size 50
10 years + (1:25) Maximum Group Size 50
NAEYC Teacher-Child Ratios within Group Size
Age
Category
Age Range
Group
Size
6 8 10 12 14 16 18 20 22 24 30
Infant Birth to 15
months
1:3 1:4
Toddler/ Two 12 to 28 months 1:3 1:4 1:4 1:4
21 to 36 months 1:4 1:5 1:6
Preschool 30 to 48
months
(2½ to 4
years)
1:6 1:7 1:8 1:9
48 to 60 months
(4 to 5 years)
1:8 1:9 1:10
60 months to
Kindergarten
Enrollment (5
years to
Kindergarten
Enrollment)
1:8 1:9 1:10
Kindergarten Enrolled in any
public or private
kindergarten
1:10 1:11 1:12
10. 10
SECTION 2: PROCEDURES
The following are procedures for providing quality child and youth care services
during programming.
2.1 PRIOR TO PROGRAM
Beginning of Semester
o A complete list of necessary forms will be sent to interns and volunteers prior to
the start of the semester: background check, immunizations, etc.
o Interns will review Child and Youth Services Protocols
o Interns will review program schedule for the semester, block out important
program dates, and adjust schedule based on availability.
o Interns will coordinate with Child Life Specialist, CARE Lab undergraduate
intern supervisor to confirm schedule.
o An inventory of the materials needed will be confirmed and orders will be placed
before semester begins.
o Facilitators and interns will complete online trainings required by the University
of Georgia.
11. 11
2.2 PROCEDURES
2.2a WEEKLY SERIES
A. Six to eight weeks before the program start date:
o Facilitators and interns will complete required forms and attend the trainings
required for Project F.R.E.E.
B. Three weeks prior to program start date:
o Interns will receive the names of the participants as well as the names, ages and
special needs of the children and youth who are attending.
o Interns will discuss and provide input to the intern supervisor regarding the
breakdown of the child and youth age groups and group sizes.
o The logistics of the physical rooms at the site will be discussed and arranged with
the intern supervisor.
o Interns will develop the agenda of program activities for the different age groups
according to the needs that have been identified by the parents. Interns will
develop an agenda for the 4-week and 7-week program series that will consist of a
2-hour time-frame once a week.
C. Two weeks prior to program start date:
o The program agendas for the child and youth engagement will be submitted to the
CARE Lab intern supervisor for approval.
o If required, adjust/replace any activity ideas not approved by the CARE Lab
intern supervisor and resubmit new/amended proposal for approval.
o Confirm that all required inventory supplies previously ordered have arrived and
placed in their designated bins.
o Ensure that bins for each clusters are stocked, labeled properly and contain
checklists.
o Assign which interns will work the registration table or tables used for checking
children in and out of child care.
o Fill out form for parent/child sign-in sheet including: child age, name, parent
signature, parent cell number, parent room/id, lunch check in/out. (See Appendix
C)
o IF needed: Label wristbands with Parent ID number (e.g. Parent ID #;
Child(ren) Parent ID # (a, b, c… if more than one child per family).
o Ensure that there is an adequate supply of wristbands available for both parents
and their children attending the program.
o Designate an intern as lead intern for each age group for each event.
o Print name tags to identify each intern and volunteer in order for parents and
facilitators to refer to for questions/ sources.
o Consult with Program Coordinator to determine if anyone is trained in CPR.
Review, rehearse, and develop an emergency incident plan.
D. One week prior to program start date:
o Interns will practice the approved program activities.
o Interns will request list for nut free snacks if applicable, for the whole group. If
nut free snacks are not available, inform Program Coordinator.
12. 12
o IF needed: Interns will arrange to borrow sleeping cots from UGA Child
Development Lab. The day and time of pick-up and vehicle will be arranged.
o IF applicable: Confirm with Program Coordinator if programming uses AV
equipment or if equipment is available for use.
o Have printed copies of the child engagement schedule at the check-in table for
parents.
o Have several copies of the accident report/ liability forms ready to fill out.
o Interns will enter each other's cell numbers into their phones as well as those of
PROJECT Coordinator and CARE Lab intern supervisor. *Numbers should be
listed on sign-in sheets
E. During program series:
o Interns will arrive at least an hour before the event starts, and will remain after the
participants leave to pack up materials, clean the site and load materials into
vehicles.
o Interns will dress appropriately for the occasion. Since many participants may
have lower economic resources, interns will not wear expensive clothing or
jewelry. And since interns will be working with teenagers, they will dress
comfortably and conservatively; e.g. not wearing shorts or short skirts, not
wearing leggings or skin tight pants, not showing any cleavage
o Upon arrival, interns will unload materials and set up check-in tables.
Have a copy/copies of program schedule so that it will be readily available for
parents at the time of check-in.
o Interns will set up rooms for youth, and divide rooms into sections for younger
group (games, color, etc.). Toddler rooms need to have physical barriers arranged
to prevent them from running in circles.
o If interns scheduled to play film/ video or audio in program room, ensure that
projector and sound system are effective.
o Ensure that no wires/chords are overlapping with play area/ open floors where
kids can access. Outlets will need to be covered or hidden from children.
o Parents will arrive and check-in, there should be at least two interns who will
obtain signed release forms from the parents for each child before having each
child and parent put on corresponding wristbands.
o Interns will ask parents if they have any additional info to provide besides dietary
restrictions and remind parents to check child(ren) in/out for lunch/ dinner.
o Assigned interns will take children to the rooms they are assigned to. At least one
intern will be in the rooms to receive children as they arrive.
o If child is sleeping during lunch/break and parent doesn't want to interrupt, intern
will ask parent to fix food/snack for when youth wakes up.
o Interns will rotate during lunch/ dinner to ensure someone is at registration table
at all times.
o Interns at the check in-out table will advise all of the other interns/volunteers if
children are not signed in after lunch/ dinner and adjust the numbers accordingly.
o Interns will be available for additional tasks as assigned by the CARE Lab intern
supervisor.
o Interns will determine if there is a need to adjust the agendas for unforeseen
circumstances.
13. 13
o During check-out, intern at the check-in table will alert another intern of a
parent’s arrival to retrieve the child from child care. Parents will be directed to
wait outside of the room and children will be escorted to them before they are
able to sign the children out.
o For weekly series, interns may be working multiple clusters.
o Make sure all belongings of parent and child are in their possession before they
leave and not left behind in program room.
14. 14
2.2b WEEKEND SERIES
F. Six to eight weeks before the program start date:
o Facilitators and interns will complete required forms and attend the trainings
required for Project F.R.E.E.
G. Three weeks prior to program start date:
o Interns will receive the names of the participants as well as the names, ages and
special needs of the children and youth who are attending.
o Interns will discuss and provide input to the intern supervisor regarding the
breakdown of the child and youth age groups and group sizes.
o The logistics of the physical rooms at the site will be discussed and arranged with
the intern supervisor.
o Interns will develop the agenda of program activities for the different age groups
according to the needs that have been identified by the parents. Interns will
develop one agenda for the yearly Foster Caregivers retreat which will consist of
Friday night and all day Saturday. It is possible that Project Safe will provide
programming for the older children for the whole day on Saturday.
H. Two weeks prior to program start date:
o The program agendas for the child and youth engagement will be submitted to the
CARE Lab intern supervisor for approval.
o If required, adjust/replace any activity ideas not approved by the CARE Lab
intern supervisor and resubmit new/amended proposal for approval.
o Confirm that all required inventory supplies previously ordered have arrived and
placed in their designated bins.
o Ensure that bins for each clusters are stocked, labeled properly and contain
checklists.
o Assign which interns will work the registration table or tables used for checking
children in and out of child care.
o Fill out form for parent/child sign-in sheet including: child age, name, parent
signature, parent cell number, parent room/id, lunch check in/out. (See Appendix
C)
o IF needed: Label wristbands with Parent ID number (e.g. Parent ID #;
Child(ren) Parent ID # (a, b, c… if more than one child per family).
o Ensure that there is an adequate supply of wristbands available for both parents
and their children attending the program.
o Designate an intern as lead intern for each age group for each event.
o Print name tags to identify each intern and volunteer in order for parents and
facilitators to refer to for questions/ sources.
o Consult with Program Coordinator to determine if anyone is trained in CPR.
Review, rehearse, and develop an emergency incident plan.
I. One week prior to program start date:
o Interns will practice the approved program activities.
o Interns will request list for nut free snacks if applicable, for the whole group. If
nut free snacks are not available, inform Program Coordinator.
o Interns will arrange to borrow sleeping cots from UGA Child Development Lab.
The day and time of pick-up and vehicle will be arranged.
15. 15
o IF applicable: Confirm with Program Coordinator if programming uses AV
equipment or if equipment is available for use.
o Have printed copies of the child engagement schedule at the check-in table for
parents.
o Have several copies of the accident report/ liability forms ready to fill out.
o Interns will enter each other's cell numbers into their phones as well as those of
PROJECT Coordinator and CARE Lab intern supervisor. *Numbers should be
listed on sign-in sheets
J. During program series:
o Interns will arrive at least an hour before the event starts, and will remain after the
participants leave to pack up materials, clean the site and load materials into
vehicles.
o Interns will dress appropriately for the occasion. Since many participants may
have lower economic resources, interns will not wear expensive clothing or
jewelry. And since interns will be working with teenagers, they will dress
comfortably and conservatively; e.g. not wearing shorts or short skirts, not
wearing leggings or skin tight pants, not showing any cleavage
o Upon arrival, interns will unload materials and set up check-in tables.
Have a copy/copies of program schedule so that it will be readily available for
parents at the time of check-in.
o Interns will set up rooms for youth, and divide rooms into sections for younger
group (games, color, etc.). Toddler rooms need to have physical barriers arranged
to prevent them from running in circles.
o If interns scheduled to play film/ video or audio in program room, ensure that
projector and sound system are effective.
o Ensure that no wires/chords are overlapping with play area/ open floors where
kids can access. Outlets will need to be covered or hidden from children.
o Parents will arrive and check-in, there should be at least two interns who will
obtain signed release forms from the parents for each child before having each
child and parent put on corresponding wristbands.
o Interns will ask parents if they have any additional info to provide besides dietary
restrictions and remind parents to check child(ren) in/out for lunch.
o Assigned interns will take children to the rooms they are assigned to. At least one
intern will be in the rooms to receive children as they arrive.
o If child is sleeping during lunch/break and parent doesn't want to interrupt, intern
will ask parent to fix food/snack for when youth wakes up.
o Interns will rotate during lunch to ensure someone is at registration table at all
times.
o Interns at the check in-out table will advise all of the other interns/volunteers if
children are not signed in after lunch and adjust the numbers accordingly.
o Interns will be available for additional tasks as assigned by the CARE Lab intern
supervisor.
o Interns will determine if there is a need to adjust the agendas for unforeseen
circumstances.
o During check-out, intern at the check-in table will alert another intern of a
parent’s arrival to retrieve the child from child care. Parents will be directed to
16. 16
wait outside of the room and children will be escorted to them before they are
able to sign the children out.
o Make sure all belongings of parent and child are in their possession before they
leave and not left behind in program room.
17. 17
2.3 CHECKLISTS
2.3a Weekly Series Checklist
Beginning of the Semester:
o Complete background check, submit immunizations.
o Complete required online and in-person trainings.
o Review semester schedule, note program dates and confirm scheduling
availability with the CARE Lab intern supervisor regarding specific dates and
locations of events. Schedule to arrive at events one hour prior to start time.
o Review Child & Youth Services Protocols.
Six to eight weeks prior to program start date:
o Check supply inventory checklists and place orders if necessary.
Three weeks prior to program start date:
o Interns will receive the names, ages and any special needs of the children who
will receive child and youth engagement services.
o Interns will discuss and provide the CARE Lab intern supervisor with input
regarding the breakdown of the child groups according to age groups.
o Interns will discuss and provide the CARE Lab intern supervisor with input
regarding the logistics of the site and the room assignments for child and youth
engagement services.
o Interns will develop child and youth engagement agendas of activities and submit
them to be approved of by the CARE Lab intern supervisor.
o Arrange to borrow any supplies that may be required (sleeping cots).
o If AV equipment will be used, confirm with Project Coordinator and/or Cluster
Program Coordinators about testing AV equipment before the first day of the
program.
Two weeks prior to the program start date:
o Confirm that supplies that were ordered, have arrived, and have been sorted into
bins and/or delivered to the clusters.
o Designate a lead intern for the event.
o Designate a lead intern for each age-group.
o Designate which interns will work the child care sign-in table and/or the
registration tables. Plan cover for lunch/ dinner-hour shifts.
o Enter child data onto the sign-in/sign-out Master List (See Appendix C)
o Print nametags for interns and volunteers.
o Determine if anyone is trained in CPR. Review and rehearse an emergency
incident plan.
One week prior to the program start date:
o Print all necessary forms and designate who will bring them to the table:
o Child liability waivers
o Accident Report
o Child and Youth Engagement Agenda
18. 18
o Inform PCC of any special dietary restrictions
o Practice program activities. *If applicable
o Exchange cellphone numbers for communicating during the program. Also enter
cellphone numbers onto the sign-in sheet.
During the event:
o Arrive 1 hour before event start time.
o Unload materials from vehicles.
o Set up child engagement rooms and sign-in tables, cover electrical outlets for
small children. The rooms for small toddlers will need to have physical barriers
arranged to prevent the children from running in circles. Make sure that no wires
or cords present a safety hazard.
o If using AV equipment, check technology.
Upon the completing of a programming event:
o Sterilize and pack up materials.
o List consumable inventory items to be ordered.
o Clean event site and replace furnishings as they were found.
o Assist loading materials into vehicles.
o Evaluate program and make recommendations for modifications.
19. 19
2.3b Weekend Series Checklist
Beginning of the Semester:
o Complete background check, submit immunizations.
o Complete required online and in-person trainings.
o Review semester schedule, note program dates and confirm scheduling
availability with the CARE Lab intern supervisor regarding specific dates and
locations of events. Schedule to arrive at events one hour prior to start time.
o Review Child & Youth Services Protocols.
Six to eight weeks prior to program start date:
o Check supply inventory checklists and place orders if necessary.
Three weeks prior to program start date:
o Interns will receive the names, ages and any special needs of the children who
will receive child and youth engagement services.
o Review food allergies and adjust snack shopping list accordingly.
o Interns will discuss and provide the CARE Lab intern supervisor with input
regarding the breakdown of the child groups according to age groups.
o Interns will discuss and provide the CARE Lab intern supervisor with input
regarding the logistics of the site and the room assignments for child and youth
engagement services.
o Interns will develop child and youth engagement agendas of activities and submit
them to be approved of by the CARE Lab intern supervisor.
o Arrange to borrow any supplies that may be required (sleeping cots).
o If AV equipment will be used, confirm with Project Coordinator and/or Cluster
Program Coordinators about testing AV equipment before the first day of the
program.
Two weeks prior to the program start date:
o Confirm that supplies that were ordered, have arrived, and have been sorted into
bins and/or delivered to the clusters.
o Designate a lead intern for the event.
o Designate a lead intern for each age-group.
o Designate which interns will work the child care sign-in table and/or the
registration tables. Plan cover for lunch/ dinner-hour shifts.
o Enter child data onto the sign-in/sign-out Master List (See Appendix C)
o *If applicable. Enter child data onto wrist bands or ID cards. Have extra
wristbands on hand.
o Print nametags for interns and volunteers.
o Determine if anyone is trained in CPR. Review and rehearse an emergency
incident plan.
One week prior to the program start date:
o Print all necessary forms and designate who will bring them to the table:
o Child liability waivers
20. 20
o Accident Report
o Child and Youth Engagement Agenda
o Inform PCC of any special dietary restrictions
o Practice program activities.
o Exchange cellphone numbers for communicating during the program. Also enter
cellphone numbers onto the sign-in sheet.
During the event:
o Arrive 1 hour before event start time.
o Unload materials from vehicles.
o Set up child engagement rooms and sign-in tables, cover electrical outlets for
small children. The rooms for small toddlers will need to have physical barriers
arranged to prevent the children from running in circles. Make sure that no wires
or cords present a safety hazard.
o If using AV equipment, check technology.
Upon the completing of a programming event:
o Sterilize and pack up materials.
o List consumable inventory items to be ordered.
o Clean event site and replace furnishings as they were found.
o Assist loading materials into vehicles.
o Evaluate program and make recommendations for modifications.
21. 21
2.5 POST PROGRAM
*These post program procedures will be used for both the weekly series and weekend
series of Project FREE.
o Interns will sterilize and pack up materials
o Interns will list consumable inventory items to be replaced
o Interns will make sure site is clean and place furniture and items as they were pre-
program.
o Interns will assist with loading materials into vehicles
o Interns will evaluate the efficacy and success of each activity and provide
suggestions for future programming.
o Interns will amend, modify or replace activities that were not successful
o Interns will make recommendations for any changes to the overall project, not just
child and youth programming.
o CARE Lab intern supervisor will provide interns with a performance evaluation.
o Follow-up calls will be made to each of the participants.
22. 22
SECTION 3: APPENDICES
Appendix A
Developmental Characteristics and Recommendations
for Activities for Children
Appendix A1 Children from birth to age 5
Appendix A2 Children ages 6-11
Appendix A2.a Children ages 6-8
Appendix A2.b Children ages 9-11
Appendix A3 Children ages 12-18
Appendix A3.a Children ages 12-14
Appendix A3.b Children ages 15-18
Appendix A4 References and Resources
23. 23
APPENDIX A1. Developmental Characteristics and Recommendations
for Activities for Children Ages 0-5
Developmental Characteristics
Visual development birth to 12 months
Language development birth to 18 months
Emotional development birth to 18 months
Sensory development birth to 18 months
Attachment birth to 18 months
Secure attachment results from sensitive and consistent responses to baby’s
cries. Secure attachment results in less reactivity to stress, more
independence, better problem solving, and openness to trying new things, and
better relationships with other children. Insecureattachment and toxic stress
result in fewer synaptic connections in the brain, persistent hyper-arousal, and
reduced ability to learn.
Levels of stress:
1. Positive stress; short term stress resolved quickly. Prepares child for larger
stresses.
2. Tolerable stress; longer term but has warm and loving caregivers. (new
home, birth of new sibling)
3. Toxic stress; overexposed to long term stress but no resources, lack of
warm and loving caregivers. (death in family, long term illness, abuse,
neglect, family violence, maternal depression, chronic poverty, natural
disasters)
Through play children test how things work, practice and expand new skills,
make decisions, and try out new roles.
Toddlers need predictability, routines, clear and appropriate rules, and an
orderly environment. Avoid negotiation about the rules.
Give children a chance to problem-solve before steppingin.
Rough play (Big body play) is ok when the children are smiling and laughing.
Fighting involves physical acts used to coerce or control another through
inflicting pain or the threat of pain. Fighting involves tears and closed fists
instead of open hands. Caregivers can intervene inrough play if it appears to be
escalating intofighting.
Impulsive, have not yet developed self-regulation.
Aggression peaks around age 2-2 1/2. Child has strong feelings but not
enough language to express herself.
Harsh discipline can result in aggression, hyperactivity and delinquency in later
childhood.
Recommendations for Activities
Provide an environment that is safe and secure. Remove safetyhazards.
Allow space to explore new objects of different shapes, sizes and colors at
variousdistances.
Small groups, low child to adult ratio.
Consistent caregivers, low turnover.
From birth, talk, read and sing to children.
24. 24
Spend time on the floor with young children.
Set up activities at eye-level forchildren.
Allow children some choice about if they want to play or not, what they
want to do or not do, how to play, whether to play alone or with another
child, when to switch to anotheractivity.
Give toddlers time to try new ideas and to practice newskills.
Repeating the same thing builds brain connections. (dropping a cup to the
floor from ahigh chair, over and over again, teaches the child cause and
effect)
Don’t overwhelm children with too much stimulation. Allow quiet time, or
alone time to process new experiences.
Avoid rigidity, inflexibility and excessivecontrol.
How to respond to challenging behaviors: (crying, aggression, defiance,
tantrums)
1. Stay calm. You need to provide the child with a calm anchor. If you react to the
tantrum it is less likely the child will learn self-soothing or how to cope with
limits.
2. With empathy, recognize the child’s feelings and goal. Name the feeling and
also be clearabout the limit. (It’s ok to be mad but not to hit)
3. Use words and gestures to communicate yourmessage.
4. Offer alternatives. Trydistraction.
5. Suggest ways to manage strong emotions. With older toddlers, point out the
consequences (you hit him, he cried), brainstorm better choices, and remind
child she can come to you forhelp.
6. Help the child to take a break.
7. Reconnect with empathy and compassion when the child has calmed down.
8. Reinforce positive behaviors when children demonstrateself-control.
25. 25
APPENDIX A2. Developmental Characteristics and Recommendations
for Activities Ages 6-11
Appendix A2.a: Ages 6-8
Fostering Physical Development
Development of both gross and fine motorskills
Writing becomes smaller and more legible, and drawing becomes moreorganized
Recommendations for Activities
Use simple games that expend energy, running, kicking ball, skipping,
hopping,climbing, jumping, throwing, catching, follow-the-leader, and
freezetag
Crafts that involve cutting, gluing, coloring, drawing, building with blocks or
Legos
Let younger children help organize activities and pass outsnacks
Teach hand washing and other age-appropriate
grooming habits
Promoting Cognitive Development
Language skills are expanding and they like to express themselves, telling
stories and expressing feelings
They are better able to see another’s point of view and compare themselves to
others
Able to sort, categorize and put things together that are thesame
Attention span is very short
Language is egocentric but social
Recommendations for Activities
Talk about rules and about helping others and treating them with respect
Read aloud to younger children and then discuss the book
Organize a scavenger hunt
Encourage story time where children tell stories aboutthemselves
Provide a food-related activity that highlights sight, touch, and hearing and
explores smell and taste
Create collections where children can sort and categorize items; leaves,
flowers, pictures from magazines, etc.
Encouraging Social Development
Younger children are self-absorbed
Interested in parent and adult approval and praise
Children have a short attention span and they live in the“now”
Fairness is related to equality – everyone gets a turn with everyone getting the
26. 26
samethings
Difficulty delayinggratification
Fighting occurs in a larger group but doesn’tlast
Groups of 3 or 4 is better than a larger group
They define things by their use
Can be engrossed in a world of make-believe
Their interest is more in the activity than theresult
Children are easily motivated and like to try newthings
Children have a need to be first, the best or towin
Cooperation is often based on wanting adult approval
Recommendations for Activities
Read books aloud and ask children about each character’s thoughts, feelings and
motives
Use jigsaw puzzles and board games
Keep a collection of adult clothing for dress-up that allows children to make-
believe a variety of roles, characters and situations
Pair young children to complete activitiestogether
Avoid activities that select a winner or bestperson
Praise children for cooperation and teach them how to problem solveconflicts
Teach patience by helping them finish one task before beginninganother
Spend time answering questions that children ask
Praise children for cooperating and working together
Supporting Emotional Development
Children desire to perform well and to be recognized for it byadults
They are comparing themselves to others
They are sensitive to losing, failure andcriticism
Self-esteem is expressed behaviorally rather thanverbally
Enjoy games and rituals that let them practice differentroles
Recommendations for Activities
Monitor children to see if they are struggling with a task or becoming frustrated
Organize short activities that allow for immediatesuccess
Tell stories that encourage empathy and have the children role-play
characters that demonstrate how being selfish is not good
Design short games and activities that allows children immediate success which
developsfeelings of competence
Break activities down into smaller tasks to promote practice and
repetition. Thisavoids frustration and boredom
Role-play age appropriate aggression and bullying scenarios so younger
children understand the inappropriateness of acting out against others
Establish rules with consequences that relate to the degree of the misbehavior or
poorchoice
Allow free time with adult oversight
27. 27
APPENDIX A2. Developmental Characteristics and Recommendations
for Activities Ages 6-11
E-QYP was developed by William B Kearney to provide practitioner-based, academic-
reviewed information that was designed for the full range of people who help with and
supervise child and youth activities (Kearney, 2014, pp. xviii, xix). Developmental
characteristics and recommended activities are presented for four age groups,
addressing the physical, cognitive, social and emotional development of children and
youth from ages 6 to 18.
Appendix A2.b: Ages 9-11
Fostering Physical Development
Continued mastery of physical skills
High energy levels, cannot stay confined for long periods oftime
Onset of puberty resulting in self-consciousness about changingbodies
Growth spurt for girls begins around age 10 for girls and age 12 forboys
Recommendations for Activities
Fitness challenges
Field activities, kickball, Frisbee, jump rope, swimming, kiteflying
Organized sports
Scavenger hunt
Promoting Cognitive Development
Daydream and need guidance to stay on task
Understanding relationships between items and putting them in a logical
sequence
Learning about themselves through relationships and comparisons withothers
Seeing things more objectively from a third-party point ofview
Reason morally by considering the intention of the actor and the
consequences ofthe transgression
Lack the critical-thinking skills to judge the accuracy of onlineinformation
Children risk losing their natural desire to learn for self-fulfillment if
their curiosity is not stimulated
Recommendations for Activities
Dramatic role-play scenarios that identify alternatives, consequences and next
steps
Provide opportunities to share their opinions
Select activities based on theirinterests
Give children opportunities to make age appropriatedecisions
Role play a bullying situation, encouraging older children to take the role of
both the bully and the victim
Teach online safety
28. 28
Discuss cell phone texting guidelines and talk about the dangers ofcyberbullying
Resolve interpersonal conflicts by asking older children to consider
another’s perspective and develop a solution that addresses everyone’s
needs
Encouraging Social Development
A preference for same sex friendships based on interests and frequency ofcontact
Increase in sibling rivalry
Explore independence sometimes through inappropriate behaviors like
disobedience, backtalk and rebelliousness
Older children, particularly girls, are interested in developing onlinefriendships
They need help accepting peers who are different or who have been left out of
thegroup
Enjoy games, rituals, symbols, ceremonies, songs, regalia andhumor
Recommendations for Activities
Put older children into situations that require responsibility. Rotate leadership
tasks. Supportand monitor closely but don’t take over. Show approval and
appreciation.
Rather than comparing children to one another, compare the past and present
performance of each individual child
Promote acceptance of self and tolerance for differences with others. They
need helpaccepting peers who are different or who are left out of thegroup
Create opportunities to involve children who may be left out of the peergroup
Allow children to express their cultural background within activities or through
specialevents
Help children focus on process and effort rather than winning or losing
Plan activities that build group cohesiveness and develop coping,
conflict-resolution and problem-solving skills
Talk about treating others with respect, especially when making either/or
choices that may have an impact on others
Create activities that use symbols, ceremonies, songs, rituals, regalia, and humor
Set up teen mentors for children
Allow children to help putting out snacks, organizing activities and organizing
program supplies
Create induction and recognition ceremonies to recognize the role and
contribution of each group member
Supporting Emotional Development
A strong need to feel accepted and worthwhile
Admire and copy older youth’s behavior
Deeply affected by stressfulsituations
Feeling self-conscious, self-critical, experiencing low self-esteem and feeling
totally out of place
Teens really want adult guidance but reject domination and resentcriticism
May abandon parent-defined views, think they know it all and rejecthelp
29. 29
Recommendations for Activities
Have older children create certificates, ribbons, and other forms of
recognition to acknowledge success
Pair older children with young teens who can serve as tutors, mentors, coaches
and positiverole models
Recognize children in front of peers and parents, showcase competencies in a
special event for peers and parents
Emphasize similarities between self andpeers
Set firm boundaries: expectations and consequences, while recognizing that
rebellion is normal at this age
Avoid putting teens on the spot, with commendation orcriticism
Discuss the consequences and likely chain of events that can result from
misbehavior and poor choices
Understand the difference between the youth and theirbehaviors
Create opportunities for teens to talk about fears andchallenges
Create opportunities for teens to share without anypressure
Give teens a chance to choose when and if they are ‘on stage’
Help older children understand the consequences of misbehavior or poorchoices
30. 30
APPENDIX A3. Developmental Characteristics and Recommendations
for Activities Ages 12-18
Appendix A3.a Ages 12-14
Fostering Physical Development
Puberty with uneven gains in height and weight
Awkwardness, lack of coordination
Embarrassment about their bodies
Large appetites
Gains in speed, agility, balance and strength
Girls are taller than boys of the sameage
Girl’s rapid gain in body fat may cause them to become overly concerned with
their weight
Recommendations for Activities
Plan activities that teach hygiene
Promoting Cognitive Development
Motivated by what their peers think
Capacity for logic and abstract thinking used in finding their own solutions
Emergence of complex problem-solving and critical-thinkingskills
Can tackle long-term, in-depth projects
Can plan ahead and organize tasks
Can postpone gratification
Can visualize outcomes and predict results
Deductive-reasoning, complex problem-solving and critical-thinking skills
emerge
Can understand both real and imagined situations
Comprehend cause and effect
Recommendations for Activities
Explore moral dilemmas, role play a variety ofscenarios
Explore realistic scenarios teens may face, with no more than 3 or 4
variables. Ask the teens “What if this doesn’t work?” and “Whit might
happen then?”
Challenge their ideas with thoughtful questions
Solve problems with them without lecturing or dictatinganswers
Teach ethical and safe online behaviors, never to give out personal
information online or on phone
Encouraging Social Development
Often do not believe the negative consequences of risky behavior can happen
to them, leads to feelings of invulnerability
Exploring what they want to do when they grow up, but unclear about needs and
31. 31
values. Better at planning than executing
Challenge the assumptions and ready-made solutions they previouslyaccepted
Question moral issues in a more sophisticated way and understand that there
may be more than one way to approach an issue or problem
Young teens who are not part of the mainstream culture begin to consider
that they needto negotiate two cultural systems
Recommendations for Activities
1. Plan events based on current events in teen’slives
2. Have teens prepare a presentation or performance on a special topic ofinterest
3. Provide opportunities for self-reflection
4. Discuss and role-play a variety of historical and current cultural figures to
gain insight into the perspectives of others.
Supporting Emotional Development
Emotional brain is particularly active and developing more rapidly than the
reasoning structures
Control of emotions, impulses, and judgments is ofteninconsistent
Challenging authority, critical of home andparents
Seeing themselves as separate from their family, not wanting to be seen with
their family
Peer influence on social decisions, leisure activities, clothes, appearance and
music
Parent’s opinions influence educational and occupational plans, religious beliefs
andethics
Susceptibility to peer pressure, especially for antisocial activities, peaks at age14
Interest in developing online friendships, especially forgirls
Recommendations for Activities
Need exposure to a diverse range of positive adult rolemodels
Use positive peer-pressure to involve them in setting their own rules and having a
say for buy-in
Provide opportunities to see that lessons can be learned throughfailure
Encourage respect of parents by using scenarios that let teens see a parent’s point
ofview
Plan and create a collage together about a topic that intereststhem
Invite teens to find or develop icebreaker activities to be used in group settings
After activities are concluded ask teens to identify ‘sticky situations’ or
ethical dilemmasthey encountered and discuss how they were resolved, or
not
32. 32
APPENDIX A3. Developmental Characteristics and Recommendations
for Activities Ages 12-18
Appendix A3.a Ages 15-18
Fostering Physical Development
Males catch up to and surpass female growth
Concern about body image and exaggerated interest in appearance
Recommendations for Activities
Discourage sodas and candies, encourage milk, fruits and vegetables, grains, nuts
and leanmeats
Solicit teen’s input to develop physical and manual skills based oninterest
Educate on physical risk-taking
Distance running, wall climbing, dancing, weightlifting
Energy levels vary throughout the day, low energy in the morning, alertness
peaks around 3:00 pm
Inadequate sleep has negative outcomes
Often viewed as lazy
Promoting Cognitive Development
Self-understanding is influenced by multiple roles and membership categories
Have an awareness of their own personalitytraits
Life goal shift from fantasy to reality
Personal philosophy begins to emerge
Advanced reasoning and problem-solving skills
Broad concern for society as a whole
Ability to set priorities, make plans, evaluateresults
Ability to imagine the impact of present behaviors on thefuture
Ability to reason and make adult-like decisions in growing, but less likely to do
so under stress
Tuned in to inconsistencies and hypocrisy
Lose interest with meaninglessactivities
Recognize that people may have multiple, possibly conflicting, motives and
emotions
Recommendations for Activities
Explore song lyrics to see how life issues are dealt withpoetically
Provide opportunities to mentor younger children
Have older teens debate and present convincing arguments based on
perspectives that are the opposite of their own
Role-play unsafe driving practices and explore theconsequences
Engage older teens in experiential learning opportunities. Arrange an
experience, have themshare it, process afterward what the experience was like
for them, generalize the experience to its broader implications and apply what
they learned from the experience to theirlives.
33. 33
Provide safe, controlled, high-risk activities like ropes-course or a rock-
climbing wall, supervised by qualified professionals
Encourage older teens to help others, young children and the elderly,
and to processthe experience with adults and peers afterward.
Encouraging Social Development
Desire for autonomy and respect
Desire to be sociallyactive
Discovering and creating an identity as they look to define their place insociety
Considering their role in society and the contribution they can make
Thoughts about leaving home for college, employment, marriage and other
pursuits
Become less self-conscious
Begin to interact more with their parents aspeople
More able to resist peer pressure and habit of following the crowd tapers
off, although being accepted in the group remainsimportant
Older teens tend to have developed a gender identity that fitsthem
Recommendations for Activities
Plan activities that allow teens to try on differentroles
Emphasize postsecondary education, career options, consumer
education and financial management.
For incentives, offer social orientedtrips
Share news about teens who have gained public recognition for their
leadership and service activities
Have older teens act as spokespersons for theprogram
Introduce teens to other settings such as college campuses, work settings,
new cities, and other teens outside of their peer group
Role-play and discuss teen’s continued dependency on parents like college
tuition or their first car
Invite speakers who have firsthand experience with a bad outcome as a result
of following peer choices, and then process the presentation as a group
Discuss society’s views on gender roles
Provide older teens with choices, suggestions and alternatives rather
than instructionsand commands
Provide opportunities to shadow professionals
Provide opportunities for reflection in individual contributions to and
cooperation ingroup activities
Supporting Emotional Development
Striving for identity, autonomy and respect
Interest in peer acceptance and adult guidance as values and beliefs are
developing
Have a need to make their own choices
34. 34
Diminishing of low self-esteem, poor impulse control, aggressive behavior,
and non- responsiveness to positive attention. However, for troubled teens
these behaviors escalate with negative outcomes
Troubled teens will only accept guidance from someone they hold in highregard
Recommendations for Activities
Parents and adults need to be willing to be wrong and to admitit
Do not expect older teens to self-disclose everything, but be willing to listen
and to help them to evaluate their problems
Provide opportunities for older teens to see and process the lessons learned from
failing
Project future events in their lives and ask them how they could
use failure to work towards success
Use real-life situations to write or speak about how they would react, then
discuss as agroup to propose possible solutions
Help older teens to accept range of feelings, but be alert for extreme,
harmful or concerning feelings and behaviors that need to be brought
to the attention ofsupervisors
Encourage older teens to see their positive worth
Provide older teens opportunities to question themselves, reflect on their
experiences, and express their feelings and philosophies
35. 35
Appendix B
Required trainings for Project F.R.E.E. interns
Four to six weeks before programming starts, pre- needs assessments will be collected
and disbursed to interns. Facilitators, navigators, and interns will complete a background
check and UGA required trainings. A consent form must be submitted to Human
Resources Department in a timely manner. (Consent Form:
http://www.busfin.uga.edu/forms/bi_consent.pdf)
HMRE NEW STAFF UGA ORIENTATION TRAININGS:
The University of Georgia has trainings that each HMRE Staff must complete on-line. In
order to complete the on-line trainings, you will need a UGA MyID. Any computer with
internet access can be used to request the MyID and complete the training. Instructions
for requesting a MyID are outlined below:
1. Go to the web site: https://myid.uga.edu/
2. Click ‘Faculty and Staff’ under ‘Request a MyID’, and then follow the directions on
screen.
3. The request usually takes a few days or up to a week before it’s processed.
4. Once the MyID is created, the user will go to the training web sites in order to
complete the individual trainings.
UGA Trainings:
1. CITI TRAINING (Human Subjects Protection Training). The University of
Georgia requires that personnel who play a substantial role in human subjects’
research complete the CITI Training. The purpose of the training is to educate
staff on research ethics and the protection of human subjects. The training is
offered online at www.citiprogram.org
(https://www.citiprogram.org/index.cfm?pageID=88). The required modules are
“Social and Behavioral Research Basic” and “Social and Behavioral Research
Children Basic.” This training should take approximately 2 hours and 30
minutes.
2. Mandated reporter training. In Georgia law, it designates certain professionals
as mandated reporters of child abuse or neglect [OCGA 19-7-5(c)(1)]. This
training should take approximately 1 hour and 30 minutes. Mandated reporter
training can be accessed at:
https://www.prosolutionstraining.com/hostedcourses/hostcode.cfm?hostid=18
3. New Employee “Right to know” training. The purpose of the seminar is to
introduce employees to their rights at the University of Georgia, and to make
them aware of potentially hazardous chemicals in the work place. This training
should take approximately 1.5 hours. http://www.usg.edu/facilities/rtk-ghs/
36. 36
4. Department of Administrative Services (DOAS) Auto Coverage and Safety
Training. This training involves viewing the DOAS Auto Coverage and Safety
Video regarding auto liability coverage while utilizing a University of Georgia
vehicle or personal vehicle to conduct University business. This video is
approximately 12 minutes long and can be accessed at:
http://www.doas.georgia.gov/StateLocal/Risk/Pages/RiskInsurance.asp
5. SecureUGA. SecureUGA is a role-based security training and accountability
model implemented by UGA. In this model, every individual, regardless of
position, has a responsibility to protect our sensitive and critical data. As part of
this responsibility, all employees are required to complete SecureUGA awareness
modules. These trainings should take approximately 2.5 hours. Modules can be
accessed at https://secure.uga.edu.
6. USG Ethics Policy Training. In November 2008, the Board of Regents adopted
the USG Ethics Policy, a unified set of ethics rules to govern the actions of the
entire University System of Georgia. To ensure that all faculty and staff are
familiar with the fundamental tenets of the new policy, the Board of Regents has
designed an online training and certification process. All University of Georgia
faculty and staff members are required by the Board of Regents to complete the
mandatory training module. The module takes approximately 30 minutes to
complete. To fulfill this requirement of all USG employees and learn more about
the new ethics policy, go to this link: http://www.hr.uga.edu/bor-ethics-training
Project F.R.E.E. required trainings:
1. Project F.R.E.E. Orientation training
2. Relationship Smarts training
3. Together We Can
4. ELEVATE
5. IPV/ DV
37. 37
Event Title (Age Group) DATE
NAME/ ID AGE
PARENT/GUARDIAN Lunch
(Check In) OUT / IN (Check-Out)
PHONE ROOM/ ID
First Name, Last ____ 5 m ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ 15 m ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ 2 ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ 3 ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
First Name, Last ____ ____ /____ ( __ __ __ ) - __ __ __ - __ __ __ __ ____ / ____
Appendix C: Sign In Form (Template)
38. 38
Appendix D
Inventory List
The following are inventory check lists of consumables and non-consumables provided
for each cluster that attends the weekly series of Project F.R.E.E. The lists can be
adjusted accordingly if used for the weekend series.
39. 39
Consumables Inventory Check List
Item Cluster Qty.
Wide Rule paper (150 sheets) 1
Writing pads 1
Color paper (100 sheets) 1
Colored Pencils (24box) 1 24 count
Colored Pencils (12 BOX) 4
Crayons (64box) 1 64 count
Crayons (8box) 4
Color Markers (8box) 4 boxes
Small colorful chalk (12 box) 3
Stick glue 3
Liquid glue 3
Water Color set 4
Coloring activity/books 3
Washable paint 2
Mini activity pads 2
Diapers 10pk (size 2t, 3t )
Pull-Ups 10pk size 3t-4t (girls &
boys)
Changing pad 1
Bubbles 4
Bibsters (disposable) 1 pack
Wipes 1 pack
Pads 1 pack
Tampons 1 box
Tissues 1 box
Ziploc bags 1 box (at least 30)
Trash Bags 1 box
Paper towel 1 roll
Clorox Wipes 1
Vinyl Gloves 1 box
Germ X 1 large (or 2 small )
Goo Gone 1 bottle
All purpose bleach cleaner 1 bottle
Clear Tape 2 rolls
Dawn Liquid Soap 1 bottle
First Aid Kit 1
40. 40
Non-Consumables Inventory Check List
Item Cluster Qty.
Books 5
Flash Cards 3
Chutes & Ladders 1
Uno 2
Scrabble 1
Chess 1
Jenga Jumbo size 1
Jenga mini 1
Pictionary 1
Bop it 1
Matching games 1
Connect 4 1
Trouble 1
Sleeping pad
Changing pad 1
soft/stuff animals 5
Puzzles 3
Small balls
Blocks-alphabet 1
Flannel Blankets small 4
Flannel Blankets large 2
Outlet Covers 12
Scissors-child proof 5
Kitchen Playset 1
Folding hand truck 1
41. 41
Appendix E
Nut-free Snacks List
The following peanut-free/nut free snack list is adapted from www.nscsd.org by the North
Syracuse Central School District. The list will be used for the weekend events and
retreats hosted by Project F.R.E.E. and will be followed in case child in care services
have nut allergies. (Also See: Safe Snack Guide by Snacksafely.com)
42. 42
PEANUT FREE/NUT FREE SNACK LIST
Please avoid snacks that contain peanuts, peanut flour, peanut oil or peanut butter or other
nuts. This includes snacks with almonds, coconuts, sunflowers, filberts, Brazil nuts, cashews,
hazelnuts, macadamia nuts, pecans, pine nuts, pistachios, and walnuts. (Tree nuts)
Quick check brands: Kellogg’s, Keebler, General Mills, Betty Crocker and Quaker Oats brands
are excellent at calling out allergens in a box:
Example: CONTAINS PEANUT AND EGG INGREDIENTS
I. HEALTHY SNACKS (Daily classroom snacks)
A. FRUIT/VEGETABLES
* Any fresh fruit (apples, oranges, bananas, grapes, pears, plums, clementine’s,
strawberries, melons, berries, etc.)
* Raisins, Craisins and other dried fruits
* Fresh vegetables (baby carrots, celery sticks, grape tomatoes, cucumber
slices, broccoli, pepper strips, etc.)
B. CHEESE/DAIRY
* String cheese or other cheeses (1 oz.)
* Kraft Handi-snacks with cheese (with red sticks)
**Be careful with any other type of pre-packaged cheese and cracker
sandwiches, most contain nuts/traces of nuts
C. CRACKERS/SNACK ITEMS
* Triscuits, Wheat Thins, Vegetable Thins (all flavors)
* Ritz crackers/dinosaurs/sticks (NOT Ritz bits or sandwiches)
* Ritz Crackerfuls (Classic cheddar, Four cheese, Garlic herb)
* Town House, Club, Toasteds
* Cheez-Its, Cheese Nips, Better Cheddars
* Saltines, Oyster crackers
* Wheatables, Air Crisps, Munch’ems, Keebler Snack Stix
* Kashi Tasty Little Crackers (TLC)
* Breton brand crackers
* Goldfish crackers
* Annie’s Bunnies
* Graham crackers, Graham cracker sticks
* Teddy Grahams or Teddy Graham character brand
* Animal crackers (Austin Zoo, Barnum)
* Vanilla wafers
* Cereals
* Cheerios (NOT Honey Nut or Frosted)
* Chex (Rice, Corn, Wheat)
* Cinnamon Toast Crunch
* Corn Flakes
* Crispix
43. 43
* Frosted Mini-Wheats
* Kashi (Go Lean Crunch, Good Friends, Cinnamon Raisin Crunch, Heart to
Heart)
* Kix
* Life (Not Vanilla Yogurt Crunch)
* New Nabisco 100 Calorie Packs – Yogurt flavored pretzels
* Nabisco Toasted Chips Ritz snack mix
* Wheaties
* Other unsweetened cereal without nuts
* Small bagels (Lenders or Thomas brand) with cream cheese ( no nut type)
* Popcorn
* Pretzels
* Nutrigrain cereal bars/yogurt bars
* Special K Bars (NOT Honey Nut)
* Special K Snack Bites
* Fig Newtons (all flavors)
* Rice Cakes (NOT Quaker brand)
* Quaker Quakes (mini rice cakes)/Mini Delights (all flavors)
* Potato Soy Crisps
* Gensoy Soy Crisps
* Cheez-It Party Mix/Munchie Party Mixes
**Have not found any other brands of Chex type mixes to be peanut/nut safe
D. OTHER
* Fruit snacks (twists, gushers, roll-ups, etc.)
* Pop Tarts
* Pop Tarts Snack Sticks
* Yogos/Yogos Rolls
* Sweetened Cereals: Corn Pops, Fruit Loops, Captain Crunch (reg.), Apple
Jacks
44. 44
Appendix F: Name Tag (Template)
Name Here
Role
Name Here
Role
Name Here
Role
Name Here
Role
Anettra Mapp
Lead Facilitator
Anettra Mapp
Lead Facilitator
45. 45
Appendix G: Wristband Labels (Template)
Instructions:
Page Settings
o Mailings Start Mail Merge Labels
Label vendors: Avery US Letter
Product Number: 5167 Easy Peel Return Address Labels
Label Content for family with 1 child (for parent wristband)
o Program (E/TWC)-Parent-Child ID#
o Child Last Name, Child First Name
o Child Room #
Label Content for family with 1+ children (for parent wristband)
o Program (E/TWC)-Parent-Child ID#a Child L Name, Child F Name Child
Room #
o Program (E/TWC)-Parent-Child ID#b Child L Name, Child F Name Child
Room #
o Program (E/TWC)-Parent-Child ID#c Child L Name, Child F Name Child
Room #
Label Content (for child wristband)
o Program (E/TWC)-Parent-Child ID#
o Child Last Name, Child First Name
o *Allergies* (if any)
o Parent Room #
Foot Notes:
From excel spreadsheet with parent names and information, number the parents. Then create a
separate spread sheet and assign the parent’s number to their child(ren). This creates the Parent-
Child ID# specifically for the wristbands. If the parent has more than one child, add “a” to the
first child, “b” to the second child, “c” to the third child, and so on at the end of the Parent-Child
ID#. NOTE, THIS IS NOT THE UGA FAMILY ID OR THE UGA SURVEY ID.
For Parent wristband
1 child
o Line spacing options:
Single space
0 pt Before and After
o Font: Calibri (Body) 10
2 Children
o Line spacing options:
Single space
2.75 pt Before
0 pt After
o Font: Calibri (Body) 9 or 9.5
3 Children
o Line spacing options:
Single space
0 pt Before and After
Font: Calibri (Body) 9
46. 46
Parent Wristband Child Wristband Child “b” Wristband Child “c” Wristband
E-2
Last, First
Rm479
E-2
Last, First
RmB25
E-6a Last, First Rm473
E-6b Last, First Rm473
E-6a
Last, First
RmB25
E-6b
Last, First
RmB25
E-16a Last, First Rm479
E-16b Last, First Rm479
E-16a
Last, First
RmB25
E-16b
Last, First
RmB25
E-18a Last, First Rm473
E-18b Last, First Rm473
E-18c Last, First Rm473
E-18a
Last, First
RmC25
E-18b
Last, First
RmC25
FirstFirstFirstFirstFirst
*Allergic to peanuts*
RmC25
47. 47
Weekend Retreat Child & Youth Engagement Schedule
Friday TIME 6:00-7:00 pm 7:00-9:00 pm
DATE (MM/DD)
Age 6-23 months Room # Room # Room #
Dinner Stories and Bedtime
Age 2-3 years Room # Room # Room #
Dinner Stories and Bedtime
Age 4-5 years Room # Room # Room #
Dinner Stories and Bedtime
Age 6-11 years Room # Room # Room #
Dinner
Age 12-17 years Room # Room # Room #
Dinner
Saturday
August 20th 8:00-9:00 am 9:00-12:00 12:00-1:00 pm 1:00-4:00 pm
Age 6-23 months Room # Room # Room # Room #
Breakfast Lunch Naptime and
Age 2-3 years Room # Room # Room # Room #
Breakfast Lunch Naptime and
Age 4-5 years Room # Room # Room # Room #
Breakfast Lunch Naptime and
Age 6-11 years Room # Room # Room # Room #
Breakfast Project Safe Lunch Project Safe
Age 12-17 years Room # Room # Room # Room #
Breakfast Project Safe Lunch Project Safe
Appendix H
*The following is a guide to creating detailed block schedules for the Weekend retreat series of Project FREE
48. 48
SECTION 4: REFERENCES
Bales, D. (2014) Building Baby’s Brain Series: The basics. UGA
Extension. Retrieved from
http://extension.uga.edu/publications/files/pdf/C%201053-
01_3.PDF
Bales, D. (2014) Building Baby’s Brain Series: Prime times for learning.
UGA Extension. Retrieved from
http://extension.uga.edu/publications/files/pdf/C%201053-
02_3.PDF
Bales, D. (2014) Building Baby’s Brain Series: What child care can do. UGA
Extension. Retrieved from
http://extension.uga.edu/publications/files/pdf/C%201053-04_2.PDF
Bales, D. (2014) Building Baby’s Brain Series: Nurturing positive relationships. UGA
Extension. Retrieved from
http://extension.uga.edu/publications/files/pdf/C%201053-09_2.PDF
Bales, D. (2014) Building Baby’s Brain Series: The importance of play. UGA
Extension. Retrieved from
http://extension.uga.edu/publications/files/pdf/C%201053-10_1.PDF
Bales, D. (2014) Building Baby’s Brain Series: Creating Consistency. UGA
Extension. Retrieved from
http://extension.uga.edu/publications/files/pdf/C%201053-11_2.PDF
49. 49
Bales, D. (2014) Building Baby’s Brain Series: Buffering the brain from toxic
stress. UGA Extension Retrieved from
http://extension.uga.edu/publications/files/pdf/C%201053-12_1.PDF
Carlson, F. M. (2011). Rough Play; One of the most challenging behaviors. Young
Children. National Association for the Education of Young Children.
Retrieved from
http://www.naeyc.org/tyc/files/tyc/file/V5N4/Carlson,%20F.%20Rough%2
0Play.pdf
Coping with Aggression and Teaching Self-Control. (2016). Zero to Three:
National center for infants, toddlers and families. Retrieved from
https://www.zerotothree.org/resources/233-coping-with-aggression-and-
teaching-self-control#downloads
Chung, Y., & Chun, J. (2015). Workplace stress and job satisfaction among child
protective service workers in South Korea: Focusing on the buffering effects of
protective factors. Children and Youth Services Review, 57134-140.
Healthy Child Manitoba (2013) Education and Child and Family Services Protocol for
Children and Youth in Care. Retrieved from
http://www.gov.mb.ca/healthychild/publications/protocol_youthcare.pdf
Kearney, W. (2014). Equipping Quality Youth Development Professionals:
Improving Child and Youth Program Experiences. Bloomington: iUniverse
LLC.
Lerner, C, & Parlakian, R. (2016). Aggressive Behavior in Toddlers. Zero to Three:
50. 50
National center for infants, toddlers ad families. Retrieved from
https://www.zerotothree.org/resources/16- aggressive-behavior-in-toddlers
McGroder, S., & Cenizal, R. (2009). Healthy marriage and relationship programs:
Promising practices in serving low-income and culturally diverse
populations.
Ponzetti Jr, J. J. (Ed.). (2016). Evidence-based approaches to relationship and
marriage education. Routledge.
Purtell, K. M., & McLoyd, V. C. (2013). Parents' Participation in a Work-Based Anti-
Poverty Program Can Enhance Their Children's Future Orientation:
Understanding Pathways of Influence. Journal Of Youth And Adolescence,
42(6), 777-791.
US Census Region characteristics: Barrow County, Clarke County, Elbert
County, Greene County, Jackson County, Madison County
http://www.census.gov/quickfacts/table/PST045215/13195,13157,13133
,13105,13059,13013#
Morgan Newton, Oconee, Oglethorpe, Rockdale, Walton County
http://www.census.gov/quickfacts/table/PST045215/13297,13247,132
21,13219,13217,1321 1
Zill, N. Ten Ideas for Improving Early Head Start—and Why the Program Needs
Them. Investing in Young Children: New Directions in Federal Preschool
and Early Childhood Policy, 39-48. Retrieved from:
