Early

Learningand
Family
Services

Sponsoring:

EarlyHeadStart
HeadStart
EarlyChildhoodEducation
andAssistanceProgram
(ECEAP)

Classroom
Volunteer
Handbook
January 2015

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OpportunityCouncil1111CornwallAve.SuiteCBellingham,WA98225(360)7345121

Welcome!
Welcome to the Opportunity Council and Early
Learning and Family Services. We are happy that
you wish to help us in this most valuable program.
You have chosen to volunteer in one of the most
rewarding educational settings, working with
young children. The following was written to
assist you in working with us. There are many
things that have not been mentioned that you will
learn by observing and conferring with the
teachers.
Our staff are very committed to their work, and
we rank enjoy coming to work as a top attribute.
We want you to enjoy your time with us too. Be
sure to bring your sense of humor along, and
when in doubt, please ask questions!
This volunteer handbook has been prepared to
give you a reference book to use during your time
with us. Please refer to it often; whenever you
have questions it is a starting place for answers.
The chapters have been organized to give you an
overview of the organizations goals and structure
first, then they move to more detailed information
about policies and procedures in the later
chapters. An appendix of frequently used (and

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sometimes updated) forms and other information

is also included.
Again, welcome! We are glad youre here!

Early Learning and Family Services (ELAFS)

ELAFS is primarily a federal and state supported program to
assist preschool children with low-income families. The programs
vary from one county to another because of a difference in
contracts and community needs. The Opportunity Council is our
grantee, mainly handling the bookkeeping responsibilities.
Twenty percent of our budget comes from in-kind donation
(support such as volunteer time, materials, facilities) from the
community, which you as a volunteer are a part.

Volunteer Requirements
Regular volunteers must have a tuberculosis clearance prior
to volunteering with children. This mandate is in accordance with
state requirements. Volunteers must also complete a volunteer
orientation.

Standards of Conduct
The Federal government has set forth standards of conduct for
staff, consultants and volunteers, as written in the Head Start
Program Performance Standards, 1304.52 (h)(1). The agency
adheres to these standards for its child development services.
1. Respect and promote the unique identity of each child and
family and refrain from stereotyping on the basis of gender,
race, ethnicity, culture, religion, or disability;

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2. Adhere to program confidentiality policies concerning

information about children, families, and other staff members;
3. No child will be left alone unsupervised while under your care;
and
4. Use positive methods of child guidance and do not engage in
corporal punishment, emotional or physical abuse, or
humiliation. You will not employ methods of discipline that
involve isolation, the use of food as punishment or reward, or
the denial of basic needs.

Volunteers must behave in a professional

manner while volunteering on Head Start premises or representing
Head Start in a volunteer capacity.

trained staff member.

All volunteers will receive guidance from a

Volunteers must document their volunteer time on the agencys

volunteer in-kind form.

Tender, Loving Care for Volunteers

Please do not be shy about letting your classroom staff know
your activity preference. If you get bored helping with something,
feel free to ask for a change. We are so grateful to have your help
we will gladly accommodate your interests whenever possible.
If you have problems and do not want to discuss them with
staff, please do not go away mad! Talk to the Site Supervisor. We
have had many good ideas and questions from our classroom
volunteers that help us take a fresh look at our program and
policies. Sometimes, a transfer to another area is all that is
needed to put that smile back on your face. Just remember, the
children need you and your smile.
We ask that you be on time. If you are unable to come on
your assigned day, please call the Center as soon as possible.
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The children and staff depend on you and need your help for a
successful program. We are unable to accommodate younger
children of parent volunteers because of Center space and the
extra attention they require. Please arrange childcare for
youngsters when volunteering. Some money
may be available
to pay for this childcare; see your center lead for more details.

In the Head Start/ECEAP classrooms our curriculum

is designed to:

Develop a childs positive self-image

Train the childs sensory perception
Develop a childs perceptual acuity
Expand a childs language skills
Expand a childs knowledge of certain basic concepts that
are essential for later learning
Develop a childs ability to cope with problem situations
Help a child work toward a goal of self-discipline
We assist the child to reach these goals by creating a
special classroom environment in which:
The child is free to explore
The child works at her/his own pace
The child is immediately informed of the consequences of
her/his actions as often as possible
The child is encouraged to make a series of interrelated
discoveries about her/his physical, cultural, and social world
It is our hope, that children will participate in learning because
they want to; they can also discover things for themselves rather
than being told by someone else.

Classroom Volunteer
If children arrive early, allow them to look at books ONLY!! No
playing in activity center. Choose a book and read to a small
group of children or let them tell you the story.
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1. Language Table - Sticker stories- allow child to choose own

sticker (ask lead for location of stickers) and place on a piece of
tablet paper. Adult writes down everything child says, just as it is
said. When child is finished, adult reads the story back to child.
Story can be put on wall or taken home. Assist child with putting
name on paper (if needed). Adult can assist with activities at table
such as using stencils, markers, and paper. Most materials are
labeled on shelf and adult can help put them back in proper place.
2.
Writing Center adult assists with writing activities.
Children can practice writing letters or their name. Ask the child
to tell you a story and then draw a picture about it. Draw shapes
and letters that the child can trace.
3.
Listening Center- adult assists with listening activity. Place
tape in tape recorder. Help children with earphones, if needed.
Open book to first page. If playing lotto, distribute cards and
playing chips to children. Make sure all children can hear and
adjust earphones as needed.
4.
Art Table - ask lead if there is a planned project for the day.
Assist children in completing project, only if they ask for
assistance. Show child how to hold the scissors to cut or how to
open the glue, then let the child try fro him or herself.
5.
Playdough- ask lead for location of playdough and utensils.
Assist with distribution of playdough and allow children to get own
utensils. Remind them of rule to keep playdough at table (it does
not travel around the room!!). Put playdough in covered
container and utensils in tub and back where they belong.
6.
Clean-up- Adult assists with clean up of room. Encourage
children to put materials away in their proper area- blocks on
shelf, books on shelf, language materials on shelf, playdough in
tub, creative dramatic area tidy. Close language shelf, put lid on
sensory table.
7. Transitions- Adult can assist with coats, help children find,
put on and zip coats (if necessary). Teacher in area will facilitate

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children in bathroom area. Teacher will give appropriate direction

and guidance to volunteers.

Things to do as a Volunteer in the Classroom

Classroom:
Read daily lesson plan.
Teacher may assign volunteer specific area.
Easel Area:
Assist children in writing their names on papers.
Assist children in removing art work from easels and placing them
on the drying rack.
Assist children in securing fresh paper on the easel.
Remind children to wear aprons and roll up sleeves to protect
their clothing.
Encourage children to help each other.
Art Table:
Assist children in writing names on art work if child needs help.
Manage flow of children at art table.
Remind children to wear aprons and roll up sleeves to protect
their clothing.
Encourage children to help each other.
Quiet Area:
Read to child/children.
Allow children to tell you their stories.
Manipulative Area:
Encourage children to put away one toy before starting another.
Talk with children as they work with their toys and materials
Snack/Lunch:
Read mealtime lesson plan.
Sit at table with children.
Help serve (first serving) of food if necessary.
Remove serving bowls from table (put on cart) when children are
finished.

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Newsletter/Transportation Boxes:
Help put newsletters together for children to take home.
Help print sticker stories with children.
Assist children with word files.
Participate with children in dramatic play.
Ask classroom teacher for further activities.
Art/Science Room:
Sort art work.
Help children put their names on papers, or print it for them.
Read a book to a child in the book corner.
Help put painting on the drying rack when a child is done.
Help assist children with puzzles when they ask for help.
Cut paper for painting. See classroom teacher.
Cut shapes for collage box or special projects. See classroom
teacher.
Outside:
Help supervise children to prevent possible injuries/accidents.
Support children who are fearful of climber by assisting them
while they are balancing.
Ask classroom teacher for further activities.
Help children to play safely.

Early Learning and Family Services

Mealtime policies
Mealtime times in all of the ELAFS centers are designed to
satisfy the childrens needs for nourishment and provide a natural
setting for the children to develop social skills such as turn taking,
self-help skills such as pouring or serving themselves second
helpings, and an opportunity to enjoy conversation with others in
a relaxed atmosphere.

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Our policies are based on Head Start/ECEAP and the state

Child Food and Nutrition Guidelines, as well as suggestions from
parents and our own experiences. Meals are one of the basic
learning opportunities of the day, as well as a time for
socialization and fueling up.
Two meals are served each classroom day, a simple
breakfast and a lunch. The menus are planned by the program
Nutrition Specialist to appeal to the children and fit USDA
standards. Adults eat the same food as the child, which is served
family style at each individual table.
At most centers breakfast is served when children arrive,
and lunch right before the end of the day. Your child will probably
eat better if they have not had (or expect to have) a meal at
home. Of course, if your child is an early riser, you will want to
feed them something, and most children will be ready for a light
snack later in the afternoon as well.
One of our main goals is to have mealtime be a relaxing,
pleasant experience this takes planning! Each child is assigned
to a table, as well as a staff member who assists with meal
service. Classroom volunteers are generally invited to eat with
the children. Though classroom settings differ, youngsters are
given opportunities to help set up and clean up as often as
possible. Volunteers and visitors should follow the lead of the
person who is responsible for the table to which theyve been
assigned. Generally the lead person will dish up hot or awkward
foods to get things going, and will engage each youngster in
positive conversation about the food. Children quickly learn to
pour their own milk, and help themselves often to seconds, (third
and fourth) helpings! Food is passed so that each child has at
least two opportunities to take and try something they may not be
sure about.
Volunteers help mealtime routines by becoming familiar with
the systems that staff have developed to support the children.
The following suggestions will help:
Determine which table you will be joining and assist the
children in making the transition from hand washing to their
place.

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 Move full serving dishes, utensils, etc. from the food carts to
your table. Once you sit down at the table try to remain
seated.
Assist the children in passing cups and napkins to each
place.
Begin passing finger food items for children to take with
tongs while the rest of the children arrive.
Wait for the teacher to begin serving hot items, unless
youve been asked to start.
Children are asked if they want a little or a lot, and given
a small amount for an adventure bite of items they refuse.
Dont make an issue if children refuse to eat, simply
comment on your own enjoyment of the meal and their
company.
Engage children in conversation by following their lead on
topics.
Spills are a common occurrence and are treated as very
matter of fact. Point out where the buckets and sponges are
located, show how to squeeze all the water out before wiping
up, and give children the opportunity to clean up after
themselves.
As children finish eating show them where to dispose of food
waste and the proper place for dinner ware, giving more of
your attention to those children following your energy.
Keep in mind that the example you set is one of the main
ways that children learn. Your own manners, your
participation in eating, passing and paying attention to the
needs of others are all models for how the children learn
what to expect of them.
Children are encouraged to try everything taste or
adventure bite-but are not forced to eat. Traditional desserts
are rarely served, though fruit is regularly on the menu. All meal
items are served at the same time and not held out as rewards.
Children are discouraged from getting carried away when helping
themselves, and are usually asked to work on whats on their
plate before taking additional food. However, it is common to
have youngsters want lots of certain foods, oranges are a good
example, and so we have plenty of these nutritious favorites.

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Tips for Volunteers

What to wear: Something comfortable and washable.

When to arrive: Be on time, or early. The teachers and children
depend on you.
How to talk: If you want to talk to a child, go over to him or her
first. Kneel or sit so that you are at the childs level. Talk quietly.
How to act:
Remember, children are watching you. Your
example is important.
You can model the way you want children to act by speaking
softly and respecting others space.
Guidance: When it is necessary to correct a
use positive language. We tell children what
to do. For example, to remind a child that
allowed, we say, use your walking feet, not,

childs behavior, we
to do, not what not
running inside isnt
dont run.

Safety:
Never leave children alone
Remember, accidents happen quickly.
Be
prepared.
Please turn off your cell phone when volunteering
in our classrooms
How to Help The Children:
Be friendly, warm and loving.
Talk with children about the things around them.
Be interested in what they have to say.
Use simple words that the children will understand.

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 If they do not understand at first, try to say it another

way.

General Classroom Guidelines:

1. When in doubt, do nothing unless the childs safety is
involved.
2. Ignore improper language.
3. If a child hits, explain that it hurts. Tell her/him you cant
allow hurting anyone and you wont let anyone hurt them.
Let her/him know that its all right to be mad, but let
someone else know you are mad with your words. Clearly
site the fact that she/he cannot hit others at school. Redirect
the child to another activity.
4. If a child gets hurt, comment, that hurt, didnt it? Provide
comfort. If the injury is minor, casually redirect the child to
another activity, going with her/him if she/he needs adult
support and guidance. If the injury is serious, call the
teachers attention right away, but calmly.
5. Adults must remember to keep their voice soft, rater than
loud and harsh.
Use a tone that helps a child feel confident and reassured.
6. Rather than calling a child from one side of the room or
playground to the
other side, walk up to the child, look at
her/him at eye level, and say what you want to tell them in a
well-modulated voice.

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7. Use the childs name when you talk to her/him.

8. When necessary, remind a child that we use our talking and
our singing voices inside. We must save our screaming
voiced for outdoors.
9. State suggestions in a positive manner. Telling a child what
to do rather than what not to do is less likely to rouse
resistance.
10. When a child has something to say, listen all the way
through. Express interest. Avoid correcting the childs use
of language. Merely say the words properly so that she/he
will learn from your good example. Correcting a child may
hinder the flow of words. If you cant understand a childs
mumbling, repeat a few key words that you do understand
so that she/he knows you are interested.
11. Give the child a choice only when you intend to leave the
situation up to her/him. Rather than asking, Do you want
this apron on? and therefore giving her/him the opportunity
to refuse, say, We wear aprons when we paint. Instead of
asking, Do you want to go home? say, Its time to go home
now. Remember; if you give a child a choice, you are stuck
with her/his decision.
12. Adults set an example by using good manners. Peer group
members also set examples. Children learn from each other and
from the casual things the adults do. For example, the adults
should thank a child for thoughtfulness at the lunch table, but
should not suggest or force a child to say thank you. If we use
these courtesies in our conversation, the children will eventually
learn from us.
12. Avoid helping children unnecessarily. Give them the
opportunity for trial-and-error and for trial-and-success. This
is a learning process and an opportunity to develop
independence. Its a wonderful feeling the child expresses
when she/he says; as she/he zips her/his coat, I did it all by
myself! If a child asks for help, by all means offer assistance
to them.

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13

13.

Sit down as often as possible.

14. Never attempt to change behavior by using words that may

make a child feel less respect for self, such as by shaming or
blaming her/him or by making them feel guilty.
15.

Never try to motivate a child by making comparisons

between one child and another or by encouraging
competition.

16. Help the children to remember that they should stand on the
floor, rather than on chairs, tables and blocks. We keep our
feet on the ground.
17. Boundaries: encourage awareness of body space, which
includes only one person to a chair - no clinging, crawling
on/over adults, etc.
18.

Avoid talking too much with other adults; your role is to

work with children and keep them safe. Chit-chat is
distracting.

19.

Avoid sitting or standing with many adults together.

20.

Avoid making models for the children to copy.

21.

Children should not be forced to participate in an activity,

but they cannot be allowed to disturb the other children.

22. Desirable behavior can be reinforced with adult attention.

Withdrawing attention is effective with undesirable behavior
when a child is not breaking a rule.
23.
The health and safety of the children are a primary concern
at all times.
24.

Please read Mealtime Policies and observe teachers

modeling for table procedures.

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Volunteer Position Description

Title: Classroom Literacy Volunteer
Agency: Opportunity Council
Opportunity Continues until: 06/30/14
Minimum Commitment: 10 weeks/2 hours per week

Seeking to volunteer in a rewarding educational setting? Want to make a

lasting difference by providing a positive learning environment for 3-5 year
olds? Come volunteer in a Head Start/ECEAP classroom today! Head
Start/ECEAP is a program designed to assist preschool children of low income
families and offers volunteers the chance to help develop a childrens
positive self-image and ability to cope with problem situations, and expand
childrens language skills and knowledge of basic concepts essential for later
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15

learning. In the classrooms, volunteers will help build pre-literacy and literacy
skills by aiding in fine motor activities and reading to children. Locations are
throughout Whatcom County with classes in the mornings and afternoons.
Volunteers are asked to commit to 2 hours per week for a minimum of 10
weeks.
Essential functions and responsibilities:
Assist the classroom staff with group and individual activities for
children
Perform literacy activities with children
Setup and cleanup activities under the teachers direction
Maintain a safe, clean and orderly environment for children
Respect the developmental level of each children, and encourage self
help skills
Position Requirements
High school diploma or equivalent
Have current First Aid card and Infant/Child CPR, and HIV/AIDS training
(or obtain within 30 days)
Have Tuberculosis test performed within 60 days prior to hire date
Submit to a criminal record check and FBI fingerprinting
No felony convictions
Volunteer or work experience with young children preferred
Respect confidentiality of children and families enrolled
Complete Child Abuse and Neglect Video Training
Ability to arrive on time and give notice if unable to attend

Volunteer Orientation Check Off List

Checklist

Application Completed and

Signed
Criminal Background Check
Signed Confidentiality
Statement
Signed Standard of Conduct

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Staff
Responsible
Human
Resources
Family Services
Family Services
16

Policy
Child Abuse & Neglect Video

Blood Born Pathogens Video

Literacy Volunteer Orientation

TB Test

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