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Building relationships with children
“Kids deserve an excited adult. They need someone who’s ready to explore and laugh with them all day- someone who’s looking for those magic moments, full of high fives coming down the line with energy radiating all around. Our kids have far more issues to deal with at home than many of us realize. School is their safety net, their safe place, their one true home. They want and need us to come to school every day, ready to surround them with love, encouragement, and hope. Leave your problems in your car. Take a deep breath and focus on the positive. Find hope. Kids need the best you. Step out and be your best every single day. Be awesome! The kids deserve it!” (from Kids Deserve It by Todd Nesloney and Adam Welcome)
Children Come First
Our top priority is providing high-quality care in a safe, positive, and respectful environment. Every child deserves to be treated as an individual, and it is our responsibility to ensure they feel welcome, valued, and cared for. Always remember: The children are the reason we are here.
Building Relationships
Strong, trusting relationships are essential. Take time to learn about each child—ask about their interests, families, school, and hobbies.
Greet children warmly and use a positive tone of voice.
Show genuine excitement to see them each day—they should feel cared about by you!
Staff & Participant Communication
To protect both staff and participants, electronic communication with children is strictly prohibited, both during and outside program hours. If a child contacts you outside of program hours, do not respond or accept their request. This includes:
Phone calls
Text messages
Emails
Social media (no following, friending, or messaging)
Babysitting Inquiries: If a child asks about babysitting, you may only discuss it with their parent or guardian—not the child.
Transportation: Staff may not transport children in their personal vehicles under any circumstance.
Participant Belongings
We are not responsible for lost or stolen items. Staff should not hold or store children’s personal belongings (e.g., money, electronics).
If a valuable item is brought to the program, you may contact the parent to ask how they’d like it handled—remind them that we cannot guarantee its safety.
Staff & Participant Interaction
Some children may show physical affection, but it’s essential to maintain professional boundaries at all times. We want to ensure that out interactions are not perceived as inappropriate. Staff must avoid any behavior that could be misinterpreted.
Never be alone with a child. Minimize physical contact.
Allowed Interactions:
Hugs: Side hugs (hip-to-hip)
Injuries: If a child has an injury under clothing, two staff must be present. Ask:
“Can you point to where it hurts?”
“Is it OK for us to take a look?”
Not Allowed:
Children sitting on staff laps
Children hanging on staff
Staff picking up or swinging children
Playing with each other’s hair
Massaging
Yelling or using physical punishment of any kind
Placing your hands on a child (unless providing necessary first aid with appropriate staff present)
If a child tries to sit on your lap, respond calmly:
“No thank you, but you can sit right next to me.”
Building relationships with Families
You are working with precious cargo and the trust of a child and their family is a privilege.
Strong relationships with families are essential to the success of our program, and clear, respectful communication helps build that trust.
Expectations for Staff
Greet every adult who enters the program space with a smile and a friendly attitude.
Strive to build positive and professional relationships with all parents and guardians.
Be approachable, supportive, and solution-oriented.
Communication Boundaries
To protect staff and ensure consistency:
Do not write letters, make statements, or give copies of reports to parents or guardians.
If a parent requests information or documentation, kindly direct them to the site supervisor for assistance.
Handling Concerns
If a parent or guardian brings up a concern:
Immediately involve the Site Supervisor.
Do not attempt to resolve the issue on your own.
Thank them for bringing it to your attention and assure them that you will connect them with someone who can help.
Building relationships with Coworkers
We work best when we work together. Strong teams are built on mutual respect, integrity, and trust. You are part of a team that depends on one another to create a positive and successful environment for the children in our care.
Team Expectations
Treat every coworker with respect—your words, tone, and body language all matter.
Support one another—offer help when you can and ask for help when needed.
Present a united front—children and families should see a cohesive, collaborative team.
Positive Communication
Communicate clearly about needs, concerns, and responsibilities.
Use a kind and respectful tone at all times.
Be aware of your demeanor, attitude, and professionalism—your presence sets the tone for the group.
Workplace Conduct
Keep conversations appropriate and focused on work.
Limit non-work-related socializing—personal conversations should never interfere with your responsibilities or the safety and supervision of the children.
Building Relationships with Supervisors
Supervisors are here to support your success and help ensure the program runs smoothly. A strong working relationship with your supervisor is built on clear communication, mutual respect, and accountability.
Communication
Keep communication positive, honest, and frequent.
Immediately report any behavioral issues, safety concerns, or injuries to your Site Supervisor.
Ask questions and share relevant information—don’t keep things to yourself if they could impact the program or participants.
Respect
Be present and attentive when speaking with your supervisor and attending meetings/trainings.
Communicate professionally—your tone, body language, and word choice matter.
If you disagree with a decision or direction, wait for an appropriate time to respectfully share your thoughts.
Following Directions
You are expected to follow directions given by your supervisor.
Refusing to follow directions is considered insubordination and will not be tolerated.
If you need clarification or have concerns, bring them forward professionally and privately.
Seeking Guidance & Accepting Feedback
Don’t hesitate to ask questions or request support—your supervisor is a resource.
Be open to feedback and coaching, and make the necessary changes when asked.
Conflict of Interest
Site Supervisors may not supervise individuals they are related to or dating.
If this situation arises, it must be reported immediately to your Recreation Supervisor.
Contact Your Recreation Supervisor at the CARD Office If:
Your availability or schedule needs to change
You need a letter of recommendation
You are unable to attend a mandatory meeting or training (must notify in advance)
You are approached by the media for interviews or program visits
Building relationships with the school
We must treat the school staff and facilities with respect.
Respect the Space
Classrooms and school facilities are the result of teachers' time, effort, and personal investment.
When using a classroom:
Do not use or touch any items that belong to the teacher or students. This includes:
Whiteboards
Classroom supplies
Toys and materials
Teacher’s desk and personal items
Items inside student desks
Leave the room exactly as you found it—or better.
How to Build Positive Relationships with School Staff
Introduce yourself and be friendly—first impressions matter.
Smile and say hello to teachers, office staff, and custodians. ☺️
Help children follow both school and program rules (e.g., no running in hallways).
Make it a habit to leave shared spaces cleaner than you found them.
Express appreciation—a simple “thank you” goes a long way.
Important Reminder:
📷 School campuses are under video surveillance.
Your actions may be recorded and reviewed by school personnel at any time.
"I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel." -Maya Angelou
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