How Do I:
 
 
Introducing the Idea of Service
You can introduce the idea of service to a child at any age. Children have a natural curiosity and you can add a service component to almost any activity. For example, while teaching your child how to bake cookies, you can emphasize how there are other underprivileged kids that go hungry. You can then take the cookies that you baked together and find a suitable place to donate them (not before having some yourselves of course!)

Create avenues through which you can get your children to start thinking about the larger community. Even just watching television about disadvantaged kids could very well inspire your child to take action to help others!

Getting Started

Different Ages, Different Perspectives

The type and level of your involvement with your child's service activities depends on your child's age.

* If your child is 11 or under:

The volunteering experience will probably be more meaningful if you and your child work together. In fact, most service agencies will insist on it. It can be a wonderful opportunity to share observations and feelings, with you helping to create the framework for your child's reflections on the experience. The thought you put into this ahead of time will pay off by creating a better experience for your family.

When approaching an organization, make sure that you have identified one that accommodates younger children. Most likely the organization will offer an opportunity that can be done at home or school and then finished on location.

* If your child is ages 12-14:

The middle school years present a dilemma: your child may wish to perform community service without you, but the service agency may insist on adult supervision, whether that of a parent or teacher. Balancing your child's desire for independence with an appropriate level of responsibility can be tricky. Ideally, the supervision becomes a helpful, enabling part of the experience, and both parent and child walk away feeling satisfied.

* If your child is 15 or older:

Many high school students get suggestions for community service opportunities from educators at school. Sometimes, students are asked to take an active role in the investigation and performance of the work, rather than relying on a parent. The school may have suggestions on how parents can be helpful, and may want parental involvement when it comes to checking out a service opportunity that is unfamiliar to the school. It always adds meaning to the experience when parents talk with their child about their service work, no matter the age of the child.

Matching Service to your Child’s interests and personality

For your child to have a good experience, the service opportunity should ideally match your child's interests and personality. Here are some important questions to ask yourself when finding an appropriate service opportunity for your child:
  • Is my child the active type, who's happier when on the move? Planting bulbs in the park or delivering meals to homebound elderly may be a better choice than sitting and reading to younger children.

  • Would my child enjoy a one-on-one encounter, such as a visit with seniors in a nursing home, or is my child a bit more shy, and would prefer working with groceries at a church food pantry?

  • Would my child enjoy performing a service for people in need, such as collecting items for homeless kids, or would reflection on the plight of kids without a home be too upsetting?

  • Would my child like to share a talent or skill with others? Play piano at a nursing home? Deliver storybooks and read aloud to children at a shelter? Matching your child's interests to their service activity enhances their experience.

Tips for a successful experience

  • Go prepared with tools to keep everyone busy during the time you may have to wait. For instance, take with you crayons and paper, and have your child create something that she can leave behind, such as placemats for a soup kitchen.

  • If you are going to work on-site at an organization, prepare your child for the expectations of the adults in charge. Even kids as old as 11 are well served by this kind of preparation. A plan of action, communicated before your family arrives at the agency, might cut down on any whining or complaints that could sour the experience for everybody.

  • Other kinds of casual preparation may be helpful, such as having your child think about questions in advance. These icebreakers can make all the difference.

Reflection: Getting the Most out of Your Experience

Begin the "reflection" process before the project. Prepare your child - what does your child think the place will look like, smell like, etc? What will it be like to actually volunteer? After the project, review these initial thoughts and be sure to talk about what your child has accomplished. This can be as simple as a just-before-bed chat about how your child felt about performing the service. Reflection beforehand and afterwards adds considerable meaning to the service experience.

If you want your child to see pictures of people enjoying the benefits of his or her service, leave behind a disposable camera and a stamped, pre-addressed envelope. Make sure that someone at the agency agrees to take photos and drop the camera in the mail. In some cases, the agency may encourage you to leave a "neutral site" address, such as your child's school address, rather than your home address.


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