13.7: Working with Volunteers

Volunteers can be a valuable part of an early childhood program. They may help with classroom activities, family events, office tasks, field trips, fundraising, maintenance projects, or community outreach. Volunteers can also strengthen the connection between the program and the families or community it serves. At the same time, volunteers must be managed carefully. They are not the same as paid staff, and they should not be used as a substitute for qualified employees. Because volunteers may have contact with children, families, records, or program spaces, administrators need clear procedures for screening, training, supervision, and confidentiality.

Types of Volunteers

Volunteers may include family members, college students, community members, retired professionals, board members, interns, or members of partner organizations. Some volunteers may help only once, while others may participate regularly. Different types of volunteers may require different levels of screening and orientation. For example, a parent helping set up chairs for a family event does not need the same preparation as a weekly classroom volunteer or a student intern observing children. Programs should avoid using one general category of “volunteer” for every situation. A useful distinction is whether the volunteer will have direct contact with children, access to confidential information, or regular presence in the program. The more contact and responsibility a volunteer has, the more structure the program needs.

Volunteer Roles and Limits

Volunteer roles should be clearly defined before the volunteer begins. This helps prevent confusion and protects both children and the volunteer. Volunteers might read a book, prepare materials, help at a family event, assist with office tasks, support a classroom project, or accompany a group on a field trip. However, volunteers should not be placed in roles that require staff-level responsibility unless they have been properly screened, trained, and authorized. They should not be left alone with children, counted in ratio unless regulations specifically allow it, or asked to handle sensitive situations beyond their role.

Caution: Volunteers are Not Staff

Volunteers can enrich a program, but they do not replace qualified employees. Programs should be clear about what volunteers may do, what they may not do, and which staff member is responsible for supervising them.

Screening and Background Checks

Programs need clear policies for volunteer screening. The level of screening may depend on the volunteer’s role, frequency of service, and access to children. A one-time guest speaker, a classroom helper, and a regular field trip volunteer may not all require the same process, but the program should have consistent criteria. Screening may include an application, reference check, identification verification, background check, health documentation, or other requirements depending on the program’s policies and applicable regulations. Administrators should review current licensing rules and organizational procedures to determine what is required. The goal is not to make volunteering unnecessarily difficult. The goal is to protect children and ensure that adults in the program are appropriate for the responsibilities they are given.

Orientation and Training

Volunteers need orientation before they begin. Even well-meaning volunteers may not understand early childhood routines, supervision expectations, confidentiality, child guidance practices, or health and safety procedures. Orientation should match the volunteer’s role. A classroom volunteer may need guidance on interacting with children, supporting play, maintaining boundaries, and asking staff for help. A field trip volunteer may need specific instructions about supervision, attendance checks, emergency procedures, and staying with the assigned group. Programs should provide volunteers with simple, practical guidance. Too much information can be overwhelming, but too little can create safety and communication problems.

Confidentiality and Professional Boundaries

Volunteers may observe children’s behavior, hear family information, or notice staff conversations. For this reason, confidentiality expectations must be explicit. Volunteers should understand that they may not discuss children, families, or program matters outside the appropriate program context.

Professional boundaries are also important. Volunteers should know how to interact appropriately with children and families, what kinds of communication are acceptable, and when to refer questions to staff. A volunteer who is also a family member may need extra clarity about the difference between participating as a parent and serving in a volunteer role. Confidentiality and boundaries protect children, families, staff, and the volunteer.

Supervision and Accountability

Volunteers should have a designated staff contact. This person explains expectations, answers questions, monitors the volunteer’s work, and addresses concerns if they arise. Without a clear point of contact, volunteers may receive mixed directions or act beyond their role. Programs should also have procedures for signing in and out, wearing identification when appropriate, and documenting volunteer hours. These procedures help staff know who is in the building and support safety during emergencies. If a volunteer does not follow expectations, staff should address the issue promptly. In some cases, a reminder or additional guidance is enough. In other cases, the program may need to limit or end the volunteer’s role.

Making Volunteer Participation Meaningful

Volunteer involvement should benefit the program without creating unnecessary burden for staff. When roles are well planned, volunteers can enrich children’s experiences and support program goals. When roles are unclear, volunteers may unintentionally create extra work or disrupt routines.

Programs should match volunteer tasks to real needs. A volunteer who enjoys gardening might help with an outdoor learning project. A bilingual family member might help translate a classroom song or share a story, if they are comfortable doing so. A college student might prepare materials or assist with a supervised activity. Meaningful volunteer participation respects the volunteer’s time while keeping the needs of children and the program at the center.