'First, I’d try to understand why the child is upset. Sometimes it’s something as simple as a lost toy, which can be quickly resolved. If the cause isn’t obvious, I’d try to understand their frustration and then gently try to redirect their attention, like suggesting playtime outside or offering something new to do. If they’re angry or acting out physically, I would stay calm and ensure they are safe, while using a firm but gentle tone to explain that certain behaviours aren’t acceptable. I’d set clear boundaries, but always in a way that’s aligned with how the parents prefer things to be handled.'

'First, I’d speak with the parents to understand the child’s personality, interests and any preferences they might have, such as arts and crafts, outdoor play or imaginative games. I’d also consider their age and developmental stage to ensure the activities are appropriate. Then, I’d plan a mix of activities to keep things engaging, for example, painting or drawing, storytelling, building something with blocks, playing outside or creating a simple scavenger hunt indoors. I’d try to balance energetic play with quieter moments and remain flexible depending on how the child is feeling that day.'

'I have a year of babysitting experience, during which I learned a lot about how children respond to different communication methods, approaches and play styles. One of the most rewarding experiences I had as a babysitter was when I managed to calm an anxious child by exploring their interest in nature. This connection helped build trust and the next time I babysat for them, I knew exactly how to make the child feel happy and engaged.'

'I’d first try to assess the situation and determine how serious it was. If I believed it was an emergency, I’d call 999 straight away and clearly explain the child’s condition. I’d also contact the parents as quickly as possible to inform them of what’s happening. While waiting for help to arrive, I’d do everything I could to keep the child comfortable, reassured and safe, following any first aid steps I’ve been trained to use, if appropriate.'

'During my first-aid training, I learned how to treat minor injuries such as burns, cuts and other small wounds. This has been really useful in my babysitting work — for example, if a child falls or has a small accident while playing, I know how to clean the wound properly, apply antiseptic and use a plaster or bandage as needed. I also understand when a child needs more urgent medical care and how to contact the appropriate emergency services quickly and clearly.'

'Through my training, I learned how to better accommodate a child's needs, working with parents to create a safe and supportive environment during babysitting hours. I also know how to make reasonable adjustments such as creating quiet spaces, using visual aids and basic British Sign Language (BSL) to communicate better with children who need these accommodations.'

'If a child I'm babysitting is behaving kindly, for example, sharing with their siblings or taking initiative, I’ll use verbal praise to acknowledge it straight away. I might also reward them with extra playtime or let them choose the next game or activity.'

'When I’ve babysat shy children in the past, I’ve found that helping them feel comfortable is the first step. For example, I might try to make them laugh or ask about their favourite toys or hobbies to get them talking in a low-pressure way. I know that it takes patience for a shy child to open up, so I am respectful of their boundaries and allow them to do so gradually over time.'

'I’ve often been expected to carry out basic tidying tasks while babysitting, such as putting away toys after playtime and cleaning up any mess after meals or snacks. When caring for children over a longer period, I’m also happy to prepare simple meals, like mixing baby food or making easy snacks, as long as it’s agreed with the parents in advance.'

'As a babysitter, I have been responsible for looking after a 13-year-old and a 10-year-old at the same time. However, because of the age difference, they preferred to do separate activities. Beforehand, I spoke with their parents to understand their homework responsibilities, after-school routines, interests and hobbies. During the time I was with them, I checked in regularly with both children to make sure they felt supported and content, even while doing separate things. I made sure to balance my attention between them so each child felt listened to and included.'