The Clubhouse — Staff Training 2025
Summer Camp
Staff Training
The Clubhouse Phoenixville · 2025
Your name Primary color group
May 18, 2025 · 5:30 – 9:00 PM · All responses compiled and emailed to Nicole at the end
Before We Begin
Tell me what you know
No right or wrong answers — just honest ones. You'll answer these same questions at the end. Nicole sees both sets side by side.
💬
Answer from where you are right now, before tonight's material. Each scenario is assigned to a different age group — you'll share responses so everyone is cross-trained on all three.
PRE-1 · Your assigned group · A child in your group is melting down during a transition. Walk me through exactly what you do, step by step.
PRE-2 · Your assigned group · Tuesday afternoon, 45 minutes left, the activity just ended early. Give me a specific activity, how you set it up, and how you keep the group together.
PRE-3 · All groups · A child has been hovering at the edge of the group all morning. Not joining, not causing problems — just on the outside. What do you notice and what's your move?
PRE-4 · Your primary group · Name two or three crafts or activities you'd run confidently right now, independently. Why those?
PRE-5 · What's the part of this summer you feel least prepared for? Be honest.
Section 1
Why This Works
Not preference. Not personality. Decades of child development science. Here's what the research actually says — and what it means for you this summer.
7
Years old
when self-regulation begins — before that, children regulate through you
11
Percentile pts
academic gain from SEL instruction alone — no extra curriculum needed
#1
Buffer against trauma
a consistent caring adult relationship — more than any intervention
↓
Cortisol
predictable routines measurably reduce children's stress hormones
When can children regulate themselves?
Self-regulation develops gradually. Your calm is their scaffold — especially for the youngest groups.
Red Group · Ages 3–5Almost none
Entirely dependent on adult co-regulation
Yellow Group · Ages 6–8Emerging
Starting to self-regulate — still needs adult modeling constantly
Blue Group · Ages 9–12Developing
Can regulate with support — still benefits from co-regulation
You (adult)Fully developed
Your nervous system is the most regulated one in the room
What determines a child's outcome?
ACE research across 17,000+ participants: the adult relationship is the intervention.
Adversity
→
Stress response activates. Development disrupted. Long-term health impacts.
Adversity
+
You
→
Buffered. Connected. Resilient. Normal developmental trajectory restored.
You are the variable that changes the outcome.
What play develops in children ages 3–12
Play is the primary learning vehicle. But guided play — with adult facilitation — produces stronger outcomes than unstructured play alone.
🧠
Cognitive
Problem solving, planning, abstract thinking, executive function
🤝
Social
Turn-taking, negotiation, reading others, friendship
💬
Language
Vocabulary, storytelling, communication, listening
❤️
Emotional
Regulation, empathy, frustration tolerance, resilience
Unstructured play  ←  Guided play (The Clubhouse)  →  Direct instruction
Research: guided play produces the strongest developmental outcomes
✗ Sticker charts & reward systems
✓ The Clubhouse approach
"I'm good because I get a prize"
Stops working when reward stops
Builds compliance, not skill
Undermines intrinsic motivation
"I'm good because I am good"
Builds the skill underneath
Works without external rewards
Transfers to any setting
→
Every interaction lands. How you greet them at drop-off. How you respond when they melt down. Whether you get on the floor. Whether you notice the child on the edge. The adult relationship drives the outcome. That's you this summer.
Research citations
[1] Schore, A.N. (2001). Early relational trauma and right brain development. Psychoanalytic Inquiry. · Harvard Center on the Developing Child.
[2] Felitti, V.J. et al. (1998). Childhood abuse and adult health. American Journal of Preventive Medicine. CDC-Kaiser ACE Study (n=17,337).
[3] Hirsh-Pasek, K. et al. (2009). A Mandate for Playful Learning. Oxford University Press. · Gray, P. (2013). Free to Learn.
[4] Blair, C. & Raver, C.C. (2015). School readiness and self-regulation. Annual Review of Psychology, 66.
[5] Durlak, J.A. et al. (2011). Social and emotional learning meta-analysis. Child Development, 82(1), 405–432.
[6] Siegel, D.J. & Bryson, T.P. (2011). The Whole-Brain Child. · Kennedy, B. (2022). Good Inside.
Reflection
Looking at the co-regulation chart — what does it mean practically for how you show up with your color group every day?
Which finding changes how you see your role this summer — and why?
Section 2
Our Philosophy
Three frameworks. One mission. Every decision you make with a child this summer connects back to one of these.
Foundation
Regulation before connection
A dysregulated child cannot connect, learn, or enjoy themselves. Your first job is always to help a child feel safe and regulated. Connection and fun follow from there. This is not philosophy — it is neuroscience.
01
Good Inside · Dr. Becky Kennedy
Every child is good. Behavior is a message, not an identity.
When a child acts out, the question is never "What's wrong with this kid?" It's "What does this child need that they don't know how to ask for?" Be curious, not reactive. Validate the feeling. Hold the boundary. Both at once.
Research: Naming emotions reduces amygdala activation and supports co-regulation. (Siegel & Bryson, 2011 — "Name it to tame it")
In practice
  • "I can see you're really frustrated right now. AND we're going to transition together."
  • A child who hits doesn't yet have words for what they feel. Name it for them.
  • Never use shame or comparison. "Everyone else is doing it fine" is the opposite of this pillar.
02
Celebrate Calm · Kirk Martin
Your regulation is the most important tool in the room.
Children co-regulate with the adults around them. When you stay calm, they have something to regulate to. When you match their energy — raise your voice, speed up, get tense — you accelerate the situation every time.
Research: Mirror neuron systems and emotional contagion — adult dysregulation directly activates the child's stress response. (Porges, 2011 — Polyvagal Theory)
In practice
  • Get lower. Speak quieter. Slow your body. Their nervous system will follow.
  • Give movement when a child is overwhelmed — "Can you help me carry this?" Movement processes emotion faster than words.
  • Do the opposite of what isn't working. Whisper. Sit down. Change the pattern.
03
The Clubhouse Foundation
Structure is not the opposite of play. It's what makes real play possible.
Rooted in 13+ years of special education experience and an M.S. in School Psychology. Children thrive when they know what comes next. Predictable routines and small intentional groups allow kids to take risks, connect, and grow — because the structure holds them.
Research: Predictable routines reduce cortisol and directly build executive function — attention, impulse control, working memory. (Blair & Raver, 2015)
In practice
  • Morning Meeting happens every day, same spot, same format. Predictability is not boring — it is regulating.
  • Your prepared space signals: someone thought about this for me. That lands.
  • Every child is capable of connection, growth, and joy — regardless of what their paperwork says.
Workbook
The pillar that comes most naturally to me is... because:
The pillar I need to be more intentional about is... because:
A specific moment this summer where I'll use the research, not just instinct:
Section 3
All Three Color Groups
You are trained on all three age groups tonight. Scenarios rotate — you answer your assigned age, then share so everyone leaves cross-trained.
🔄
Cross-training: Each scenario is assigned to a different age group. When you share your answer out loud, the whole team learns all three. You are responsible for knowing all of them.
Color Group
Red Group — Ages 3–5
Development
Gross motor Large movement dominates. Balance developing. Cannot sit still more than 5–8 min.
Fine motor Hands tire fast — 8–12 min max per task.
Cognitive Magical thinking, parallel play, attention 5–10 min.
Language 2-step directions only. Many "why" questions.
Social Learning to take turns. Parallel play is normal.
Emotional Big emotions, very little regulation. Needs adult co-regulation constantly.
Activity Guide
Physical (10–15 min) Obstacle courses, foam pit, dancing, parachute, animal walks
Craft (8–12 min) Stamping, playdough, finger painting, stickers, collage
Creative/oral (10 min) Songs with movement, puppet play, story time
Cognitive (5–10 min) Color sorting, simple puzzles, sensory bins
Outdoor (15–20 min) Chalk, bubbles, sand/water, nature exploration
Transitions Song or signal. Under 2 min. Always 5-min warning. Group bathroom before each change.
Color Group
Yellow Group — Ages 6–8
Development
Gross motor Coordination improving. Can sustain physical activity 15–20 min.
Fine motor More controlled, cutting on lines. Sustained 15–20 min.
Cognitive Logical thinking emerging. Multi-step directions. Attention 15–20 min.
Language Can explain reasoning. Love to debate. Rule-focused.
Social Cooperative play, friend groups, exclusion dynamics appear.
Emotional Fairness is everything. Intense frustration, faster recovery.
Activity Guide
Physical (15–20 min) Team sports, relay races, capture the flag, dance challenges
Craft (15–20 min) Weaving, detailed painting, origami, model building
Creative/oral (15 min) Skits, storytelling, trivia, inventing game rules
Cognitive (15–20 min) STEM challenges, strategy games, science experiments
Outdoor (20–25 min) Scavenger hunts, gardening, structured team games
Transitions Brief warning. Let them finish the step. Peer-led works well.
Color Group
Blue Group — Ages 9–12
Development
Gross motor Near adult coordination. Can sustain 25–30 min.
Fine motor Highly developed — complex crafts 25–30+ min.
Cognitive Abstract thinking, can plan and reflect. Attention 20–30 min.
Language Complex reasoning, negotiation, humor and sarcasm.
Social Deep friendships, peer approval central. Leadership emerges.
Emotional Need autonomy AND structure. Respond to being trusted.
Activity Guide
Physical (20–30 min) Competitive sports, challenge courses, team-built obstacles
Craft (20–30 min) Woodworking, jewelry, screen printing, fiber arts
Creative/oral (20 min) Podcast/video creation, debate, designing games
Cognitive (20–30 min) Escape room challenges, complex STEM, strategy
Outdoor (25–35 min) Service projects, garden leadership, adventure challenges
Transitions "Wrap up in 3 minutes." Give autonomy. They can manage it.
Cross-Training Workbook
Red Group A 4-year-old refuses to leave the foam pit when time is up. The group is waiting. Your 3 steps:
Yellow Group Your group is splitting into friend factions and one child is being excluded at lunch. What do you do?
Blue Group A 10-year-old says the activity is "boring" and sits out with arms crossed. The group is watching. Your move:
For your primary group — 3 crafts and 3 movement activities you could run independently with no prep. Include why each fits the developmental level.
Section 4
Daily Rhythm & Operating Procedures
The schedule is the backbone. The SOPs are what make us consistent, professional, and legally protected. These are not suggestions.
Camp Day — Every Day
9:00–9:15
Morning Meeting — greet by name, preview the day, set group agreements
9:15–10:00
Themed Activity 1 — hands-on, instructor-led, group adapted
10:00–10:15
Snack + water — group handwashing first, every single time
10:15–11:00
Movement block — turf games, foam pit, relay, obstacle course
11:00–11:45
Themed Activity 2 — art, STEM, cooking, building, or outdoor
11:45–12:00
Cool down + reflection — what was your favorite part?
12:00–12:30
Lunch — bring your own, staff present and engaged at the table
12:30–1:00
Quiet reset — lights low, calm music. Non-negotiable.
1:00–2:00
Afternoon activity block — structured or choice-based
2:00–2:15
Snack + water — second hydration break
2:15–2:25
End-of-day circle — what was fun? what was hard?
2:25–2:30
Pickup prep — Sawyer sign-out, hand off to verified adults only
2:30–4:00
★ Extended day — board games, drawing, outdoor, free choice
⚡
Transition rule: 5-minute warning before every transition. Group always moves together. Headcount every transition. Know your number at all times.
Opening SOP
🔒
Keep the main door locked until 10 minutes before program start. Do not let early arrivals in — it creates a habit that's very hard to break. Thermostat: 68°F open · 60°F closed (winter) · 78°F closed (summer)
Opening Checklist — Complete Before Doors Open
Check thermostat — set to 68°F
Turn on lights in all rooms being used; close doors to unused spaces
Wipe down all countertops; sweep or vacuum floors
Confirm trash bags in every trash can in every room
Check toilet paper, hand soap, hand towels — restock if needed
Wipe down bathroom sink, counter, and mirror
Review Sawyer enrollment — know who is coming and any notes
Pull items from storage; set up in spaces ahead of time
Review shelves — remove choking hazards if younger children enrolled
Prepare outdoor grab-and-go basket if going outside
Closing SOP
Closing Checklist — Complete Before Leaving
Return all items to their correct storage locations
Reset toys to designated floor spots
Wipe down all surfaces used during the day
Vacuum all spaces used today
Reset thermostat — winter: 60°F · summer: 78°F
Empty all trash cans; take bags to the dumpster
Wipe down bathroom — sink, counter, toilet
Check soap, towels, toilet paper — note what needs restocking
Final walk of entire space — every room, every corner, everything reset
Lights off all rooms; doors closed and locked
Foam Pit — Non-Negotiable Rules
⚠️
Review these with children at the start of every single session. Even if they've heard it 50 times. Even on Day 60. No exceptions.
Foam Pit Safety — Review Every Session
Glasses off before pit play — in a cubby, not on bench or floor
No standing on the aerial swing
No climbing the slide exterior
No walking on the yellow trampoline walls
Rope tunnel: two kids maximum at one time
After jumping: exit via the outside wall only
Timer is your tool only — not for kids to touch
Adult loft: no child goes up without explicit permission
Give 5-minute warning before ending foam pit time
At end: kids pick up foam pieces and throw back in
Workbook
Walk me through the opening SOP in your own words — what do you actually do and in what order?
You show up and the previous staff left the space a mess. What do you do and do you tell Nicole?
List every foam pit rule you remember — don't look back.
☕
Take a Break
15 minutes. Food, water, stretch, reset. Be back and ready when Nicole calls you in.
Section 5 of 12 complete · Back at: ___________

Coming up: Working with Kids · Safety · Business Standards · Accountability · Sign-Off

Section 5
Working with Kids
The schedule is easy. Reading a room, staying regulated, and getting in the play — that's the real work. This is the most important section.
De-escalation
Build this instinct before Day 1
  • Get low. Get calm. Match physical level — never emotional level.
  • Name what you see: "I can see you're really frustrated right now."
  • Offer two choices — never an open question.
  • Never threaten what you won't follow through on.
  • Never shame, mock, or argue in front of the group.
  • If you feel yourself escalating — signal your co-staff to step in. That's professionalism.
✓ Say this
  • "Let's take a break together."
  • "That's not safe — here's what we do."
  • "I hear you. We'll try that later."
  • "I need your body to be safe."
  • "Check in with me first."
  • "I'll come back in one minute."
  • "You have two choices — which one?"
✗ Not this
  • "Stop it or we're done."
  • "Why did you do that?"
  • "Everyone else is fine."
  • "I'm calling your mom."
  • "You're being a problem."
  • "I already told you."
  • "Figure it out."
Engagement Standard
Get in the play — not just the room
You are not a supervisor. You are an instructor — a group guide — present in the experience. The kids feel the difference within minutes.

Get in the play. Build with them. Create alongside them. Your presence inside the activity changes the quality of the experience for every child.

Guide the process. Ask questions. Notice what they're making. Extend the idea: "What happens if you add one more?"

Help friends include others. Coach: "Does anyone want to ask Maya if she wants to join?" Teach the skill — don't just place a child in a group.

Observe when all is well. Read the room. The moment dynamics shift, you're already there. Not reacting — already there.

Always know where every child is. Not approximately — exactly. At all times.
Live Scenarios
🔄
Each scenario is assigned to a different age group. Answer your assigned age, share out loud — the whole team gets cross-trained on all three.
Scenario 1
Red Group · Ages 3–5
A 4-year-old sits in the foam pit and says "I'm not going" when time is up. The rest of the group is waiting. Walk through your three steps.
Scenario 2
Yellow Group · Ages 6–8
Two kids in your Yellow Group get physical over equipment during the movement block. Neither is seriously hurt but the group is watching. Walk me through what you do.
Scenario 3
Blue Group · Ages 9–12
A 10-year-old tells you the activity is "so boring" and sits out with arms crossed. Three other kids are watching to see what you do. What's your move?
Scenario 4 — Emergency
All Groups
You're outside with your group. You count — you're one short. You count again. Still one short. What happens in the next 60 seconds?
Scenario 5
Red Group
A 3-year-old is sobbing at drop-off and the parent is hovering — clearly having trouble leaving. The group is watching. What do you do with the child and what do you say to the parent?
Scenario 6
Yellow Group
It's 12:45, quiet reset time. Three Yellow Group kids are talking loudly, getting up, and disrupting after two redirects. What do you do?
Workbook
Three crafts I'd run confidently with my primary group — specific, with developmental reason for each:
Three movement activities that fit my group's developmental level and attention span:
The exact phrase I'm committing to use when a child is dysregulated:
What "getting in the play" looks like for my color group — a real specific example:
Section 6
Safety Protocols
Know these before Day 1. When something happens you will not have time to look anything up.
📍
Emergency address — save this in your phone right now:
1288 Valley Forge Rd, Unit 87, Phoenixville, PA 19460
Protocol 1
Injury
  1. Stay calm. Assess. Do not move if serious injury is possible.
  2. One staff with child, one manages group — never leave kids unattended.
  3. Minor injury: first aid, document immediately, notify Nicole before pickup.
  4. Text or call Nicole right away — do not decide it's "fine" and wait.
  5. Serious injury — loss of consciousness, fracture, allergic reaction: call 911 first, then Nicole.
Protocol 2
Unauthorized Pickup
You do not release a child to anyone not on the Sawyer authorized pickup list. Not a grandparent who seems nice. Not a parent who isn't listed today. Not anyone, regardless of how convincingly they explain themselves.

If someone insists: stay calm, do not hand the child over, call Nicole immediately.
If you feel physically unsafe at any point: call 911.
Protocol 3
Allergy & Medical Emergency
Review Sawyer records at the start of each week. Know which children have allergies before they walk in. Epi-pens and inhalers: confirm location with Nicole at the start of each week.

Signs of allergic reaction: hives, swelling, difficulty breathing, vomiting after eating → call 911 immediately, then Nicole.

Never give a child food that isn't theirs. Even "just a taste." This is a liability and a safety issue.
Protocol 4
Behavior Escalation
1
Difficult behavior — refusing, crying, arguing
Redirect, offer two choices. Handle it yourself. This is the job.
2
Child needs to step away from the group
One staff stays. Other manages group. Document same day.
3
Unsafe for child or others
Text Nicole immediately, in real time.
4
Parent contact needed
Nicole calls the parent. Not you — without her.
📋
"Unsafe" means physical danger to self or others. "Difficult" — refusing, crying, arguing — is Level 1. Know the difference. Do not escalate Level 1 to Nicole.
Workbook
Walk me through the injury protocol in your own words:
Someone shows up at pickup you don't recognize — says they're the child's uncle. Walk through exactly what you do.
A child in your group has a documented peanut allergy. At lunch another child offers them a bite of their sandwich. What do you do?
Section 7
Business Standards & Staff Protocols
These protect the business, protect the families, and protect you. They apply every single day.
Communication
With Nicole
· Text for anything unusual — don't decide for yourself if it's big enough.
· Incidents, injuries, parent concerns: same day, always.
· Scheduling changes: 1 week notice minimum.
· If sick: contact before 7:30 AM — night before if you know then.
· Do not wait to see if something resolves. Report first, assess later.
With Parents
· Drop-off and pickup: warm, brief, positive. Share one specific good thing when you can.
· Behavior incidents: Nicole's conversation, not yours, not at the door.
· If unsure about a parent question: "Let me have Nicole follow up with you" — then tell Nicole immediately.
· Do not share your personal phone number with families.
· Do not post photos or videos of children on personal social media. Ever.
With Each Other
· If something is off between staff: away from kids and parents, always.
· Back each other up in front of children — even if you disagree. Debrief after.
· Phones away during all programming. You are fully present.
· If you see a co-staff struggling, step in. That's what teams do.
Documentation
📝
Same day, every time. If you're unsure whether something needs documenting — document it. Always better to have a record you don't need than need one you don't have.
What always gets documented
· Any physical injury — immediately, notify Nicole before pickup
· Any unsafe behavior toward another child
· Any parent concern raised at drop-off or pickup
· Any medication given — child name, medication, dose, time, your initials
· Any late pickup — time and every step you took
· Any situation where you were unsure what to do — even if it resolved fine
Parent Policies You Must Know
Staff-Facing Parent Policies
Children cannot be dropped off early or picked up late — staffing and safety issue
All pickups to verified adults on the Sawyer authorized list only
Behavior concerns communicated by Nicole — not at the door at pickup
Medication must be documented before administration, confirmed with Nicole
Photo consent must be on file before any child's image is used publicly
Staff do not give parents personal contact information
Any concern about a child's safety or wellbeing goes to Nicole same day
Workbook
A parent corners you at pickup wanting a 10-minute conversation about their child's behavior. What do you say and what do you do next?
At the end of a session you notice a child has a bruise you didn't see at drop-off. They say they fell during movement block. What do you do?
A parent sends a text to your personal phone asking a question about their child. What do you do?
Section 8
Accountability & What to Expect
This is how we hold the standard together — and how I support you in doing it.
What Nicole expects from you
· Show up on time and ready — not walking in as the door opens.
· Stay with your group — fully present, phone away.
· Document anything that happens the same day. No exceptions.
· Tell Nicole when something feels off, when you need something, when you're unsure.
· Hold the standard we've built here — especially when it's hard, especially when no one's watching.
· Bring your whole professional self every single day.
What you can expect from Nicole
· If something needs to change, you'll hear it privately and specifically — never vaguely, never in front of others or kids, never about Monday's issue on Friday.
· You'll hear what's working at least as often as what needs adjusting.
· I will be consistent with the standard set tonight.
· I will never hold you accountable for a standard I haven't communicated.
· You'll have a weekly 5-minute Friday check-in: what felt good, what felt hard. I'm listening — not evaluating.
How performance issues are handled
If something needs to be addressed:

1. Same day, privately, specifically. Not "you need to be better." Specific: "I noticed during the foam pit transition you had your back to the group — here's why that matters and what I need instead."

2. Documentation. If it's a pattern or safety matter, it gets documented. This protects both of us.

3. Support before consequence. First response to a gap is to understand and address it — not to discipline.

4. Clear consequence when needed. If a standard is violated repeatedly after a direct conversation, there are consequences. You will never be surprised — you'll have had the conversation first.
Workbook
Something I want to clarify with Nicole before camp starts — anything I'm still uncertain about:
One specific thing I'm committing to doing more intentionally this summer — not vague, something concrete:
What does being held accountable professionally feel like to you — and what do you need from Nicole to make it feel supportive?
Section 9
Training Sign-Off
Confirm each item. All 27 must be checked before you proceed. This is your professional commitment.
✅
Tap each item thoughtfully. This is your commitment to The Clubhouse, to Nicole, and to the families who trust us with their children this summer.
Our mission — regulation before connection — and the research that supports it
The Three Pillars: Good Inside, Celebrate Calm, and The Clubhouse Foundation
Why we don't use sticker charts, time-outs, or extrinsic reward systems
The developmental needs of all three color groups — Red, Yellow, and Blue
The daily schedule and what each block is for
The Opening Checklist — I can complete it without looking at the list
The Closing Checklist — I can complete it without looking at the list
Foam pit rules — I review these with children every single session, no exceptions
De-escalation language — what I say and what I never say to children
I actively engage in the play — get in, create alongside kids, guide the process
I help friends include others and teach the skill of asking to join a group
I observe when everyone is engaged and step in the moment dynamics shift
I always know where every child in my group is — not approximately, exactly
Injury protocol — when to call 911 and when to call Nicole
Unauthorized pickup — I will not release a child to anyone not on the Sawyer list
Allergy and medical emergency protocol — I know which children have conditions
Behavior escalation — I know when to handle it and when to contact Nicole
I document incidents and parent concerns the same day — always
I do not discuss behavior incidents with parents without Nicole's involvement
I do not give parents my personal phone number
I do not post photos or videos of children on personal social media — ever
My phone is away and I am fully present during all programming
Communication standards with Nicole, parents, and co-staff
I understand how performance issues are handled — specifically, not vaguely
I will participate in weekly check-ins and the mid-summer refresher in Week 5
I have read and agree to the accountability framework outlined tonight
I am prepared to hold this standard every day — whether or not Nicole is in the room
0 of 27 confirmed
Final Step
Now tell me what you've got
Same five questions. Answer fresh — don't look back. I want to see the shift in your own words.
POST-1 · A child in your group is melting down during a transition. Walk me through exactly what you do now.
POST-2 · Tuesday afternoon, 45 minutes left, activity ended early. Specific activity, setup, how you keep the group together.
POST-3 · A child on the outside of the group. What do you notice and what do you do?
POST-4 · Name two or three crafts or activities you'd run confidently now — and why they work developmentally for that age.
POST-5 · The part of summer you feel least prepared for — and your specific plan for addressing it.