Rachel Wasser is the Children’s Project manager at Frontline Make Change. Here she details what a typical working day looks like for her:
Like each child attending The Children’s Project, each day is as unique as the next in my role as The Children’s Project manager. This creates different challenges and exciting opportunities where I often work directly with the children or at times, I am offsite attending meetings with stakeholders such as Tusla, Pobal and Early Childhood Ireland.
My day begins at 9 o’clock with a meeting of the Children’s Project staff team. Together, we plan the day ahead, discuss strategies tailored to support individual children, and prepare the room for their arrival. This collaborative approach ensures that everyone is on the same page and ready to provide the best possible care.
Working with the Children
When children arrive at our service—whether they are part of our preschool group at 9:15 or our afterschool group at 2:30—I enjoy greeting them and their parents at the door. These moments of interaction allow me to connect personally with families, build relationships, and inform my practice as an educator and manager.
Starting the Day
Once the children are settled and the parents have left, I turn my attention to my “to-do list.” The variety of responsibilities in my role makes having a list essential—it helps me stay organised and prioritise my tasks.
While the children enjoy their breakfast, I often join them and my team in the Children’s Project room to have my own. Our service follows the HighScope Preschool Curriculum, which emphasises the importance of educators sharing meals with the children. This simple act fosters a sense of community and connection. My team and I practice this throughout the day, including later when we enjoy dinner with the afterschool children.
A Dynamic Role
My day often involves movement between my office and the Children’s Project room to provide support where needed. This might include:
- Serving breakfast or dinner
- Assisting a child or staff member during a moment of challenging behaviour
- Covering for a staff member who steps out to attend to a task like making a call, changing a nappy, etc.
We adhere to strict adult-to-child ratios, and when needed, I’m always happy to step into the room to maintain these ratios. Spending time with the children and my team is one of the most enjoyable parts of my day.
Between the morning and afterschool groups, my team and I perform a thorough deep clean of the service, adhering to our infection control policy. Maintaining a clean and hygienic environment is a key part of our routine and something we prioritise daily.
Lunch is a highlight of the day for me—not just for the food but for the opportunity to connect with my team on a more personal level. I find that chatting with my team during lunch fosters deeper relationships and strengthens our sense of community, which in turn positively influences my role and practice. I feel that having a strong team in which staff champion one another directly benefits the children who attend our service.
Afterschool Adventures
Each afternoon, my team and I collect the afterschool children from the local primary school and walk them back to our service. We aim to create a space for the children that feels comfortable, safe, and supportive. My work with them can vary—from helping with homework and preparing meals to teaching life skills like knitting or simply being a trusted adult in their lives.
Our practice is deeply influenced by the “One Good Adult” approach, which highlights the importance of having a supportive adult in a child’s life. This approach reminds us to listen to children, treat them with dignity and respect, and provide guidance while accepting them for who they are. It’s a belief that my team and I carry into all interactions with the children in our care.
Collaborations and Special Projects
Our service often hosts visitors who bring exciting opportunities for the children. For example, we collaborate with the National Gallery of Ireland on our Artline Project. Through monthly workshops, children explore art from the national collection, gaining a sense of ownership of the art and hands-on creative experiences. I always carve out time to support these exciting sessions, which are led by National Gallery of Ireland staff – Mags, an artist, often joined by Joanne, an Education Officer.
Recently, we welcomed Carmel from Early Childhood Ireland (ECI), who worked with our afterschool children on a consultation project. Their input helped inform the design of an icon for a new children’s service. This process reflects our belief that services designed for children should be shaped by children and their voices. Watching the children engage so meaningfully in this project was a real highlight for me.
Working with Parents and Families
A key aspect of my role is providing support not just to the children in our care but also to their parents and wider family members. Parents and guardians often approach me for private conversations, seeking advice, information, or assistance. These interactions are varied and may involve writing support letters for court proceedings, school placements, or developmental assessments.
Many parents seek guidance on topics like toilet training, managing fussy eating, or addressing challenging behaviour. These conversations provide a space for parents to share concerns or raise any issues they’re facing. Equally, if my team or I have identified a concern, I use this time to discuss it with the parent, ensuring we are working collaboratively to support their child. This holistic approach fosters a strong partnership between educators and families, benefiting the child by creating a network of consistent care and understanding.
Occasionally, I attend three-way meetings with a parent from our service and a member of the addiction team from Frontline Make Change. These meetings provide a vital space for collaboration, ensuring consistency in our engagement and offering the parent holistic support from our different teams. These sessions remind me of the impact of our work—not just on the children but also on their families and wider communities.
When home time arrives, whether for preschool or afterschool groups, it’s important to make time for parents and guardians. My team and I ensure we’re available to speak individually with each parent, providing a thoughtful handover of their child’s day. These exchanges reinforce the connection between home and our service, ensuring parents feel informed and involved in their child’s experiences.
Reflecting on the Impact
Each day brings a mix of challenges, creativity, and joy. From sharing meals and teaching life skills to supporting my team and engaging with special projects, every moment reinforces why I love my role. My work is rooted in creating a nurturing environment where children feel valued and supported—and it’s a privilege to be part of their journey.