By JOLENE NIERNBERGER

Special to The Hays Daily News

First impressions -- how important they are. The Foster Grandparent volunteer was given a gift one morning as she entered the classroom -- a special song welcoming her to school. The song was one that a little girl in the class made up and sang especially for her. Even though Grandma began her service in the classroom this September, she already has made a positive impact in the life of this child.

"I just love to see Grandma snuggling with a child, reading a book. This is such a positive experience," one teacher said. "Some of our children's lives are so hectic outside of school, and this gives them some special one-on-one 'me' time."

The activity doesn't have to be complicated or directed; it's just spending special time with the children that make the difference in their lives.

How important are these older volunteers to the children? Grandma Jo was asked by a little fellow to return to school later in the day so she could watch him during show-and-tell. The child lives with his grandparents, who raise him. He has a special relationship with this grandma. Of course, Grandma Jo made that special return trip to school for him.

"I have one young man that reads with Grandma that has been able to meet his reading goal this year because of his time spent with Grandma. During a time that she was ill, he was very concerned about her and read on his own to meet his goal so that when she returned, she would be proud of him."

How important are the children to these Foster Grandparents? Smiles. Hugs. A wave or a special song for Grandma. Simple acts of kindness that are shared each day as the Foster Grandparent volunteers enter a classroom. These are the immediate payoffs for their efforts.

"They notice when you're not there," said one grandma who loves her assignment. "Some days are hard because of how their day began. It may have been a scolding. It may be that they didn't sleep well. Perhaps a parent was running late and patience was in short supply. We're here to help -- to brighten their day -- to make it better."

Having an extra person in the room to sit down and really work with a child on one concept will make a difference in the child's successful accomplishment of a task. Students learn to write their names more quickly, and reading comprehension and test scores improve, as do their attitudes and behaviors.

"One child in my room has had trouble with behaviors when coming into the room. Grandma will share a story with this child, and it has helped with the behaviors upon arrival," a teacher said.

"One child did not understand how to greet those who entered the room. He loved seeing Grandma, so he had to learn how to greet her when she entered the room. He began to say, 'Hi, Grandma,' without teacher prompt or Grandma prompt. After he learned how to greet Grandma, he then began to greet others appropriately. Grandma helped him learn how to use appropriate social communication skills," stated a teacher on a recent survey.

A special pencil to work on assignments comes from Grandma for a child that has trouble sitting still, focusing and getting his work done. Grandma sits next to this child during reading and spends extra time giving praise and positive feedback.

Because of the interest Grandma shows, a child has developed a love for reading. His reading improved at least three grade levels in the two years he has been reading with the Foster Grandparents. This, a testimony from a teacher on the "impact" that the Foster Grandparents have on the children they help.

Impact. The individual attention the children receive is evident in the improved manners and social skills that the children display in school.

"The children learn the difference between right and wrong because of the relationships they develop," a teacher said.

Tears are fewer. Conflicts are less aggressive and intense.

"Foster Grandparents introduce a sense of calm in a classroom. We're all relieved when Grandpa enters the room."

Foster Grandparents dedicate 15 hours or more each week helping children in classrooms, Head Start Centers, day care and pre-school settings. They play with the children; comfort them during times of crisis; read to them; help with daily assignments; listen to them read or tell stories. Being there with a smile, a hug, a compliment and a helping hand are all that is necessary to become a grandma or grandpa through the Foster Grandparent Program.

Foster Grandparents serve in Barton, Ellis, Ford, Gove, Graham, Norton, Pawnee, Rooks, Russell, Thomas and Trego counties. They guide children toward success. They give comfort, mentor troubled youth, tutor students, serve as positive role models and give attention to children who might not otherwise have the opportunity to share time with a caring adult. Foster Grandparents instill confidence, renew self-esteem and give consistent, unconditional love.

The Foster Grandparent Program is a part of Senior Corps. Fort Hays State University sponsors two Senior Corps programs that engage older persons in volunteer service, the Foster Grandparent Program and the Senior Companion Program. These programs are funded by the Corporation for National and Community Service, Washington, the federal agency that supports service through programs to improve lives, strengthen communities and foster civic engagement. Ellis, Gove, Phillips, Rooks, Rush, Russell and Trego counties and the cities of Ellis, Victoria and WaKeeney also provide financial support to the Foster Grandparent and Senior Companion Programs.

Training, a tax-free stipend, reimbursement for expenses and other benefits are provided to those who volunteer. For more information, call (785) 628-5809.

Jolene Niernberger is director of the Foster Grandparent

Program in Hays.