Young performers · Film, television & theatre

Valia Blesiou

Youth Coordinator
Child Actor Coordinator
Theatre Educator

Connecting the world of production with the needs of young performers. An actress and theatre educator bringing more than two decades of experience in the performing arts and education.

Discover my approach
Valia Blesiou wearing a black and white patterned scarf
Care. Communication. Creativity.
A space to feel
supported.

For children.
Alongside parents.
With production.

01 / ApproachChildren at the centre

A calm presence.
A shared understanding.

Working with children in a production environment calls for both creative understanding and practical care. My background brings these two worlds together: the demands of a rehearsal or set, and the developmental, communication and wellbeing needs of each child.

I aim to support a safe, well-organised and positive experience for young performers, maintaining clear communication with children, parents and production teams.

01

Young performers

Sensitivity to each child's individual needs, with communication grounded in long-term experience in education.

02

Parents & families

A thoughtful, supportive approach shaped by years of close collaboration with children and parents.

03

Production teams

An understanding of creative processes, practical demands and the importance of calm organisation.

The role / ResponsibilitiesLooking at the whole picture

What does a
children’s chaperone do?

A chaperone looks after young performers while they are in their care, with the child’s welfare as the first priority. The role combines practical supervision, safeguarding and clear communication throughout rehearsals and performances.

At the centre of every decision

The young performer

Safety · Wellbeing · Dignity · Support

Supervision & safe handovers

Keeping track of children in their care, accompanying them between production spaces and making sure responsibility is clear at every handover.

Health & emotional wellbeing

Recognising tiredness, distress or illness, listening to concerns and seeking appropriate support when a child needs it.

Breaks, meals & daily needs

Protecting time for rest and meals, with attention to refreshments, comfort and the individual needs of each child.

Safeguarding & boundaries

Maintaining respectful boundaries, protecting privacy and following the agreed process for reporting safeguarding concerns.

Schedules, education & records

Monitoring the child’s day, recording attendance, rehearsal and performance times, and coordinating breaks and education arrangements with the relevant team.

Facilities & working conditions

Checking that spaces used by children are suitable, including changing and rest areas, and raising concerns about travel, accommodation or on-set conditions.

One child. A whole production around them.

A chaperone liaises with the people whose work affects the child’s experience. The wider coordination role connects departments so that children’s needs are considered throughout the production.

  • Parents & carers
  • Production & assistant directors
  • Teachers & tutors
  • Costume & make-up
  • Sound & microphone fitting
  • Catering
  • Locations & transport
  • Medics & first aiders
  • Stunts & special effects
  • Intimacy & close-contact specialists
  • Cast & supporting artists
  • Safeguarding & licensing teams

Care throughout the production day

Practical attention, from the first handover to the end of the day. These are examples of routine chaperoning tasks, adapted to the child, the production and local requirements.

Before the child arrives
  • Confirm supervision arrangements, parent or guardian contacts and how responsibility will be handed over.
  • Review the child’s needs, allergies and relevant medical information, sharing necessary details with the appropriate team, including catering.
  • Check that applicable permissions, licence conditions and education arrangements have been addressed with production.
  • Review script content, costume choices and any sensitive or close-contact scenes from the perspective of the child’s age, comfort and wellbeing.
On arrival & throughout the day
  • Record arrival and departure, maintain clear handovers and supervise children while they are in the chaperone’s care.
  • Keep daily time records for rehearsals, performances, waiting, meals, rest and education, as applicable.
  • Coordinate with production so that schedules allow the required breaks, refreshments and tuition where needed.
  • Stay attentive to the child’s physical and emotional state, including signs of fatigue, anxiety or illness.
Safe spaces & practical checks
  • Check that changing areas, toilets, waiting spaces, teaching rooms and backstage facilities are suitable for children and protect their privacy.
  • Confirm that relevant risk assessments and emergency procedures are in place, and know how to contact the medic or first aider.
  • Raise concerns about transport, accommodation, locations, stunts or special effects with the responsible department.
  • Work with costume, make-up and sound teams to keep preparation, quick changes and microphone fitting respectful and age-appropriate.
When a concern arises
  • Respond calmly, listen to the child and communicate promptly with the appropriate production contact.
  • Follow the agreed safeguarding reporting procedure and keep required records, handling personal information discreetly.
  • Seek medical or specialist support when needed and raise the need to pause or stop participation if the child’s wellbeing is at risk.
  • Keep supervision as the priority, avoiding additional duties that distract from caring for the child.

A calm, attentive adult. A positive place for children to work.

Professional conduct means being fit to supervise, maintaining appropriate boundaries and helping create a supportive atmosphere where children can speak up.

The exact scope is agreed for each production and follows the requirements of the country where the work takes place. Specialist departments retain responsibility for their own work; the chaperone communicates and raises concerns affecting the child.

Further reading on chaperoning practice in England: Bristol City Council · London Borough of Bexley.

02 / ExperienceArts & education

Two worlds.
One connected practice.

Since 2000
Performing arts

Actress & assistant director

Professional work in theatre has given me extensive insight into the creative, organisational and collaborative demands of production, and the needs of directors, actors and their teams.

15 years
Early years education

Paichnidagogeio — founding member & lead educator

For 15 years, I worked with children aged 2–6 as a theatre educator and lead educator at Paichnidagogeio (Παιχνιδαγωγείο). My responsibilities included a group of children, educational planning and the overall pedagogical operation of the school. My educational practice brings experiential play, creativity and theatre into everyday learning.

Young people & groups
Theatre education

Group facilitation & theatrical direction

Creative facilitation and theatrical direction with amateur, youth and student groups, including the Panteion University Theatre Group.

Film · TV · Theatre
Professional focus

Youth & child actor coordination

I am particularly interested in opportunities supporting young performers, bridging the creative and practical demands of production with children's needs and safeguarding requirements.

Selected artistic workTheatre · Film · Music

A practice shaped
by performance.

Independent theatre

Ensembles & variety performance

Work with the groups Υπό το Μηδέν and Τσούκου Τσούκου, and participation in the Δε Variete productions at The HUB Events, combining humour, movement and song.

Short film

Ο Μανώλης

Acting participation in the short film written and directed by Antonis Tsiotsiopoulos.

Music & performance

String Theory · The D.E.A.T.H. Project

Vocalist and performer with String Theory, under composer Giorgos Paterakis. The D.E.A.T.H. Project, created in collaboration with astrophysicist Manos Danezis, explored death, change and the universe through science, philosophy, song and theatrical storytelling.

03 / TrainingLearning & responsibility

Creative foundations.
Care informed by training.

  • Initial studies in Political Science & Public AdministrationNATIONAL & KAPODISTRIAN
    UNIVERSITY OF ATHENS
  • Graduate of the Giorgos Kimoulis Drama SchoolGIORGOS KIMOULIS
    DRAMA SCHOOL
  • Two years of study in artistic & creative educationANIMA
  • Participation in “Wellbeing at kinder”ERASMUS
  • Protecting Children in the Entertainment Industry LawNSPCC
  • Understanding, Responding to and Preventing Harmful Sexual Behaviour in ChildrenNSPCC
  • Children's Regulations TrainingPART
  • First Aid certificationFIRST AID
  • Mental Health First Aid for Children certificationMENTAL HEALTH
    FIRST AID

Professional and academic development across theatre, creative education, child development and safeguarding.

04 / AboutValia Blesiou

A close portrait of Valia Blesiou
Valia Blesiou

Theatre, education
& the people between.

I am an actress, theatre educator and experienced professional in working with children, with a career spanning more than two decades across the performing arts and education.

My experience is rooted in responsibility, organisation, communication, discretion and sensitivity. I bring a calm, supportive presence to collaborative environments, with an understanding of both the creative process and the particular needs of young performers.

05 / Contact

Good work begins
with a conversation.

Youth Coordinator · Child Actor Coordinator · Theatre Educator
For film, television and theatre productions.

Contact details will be added shortly.