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TRANSCRIPT
Slide 1
WELCOME TO THE
WORLD OF 4-H!
October 2009
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Slide 2 4-H AND WSU???
• 4-H Youth Development is a part of Extension• Extension is a part of Washington State University• WSU is part of the national system of land-grant
university system• Land-grant universities serve the people • Extension puts university knowledge in local hands• 4-H brings knowledge of youth development to
local adults and youth
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Slide 3
American Higher Education Before the Morrill Act
•Dominated by European model•Reserved for & preserved aristocracy•Curricula focused on study of classics: Law, Letters, & Theology
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Slide 4 Justin Morrill’s Vision:
Democracy Through Education
•Context: Civil War Era•Proposed broad access to practical and classical education to maintain democracy•To maintain democracy citizens & nation must prosper
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Slide 5 American Higher Education After the
Morrill Acts“Education was once exclusive: it is now in spirit inclusive. The agencies that have brought about this change of attitude are those associated with so-called industrial education, growing chiefly out of the forces set in motion by the Land Grant Act of 1862. This Land Grant is the Magna Charta of
education: from it in this country we shall date our liberties”.(Liberty Hyde Bailey, Dean, College of Agriculture,
Cornell, 1903-1914)
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Slide 6
THE 4-H VISION
Washington State University 4-H Youth Development is developing young people to become productive citizens who are engaged in positive change, meeting the needs of a diverse and changing society.
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Slide 7
THE 4-H MISSION
4-H Youth Development education creates supportive environments for all youth and families to reach their fullest potential.
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Slide 8 WHAT’S “YOUTH DEVELOPMENT”?
Positive youth development occurs from an intentional process that promotes positive outcomes for young people by providing support, relationships, and opportunities.
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Slide 9 WHAT DO YOUTH NEED FOR POSITIVE
DEVELOPMENT?
• Develop a Sense of Self• Learn to Make Decisions• Develop an Inquiring Mind• Relate to Others• Develop Concern for Their Communities
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Slide 10 THE 4-H APPROACH
•1 Learning Model•6 Delivery Modes•7 Project Areas•8 Life Skill Categories•Opportunities for recognition
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Slide 11 THE 4-H LEARNING MODEL
-Age-Appropriate Challenge-Relationships with Caring Adults-Self-Directed Interests-Experiential Education
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Slide 12 THE EXPERIENTIAL EDUCATION MODEL
REFLECT
APPLY
DO
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Slide 13 THE 4-H DELIVERY MODES
•4-H Clubs•Special Events and Conferences•Day & Overnight Camps•School Enrichment Programs•School-Aged Care•TV/Video Programs
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Slide 14 THE 4-H PROJECT AREAS
• Animal Sciences• Environmental Stewardship• Expressive Arts• Family & Consumer Sciences Division• Engineering & Technology• Plant Sciences• Social Sciences• Interdisciplinary Studies
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Slide 15 4-H LIFE SKILL CATEGORIES
•Giving•Working•Being•Living
•Thinking•Managing•Relating•Caring
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Slide 16 4-H VOLUNTEERS: OUR STRENGTH,
OUR PRIDE• Highly Motivated: “Unpaid Employees of
WSU”• Carefully Screened: The Application Process• Well-Trained & Knowledgeable
-Positive Youth Development-Forms, Policies, Procedures-Safety and Risk Management
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Slide 17
4-H IS UNIQUE• Many partners: Federal, State, County, Private• Access to expertise of multidisciplinary University• Curricula: Theory-based, field-tested, regularly
revised• A Life Span Approach: Adult Development
through youth development• The nation’s largest youth organization• Open access for all
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Slide 18 4-H CHALLENGES & OPPORTUNITES
• Our public image: We’re more than “cows, cooking, canning & country fair”
• Reaching the diverse youth of Clark County• Developing partnerships to build capacity• Contributing to county needs for educated
workforce
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Slide 19 WANT TO HELP? SO MANY WAYS!!
• Working directly with youth: Start a club, help out with an existing club, offer a workshop; volunteer in the 4-H community service garden
• Working with Adult Volunteers: Speak at a Leaders’ Association Meeting; offer a workshop
• Working with the 4-H Office: For example, web development, marketing ideas, advisory function
• Financial Contributions: Scholarship funds
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Slide 20 QUESTIONS FOR ME?
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Slide 21
THANKS FOR INVITING ME, AND THANKS FOR YOUR
INTEREST IN WSU CLARK COUNTY 4-H YOUTH
DEVELOPMENT!
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Essential Elements of 4-H
Belonging• Positive relationship with a caring adult• An inclusive environment• A safe environment
Health (Living, Being)• Healthy lifestyle choices • Self-esteem• Stress Management • Self-responsibility• Disease prevention • Character• Personal safety • Managing feelings • Self-discipline
Mastery• Engagement in learning• Opportunity for mastery
Hands (Giving, Working)• Community service • Marketable skills volunteering • Teamwork • Leadership • Self-motivation • Responsible citizenship • Contributions to group effort
Independence• Opportunity to see oneself as an active participant in the future• Opportunity for self-determination
Head (Managing, Thinking)• Resiliency • Service learning • Keeping records • Critical thinking • Wise use of resources • Problem solving • Planning/organizing • Decision making• Goal setting • Learning to learn
Generosity• Opportunity to value and practice service for others
Heart (Relating, Caring)• Nurturing relationships • Accepting differences • Sharing • Conflict Resolution• Empathy • Social Skills• Concern for others • Cooperation • Communication
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LEADERS
US
COOPERATIVE EXTENSION
WASHINGTON STATE UNIVERSITY
EM4872
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YOUR ROLE AS A TEACHERYOUR ROLE AS A TEACHERYOUR ROLE AS A TEACHERYOUR ROLE AS A TEACHERYOUR ROLE AS A TEACHER
YOU CAN HELP BOYS AND GIRLS LEARN AND GROWYOU CAN HELP BOYS AND GIRLS LEARN AND GROWYOU CAN HELP BOYS AND GIRLS LEARN AND GROWYOU CAN HELP BOYS AND GIRLS LEARN AND GROWYOU CAN HELP BOYS AND GIRLS LEARN AND GROW
IN 4-H BY USING THESE FOUR GUIDELINESIN 4-H BY USING THESE FOUR GUIDELINESIN 4-H BY USING THESE FOUR GUIDELINESIN 4-H BY USING THESE FOUR GUIDELINESIN 4-H BY USING THESE FOUR GUIDELINES
WHEN DEALING WITH CHILDREN.WHEN DEALING WITH CHILDREN.WHEN DEALING WITH CHILDREN.WHEN DEALING WITH CHILDREN.WHEN DEALING WITH CHILDREN.
* UNDERSTAND THEM.* UNDERSTAND THEM.* UNDERSTAND THEM.* UNDERSTAND THEM.* UNDERSTAND THEM.
THEY CAN LEARN, BUT LACK MATURE JUDGMENT.THEY CAN LEARN, BUT LACK MATURE JUDGMENT.THEY CAN LEARN, BUT LACK MATURE JUDGMENT.THEY CAN LEARN, BUT LACK MATURE JUDGMENT.THEY CAN LEARN, BUT LACK MATURE JUDGMENT.
THEY STRIVE FOR INDEPENDENCE, YET FEEL INSECURE.THEY STRIVE FOR INDEPENDENCE, YET FEEL INSECURE.THEY STRIVE FOR INDEPENDENCE, YET FEEL INSECURE.THEY STRIVE FOR INDEPENDENCE, YET FEEL INSECURE.THEY STRIVE FOR INDEPENDENCE, YET FEEL INSECURE.
THEY WANT TO CONFORM, YET WANT TO BE INDIVIDUALS.THEY WANT TO CONFORM, YET WANT TO BE INDIVIDUALS.THEY WANT TO CONFORM, YET WANT TO BE INDIVIDUALS.THEY WANT TO CONFORM, YET WANT TO BE INDIVIDUALS.THEY WANT TO CONFORM, YET WANT TO BE INDIVIDUALS.
ACCEPT THEM AS THEY ARE AND WORK WITH THEMACCEPT THEM AS THEY ARE AND WORK WITH THEMACCEPT THEM AS THEY ARE AND WORK WITH THEMACCEPT THEM AS THEY ARE AND WORK WITH THEMACCEPT THEM AS THEY ARE AND WORK WITH THEM
WITHIN THEIR NEEDS AND ABILITIES.WITHIN THEIR NEEDS AND ABILITIES.WITHIN THEIR NEEDS AND ABILITIES.WITHIN THEIR NEEDS AND ABILITIES.WITHIN THEIR NEEDS AND ABILITIES.
***** TEACH THEM.TEACH THEM.TEACH THEM.TEACH THEM.TEACH THEM.
MAKE YOUR TEACHING CLEAR AND CONCISE.MAKE YOUR TEACHING CLEAR AND CONCISE.MAKE YOUR TEACHING CLEAR AND CONCISE.MAKE YOUR TEACHING CLEAR AND CONCISE.MAKE YOUR TEACHING CLEAR AND CONCISE.
START WITH JOBS THEY CAN DO QUICKLY AND WELL;START WITH JOBS THEY CAN DO QUICKLY AND WELL;START WITH JOBS THEY CAN DO QUICKLY AND WELL;START WITH JOBS THEY CAN DO QUICKLY AND WELL;START WITH JOBS THEY CAN DO QUICKLY AND WELL;
THEN PROCEED TO MORE DIFFICULT ONES. ANSWERTHEN PROCEED TO MORE DIFFICULT ONES. ANSWERTHEN PROCEED TO MORE DIFFICULT ONES. ANSWERTHEN PROCEED TO MORE DIFFICULT ONES. ANSWERTHEN PROCEED TO MORE DIFFICULT ONES. ANSWER
THEIR QUESTIONS AND HELP THEM CORRECT MISTAKES.THEIR QUESTIONS AND HELP THEM CORRECT MISTAKES.THEIR QUESTIONS AND HELP THEM CORRECT MISTAKES.THEIR QUESTIONS AND HELP THEM CORRECT MISTAKES.THEIR QUESTIONS AND HELP THEM CORRECT MISTAKES.
***** ENCOURAGE THEM.ENCOURAGE THEM.ENCOURAGE THEM.ENCOURAGE THEM.ENCOURAGE THEM.
SHOW YOUR ENTHUSIASM FOR THEIR LEARNING.SHOW YOUR ENTHUSIASM FOR THEIR LEARNING.SHOW YOUR ENTHUSIASM FOR THEIR LEARNING.SHOW YOUR ENTHUSIASM FOR THEIR LEARNING.SHOW YOUR ENTHUSIASM FOR THEIR LEARNING.
LET THEM STAND ON THEIR OWN FEET WHEN THEY CAN.LET THEM STAND ON THEIR OWN FEET WHEN THEY CAN.LET THEM STAND ON THEIR OWN FEET WHEN THEY CAN.LET THEM STAND ON THEIR OWN FEET WHEN THEY CAN.LET THEM STAND ON THEIR OWN FEET WHEN THEY CAN.
TELL THEM WHEN THEY DO SOMETHING WELL, WHEN THEYTELL THEM WHEN THEY DO SOMETHING WELL, WHEN THEYTELL THEM WHEN THEY DO SOMETHING WELL, WHEN THEYTELL THEM WHEN THEY DO SOMETHING WELL, WHEN THEYTELL THEM WHEN THEY DO SOMETHING WELL, WHEN THEY
SHOW PROGRESS, AND WHERE THEY MAY IMPROVE.SHOW PROGRESS, AND WHERE THEY MAY IMPROVE.SHOW PROGRESS, AND WHERE THEY MAY IMPROVE.SHOW PROGRESS, AND WHERE THEY MAY IMPROVE.SHOW PROGRESS, AND WHERE THEY MAY IMPROVE.
***** RESPECT THEM.RESPECT THEM.RESPECT THEM.RESPECT THEM.RESPECT THEM.
LISTEN TO THEIR IDEAS. GIVE THEM RESPONSIBILITYLISTEN TO THEIR IDEAS. GIVE THEM RESPONSIBILITYLISTEN TO THEIR IDEAS. GIVE THEM RESPONSIBILITYLISTEN TO THEIR IDEAS. GIVE THEM RESPONSIBILITYLISTEN TO THEIR IDEAS. GIVE THEM RESPONSIBILITY
WHEN THEY ARE ABLE TO TAKE IT.WHEN THEY ARE ABLE TO TAKE IT.WHEN THEY ARE ABLE TO TAKE IT.WHEN THEY ARE ABLE TO TAKE IT.WHEN THEY ARE ABLE TO TAKE IT.
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CONTENTS
WHAT IS 4-H YOUTH DEVELOPMENT? ....................................................................................... 1
THE VOLUNTEER LEADER .................................................................................................................. 3
UNDERSTANDING YOUTH .................................................................................................................. 4
WORKING WITH YOUTH .................................................................................................................... 9
4-H TEACHING PHILOSOPHY ............................................................................................................ 12
TEACHING TECHNIQUES ....................................................................................................................... 16
YOUTH AND ADULTS AS LEADERS ............................................................................................ 20
FEELING COMFORTABLE WITH DIVERSITY ............................................................................... 21
RESOURCES................................................................................................................................................... 23
4-H CLUBS................................................................................................................................................... 25
4-H THROUGH OTHER DELIVERY MODES ............................................................................... 29
Appreciation is expressed to the Arizona, Kansas, and Minnesota 4-Hprograms for some of the ideas used in this publication.
Authors: Janet H. Hiller, Extension 4-H Youth Development Specialist,Washington State University,
in conjunction with members of the Volunteer Development Task Force:Ginny Bowen, Whatcom County Volunteer;
Barbara Ferguson, Spokane County Volunteer;Melodee Hanson, Chelan County 4-H Program Assistant;
Connie Lydon, Thurston County 4-H Agent;Sandy Potter, Snohomish County 4-H Program Assistant;Karen Robertson, Adams County 4-H Program Assistant;
Linda Schultz, Kitsap County 4-H Agent.
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WHAT IS 4-H YOUTH DEVELOPMENT?
4-H Youth Development is people—youth and volunteers sharing, learning, andgrowing, becoming the best they can be!
Washington 4-H Youth Development provides educational opportunities for youth tobecome capable, contributing, and caring members of a global society. The 4-H program isfor all youth, rural and urban, from all racial, cultural, economic, and social backgrounds.Young people and adults work together to enhance personal growth and development.Teaching methods used in 4-H include learning-by-doing projects, group meetings,community service, and others. Some of the main life skills 4-H members learn are:
• developing themselves,• learning to make decisions,• developing inquiring minds,• relating to others, and
• developing concern for their community.
These life skills are described in detail later in this handbook.
THE 4-H EMBLEM, PLEDGE,THE 4-H EMBLEM, PLEDGE,THE 4-H EMBLEM, PLEDGE,THE 4-H EMBLEM, PLEDGE,THE 4-H EMBLEM, PLEDGE,SLOGAN, AND MOTTOSLOGAN, AND MOTTOSLOGAN, AND MOTTOSLOGAN, AND MOTTOSLOGAN, AND MOTTO
The goals of 4-H Youth Development areexpressed through the 4-H emblem, the 4-Hpledge, the 4-H slogan, and the 4-H motto. Theemblem is the four-leaf clover with an “H” ineach leaf. The 4-H pledge explains the meaningof the “H’s.”
I pledge:
My HEAD to clearer thinking,
My HEART to greater loyalty,
My HANDS to larger service, and
My HEALTH to better living,
For my club, my community, my country, and my world.
The 4-H slogan, “Learn by Doing,” andthe 4-H motto, “To Make the Best Better,”emphasize the goals of 4-H members to improvethemselves, their work, and their communities.
Federal law prohibits the use of the 4-Hname and the official 4-H emblem if the usewill exploit the 4-H program, its volunteers,or members. To use the 4-H name or emblem,get prior approval from the county 4-H officeby filling out form C0747, Request forOrganizations to Use the 4-H Name andEmblem, and having it signed.
4-H PARTNERS4-H PARTNERS4-H PARTNERS4-H PARTNERS4-H PARTNERSYou, the volunteer leader, are the backbone
of 4-H Youth Development in Washington.Your volunteer leadership, under the guidanceand direction of 4-H Youth Developmentprofessionals, allows 4-H to reach thousandsof
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young people in Washington. This partner-ship provides informal educational programsand experiences for Washington’s youth.
4-H Youth Development members areencouraged to take an active part in planningand conducting their own programs to serve asresources rather than just program recipients.
4-H is the youth education component ofCooperative Extension, which is conductedjointly by the U.S. Department of Agriculture,the state land-grant university (Washington StateUniversity), and your county government.Cooperative Extension was established toeducate, to interpret, and to encourage thepractical use of knowledge that comes fromscientific research. The name “Extension”comes from our mission to extend knowledgeto the public. 4-H Youth Development has aunique link with a variety of resources fromWashington State University.
BASIC BELIEFS OFBASIC BELIEFS OFBASIC BELIEFS OFBASIC BELIEFS OFBASIC BELIEFS OFWASHINGTON 4-HWASHINGTON 4-HWASHINGTON 4-HWASHINGTON 4-HWASHINGTON 4-H
YOUTH DEVELOPMENTYOUTH DEVELOPMENTYOUTH DEVELOPMENTYOUTH DEVELOPMENTYOUTH DEVELOPMENT
The following statements reflect the phi-losophy and beliefs upon which Washington 4-H Youth Development programming is based:
• The primary concern is to enhance humandevelopment of all those involved.
• 4-H Youth Development includes any youtheducational program supported by extensionpersonnel. These programs use a variety ofdelivery methods such as clubs, camps,school enrichment programs, and specialinterest programs.
• Programs designed to fit the specific needsof the youth involved are determined atnational, state, county, and local levels.
• Each Cooperative Extension 4-H YouthDevelopment Agent is an educator withresponsibility for the 4-H YouthDevelopment Program in his or herrespective county.
• The organization and management of 4-HYouth Development is a partnership betweenextension personnel and volunteers.
• Volunteers provide direct contact andsupport for youth on a continuing basis.This family-centered program encouragesparents to work with their children.
THE 4–H MEMBER
LOCAL 4–H LEADERSHIP
COUNTY EXTENSION STAFF
WASHINGTON STATE UNIVERSITY
UNITED STATES DEPARTMENT OF AGRICULTURE
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APPLICATION/SCREENINGAPPLICATION/SCREENINGAPPLICATION/SCREENINGAPPLICATION/SCREENINGAPPLICATION/SCREENING
All volunteers must complete the applica-tion/ screening process before beginning workwith young people. Obtain the appropriateforms from the county extension office. Wemust provide a safe learning environment forall young people and select and place qualifiedvolunteers who enjoy working with them.
Volunteers must conduct themselves in aprofessional manner reflecting the integrity ofWashington 4-H Youth Development.
THE VOLUNTEER LEADER
As a 4-H Youth Development volunteer, you are vital to 4-H Youth Development. Yousupport the mission of 4-H Youth Development to teach others and to enhance personal growth.Your role is similar to that of a Washington State University employee, working as a teammember with extension personnel. There are volunteer roles to suit a variety of abilities,interests, and time schedules.
You can provide leadership for projects or clubs, manage county or state events or activi-ties, take programs into schools, and help with special interest activities. You may want to readEM4851, 4-H and You: Volunteers and Extension, available from your county extension office.
Each volunteer brings these qualities to 4-H Youth Development:
• a belief that each person has worth;
• a commitment to the personal development of all youth;
• the ability to relate to and communicate with youth, parents, and other volunteers; and
• the understanding that leadership can be rewarding to both adults and youth.
With adult leadership and encouragement, young people develop meaningful relationshipswith adults and other youth, build self-esteem and self-confidence, acquire subject matterknowledge and physical skills, develop decision-making abilities, and develop wholesomeattitudes about themselves and others.
TRAININGTRAININGTRAININGTRAININGTRAINING
Whether you are a new or experiencedvolunteer, take advantage of local, county,regional, and state training. This training willenhance your skills and knowledge base, help-ing you become an effective educator andsuccessful leader. Volunteer leaders workingwith youth must abide by the provisions statedin extension publication EM0758, Washington4-H Youth Development Program Policy.
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Life skills equip a person for happy, suc-cessful living. Life skills are learned one step ata time and the learning moves from simple tocomplex skills. Everyone continuously learnslife skills.
Five basic life skills are emphasized in 4-HYouth Development (see checklist on next page):
1. Developing one’s self through feelingsof acceptance by others and success inhandling increasingly difficult challenges.4-H’ers achieve self-confidence as theysuccessfully lead, share their feelings andideas with others, accomplish goals theyset for themselves, and receive positivereinforcement.
2. Learning to make decisions throughknowledge, skills and values in identifying,defining, and analyzing problems, and thenselecting from alternative solutions. 4-Hmembers develop and practice decision-making skills as they set goals for their clubor group, participate in well-planned projectjudging programs, consider alternatives inproject selection, and become involved inbusiness meetings.
3. Developing an inquiring mind throughmental stimulation, curiosity, andenthusiasm for finding out about the worldand its people. 4-H’ers develop inquiringminds as they explore projects, meet newfriends, prepare presentations, and helpplan and participate in field trips, hikes,and tours.
4. Relating to others through communicatinginformation and feelings, respectingdifferences among others, and dealing withconflict. 4-H’ers learn communication skillsthrough presentations; they develop andpractice democratic problem solving as theywork with others on group projects, exerciseleadership, and participate in intensive,small-group activities.
5. Developing concern for one’s communitythrough relating to social issues, respondingto community concerns, and applyingdemocratic practices in problem solving.4-H’ers become better citizens by helpingothers solve community issues.
UNDERSTANDING YOUTH
Helping youth become capable, contributing, and caring members of a global society isan exciting task. In order to do this, you need to know about life skills, how to understandboys and girls at different ages and stages, how to work with vulnerable youth, and variousteaching methods.
WHAT ARE LIFE SKILLS?WHAT ARE LIFE SKILLS?WHAT ARE LIFE SKILLS?WHAT ARE LIFE SKILLS?WHAT ARE LIFE SKILLS?
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DEVELOPING LIFE SKILLS DEVELOPING LIFE SKILLS DEVELOPING LIFE SKILLS DEVELOPING LIFE SKILLS DEVELOPING LIFE SKILLS CHECKLISTCHECKLISTCHECKLISTCHECKLISTCHECKLISTUse this checklist to be sure life skills are considered in projects. Before a meeting, determine
which life skills will be developed. After a meeting, check life skills that were emphasized.
LIFE SKILLS Meeting
Developing One’s Self 1 2 3 4 5 6 7
Gaining acceptance by others
Taking on a new challenge
Demonstrating leadership
Sharing feelings
Setting and accomplishing goalsReceiving positive reinforcement
Learning to Make Decisions
Identifying and defining problems
Analyzing problems
Considering options
Solving problems
Working on a project
Exploring career opportunities
Developing an Inquiring Mind
Learning by doing
Locating resources
Using resources
Asking questionsAcquiring knowledge
Sharing ideas with others
Exploring one idea at a time
Relating to Others
Communicating information and feelings
Respecting differences
Dealing with conflict
Developing Concern for Community
Applying democratic principles
Relating to social issuesResponding to community concerns
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UNDERSTANDINGUNDERSTANDINGUNDERSTANDINGUNDERSTANDINGUNDERSTANDINGBOYS AND GIRLSBOYS AND GIRLSBOYS AND GIRLSBOYS AND GIRLSBOYS AND GIRLS
The 4-H Youth Development programexists to develop individual members. 4-Hleaders have successfully achieved this becausethey understand boys and girls and fit the 4-Hprogram to their members’ needs and interests.
Basic Needs
All boys and girls share basic needs thatyou can help them meet:
• They want to belong. Belonging helpschildren grow. Part of their feeling ofpersonal worth is gained from the valuethat others place on them.
• They want to achieve. Children needtasks that are challenging, but within theirreach. They also need to know that theirefforts are worthwhile and appreciated.
• They want to become independent.This can be troublesome, but is a sign ofgrowing up. Boys and girls need a chanceto learn to make decisions.
• They want experience and adventure.New friends, new ideas, and newresponsibilities are important.
• They want affection. All of us need toknow that we are wanted and loved inspite of our shortcomings.
CHARACTERISTICS AND NEEDS OF BOYS AND GIRLSCHARACTERISTICS AND NEEDS OF BOYS AND GIRLSCHARACTERISTICS AND NEEDS OF BOYS AND GIRLSCHARACTERISTICS AND NEEDS OF BOYS AND GIRLSCHARACTERISTICS AND NEEDS OF BOYS AND GIRLS
Think about your young people as you read this section. Plan meetings and projects based onthese guidelines.
PRIMARY MEMBERS—K–2nd Grades (5–8 years old)
Characteristics
• Slow, steady growth
• Mastering physical skills
• More interested in process than product
• Learning to sort things into categories
• May have several “best” friends
• Boys and girls may enjoy playingtogether
• Wrapped up in self
• Likes to play games, but not ready toaccept losing
Needs• To experience a variety of activities
and games
• To move from dependence on parentsto dependence on another adult
• To feel accepted by peers
• To experience adult approval; notconfident enough yet to set ownstandards
• To learn how to be friends
• To learn coping skills
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JUNIOR MEMBERS—3rd–5th Grades (9–12 years old)
Characteristics
• Short interest span
• Very active
• Rather steady physical growth,with girls showing some growth spurts
• Rapid development of physical skills
• Likes to belong to groups, prefers ownsex
• Gets along well with adults
Needs
• To feel a part of a group
• To develop ability and confidence inphysical skills
• To feel useful and help others
• To become more adventuresome andtry new things
• To accept their own bodies; girls,especially, will begin to changephysically
INTERMEDIATE MEMBERS—6th–8th Grades (12–14 years old)
Characteristics
• Wants to be independent
• Worries a lot about school,popularity, money
• Goes from enthusiastic cooperationto withdrawn and secretive behavior
• Rapid physical growth
• Becomes interested in sex
• Undertakes many things, needsto be guided
• Has strong group loyalties
Needs
• To have friends of both sexes
• To make some decisions
• To develop some of own values
• To develop skill and ability to activelyuse bodies and minds
• To feel valued by others
• To understand changing bodies anddevelop positive attitudes toward sex
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SENIOR MEMBERS—9th–12th Grades (14–19 years old)
Characteristics
• Moves from a spirit of independenceto a true sense of independence
• Completes physical growth
• Becomes more of an individual
• Has great interest in sex and dating
• Spends increasing amounts of timeaway from home
• Makes important choices and decisionssuch as vocation, use of leisure time,personal behavior
• Selects and masters skills of interest
Needs
• To perfect skills and abilities
• To have responsibility and developthe ability to make decisions
• To accept their bodies and feel thatthey are attractive
• To develop a working partnershipwith adults
• To work out standards by which todirect their lives
• To become more closely involvedwith other people
• To widen areas of concern
• To develop confidence in the abilityto become adult
Ask your county extension office for additional resources.
VULNERABLE YOUTHVULNERABLE YOUTHVULNERABLE YOUTHVULNERABLE YOUTHVULNERABLE YOUTH
Many people feel that all children are “atrisk” because of the complex social forcesaffecting our society. As a significant adult inchildren’s lives, you can help them becomegood citizens. Four major factors necessaryfor the development of capable young peoplehave been identified that often are missing fromour culture:
• Networks• Meaningful roles• On-the-job training• Parenting resources
Through 4-H Youth Development you canhelp restore these vital missing pieces.
Networks are formed among youth, amongyouth and adults, and among adults throughparticipation in 4-H meetings, activities, andevents.
Many youth today grow up in familiesand communities without any significant roleto play. They just don’t seem needed until theybecome adults. Research indicates that a pri-mary cause of decline in motivation, discipline,and achievement is this perceived lack of needor value. We must treat youth as contributorsand assets rather than passive objects to be done
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for or to. As 4-H leaders, listen to members,take them seriously, and treat them withrespect. This will help restore the dialogueand collaboration necessary to link youthwith larger society.
On-the-job training with hands-oninvolvement has been the cornerstone of4-H Youth Development. It is important foryouth to have this opportunity because thatis how they learn patience, personal initiative,hard work, and deferred gratification. If theydon’t learn about real life in this way, theymay think that real life is what they seeon television.
Learning by doing is one of the primaryreasons why the 4-H Youth Developmentprogram is successful in informal education.If you think you are helping by doing children’swork for them, remember that the best wayto destroy self-esteem and a sense of worthin young people is to do too much for them.This robs them of a sense of personal capability.The greatest gift of all is to help them gaincontrol of their own lives.
Seldom do parents today have the extendedfamily of grandparents, aunts, and uncles closeto give support and advice when needed. In fact,many children have only one parent to handlethe seemingly awesome task of parenting. 4-Hleaders become parenting resources, both tothe child and the child’s parent(s).
WORKING WITH YOUTH
GROUP/TEAM BUGROUP/TEAM BUGROUP/TEAM BUGROUP/TEAM BUGROUP/TEAM BUILDINGILDINGILDINGILDINGILDING
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4-H helps youth exercise their people skills.Do not assume that, by putting groups of youthtogether, they will automatically learn tointeract. They need some kind of structureto tell them whether or not their interactingskills are working.
Plan some time during each meeting formembers to talk with each other about specifictopics. Research shows that youth perceivemeetings to be successful or unsuccessful indirect proportion to how often they speakduring meetings. In general, members musthave a chance to talk at least six times during ameeting to feel good about that meeting. Inorder to participate this much, a certain level oftrust must develop within the group. People arenot eager to share information about themselvesuntil they are certain that the information will
not be used to their disadvantage. In otherwords, if members do not trust one another,they will be very guarded about what they say.
When a group forms, group building andtrust building must take place. If a new personis added to a group, it becomes a new group. Ifone person is missing from a group, it becomesa new group.
1. At the beginning of each meeting, havesome kind of quick, group-building,get-acquainted activity. Those few minuteshelp the group become established and willmake the rest of the time more productive.A side benefit of the group interaction isincreased self-confidence of individualmembers as they find themselves in closerelationships with others.
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2. Seating arrangements contribute to interac-tion. Putting members in a circle guaranteesthat verbal or nonverbal interaction willoccur. After a few weeks of sitting in a circleand making some eye contact, even a shyperson will be more likely to speak up.
3. If your group is large, break it into smallgroups of eight or ten people so thateveryone will have an opportunity to talk.
4. Establish rules for meeting and talkingtogether at the first meeting and reviewthem briefly for the next two or threemeetings. Every member of the groupmust agree that the rules would behelpful. If someone monopolizes theconversation or calls attention tohimself/herself, use exercises thathelp members remember to speakone at a time.
GROUP DECISION MAKINGGROUP DECISION MAKINGGROUP DECISION MAKINGGROUP DECISION MAKINGGROUP DECISION MAKING
Today there are more opportunities foryouth in terms of activities and careers thanever before. More opportunities mean morechances for finding personal satisfaction.Decision making becomes more difficult withincreased options. 4-H Youth Developmenthelps young people experience and developskills in group goal setting and decisionmaking. Over a period of time, these groupskills will become fine-tuned and individualswill find that they are effective leaders.
These steps may be useful whenever yourmembers need to make a decision.
Steps in Decision Making
1. Define problem/situation. Think aboutwhat is important; what is valued.
2. Determine goals based upon these values.
3. List all possibilities or alternatives toreach this goal.
4. Determine what might happen foreach alternative.
5. Determine the probability of theseoutcomes occurring.
6. Decide if the goal is worth the risk.
7. Choose activity/solve problem.
8. Do activity.
9. Measure how closely your desiredoutcome matched your actual outcome.
10. Evaluate why things turned out the waythey did. Do changes need to be made?Would you do the same thing the nexttime?
Use what you learned through decision makingto choose the next steps toward reaching aspecific goal or toward setting new goals.
DISCUSSIONSDISCUSSIONSDISCUSSIONSDISCUSSIONSDISCUSSIONS
Learning to express one’s thoughts in publicis an important step in learning to think moreclearly. It is equally important to learn to listenwhile others are talking. Learning to speak outand listen are important group skills. Meetingsshould provide opportunities for members topractice both of these skills.
Guides for Effective Discussions
1. Use a group of 6–8 people so that every-one has an opportunity to speak.
2. Select a topic the group is interested in,e.g., party, community service, etc.
3. Seat the group comfortably and informallyin a circle.
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4. Keep the group on the topic.
5. Help everyone participate by setting upgroup discussion guidelines everyoneagrees to use.
6. Provide resource people or information tohelp the group discuss the topic.
7. Record the important points reachedduring the discussion.
GOAL SETTINGGOAL SETTINGGOAL SETTINGGOAL SETTINGGOAL SETTING
Individual
As a group becomes more at ease, memberscan begin to identify personal and group goals.The purpose of the group is to help eachindividual reach his or her goals. So, start withpersonal goals. You may interview each memberor have members interview each other. Helpingindividual members state their goals can be achallenge. You can help by asking, “What aresome things you would like to be able to do inthis group at the end of the year that you can’tdo now?” People are more motivated whenthey identify personal goals and assumeresponsibility for accomplishing them.
Group
Members, parents, and leaders have ideasabout what they would like to accomplish as agroup. You must help the group identify theseexpectations and funnel them into agreed-uponactivities. Let the group decide!
Since it might be difficult for beginningmembers to decide what they want to do, somegoals that might “prime the pump” are:
• Get to know more about each person inthe group.
• Increase what we know about . . .(nutrition, recreation, safety,grooming, etc.).
• Provide a service to our community.
• Learn something more aboutour community.
• Help each person in our group feel goodabout himself/herself.
• Listen better to one another.
Concentrate on just enough goals so that it’sa challenge to reach them, but not impossible.
Guides for Effective Group Goal Setting
1. Prepare the group in advance throughdiscussions and group-building activities.Members must know one another wellenough to trust each other.
2. Introduce the topic for decision clearlyso all members of the group understandthe task.
3. Break large groups into small groups of6–8 to gather ideas. Ask one person fromeach small group to report ideas to thetotal group.
4. From all the ideas generated, helpmembers select those upon which theymost agree.
5. Help the group identify what they must doto accomplish their goals and to recruitvolunteers from the group to carry outthose tasks.
6. Involve all members of the group indetermining the activities that the groupwill pursue during the year and recordthose activities.
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4-H TEACHING PHILOSOPHY
4-H Youth Development emphasizes “experiential learning,” that is, learning throughexperiencing, learning by doing. The success of this method depends on your ability as guideand the ability of the learners to apply their knowledge and experiences to other situations.
EXPERIENTIAL LEARNINGEXPERIENTIAL LEARNINGEXPERIENTIAL LEARNINGEXPERIENTIAL LEARNINGEXPERIENTIAL LEARNING
4-H Youth Development helps memberslearn by exploring, by doing, and by receivingfeedback. The 4-H’er:
• learns individually when trying out newknowledge in real-life settings;
• learns cooperatively by having funwhile learning;
• learns competitively when work iscompared and evaluated by acceptedstandards.
Some basic principles apply to all learningsituations:
• People learn best in an atmosphere ofWARMTH AND ACCEPTANCE.
• Youth must have clear,SELF-DETERMINED GOALS.
• Each youth will haveDIFFERENT ABILITIES. The samelearning method will not be equallysuccessful with all members.
• Adequate learning requiresMOTIVATION. Self-motivation comesfrom basic needs, personal preferences,and feelings of self-worth and belonging.External motivation, on the other hand,is usually based on incentives andawards received.
• Youth must ACTIVELY SELECTAND CARRY OUT the learningactivities.
• SELF-EVALUATION is the mostmeaningful kind of evaluation.
The Experiential Learning Model consists ofthree steps: do, reflect, apply. First ask yourself,“What do I want the members to learn?” Inexperiential learning, there are three possibleoutcomes:
1. Specific Skills/Knowledge outcome (i.e.,how to ride a bike, how to tie a shoe, howto swim)
2. Social/Emotional outcome (i.e., makingdecisions, communicating, developing self-confidence, solving problems)
3. Moral/Ethical outcome (i.e., valuesclarification, citizenship, socialresponsibility)
A specific experiential learning activity mayhave only one outcome identified, any two, orall three. Identify your desired outcome(s)before you begin planning the actual activity togive your activity a focus.
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Three Steps in the ExperientialLearning Model
1. DO/EXPLORE: This is the actual doingpart of an activity—throwing a ball, makinga puppet, feeding a pet, playing a game.This first step is not the most important inthis model. Too often, leaders in a teachingrole devote most of their energies toplanning a creative learning experience,but fail to devote enough time and energyto the remaining two steps. Take time tocover all three steps thoroughly whenyou teach.
2. REFLECT: Have your 4-H kids share theirobservations, experiences, and feelings.Your role as teacher is to draw outinformation from the kids. Ask themquestions like: “Tell me what you did.What happened in your group or to you?
What were you thinking and feeling duringthe activity? What was new or different inthis activity?” Then have the membersidentify common patterns of behavior;things that they have noticed or experiencedbefore. For example, you might ask: “Whathappened in this activity that’s like thingsyou’ve noticed or done at home or school?How was today’s activity like things you’vedone before?” or “How was today’s activitydifferent from things you’ve done before?”
3. APPLY: Ask the kids how what they did,saw, or learned can be used in otherplaces—at home or school, with friendsor family.
Good questions to use here are: “What didyou learn today that can help you or that youcan use in school, at home, or with yourfamily?” or “What difference can what youlearned make at home, school, 4-H, orother places?”
The best way to be sure that the membersunderstand and can use what they learned isthrough planned application. Have themembers share how they will use the newinformation and then record it. You maywrite it down for everyone to see or thechildren can draw pictures of what they planto do. Check a week or day later to see ifthey accomplished their goals. You canstrengthen your members’ individualcommitments by having them record theirplans for how they will use what theylearned.
Using this model you can turn anyexperience, good or bad, into a learningexperience. It’s a process every leader,parent, teacher, or friend needs to know.
For more information on the experiential model, refer to Unit 6, The Learning Process, ofthe Training Trainers to Teach (T3) Program, available in your county extension office.
Do/Explore
ReflectApply
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4. Measure together what was learned,made, or done. Evaluation is a positiveelement in 4-H Youth Development as longas youth realize it applies to the skills theyare learning and not to their worth as people.If evaluation is done well, it can help youngpeople see what they have accomplished.Evaluation can be done by the child, bypeers, or by an objective evaluator. Youngpeople must be able to measure the progressthey have made.
5. Celebrate together the experiences,successes, and feelings. Celebratingcompletes the learning experience. It doesnot have to be dramatic or time-consuming.It can be done five minutes before the end ofthe meeting, just to say in some way, “Thisis what we did today,”or it can be a bigparty planned to culminate a long-termactivity. No matter what form you use,celebrating says, “I feel good about whatI have done. My friends are happy. What agreat way to spend my time.”
STEPS TO SUCCESSFULSTEPS TO SUCCESSFULSTEPS TO SUCCESSFULSTEPS TO SUCCESSFULSTEPS TO SUCCESSFULLEARNINGLEARNINGLEARNINGLEARNINGLEARNING
In summary, your major challenge is to helpyoung people and their families achieve thegoals they set for themselves; to measure theprogress they’ve made; and to celebrate thepride of their accomplishments. Considerthese ideas:
1. Get together to know one another.Plan some type of group-building ortrust-building activity for each meeting.
2. Decide together what to learn, make,or do. Have members, parents, and adultvolunteers set goals for things they wouldlike to do and accomplish in 4-H.
3. Work together to learn, make, or do.4-H Youth Development offers a widevariety of projects, meetings, and events tohelp youth and adults accomplish the goalsthey set for themselves.
1 . GET TOGETHER
2 . DECIDE TOGETHER
3 . WORK TOGETHER
4 . M E A S U R E TO G E T H E R
5 . CELEBRATE TOGETHER
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LEADERSHIP STYLESLEADERSHIP STYLESLEADERSHIP STYLESLEADERSHIP STYLESLEADERSHIP STYLES
When you encourage youth by providing for “hands-on” learning, you may use a varietyof leadership styles. In the following illustrations, the shaded figure represents the leader andthe light figures represent the members.
Leader-Out-In-Front Group
You are out in front, pulling the groupbehind. You speak of “my group,” which maymake it appear to others that the group belongsto you. Planned programs reflect your wishes.
Hands-Off Group
You sit back, make no decisions for thegroup, and force the group and the individualsto chart their own course. You permit good aswell as bad decisions, plans, and programs todevelop. Strong clubs get stronger under thistype of leadership. Weak clubs may fall apart.
Us-And-Our Group
You know the individual members well andare interested in them and in what they do. Thegroup belongs to all the youth. You say, “Let’sgo! Let’s find out! How shall we test this?” Youtake an active part in group affairs, but do notcontrol them.
Leader-Alongside Group
You move along beside the group and withit. You watch the progress, offer suggestions,and actively help do the work. You are genu-inely interested and enjoy being a leader, but donot have a feeling of owning the group. You seethat the job is done.
Which Style of Leadership Is Right?
No one style is the “right” one. The trick is to find the one that works best for you and yourgroup. You’ll probably find yourself most comfortable and the members happiest in one of thefour styles of leadership. However, as interests and experiences change, the appropriate leadershipstyle may also change. Be flexible. Choose the right style of leadership for the group and situation.
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TEACHING TECHNIQUESTEACHING TECHNIQUESTEACHING TECHNIQUESTEACHING TECHNIQUESTEACHING TECHNIQUES
The teaching techniques that follow are only suggestions. Feel free to choose those best-suited to your kids.
You may use these techniques with or without a formal project. Most boys and girls willwant to choose an organized project, such as gardening, plan it and carry it out. (All 4-Hprojects are listed in EM2778, 4-H Projects and Publications.) However, some youth,particularly older ones, will prefer self-determined projects. (See EM2957, Working with4-H Members in Self-Determined Projects.)
ACTUAL EXPERIENCEACTUAL EXPERIENCEACTUAL EXPERIENCEACTUAL EXPERIENCEACTUAL EXPERIENCE(4-H PROJECTS)(4-H PROJECTS)(4-H PROJECTS)(4-H PROJECTS)(4-H PROJECTS)
Learning by doing is important. Memberscan gain hands-on experience with their projectsat meetings, at home, at workshops, and clinics,shows, and fairs. 4-H members learn the mostwhen they do the work themselves.
WORKING WITH MODELSWORKING WITH MODELSWORKING WITH MODELSWORKING WITH MODELSWORKING WITH MODELS
Members can learn by doing by usingmodels. We retain about 10% of what we hear,50% of what we see, and 90% of what we do.These numbers show why it is important towork with real items or with models.
4-H patterns to make stuffed, cloth animalmodels are available through your countyextension office for the following animals:lamb, rabbit, horse, dairy goat, chicken, pig,and calf. You may want to ask clothing andtextile advisors or members in the 4-H clothingprogram to make these models.
Food models are available from the DairyCouncil. You or your members could also makemodels for other projects.
Members may enjoy making their ownmodels such as dioramas. Models work well inscience projects.
Teaching MethodsCone of Experience
Actual experience (4-H projects)
Working with models
Judging/Role playing
Discussion
Demonstrations
Field trips/Tours
Exhibits/Displays
Television, Movies,& Filmstrips
Radio RecordingsStill Pictures
Illustrated talksCharts, Graphs,Posters, Maps
Talks,PrintedMatter
LearnMost
LearnLeast
• Doing
• Seeing
• Listening
Effectiveness of learning increases as one movesup the cone.
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JUDGING/ROLEPLAYINGJUDGING/ROLEPLAYINGJUDGING/ROLEPLAYINGJUDGING/ROLEPLAYINGJUDGING/ROLEPLAYING
You may use judging to help young peoplesee differences and similarities. Judging isdecision making. It can be applied to any area,whether the subject is what constitutes a goodmuffin or a good lamb. (See EM4647, LearningThrough 4-H Judging.)
Members often enjoy role playing in orderto learn about themselves or others. Encouragethe kids to write plays to act out and perform.
DISCUSSIONDISCUSSIONDISCUSSIONDISCUSSIONDISCUSSION
Boys and girls need to discuss their ideasand feelings with others. They value knowingwhat their friends and interested adults thinkabout various subjects. 4-H discussion groupsallow members to test their ideas, answer theirquestions, and work out solutions to theirproblems.
Keep discussion groups small. Discussionsshould expose members to a variety of viewsand give everyone a chance to participate.
DEMONSTRATIONS/PUBLICDEMONSTRATIONS/PUBLICDEMONSTRATIONS/PUBLICDEMONSTRATIONS/PUBLICDEMONSTRATIONS/PUBLICPRESENTATIONSPRESENTATIONSPRESENTATIONSPRESENTATIONSPRESENTATIONS
Demonstrations and illustrated talks can beused by you and/or by members to show othershow to do something. Members who givedemonstrations not only teach others, butalso learn.
Encourage each youngster to give apresentation. Help 4-H’ers select a subject eachcan handle with ease, such as showing how tothread a needle or set out a plant. These aresimple tasks which even the youngest memberscan talk about or do. Later they can advance tomore complex presentations, such as planningthe color scheme for a room or how torehabilitate a stream. (See EM4616, How ToGive a 4-H Demonstration.)
FIELD TRIPS/TOURSFIELD TRIPS/TOURSFIELD TRIPS/TOURSFIELD TRIPS/TOURSFIELD TRIPS/TOURS
Boys and girls like to go places and seethings. A visit to a 4-H member’s home, forexample, can be quite a boost to the memberand the family. Everyone gets the chance tocompare methods and gauge progress. Themember can discuss experiences, display work,or even give a demonstration.
4-H’ers can also tour businesses relatedto their projects, like bakeries, stockyards,and electric plants. Or, if they’re studyingcitizenship, much can be gained from a visitto the county courthouse, local newspaper, orfire department. Tours should always includegroup discussion time.
EXHIBITS/DISPLAYSEXHIBITS/DISPLAYSEXHIBITS/DISPLAYSEXHIBITS/DISPLAYSEXHIBITS/DISPLAYS
The results of 4-H work are often exhibitedat 4-H meetings and programs, shows, fairs,and other public places. Good exhibits stimulatea desire to try new things and adopt newpractices.
Exhibits are of two types. Either theydisplay items members have made in the4-H project group, or they present processesor ideas. How can 4-H’ers display an idea?If they are studying electricity, for example,they could exhibit how to build a study lamp.(See EM 4573, 4-H Educational DisplayGuidelines, and EM4841, 4-H Foods andNutrition Exhibit Guidelines.)
A variety of shows and fairs are available:the community fair, the county fair, the juniorshow, and, for those chosen, the state 4-H fair.View the fair as an opportunity to help youngpeople show others what they have learned.
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yardstick or their peers’, not by adult standards.Also, as children mature they become morecapable of facing competition. A sensitive orless able child can be harmed by competitionthat is too keen. A child fearful of not doing wellmay withdraw. Avoid too muchcompetitive stress.
Washington State 4-H/Youth Policy statesthat members must be in the 3rd grade or higherand have reached at least their 8th birthdaybefore January 1 of the current 4-H year to beeligible for competitive situations. (SeeEM0758, Washington State 4-H/Youth Policy.)Use recognition only to encourage children tocreate and produce. Do not attach children’sworth as human beings to their success, failure,or competence. Encourage them to seeksatisfaction in the work itself. Recognize thegroup rather than individuals whenever youcan to foster cooperation.
ACHIEVEMENT PROGRAMSACHIEVEMENT PROGRAMSACHIEVEMENT PROGRAMSACHIEVEMENT PROGRAMSACHIEVEMENT PROGRAMS
Members can also exhibit, demonstrate theirskills, and tell about their 4-H experiences attheir own 4-H achievement program. If you andthe members decide to hold such a program, thefall is a good time. The program can help form amore complete picture of 4-H for new membersand parents, and recognize other members fortheir efforts.
Some counties have area- or county-wideachievement programs. Outstanding 4-H’ersmay be recognized for their achievements atcounty, state, and national levels.
4-H EVENTS4-H EVENTS4-H EVENTS4-H EVENTS4-H EVENTS
Club/group, project, or activity programs oftenculminate in events. We have already discussedevents such as fairs, shows, achievement nights,tours, and demonstrations. The following is a listof other popular events not yet mentioned. Checkwith your extension agent for availability orcurrent status of events in your area.
OTHER TEACHING METHODSOTHER TEACHING METHODSOTHER TEACHING METHODSOTHER TEACHING METHODSOTHER TEACHING METHODS
The last four categories on the cone ofexperience are useful at times, but use theothers more often:
• Television, movies, and filmstrips• Radio, recordings, still pictures• Illustrated talks, charts, graphs, posters, maps• Talks, printed matter
RECORD KEEPINGRECORD KEEPINGRECORD KEEPINGRECORD KEEPINGRECORD KEEPING
4-H record books help youngsters get theirplans on paper and measure their progresstoward their goals. Older boys and girls willbe able to see the value of record keeping.However, record books are not appropriatefor primary members, unless alternativeapproaches are used, e.g., picture drawing,use of stars or stickers.
RECOGNITION, AWARDS,RECOGNITION, AWARDS,RECOGNITION, AWARDS,RECOGNITION, AWARDS,RECOGNITION, AWARDS,AND COMPETITIONAND COMPETITIONAND COMPETITIONAND COMPETITIONAND COMPETITION
Recognition, awards, and competitioninfluence young people strongly. How theyare used determines their value.
Recognizing an individual or groupaccomplishment is acknowledging it. Therecognition may be as public as a name in thenewspaper or as private as a pat on the back.Each individual should receive recognition forhis or her work. Do not base recognition solelyon competition.
Competition is measuring one’saccomplishments against private or publicstandards, or against one’s own or others’achievements. Contests are regulatedcompetitions. Recognizing young people’sefforts calls for flexibility and variety. Suitthe standards for achievement and the form ofrecognition and competition to the age, abilities,and resources of 4-H members. Young children,for example, prefer to be measured by their own
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• Know Your Government Conference;delegates study themes related to thegovernmental process
• State forums or conferences for teensand volunteers
• National 4-H Congress or Conference
• National 4-H Week, held in earlyOctober—its purpose is to draw publicattention to 4-H
• Camps
• Share-the-Fun Nights
• Fashion Revue
• Project Activities Day
• Teen Events—held by most districtsin the fall
• Quiz Bowls
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OTHER CLUB/GROUP ACTIVITIESOTHER CLUB/GROUP ACTIVITIESOTHER CLUB/GROUP ACTIVITIESOTHER CLUB/GROUP ACTIVITIESOTHER CLUB/GROUP ACTIVITIES
4-H activities can also include citizenship programs, membership drives, parents’ nights, andspecial parties.
Two other activities that your group may want to consider are discussed below. The depth ofinvolvement might depend on the age of the members.
Community Service
Many groups undertake activities of value toothers. They ask themselves what their commu-nity needs and what they as a group might do.They make sure all members share in the plan-ning and decision making as well as the work.The results are often impressive. 4-H membershave cleaned trash from roadsides, collectedbooks for underprivileged groups, and can-vassed their neighborhoods for such things asthe cancer drive. (See EM4587, CommunityPride: Chairman’s Guide.)
Cross-cultural Activities
4-H Youth Development programs are in all50 states and in over 75 countries around theworld. This provides unlimited opportunities for4-H members to learn about different culturesand to contribute to national and internationalunderstanding. 4-H’ers can adopt a sister club orpen pal, visit another state, study other coun-tries, send money to youth groups in developingcountries, or participate in such programs as theInternational 4-H Youth Exchange Program(IFYE), 4-H Japan Exchange Program, or 4-HIFYE Ambassador (summer travel).
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YOUTH AND ADULTS AS LEADERS
Leadership can be learned. 4-H Youth Development offers leadership training andopportunities for youth and adult volunteers. Be alert to and creative in your identification ofleadership. Listed events and activities are only some of the opportunities available. Look fornew ones within the 4-H Youth Development Program and with other agencies.
YOUTH OPPORTUNITIESYOUTH OPPORTUNITIESYOUTH OPPORTUNITIESYOUTH OPPORTUNITIESYOUTH OPPORTUNITIES
County Ambassadors are Senior youth(8th grade through 19 years old). They oftenrepresent 4-H Youth Development at county andstate events and activities. Their responsibilitiesvary by location and from year to year.
State Ambassadors are youth elected toplan and conduct certain leadership activitiesand to represent 4-H Youth Development at avariety of functions across the state. Nomineesmust be 15 years old and not over 18 as ofJanuary 1 of the current year, presentlyenrolled, and have completed at least one yearin 4-H. The election is held in the fall at districtteen events.
Advisory Committees or Task ForceGroups function at county and state levelsand offer opportunities for youth to giveinput to major programs or events.
Councils are encouraged to include teenrepresentation in their county 4-H organizations.
ADULT BENEFITS/ADULT BENEFITS/ADULT BENEFITS/ADULT BENEFITS/ADULT BENEFITS/OPPORTUNITIESOPPORTUNITIESOPPORTUNITIESOPPORTUNITIESOPPORTUNITIES
As a volunteer leader, you have theopportunity for personal improvement andtraining through special state, regional, county,or community workshops. You will also gainpersonal satisfaction by making a difference in
the lives of today’s youth. The respect andgratitude of members, their families, and thecommunity will build your self-esteem andself-confidence. You will acquire many lastingfriendships. Opportunities for increasinglyresponsible leadership roles are available as youprogress and wish to assume other duties. Theclub, county, and state extend recognition tovolunteers. Out-of-pocket expenses as well asmileage incurred during the performance of4-H business, are deductible from your incometax. Since 4-H Youth Development volunteersare working on behalf of Washington StateUniversity, they are covered by liability andaccident insurance.
County leader organizations promotequality within 4-H Youth Development, workto develop cooperative efforts within the county,and support the variety of educational eventsin each county. The members of these organiza-tions are all county leaders and volunteers.They are nonprofit organizations separate fromCooperative Extension.
County leader training is provided in anumber of ways: county leaders’ forums;educational sessions at leaders’ organizationalmeetings; trainings specific to a particularsubject matter, project area, or generalleadership; and workshops to provide newinformation, updated schedules, and research.
Training in project areas such as horse orwoodworking are offered at county, area, and state locations.
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Serving on Advisory Committees or TaskForces provides opportunities to share ideas,help plan and occasionally conduct educationalevents.
State 4-H Council is an annual meeting,usually held in October, to consider recommen-dations for the 4-H Youth DevelopmentProgram. Volunteers and extension personnelcan discuss concerns and be involved in thedecision making.
State 4-H Forum is an opportunity to shareideas and knowledge, learn about new projectsand materials, and develop friendships acrossthe state. Held each fall, these educationalconferences rotate to a different districteach year.
Western Regional Leaders’ Forum(WRLF) is a leader training opportunityemphasizing leadership skills, sharing ideas,and learning new skills to work with youth.A limited number of travel grants fundedprimarily through the National 4-H Council andthe Washington 4-H Foundation are awarded.Attendees are expected to share informationand skills learned with leaders back home.
Other opportunities include chaperoning/advising youth groups at state and nationalevents. National volunteer forums are providedin some subject matter areas. You must usuallyapply to participate. Watch your 4-H newsletterfor announcements and details.
4-H is legally required as a CooperativeExtension organization to reach all people,not just a select few or a certain group. Evenso, 4-H has not achieved diversity in mostprograms. Valuing diversity goes beyond justmeeting quotas and completing reports. It meansthat your community has been analyzed and thatvolunteers, 4-H’ers, and programs reflect thatpopulation and its needs.
Many times, 4-H volunteers only addressthe needs and populations they feel comfortablewith. We often fear people who are differentfrom us. We must reach beyond our comfortlevel and our fears and tackle the challenge todiversify. The 4-H Youth Development Programbelongs to everyone.
As a leader, you must have a strong sensethat including everyone is an important goal.Then you must get others to believe as you doand take the appropriate action.
FEELING COMFORTABLE WITH DIVERSITY
What is diversity? The United States Depart-ment of Agriculture defines diversity as thedifferences among people with respect to age,class, ethnicity, gender, physical and mentalability, race, sexual orientation, and spiritualpractices. How well does your youth grouprepresent these different categories? If you servea diverse population, look at how you areinvolving its members. If you do have a bal-anced, diverse group and are effectively work-ing with them, you might want to considerexpanding what you have.
4-H Youth Development must create anenvironment where human diversity is valuedand pluralism is achieved. This environmentwill encourage individuals to be themselves.They won’t have to conform to cultural prac-tices, norms, and values of the majority culturewithin the organization. Before 4-H can do this,it must represent ALL people in its youth mem-bership and volunteer leadership roles.
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To help you reach all the people in your community, the following resources are available from your county extension office:
Volunteer Management Vehicle #2: Valuing and Achieving Diversity in Volunteer Management,TAXI Curriculum.
Volunteer Management Vehicle #3: Self-Examination of Diversity, Attitudes and Values,TAXI Curriculum.
Volunteer Management Vehicle #4: Developing a Plan of Action for Increasing Diversity,TAXI Curriculum.
Multicultural Guide: Many Faces, One People, part of VOLT Curriculum.
Other Resources:
Managing Volunteer Diversity: A Rainbow of Opportunities. 108 pp., 3-ring notebook of workingwith diverse volunteers. Edited by Sue Vineyard and Steve McCurley, 1992 ($16.00).
Available from: Heritage Arts Publishing1807 Prairie AvenueDowners Grove, IL 60515Office: (708) 964-1194FAX: (708) 964-0841
Outreach to Culturally Diverse Audiences Through Communications and Networking.A workbook and reference manual, Cooperative Extension Service, University of MarylandSystem, C.S. Oliver, Director. Includes exercises on: diversity and outreach, communications,networking, envisioning your future, working with diverse audiences.
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RESOURCES
Invariably, the time will come when you need help, have a question, or simply want totalk about a specific situation concerning your 4-H group. You are not alone. Be creativewhen you ask for help; refrain from asking the same person every time. Look for new waysto accomplish a task, to teach a lesson. Try these resources.
4-H members are usually eager to help andavailable to work with you. They like to sharetheir experience and expertise. They canpractice leadership and teaching skills as wellas provide positive role models for other youth.
Parents can be one of your greatestresources. They can help plan programs, presenta topic, give leadership to a group of members,assist with an event or activity, serve as positiverole models, listen to a member who needs afriend, or act as your sounding board.
Other 4-H volunteers know the joys, hardwork, and challenges you face because they’vebeen there. Ask for help; don’t assume thatthey know you need assistance. Unasked, andtherefore unanswered, questions seem to be theones that cause the most trouble. Find a leaderwho shares your interests and ask him or her tobe your mentor.
County 4-H Youth Development personnelare willing and eager to help you succeed. Someof the ways your extension personnel can giveassistance are:
• Explain a particular component of 4-Hto you, prospective members and theirparents, or others in the community.
• Work with you to organize your club/group, especially if you are a new leader.
• Help you with the required paperworkand answer your questions.
• Visit with you about your club/group—how things are going, a specificproblem, the purposes of an activity.
• Develop county-wide activities andevents with a planning committee.
• Provide you with ideas and other detailsconcerning the county 4-H programthrough a regular newsletter, a county4-H calendar, the media, etc. Thenewsletter and calendar are probablyyour best sources of information. Readthe newsletter, save each issue as areference for what’s coming up, tips onworking with your club/group, anddeadlines for applications or contests.
• Provide leader training opportunities.
• Help you obtain teaching aids such asvisuals, videos, and program materials.Each county has a resource list.
Other 4-H groups are a resource. They canshare with your group through visits, workingtogether on a club or community project, ortaking a tour or field trip.
Leaders from other youth agencies facethe same challenges, constraints, and satisfactionsthat you do. Share ideas. Do an exchange; presenta program in which you are knowledgeable forthem in return for one they do for your group.
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Local resource people are plentiful. Manywell-trained, experienced people are willingto help on special occasions or for certainprograms. Newspaper journalists, civic leaders,farmers, livestock owners, teachers, counselors,homemakers, doctors, insurance agents,bankers, and volunteers in other extensionprograms are among those whose expertiseyou might use. All you have to do is ask.
Libraries are a good source of information.Ask a librarian for assistance or to presenta program. Does your library have videos,cassettes or records to loan or meetingrooms available?
National 4-H Council is a nonprofitorganization that raises funds to support4-H programming across the country.
The National 4-H Center, located in theWashington, D.C. metropolitan area, is aneducational facility on 12.5 acres. Manynational workshops, conferences, and forums
are held there. 4-H families are invited to usethe facilities while visiting Washington; roomsare available at reduced cost. Contact NationalCouncil at (301) 961-2840 for reservations.
The National 4-H Supply Service offersa wide variety of 4-H items for sale. Catalogsare mailed annually to club leaders and areavailable at the local extension office.
Letters to New Leaders is a videotapeseries available in most county extension of-fices. The topics covered by these tapes include:
• What is 4-H?
• Starting a Club
• Planning and Conducting Meetings
• Leadership and Teaching Techniques
• Opportunities for Members
• Opportunities for Leaders
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• maintain accurate club financialrecords,
• keep abreast of the local, county,regional, and state opportunitiesfor youths;
• encourage and motivate membersto learn and grow personally andteach them to evaluate theirown performances;
• involve parents when possible;
• involve members in planning;
• teach members to set goals;
• teach members to keep records oftheir achievements and progress;
• maintain communications with thecounty staff and other county groups.
4-H encourages family involvement.Some of your goals include:
• interpreting 4-H Youth Developmentto families of 4-H members;
• helping each family to feel a partof the group;
• communicating the need forvolunteer leaders;
• explaining the 4-H Youth DevelopmentProgram to the local community.
It is your responsibility to:
• seek membership for your club;
• submit enrollments to the countyoffice;
• order and distribute project materials;
• set regular meeting times alone orwith officers;
4-H CLUBS
YOUR ROLES AND RESPONSIBILITIESYOUR ROLES AND RESPONSIBILITIESYOUR ROLES AND RESPONSIBILITIESYOUR ROLES AND RESPONSIBILITIESYOUR ROLES AND RESPONSIBILITIES
TWO KINDS OF LEADERSTWO KINDS OF LEADERSTWO KINDS OF LEADERSTWO KINDS OF LEADERSTWO KINDS OF LEADERS
Volunteers are people who offer time and expertise without expecting or receiving pay.Youth and adults may serve as volunteers. Roles are as diverse as the needs require.
However, the two volunteer roles which are fairly well-defined are the club leader and projectleader. The club leader provides support, guidance, leadership, and direction to a 4-H club. Theproject, e.g., leader is a primary educator of skills and knowledge associated with a specific subjectmatter, gardening, public speaking, etc.
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PLANNING THE FIRSTPLANNING THE FIRSTPLANNING THE FIRSTPLANNING THE FIRSTPLANNING THE FIRSTMEETINGMEETINGMEETINGMEETINGMEETING
In planning the first meeting, give at leastone (and preferably two) week’s notice. Ifpossible, send special invitations and encourageparents to attend. Outline the first meetingcarefully. If 4-H is new to those you expect toattend, plan the meeting as an informationsession. Include participatory activities. Don’ttry to organize a business meeting for your firstsession. Make the program interesting and limitit to an hour and a half. The first meeting willset the tone for those that follow.
You can get supplies you need for thismeeting from your county extension office.Such supplies may include:EM2778, 4-H Projects and Publications;C0549, 4-H Member Enrollment; andC0550, 4-H Leader Enrollment.Experienced 4-H members and leaders maybe available to help you conduct it. If possible,recruit additional leaders at this meeting.
General Meeting Plan
After a committee has arrived early to checkphysical conditions (heat, ventilation, seating)and to greet newcomers and set themat ease:
• Open the meeting with a brief overviewof 4-H and its leadership roles andorganization.
• Discuss the 4-H project areas to beoffered, encouraging prospectivemembers to choose one suited to theirneeds and interests. Suggest that familiesdiscuss together the choice of a project.
• Pause for a question-and-answer session.
• Include a “hands-on” activity.
STARTING A CLUBSTARTING A CLUBSTARTING A CLUBSTARTING A CLUBSTARTING A CLUB
Visit your area extension office to helpdecide the best way to reach local youth.Training is required for some leader roles andprogram delivery methods, but may be optionalfor other volunteer positions. Training allowsyou to learn specific methods for teachinglife skills.
Informing the Community
New 4-H groups may be organized byextension personnel or volunteers. Beforestarting, you must set the stage in the localneighborhood or community. Inform peopleabout 4-H and arouse their interest. You mightarrange talks at community meetings or discusswith your local newspaper how to publicize4-H. Use your school newsletter. Ask localradio and TV channels and enlist the aid ofcommunity groups, school teachers, extensionagents, and other 4-H leaders in your promotion.Put posters in store windows and schools. Meetwith prospective members and their parents ata designated location.
Dues and Uniforms
4-H members are not required to pay duesor wear uniforms.
However, clubs and leaders councils mayassess fees for their local purposes (i.e.,insurance, publications, operating expenses,supplies, etc.). A 4-H group may decide to have a club T-shirt, jacket, scarf, etc.
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• Have prospective members indicatetheir desire to join. Stress the need forleaders in areas where interest hasbeen expressed.
• Encourage parents to commit to helpingtheir child with project work and theclub with selected activities.
• Decide the time and place of the nextmeeting.
• Close with songs, games, andrefreshments.
EM4754, 4-H Club Leaders’ Handbook,has more specifics on meeting planning andorganization.
PLANNING THE SECONDPLANNING THE SECONDPLANNING THE SECONDPLANNING THE SECONDPLANNING THE SECONDMEETINGMEETINGMEETINGMEETINGMEETING
The agenda of the second meeting followsnaturally from the first:
• Describe 4-H in more detail.
• Briefly discuss the 4-H symbols(emblem, colors, pledge, and motto).
• Introduce leaders and review projects.
• If members feel sufficiently well-acquainted, you might hold the electionof officers. Give each officer a copyof EM4721, Officer’s Handbook.Give the secretary a copy of C0240,4-H Secretary’s Book; the treasurer,C0231, 4-H Treasurer’s Book; thevice-president, C0227, 4-H Clubor Group Program Planning Book;and the reporter, EM4713, 4-H Reporter.
• Discuss club policies about dues,attendance, meeting times, etc.
• Appoint a representative committee ofofficers, leaders, members, and parentsto plan the year’s program.
Every club meeting should include somerecreation, especially if most members areyoung. You may need to plan such activitiesfor early arrivals. Active games are especiallywell-suited to the closing section of the meeting.
CLUB STRUCTURECLUB STRUCTURECLUB STRUCTURECLUB STRUCTURECLUB STRUCTURE
Clubs using the team approach to leadershipoften use two types of meetings: the general(business) 4-H meeting and the projectgroup meeting.
General Meeting
All 4-H members meet with a leader in ageneral meeting. Such meetings provide 4-Hactivities not directly related to a project.Schedule these meetings as needed.
The meeting should be well planned by theofficers, teen leaders, and adult leader(s).C0227, Club or Group Planning Book, is a goodorganizational guide. The adult leader(s) shouldbe involved only as necessary in demonstrationsand other educational programs.
Choose topics of interest to all for thegeneral meeting program. You may includepresentations, talks, panel discussions, slides,videos, guest speakers, judging, hands-onactivities, skill-a-thons, or quizzes as activities.
Project Meetings
The emphasis in project groups is learningby doing. At these meetings, adult and teenleaders, members, and outside resource peopleall help teach the project.
The members meet with a project leader towork on a specific project, such as photography.At this meeting, for example, the memberswould learn how to use a camera.
You may hold a project meeting after ageneral meeting or on another day.
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You may divide a large project group intosmall groups by skill or age level.
If project members are young, have a projectleader or teen leader for every four to fivemembers. Younger members usually need moretime and help. Schedule additional meetings forthem to complete their project.
PARENT COOPERATIONPARENT COOPERATIONPARENT COOPERATIONPARENT COOPERATIONPARENT COOPERATION
Parent support is vital to the 4-H YouthDevelopment program’s success. The best wayto involve parents is to let them know they havesomething important to contribute. Parents arebest suited to help their child choose and carryout a project, and children need parental supportand recognition.
Informed parents are more likely to becomeinvolved. Help involve them.
• Encourage them to attend 4-H meetings,workshops, and events. Let them knowwhat is expected and how they can help.
• Maintain personal contact with parents.
• Whenever possible, ask a parent forspecific help.
• Form parent committees at the outset tohelp with activities such as communityservice, social activities, transportation,membership drives, fund raisers,leader recruitment.
• Hold a parents’ night program.
Parents benefit as much as children from athriving 4-H program. They are usually happy tohelp a group that helps their child. (See C0958,How You Can Help Your Child in 4-H.)
PUBLICATIONSPUBLICATIONSPUBLICATIONSPUBLICATIONSPUBLICATIONS
4-H publications are a valuable teachingaid. EM2778, 4-H Projects and Publications,available from your extension office, listspublications you may order.
Order member publications from WSU inPullman using the order form in EM2778.
You may receive one free copy of eachpublication for projects in which you areenrolled. Free copies are available to projectleaders from the local extension office.
Audiovisual Aids
Inquire at your local extension office forvideos, films, slide sets, and other teachingresources. Commercial groups also often makeuseful teaching aids available to 4-H.
TIPS FROM EXPERIENCEDTIPS FROM EXPERIENCEDTIPS FROM EXPERIENCEDTIPS FROM EXPERIENCEDTIPS FROM EXPERIENCEDLEADERSLEADERSLEADERSLEADERSLEADERS
Successful 4-H volunteers provide thefollowing ideas to help make your role moreenjoyable:
• Share the leadership with other adult andteen volunteers.
• Don’t try to do everything yourself—delegate tasks to members, parents, andother volunteers.
• Do something different at eachmeeting—a change of routine sparks theinterest and enthusiasm of members andleaders alike.
• Use a variety of teaching methods.
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• Make use of community resourcesand leadership.
• Try something new—lead or createa different project, get involved inleadership at the county or state level,offer to chaperone a delegation on a trip.
• Explore opportunities for self-improvement—workshops, classes,clinics, libraries, etc.
• Have a potluck or other club social eventto kick off the year, to share progress onprojects, or to celebrate success.
SPECIAL INTEREST 4-HSPECIAL INTEREST 4-HSPECIAL INTEREST 4-HSPECIAL INTEREST 4-HSPECIAL INTEREST 4-H
Special interest 4-H groups learn about aspecific subject for a specified period of time.These groups may be short- or long-term, buttheir leaders are usually enrolled on a yearlybasis. Counties’ ideas vary about what specialinterest 4-H is. Most day camps and somesubject-specific resident camps are consideredspecial interest, i.e., horse camp. Horsebackriding programs for disabled riders, the Exten-sion Family Nutrition Education Program(EFNEP), and Challenge are other examples.
Sometimes grants are available to reimburseleaders and form special interest groups inlow-income housing units. An example of aspecial interest project could be teachingcooking and nutrition to non-English-speakingyouth while their parents attend classes thatteach English as a second language. 4-Hprograms presented to other youth groups,such as Scouts and Campfire, are alsoconsidered special interest 4-H.
4-H SCHOOL ENRICHMENT4-H SCHOOL ENRICHMENT4-H SCHOOL ENRICHMENT4-H SCHOOL ENRICHMENT4-H SCHOOL ENRICHMENT
4-H school enrichment is a program inwhich volunteers, teachers, or extensionpersonnel share their interests and knowledgewith school children in the classroom. 4-Hproject materials add a practical, hands-onapproach to classroom study.
4-H THROUGH OTHER DELIVERY MODES
4-H school enrichment differs from the clubdelivery method in that it is short-term andparticipants usually do not hold meetings or electofficers. A program might consist of one sessionor a series of sessions. A subject could be treatedin a one- or two-day workshop, or integrated intothe normal class routine for a week, a gradingperiod, or a semester. In some counties, studentsare encouraged to display or demonstrate theirprojects at fairs or community events.
Volunteers or extension personnel may planand teach sessions individually or withthe classroom teacher. Classroom teachersmay obtain 4-H materials from the localextension office.
SCHOOL-AGE CARE AND 4-HSCHOOL-AGE CARE AND 4-HSCHOOL-AGE CARE AND 4-HSCHOOL-AGE CARE AND 4-HSCHOOL-AGE CARE AND 4-H
School-age care (SAC) refers to the care ofschool-age children (ages 5–12) during timeswhen school is not in session. This may includebefore and after school on school days, schoolholidays, teacher conference days, and summervacations. School-age care programs haveactivities, environments, and equipmentappropriate for the ages and development ofthe children. These programs may be conductedsolely for school-age children or as part of a daycare program that enrolls other age groups. Theprograms may be located in schools, churches,private buildings, or family homes. They maybe profit or nonprofit businesses.
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The three most common ways 4-H can beinvolved in SAC are:
1. 4-H Curriculum. 4-H has providedappropriate curriculum for school-ageyouth for over 75 years. This includesproject materials, activities, and gamesin 50 subject matter areas, from nutritionto plant sciences to environmentalstewardship. 4-H curriculum alsoteaches basic life skills such ascommunication, leadership, anddecision making.
2. Training. The core of each qualityschool-age program is its well-trainedstaff. 4-H can provide training on thedevelopmental stages of school-agechildren, SAC program planning,appropriate group managementtechniques, food and nutrition,leadership skills, and soundbusiness management.
3. Volunteers. In some counties, WSUCooperative Extension providesvolunteers who can present programson such subjects as bread baking,gardening, small animals, crafts,and self-care.
Check with local county faculty or 4-Hprogram assistants for the services your countycan provide. Each county has specific policiesfor providing curriculum.
4-H CHALLENGE4-H CHALLENGE4-H CHALLENGE4-H CHALLENGE4-H CHALLENGE
In WSU Cooperative Extension’s 4-HChallenge program, youth develop a sense ofinner responsibility and trust in others by learninggoal setting, problem solving, and communicationskills.
4-H Challenge activities of bicycling,cross-county skiing, and “ropes” coursesenhance these skills. The portable Challengeunit (Ropes-in-a-Box), which is available inmany counties, can be set up in a playgroundor a classroom. Adult Challenge leaders arecertified in experiential education techniquesand closely monitor safety and appropriatestress levels during group activities.
4-H Challenge activities present a group ofyoung people with a physical challenge that isimpossible to solve alone. The youth mustdevelop a plan to solve the problem. This planis shared with the group leader. Then the grouptests their plan to achieve the goal and masterthe physical challenge. For example, a groupof hikers will decide how they will ascend a3,000-foot summit. Or, a group on the ropescourse may be challenged to get each teenmember over a 12-foot wall.
After the physical challenge is completed,the group talks about what they learned andtransfers these ideas to personal situations.For example, bicyclists, learning the value ofdrafting from one another, can transfer thisidea to a family problem that seemedunsolvable before.
OTHEROTHEROTHEROTHEROTHER
Some counties offer 4-H experiencesthrough parents working with their ownchildren. Some of these programs are namedIndependent 4-H, Lone Stars, or Family 4-H.
Other counties provide 4-H experiencesthrough county or regional day camps orresident camps. Camps may have a singlefocus, such as food and nutrition or horses,or offer a more general program.
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COOPERATIVE EXTENSION
Issued by Washington State University Cooperative Extension and the U.S. Department of Agriculture in furtherance of the Acts of May 8 and June 30, 1914. Cooperative Extension programs and policies are consistent with federal and state laws and regulations on nondiscrimination regarding race, sex, religion, age, color, creed, national or ethnic origin; physical,
mental or sensory disability; marital status, sexual orientation, and status as a Vietnam-era or disabled veteran. Evidence of noncompliance may be reported through your local Cooperative Extension office.
Reprinted December 2002. Subject code 896EM4872 Price code C
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Ages and Stages of Development
Scenarios with highlighted characteristics
Cloverbuds (5-8)
You are teaching a group of students about the importance of physical activity. You hand out a short worksheet for them to complete. Some of the students struggle holding the pencils and writing in the lines. Others have mastered how to hold the pencil (Small motor skills are
developing). While completing the worksheet two of the students get into an argument. They are over it and friends again very quickly. After completing the worksheet you design a short race for the students. As you prepare for the race the students become wiggly and bored (Short
attention Span). For the race they will need to go across the classroom and back once. During the race, one of the teachers stubs her toe on a chair. None of the students notice that someone may have gotten hurt however the other teacher or teachers do notice (self focused). All of the students complete the race and are very excited to be in each others company (large
motor skills are more developed). All of the students are eager to please the teachers and offer to help pass out the next activity. You ask them to return to their seats in order to begin the next activity. Juniors (9-11)
You are teaching a group of students about 4-H and all of the great opportunities available to them. As you tell them about what you do in 4-H they seem very fidgety and restless. Often times if feels that they are not even listening to you (Physical: Can’t sit still). You may also notice that the some of the girls are starting to mature and may be taller than the boys (Physical: Girls are starting to mature). When you ask the students what they do or might like to do in 4-H, you notice that a competition breaks out among the boys vs. girls as to who is interested in the most 4-H projects (Social: Girls and boys become competitive). One of the students refers to his older sibling and all of the great things that he does in 4-H (Social: they
admire teens). You divide the students into two groups for your next activity. You hand out 4 straws to one group and 5 straws to another group. One of the students notices the difference and states that it is not fair (Emotional: They want everything to be fair). You tell them that this is part of the activity and them the whole group is concerned that it is not fair. After a few moments the students quickly lose interest with the unfair straw distribution and are eager to play the game (Intellectual: Interests change quickly). You ask the students to balance a straw on their finger as they make their way back to their seats.
Intermediates (12-14)
You are teaching a group of students about gardening. The students that you are working with vary in development. You start talking to the students about all of the things that you like to grow in your own garden. Next you ask the students to share what they like to eat from a garden. You notice as soon as you start getting responses that one of the students is making fun of one of the boys for having a squeaky voice (Physical: many of the students are going
through puberty). Next you divide the class into two groups. You notice that they want to be in mixed gender groups with boys and girls. They are continuously talking and you find it difficult to get their attention (Social: Like being with mixed gender and discussing their own things). You hand out a napkin to each person and for some reason you missed one of the girls. As you start to move on to the next step the girl that got missed makes a huge fuss over being missed. You would think it might be the end of the world! (Emotional: Very sensitive). You quickly get her a napkin and the problem is resolved. The students see that you have glue and seeds on the front table and quickly start guessing what the project will be. One student quickly comes to the conclusion that they are going to be gluing seeds onto a napkin. You tell the students that they are correct and then you encourage them to take it a step further and ask what they could do with the napkin. After a few guesses the students quickly realize that napkins are biodegradable and you could plant the napkin another day (Intellectual: abstract thinkers,
problem solving and planning). 11
1 1 Adapted from: Croisar, S. & Wolfe, W. (2012). 4-H Choose Healthy Action Teen Program (CHAT) Facilitator Guide. Ithaca, NY: Cornell Cooperative Extension/
Edgar Dale, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969).
CONE OF LEARNING
WE TEND TO REMEMBER OUR LEVEL OF INVOLVEMENT
(developed and revised by Bruce Hyland from material by Edgar Dale)
DOING THE REAL THING
SIMULATING THE REAL EXPERIENCE
DOING A DRAMATIC PRESENTATION
GIVING A TALK
PARTICIPATING IN A DISCUSSION
SEEING IT DONE ON LOCATION
WATCHING A DEMONSTRATION
LOOKING AT AN EXHIBIT
WATCHING A MOVIE
LOOKING AT PICTURES
HEARING WORDS
READING
10% of what we read
20% of what we hear
30% of what we see
50% of what we hear and see
70% of what we say
90% of what we both say and do
Verbal Receiving
Visual Receiving
Receiving andParticipating
Doing
PASSIVE
ACTIVE
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Iowa State University“Targeting Life Skills Model”Patricia Hendricks, November 1996
4-H Life Skills
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4-H LEADERS’S CREED The following was found in the State 4-H newsletter, The 4-H Memo
I BELIEVE…
…The 4-h member is more important than the 4-H project.
…Learning how to do the project is more important than the project
itself
…4-H’ers should be their own best exhibits.
…No award is worth sacrificing the reputation of a member or a leader
…Competition should be given no more emphasis than other
fundamentals of 4-H work.
…Enthusiasm is caught, not taught.
…To learn by doing is fundamental in any sound educational program,
and is characteristic of the 4-H program.
…Generally speaking, there is more than one good way to do most
things.
…Every 4-H member and leader needs to be noticed, to feel important, to
win, and be praised.
…Our job as a leader is to teach 4-H members HOW to think, not WHAT
to think.
Source: Anonymous
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Volunteer Hours Reporting System
Volunteer Hours Reporting System
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Volunteer Hours Reporting System
Volunteer Hours Reporting System
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Volunteer Hours Reporting System
Volunteer Hours Reporting System
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Volunteer Hours Reporting System
Volunteer Hours Reporting System
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Volunteer Hours Reporting System