WASHINGTON STATE UNIVERSITY EXTENSION

Working with Youth

Thought for the day

“If a child isn’t interested, you can’t teach them; if

the child is interested, you can’t keep them from

learning”

~Anonymous wise teacher

WASHINGTON STATE UNIVERSITY EXTENSION

What this really means…

If they aren’t interested-YOU’VE got work to do!

Objectives

Gain an awareness of developmental stages of youth

Acquire strategies for use in teaching in a developmentally appropriate manner

Develop an ability to adjust curricular activities to address developmental needs

Gain an understanding that development is not always uniform and programming should pay particular attention to that

Learn the essential elements of 4-H

Full potential

Not WHAT we teach,

But HOW we teach it!

Not WHAT they learn,

But HOW they learn it!

This we know….

– Development is not uniform, so expect to see some variation in youth

– There is no skipping– Children should progress along

the continuum in our program

Taken from: Developmentally Appropriate Programming for School-Age Children by Carole L. Eller and Maureen T. Mulroy

WASHINGTON STATE UNIVERSITY EXTENSION

Let’s see where we’re

at Pre-test

Development

• Primary (5-7 years)• Junior (8-11)• Intermediate (12-14)• Senior (15+)

• Physical• Social• Emotional• Cognitive

Domains

Stages

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Developmentally Appropriate

=Age appropriate

+Individually appropriate

Primaries

• Slow, steady physical growth

little fine muscle coordination

needs a lot of movement• Interested in outside world

lots of best friends

all adults are parents

Primaries…

• Like playing school

like to practice over and over

sorting activities

• Acts out feelings

outbursts, then calm

can’t identify emotions

Junior

• Muscles begin to mature, using adult tools, puberty may begin

• Joins groups, likes field trips, same-sex peer group

Junior

• Beginning to think logically, can problem solve, “black and white”

• Need to feel accepted, uses name calling as anger/hurt response

Intermediate

• More adult-like activities, enjoy creating, puberty

• Effected by peer pressure, likes co-ed groups, no longer dependent on family

Intermediate

• Likes to research, reject adult solutions, almost ready to think abstractly

• Self-conscious, mood swings, wants independence yet craves dependence

Senior

• Concerned with body image, fully developed

• Dating, want adult roles, want to be recognized as an individual

Senior

• Able to function at higher level, becoming community conscious, increasing self-knowledge

• Developing individual identity, feelings of inadequacy and inferiority are evident

WASHINGTON STATE UNIVERSITY EXTENSION

• Use the chart of developmental characteristics of youth.

• Give at least 3 examples of appropriate activities for your assigned stage.• Explain why those activities are

well suited for that stage.

Now, let’s apply to our work

• Choose one current club activity• Review the activity for each of the

developmental stages• Modify the activity so that it

includes age appropriate activities for each stage

WASHINGTON STATE UNIVERSITY EXTENSION

Four Basic Needs of Youth

---to be accepted as they are---to experience success

---to solve problems---to contribute

Essential Elements of

Positive Youth

Development

BelongingMastery

IndependenceGenerosity

Pizza Activity

• What ingredients are included in a Positive youth program?

Eight critical pieces…

Belonging-Positive relationship with caring adult-Safe environment-Inclusive environment

Mastery-Engagement in Learning-Opportunity for Mastery

Independence-Opportunity to see oneself as an active participant of the future-Opportunity for self-determination

Generosity-Opportunity to value and practice service to others

What does it look like?

• Caring Adult• Inclusive Environment• Safe Environment• Engagement• Mastery• Futuristic viewpoint• Self-determination• Service/Generosity