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Youth Development
An ongoing process through which young people attempt to meet their needs and develop the competencies they perceive as necessary for survival and transition into adulthood
Positive Youth Development
Is positive and productive for both youth and their communities
Strengths of 4-H
Nationally recognized as an effective youth development organization
Has a strong local, county, state and national infrastructure
Provides outreach opportunities that support communities
Provides research-based curriculum
Strengths of 4-H (cont'd)
Staff are youth development professionals trained in adult education and youth programming and are accessible resources
Has a record of successful partnerships with other youth-serving organizations including youth programs within the military
4-H Historical Timeline
4-H begins Congress creates CES Expansion into
urban areas
First internationalexchange 4-H integrates
programs
1900 1920 1940 1960 1980
The Essential Elements of 4-H
BelongingA positive relationship with
a caring adultAn inclusive environmentA safe environment
MasteryEngagement in learningLearn new skills
IndependenceOpportunity to see oneself as
an active participant in the future
Opportunity for self-determination
GenerosityOpportunity to value and
practice service for others
Belonging
Research shows that it is important for youth to have opportunities for long-term consistent relationships with adults other than their parents.
Belonging may be the single most powerful positive ingredient we can add to the lives of children and youth.
Mastery
Includes the development of skills, knowledge, and attitudes followed by the competent demonstration of these skills and knowledge.
Settings that promote self-efficacy and mastery encourage youth to take risks, seek out challenges and focus on self-improvement rather than comparing themselves to peers.
Generosity
Young people need to feel their lives have meaning and purpose. They need opportunities to connect to their communities and learn how to give back to others.
Independence
Youth need to know they are able to influence people and events through decision-making and action.
Independence refers to an adolescent’s growing ability to think, feel, make decisions and act on her or his own.
Characteristics of Youth Whose Needs are Met in Positive Ways
BelongingLovingAttachedFriendlyIntimateSocialCooperativeTrusting
l
MasteryAchievingSuccessfulCreativeProblem solvingMotivatedPersistentCompetent
IndependenceAutonomousConfidentAssertiveResponsibleSelf controlledSelf disciplinedLeadership
GenerosityAltruisticCaringSharingLoyalEmpathicPro-socialSupportive
From: Brendtro, L., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN, National Education Service.
Characteristics of Youth Whose Needs are Met in Negative Ways
BelongingGang loyaltyCraving affection & acceptance from othersPromiscuousClingingActing overly dependent
MasteryOverachievingArrogantRisk seekingCheatingWorkaholicPerseveringDelinquent skills
IndependenceDictatorialRecklessBullyingSexual prowessManipulativeRebelliousDefying authority
GenerosityOver involvedPlaying martyrCo-dependent
From: Brendtro, L., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN, National Education Service.
Characteristics of Youth Whose Needs Go Unmet
BelongingUnattachedGuardedRejectingLonelyAloofIsolatedDistrustful
MasteryNon-achievingAvoiding riskFearful of challengesUnmotivatedGiving up easily
IndependenceSubmissiveLacking confidenceIrresponsibleHelplessUndisciplinedEasily Influenced
GenerositySelfishNarcissisticHardenedAnti-socialExploitative
From: Brendtro, L., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming Youth at Risk: Our Hope for the Future. Bloomington, IN, National Education Service.
Culture
The concepts, habits, skills, arts, instruments and institutions of a given people in a given place.
These include things like rules, rituals, language, etc.
4-H Colors
Green represents nature's most common color and is emblematic of youth, life and growth.
White symbolizes purity.
4-H Emblem
Is the four-leaf clover.
The four H's stand for Head, Heart, Hands and Health.
4-H Pledge
I pledge my Head to clearer thinking, my Heart to greater loyalty,my Hands to larger service, andmy Health to better living, for my club, my community, my country and my world.
I pledge my Head to clearer thinking
Independence (leadership)
To develop responsibility, youth need to know that they are able to influence people and events through decision-making and action.
I pledge my Heart to greater loyalty
Belonging (clubs) Current research emphasizes the
importance for youth to have opportunities for long-term, consistent relationships with adults other than parents.
Belonging may be the single most powerful positive ingredient we can add to the lives of youth.
I pledge my Hands to larger service
Generosity (serving the community) Youth need to feel their lives have
meaning and purpose. By participating in 4-H community
service and citizenship activities, youth connect to communities and learn to give back to others.
I pledge my Health tobetter living
Mastery (projects) To develop self-confidence, youth need
to feel and believe they are capable and they must experience success at solving problems and meeting challenges.
4-H Mission
4-H empowers youth to reach their full potential, working and learning in partnership with caring adults.
4-H Vision
A world in which youth and adults learn, grow and work together as catalysts for positive change.
4-H Motto
To make the best better
Educational philosophy of 4-H
Learning by doing. Young people learn best when they are involved in their learning.
New York Study on 4-H members
4-H members do better in school 4-H members are more motivated to
help others 4-H members develop skills in
leadership, public speaking, self-esteem, communications and planning
High-context Youth Development
Experiences in which young people and adults have close connections over a long period of time.
Low-context Youth Development
Experiences in which youth and adults tend to have many connections but of a shorter duration or for some specific reason.
Approaches to 4-H Youth Development
Cloverbud Club
Youth ages 5-7 (Jan. 1 of current year) Age appropriate activities Cooperative learning activities
4-H Community Club
Meets regularly Addresses county 4-H requests and
community issues Usually multi-project Provides educational program or
activities
Single-project Club
A 4-H club whose members all have similar interests such as dog, entomology or technology club.
How a 4-H Club Fosters Belonging
Encourages youth to form friendships be part of a support community participate in collaborative learning bond with one or more caring adults
How a 4-H Club Fosters Mastery
Provides youth with opportunities for project work opportunities for evaluation and
feedback Opportunities for hands-on learning
to develop life skills
How a 4-H Club Fosters Independence
Provides youth with Decision-making and leadership
experiences, including serving as club officer youth leader mentor teacher teen ambassador
How a 4-H Club Fosters Generosity
Encourages youth to use skills to improve others' lives mentor younger members identify community needs participate in community service projects
Examples of 4-H Delivery Methods
4-H Afterschool Day or overnight camps Trips (state, national or international) Virtual Clubs School Enrichment Individual study Competitive events such as fairs and
judging events
4-H Life Skills
Competencies that help people function well in their environments
Help youth successfully transition into adulthood
Examples of life skills developed through 4-H
Decision making Wise use of resources Communication Accepting differences Leadership Developing useful/marketable skills Making healthy lifestyle choices Self responsibility
Experiential Learning Model
Step 1 -- Experience
A planned experience designed to learn a specific skill.
Step 2 -- Share
Begins with asking questions designed to get individuals to share reactions and observations and to discuss feelings.
Share Questions used for Balloon Shuttle Activity
How did you feel when you were building your balloon shuttle?
How did it feel when you were testing it? What did you think would happen when
you launched your shuttle? What did you expect to happen when
you added the baskets and weights?
Step 3 -- Process
Identify how the experience was actually carried out. How were specific issues or problems addressed?
Process Questions used for Balloon Shuttle Activity
How did you make your shuttle? How did your group decide who would
do what parts of the task? What challenges did you have in making
your shuttle? What effect did the size of your balloon
have on the distance and speed of your shuttle?
Step 4 -- Generalize
Begin to generalize from the experience. The learner applies what was learned to what he/she already knows.
Generalize Questions used for the Balloon Shuttle Activity
What did you learn about building and launching a shuttle that could be applied to something else?
What did you learn about involving everyone in your group in the task?
Step 5 -- Apply
Addresses the "now what?" application of the experience and explores how the information learned can be applied to other situations.
Apply Questions used for the Balloon Shuttle Activity
How would you teach youth to make a balloon shuttle?
What would you do differently when you teach this?
What did you learn from this experience that would help you teach other concepts to a group?
When Using the Experiential Learning Model
Plan activities with Targeted Goals Goals are Life Skills
Experiential Learning Model
Tips for Successful use of the Experiential Learning Model
Plan activities that relate to the learning goals or life skills.
Plan for time to reflect on the experience. Ask the right questions. Prepare ahead of time
as you are thinking through the learning activity. Listen carefully to the youth. Support each young person's unique
learning style.
Tips (cont'd)
Be aware of the Experiential Learning Model Step in which the group is working and be prepared to move the group to the next step when they are ready.
Questions discussed in the processing and application steps provide feedback. Evaluation information also can be gathered by observing the group applying what was learned to another situation.
