Presentation on theme: "Youth Development An ongoing process through which young people attempt to meet their needs and develop the competencies they perceive as necessary for."— Presentation transcript:
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 international exchange4-H integrates programs 1900 1920 1940 1960 1980
The Essential Elements of 4-H Belonging A positive relationship with a caring adult An inclusive environment A safe environment Mastery Engagement in learning Learn new skills Independence Opportunity to see oneself as an active participant in the future Opportunity for self- determination Generosity Opportunity 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 Belonging Loving Attached Friendly Intimate Social Cooperative Trusting l Mastery Achieving Successful Creative Problem solving Motivated Persistent Competent Independence Autonomous Confident Assertive Responsible Self controlled Self disciplined Leadership Generosity Altruistic Caring Sharing Loyal Empathic Pro-social Supportive 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 Belonging Gang loyalty Craving affection & acceptance from others Promiscuous Clinging Acting overly dependent Mastery Overachieving Arrogant Risk seeking Cheating Workaholic Persevering Delinquent skills Independence Dictatorial Reckless Bullying Sexual prowess Manipulative Rebellious Defying authority Generosity Over involved Playing martyr Co-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 Belonging Unattached Guarded Rejecting Lonely Aloof Isolated Distrustful Mastery Non-achieving Avoiding risk Fearful of challenges Unmotivated Giving up easily Independence Submissive Lacking confidence Irresponsible Helpless Undisciplined Easily Influenced Generosity Selfish Narcissistic Hardened Anti-social Exploitative 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, and my 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 to better 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.
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.
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
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
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.
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