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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
WASHINGTON STATE UNIVERSITY EXTENSION
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