How 4-H Changes Lives

How 4-H Changes Lives

Nancy Valentine, Ed.D. Cathann A. Kress, Ph.D. National Program Leader, 4-H Director, Youth Development

National 4-H Headquarters, CSREES, USDA

Association for International Agriculture & Rural Development Annual Meeting

Washington, D.C. June 4-5, 2007

In 1900, Liberty Hyde Bailey

dreamed of a world in which

learning about the world

we live in was valued and

that learning extended beyond

the classroom walls.

In 1901, Will B. Otwell

dreamed that young

people could change

the world through

their eagerness to try

something new and

inspire others.

In 1902, A.B. Graham and O.J. Kern shared a dream that young people could become excited about practical science which would allow them to better understand their world and to dignify the lives of the “common people”.

In 1909, O.H. Benson boldly

changed schools to meet

the everyday needs

of the people in his community

When children welcomed him with the symbol of good luck, he struck on the image that has become our 4-H emblem.

In 1910, Gertrude Warren dreamed that youth could be engaged in more than just activities- but should be encouraged in programs which would inspire them to be lifelong learners of science, of beauty, and of service.

Our role today…

• Keepers of the Dreams of our pioneers

• Stewards of a dynamic program that belongs to our youngest citizens.

1912, Marius Malgren, Hickory, VA

Learning By Doing

Canning Clubs

Food Preservation

Leading Community ChangeAverage adult yield was 17 bushels per acre;

4-H youth grew an average of 65 bushels per acre with many growing between 150-220 bushels per acre

Led to gardening practices that increased the variety and quality of the American diet.

Led to food safety techniques becoming standard practice.

4-H Alert, Evacuate, and Shelter

Robi Gray, Georgia 4-H Agent, and 4-H GIS teens. Calling themselves the “Pirates of Evacuation Mapping,” they taught other 4-H GIS members how to get involved in emergency preparedness in their communities, including a session at the 2006 National 4-H Technology Leadership Conference. This led to the new national 4-H Alert, Evacuate and Shelter program.

GIS-GPs Leadership Team 2006

4-H Youth and adults from 14 states at the ESRI International GIS Conference. The team gave a presentation on the 4-H GIS Community Mapping program at the opening session to nearly 13,000 GIS educators and professionals from over 120 countries. 4-H received an award from ESRI for outstanding achievement in youth GIS education.

Some things cannot be taught, but must be experienced.

• Children and youth learn best when they can “do” – Experiential Education

• Leading by Example – Youth are early adopters and will change their communities.

What is 4-H?• Programmatic

outreach of the Land Grant University through CES to our youngest citizens in their communities.

• The Land Grant Idea taken to youth.

Teaching Research-Based Subjects of the Land Grant Universities

• Science, Engineering and Technology

• Healthy Living

• Citizenship

4-H Facts 7+ Million Members

450,000 Volunteers

50% Rural; 50% Suburban and Metropolitan

75% Caucasian; 25% Other Races

Three way partnership of Federal, State, and County Funding; Creates the Cooperative Extension System (CES)

National 4-H Headquarters located at U.S. Department of Agriculture

4-H Facts Program conducted through 105 Land-Grant Universities (CES). 4-H

takes the university to the youth.

4-H Youth Development Professional Staff (primarily master and doctoral degrees) are university faculty and staff

Offices located in or serve every county (3,150) across America

Program philosophy is based on youth development, experiential learning or “learn by doing,” and community youth development

After-school programs community 4-H clubs, camping, and school enrichment

Understanding the Different Approaches

Biological & Physical Changes

Cognitive Changes Psychosocial Changes

Competencies 1. Health/Physical 3. Cognitive/Creative 2. Personal/Social 4. Vocational/Citizenship

Needs 1. Physiological 6. Independence/Control 2. Safety and Structure over one’s life 3. Belonging/Membership 7. Self Worth/Contribution 4. Closeness/Relationships 8. Capacity to enjoy life 5. Competency/Mastery

Contextual Influences

Community, Family, Peers, School, Work, Leisure

Developed by Cathann A. Kress, Ph.D.

EDUCATION

YOUTH DEVELOPMENT

AFTER SCHOOL

ESSENTIAL ELEMENTS OF 4-H YOUTH DEVELOPMENT

BelongingPositive relationship with a caring adult

An inclusive environment

A safe environment

MasteryEngagement in learning

Opportunity for mastery

IndependenceOpportunity to see oneself as an active participant in the future

Opportunity for self-determination

GenerosityOpportunity to value and practice service for others

Youth Development Learning Design Walkaround

Learning Point:

GENEROSITY (Purpose, Usefulness)Content: Conceptual, Big PictureDesign Elements: Metaphors, Discovery, Experiential, Visuals

Strategies: Mentoring/Tutoring programs, service projects; community service; tie learned skills/abilities to how they can be used in positive ways; adopt a group pet; respect and encourage bonds of friendship encourage young people to imagine the feelings of others. Highlight the effect of a young person’s behavior on others (both positive and negative), reinforce gestures of caring and concern, and ask young people to take responsibility for helping others.

BELONGING (Feeling Part of a Supportive Community)

Content: Sensory, Awareness

Design Elements: Express it, let me sense it, involve others in it

Strategies: Peer Group Cohesion, Cross-age Linkages, Staff-youth bonding, Teaching Strategies, Ties with family

and community; Small group time.Collaborative and cooperative learning; Show respect for the value of diverse cultures; Find ways to involve family

and community members; Encourage supportive peer relationships.

INDEPENDENCE (Power, Autonomy) Content: Data Oriented, Experiential

Design Elements: Free me to discover, experiment, visualizeOpportunities for youth to make decisions affecting themOpportunities to take responsibility for meeting obligationsFocus on decision making rather than obedienceClear linkage between responsibility and freedomEncouragement to resist peer pressure

Strategies: Let youth make decisions; Include children in planning; Ask children to do something instead of telling them to do it; Give children responsibility to carry out with a minimum of reminders; Help young people explore courses of action or appropriate decisions; Never deprive children of the thrill of overcoming an obstacle; Share power with young people through self-governance in significant areas.

MASTERY (Opportunities for Success)

Content: Structure, Implementation Oriented Communication Skills, Basic Content Skills, Interpersonal Skills and Self Management, Social Skills (money management, transportation, etc.), Job and Vocational Skills

Design Elements: Order it, sequence it, walk through, practice

Strategies: Mix hands-on activities, with paper and pencil exercises; Supplement competition with fitness activities or games; develop multi-faceted teaching approaches that include group investigation, experiential learning and multiple outcomes; provide prompt feedback; model and teach that failure and frustration are learning experiences.

Program Leadership in 4-H: Content/Context

YOUTH DEVELOPMENTEssential Elements

EDUCATIONMission Areas

Science, Engineering & Technology

Healthy Lifestyles

Citizenship

CONTEXT

Belonging

Mastery

Independence

Generosity

CONTENT

Content/Context and Life Skills

YOUTH DEVELOPMENTEssential Elements

EDUCATIONMission Areas

Science, Engineering & Technology

Healthy Living

Citizenship

CONTEXT

Afterschool

Clubs

Camps

Belonging

Mastery

Independence

Generosity

CONTENT

School Enrichment

High Content High Content High High Content High Content High ContextContext

Low Context High Context Low Low Context High Context Low ContentContent

Developed by Cathann A. Kress, National 4-H Headquarters, CSREES, USDADeveloped by Cathann A. Kress, National 4-H Headquarters, CSREES, USDA

Life Life SkillsSkills

4-H must be an effective youth development program

of the Cooperative Extension System tied to its Land Grant University

What does it take to assist young people to become healthy, problem-solving, constructive adults?

Youth must:• Find a valued place in a constructive group• Learn how to form close, durable human relationships• Earn a sense of worth as a person• Achieve a reliable basis for making informed choices• Express constructive curiosity and exploratory behavior• Find ways of being useful to others• Believe in a promising future with real opportunities• Cultivate the inquiring and problem-solving habits of the mind• Learn to respect democratic values and responsible citizenship• Build a healthy lifestyle

Great Transitions: Preparing Adolescents for a New CenturyCarnegie Council on Adolescent Development

If you were to design a youth development program intended to assist young people to become healthy,

problem-solving constructive adults –

what would it look like?

What would it look like?

• It would offer opportunities for youth to experience belonging

• It would offer opportunities for youth to experience a “hands-on” laboratory which connects them to research-based knowledge

• It would offer opportunities for young people to choose

• It would offer opportunities to experience what it means to be a citizen

It would look a lot like 4-H.

Selected Issues Facing Rural Youth

• Experience less community interconnection of people due to long commute times to work and school

a.  Lack exposure to career opportunitiesb.  Fewer adult role models for citizenshipc.  Unsupervised time

• Geographic isolation and lack of public transportation

• Few physical locations to meet • Limited programs and opportunities• Limited meaningful employment

• Cultures of prejudice, ethnocentricity and intolerance

• Drugs

• Three-fold increase in gang-related activity

• Limited access to health care, services, and resources

• Limited technology at school; not usually at home

• Poverty

• Obesity

Selected Issues Facing Rural Youth

Rural Youth Development Grant Program

$1.9M Funds:

•National 4-H Council

•Girl Scouts of the USA

•National FFA Organization

•Boy Scouts of the USA

Youth Build Strong Rural Communities

Provides educational, leadership, and citizenship opportunities so youth can:

• improve their own lives and

• the communities in which they live

Outcomes for Youth

• Develop knowledge and attitudes in communication, conflict resolution, decision-making, goal setting problem solving

• Develop positive attitudes and opinions of themselves

• Motivated to be leaders, serve others, engage in the community

• Exhibit ethical leadership (character)

Political CapitalInclusion, voice, power

Cultural CapitalCosmovision, language,

rituals, traditional crops,

dress

Natural Capital Air, soils, water (quantity and quality), landscape, biodiversity with multiple uses

Human CapitalSelf-esteem, education, skills, health

Financial CapitalIncome, wealth, security, credit,

investment

Social CapitalLeadership, groups,

bridging networks,

bonding networks,

trust, reciprocity

Outcomes

Healthy EcosystemVibrant Economy

Social Equity

Built Capital Water systems, sewers,

utilities, health

questions

Program Examples

• Girl Scouts

• 4-H

• FFA

www.national4-hheadquarters.govwww.4husa.org

Nancy Valentine, Ed.D., National Program Leader, 4-H Cathann Kress, Ph.D.

Director, Youth DevelopmentNational 4-H Headquarters

CSREES, USDA