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