Ages and Stages of Youth Development
HOW KIDS DEVELOP
(Ages and Stages of Youth Development)
Children Show Common Characteristics of Youth Development
Certain characteristics are common to Children at each age level. Although children differ in the rate at which they develop, the order of the stages does not vary. While it is extremely important to remember that every child is unique and special in his or her own right, some needs and interests are universal to all children to ensure successful development.
We all need to:
• Experience a positive self - concept.
• Experience success in what we attempt to do.
• Become increasingly independent.
• Develop and accept our own sex identity.
• Give and receive attention.
• Experience adventure.
- Be accepted by people of different ages-peers as well as those in authority.
These needs continue from infancy through old age. Other needs vary for different children and different ages.
Age appropriateness refers to how well a youth development program matches its educational offerings with the universal, predictable sequences of growth and change that occur in children. Children’s development proceeds in stages. Each stage is distinct, characterized by abilities, attitudes, and priorities that are qualitatively different from those of preceding and subsequent stages.
From kindergarten through high school, youth pass through four developmental stages. Specialists often identify these stages as:
• Early Childhood: Ages 5-8
• Middle Childhood: Ages 9-11
• Early Adolescence: Ages 12-14
• Middle Adolescence: Ages 15-18
Please remember: Children develop at their own pace, and all characteristics will not be observed in all children at the same age or at the same stage of development.
For each child, consider uniqueness, needs and interests.
To do this, keep in mind the following two basic development principles.
1. Age is not a perfect predictor of maturity. Most children go through predictable order, but ages at which they do this will vary enormously. An activity that is well within the capability of one child may be much too difficult for another child exactly the same age. Providing a choice of activities or providing multiple levels of difficulty within one activity is the ideal.
2. Growth may proceed at different rates in various developmental areas within an individual child. A child who is advanced physically may be average in terms of mental ability and below average in terms of emotional and social growth. A child may need different experiences in each of these areas to reach his or her full potential.
EXPERIENTIAL LEARNING MODEL
A supportive, caring adult helps youth discover what they are learning as part of their experiences and to pursue deeper understanding to be able to apply what was learned in other life situations. 4-H youth programs promote life skill development through use of a five-step experiential learning model.
Experiential learning can occur when youth are involved in a project or activity in which they:
- Look back at their experience critically
- Determine what was useful or important to remember
- Apply this new information in real life situations
- Are encouraged to think, work harder and ultimately learn more thoroughly than is possible through just showing or telling.
Leaders can facilitate such learning through the Experiential Learning Model by:
• Setting aside enough time for reflecting on the experience
• Asking the right questions
• Planning developmentally appropriate experiences that lead to reflection
• Listening carefully
• Supporting each youth’s unique learning style
EXPERIENTIAL LEARNING PROCESS QUESTIONS
1.EXPERIENCE—The hands-on action step. Youth do their activity/project before they are shown or told how to do it. Remember it is important to not rob youth of their discoveries. Youth must experiment with new ideas, interests, projects, etc., first-hand.
The following ideas for questions can help you utilize the whole experiential learning process.
2. SHARE—Describe what was done.
Promote discussion by asking the following:
- What kinds of hopes and dreams did you have for your 4-H experience this year?
- What did you do? Where did you go? What was your goal for this project/activity when you began?
- What did you do to plan your project/activity? Tell me about your most/least favorite things about working on your project/activity.
- What did you learn while doing this project/activity? How did you feel? What was easiest? What surprised you?
- What did you learn about yourself? How did you share your project/activity with others?
3. PROCESS—Identify common themes and discover what was most important (the life skill) about the project, activity, or service opportunity.
Use the following process questions:
- What did you learn about yourself by doing this project/activity? How did others help you?
- How did you make your decisions? What steps did you take?
- What did you learn about making decisions?
- What made this a good project/activity?
- What were some of the common themes or thoughts you had?
- What problems came up over and over? How did you handle them?
- What would you do if ______?
- What was the most challenging part of your project/activity? Why? How did you solve it? What did you learn from this project/activity that you didn’t know before?
- What suggestions would you have for someone else who wanted to do a similar project or activity?
- Why does it matter (to you or anyone else) that you did this project/activity?
- What life skill(s) were you developing through your project? Why is the life skill important?
- What did you learn through sharing with others?
- What new questions do you have about yourself and others?
4. GENERALIZE—So what?
Identify how to use what’s been learned in real life. These questions transition the experience or “product” itself to the skill being practiced in real life. They explore the nature of the life skill and help participants reflect on how the life skill has been developed through their experiences. Generalizing sets the stage for applying the life skill in new situations.
• What key points have you learned?
• Have you had similar experiences related to this project/activity?
• Where have you faced similar challenges in your life?
• How is this life skill important to you?
• Where might this situation occur in the future?
• Discuss another time when you had fun and learned new things at the same time.
• Why is it important to have plenty of information before making decisions?
• Describe what you learned about your decision making skills?
• What did you learn about your own skill in communicating with others?
• How would you describe your skills regarding ______?
• What advice would you give to someone who wants to learn about this life skill?
5. APPLY—What’s next?
These are the questions the experiential learning process has been building toward. Adults can help youth show that they have gained knowledge and practiced the life skills learned rather than solely focusing on the subject matter.
• How do you think the project/activity relates to your everyday life?
• Why was this project/activity important to you?
• What have you learned about yourself? Others?
• Are there principles or guidelines you can use in real-life situations?
• What similar situations have you experienced?
• How can you use these skills in different situations?
• In what ways do people help each other learn new things?
• How will you act differently as a result of this experience?
• List some ways you can learn new things?
• What are qualities that you think are important in a leader?
• If someone helped or mentored you in this project, what would you tell him/her you learned and what difference it has made in your life? How would you express your appreciation?
On Their Own – Registration Form
Name of youth ______
___I am currently enrolled in my county 4-H program.
Address ______
Email contact: ______
Daytime contact in case of emergency ______
Food allergies ______yes ______no
If yes, please list:______
In our family we allow the following to happen when our child is home on their own:
_____ cooking with plug in appliances
_____ cooking with oven
_____ using internet
_____ having friends over
_____ calling friends
_____ video games
_____ going outside the home (family yard)
Return completed information to: (allow this space to be open for localizing by county)
Health form for non-member. (If participant is a 4-H member, contact office staff to obtain a completed form)
Iowa 4-H Medical Information/Release Form
(Non 4-H Club Members - Youth)
Year:
Keep original in County Office.
PARTICIPANT INFORMATION
Participant’s Name ______Date of Birth ______Gender ____
Permanent Address ______Home Phone ______
City, State, Zip ______
MEDICAL EMERGENCY CONTACT INFORMATION
Person to Contact First
Name
Relation to Participant
Daytime Phone
Evening Phone
Name of Family Doctor
Name of Dentist
First Backup Contact (Relative or Friend)
Name
Relation to Participant
Daytime Phone
Evening Phone
Office Number
Office Number
INSURANCE POLICY INFORMATION
The above-named participant is covered by health insurance. Yes** No*
* If no, initial this line stating that you do not have health insurance and are aware that Iowa State University/University Extension/4-H does not carry any health insurance for you. ______
** If yes, provide the following information which is required by Iowa State University to expedite treatment and to facilitate the billing process.
Policy Holder’s (P.H.) Name ______P.H.’s Date of Birth ______Address ______Relation to Participant ______City, State, Zip ______Occupation ______P.H.’s Employer’s Name/Address ______
______
Insurance Company Name ______Policy # ______Plan # ______
HEALTH INFORMATION(Please Print)
Does the child have any of the following conditions or a history of any of the following conditions? (Check all that apply.)
Asthma Bronchitis Fainting Spells Diabetes Ear Infections
Heart or cardio-vascular problems/disease Convulsions/seizure Hay Fever Chronic bone, muscle or joint injuries Migraine headaches Other condition(s):
(Please list)______
Allergies or reactions: (Check all that apply.)
Aspirin Penicillin Dairy Gluten Peanuts Insect bites or stings Ivy/oak/sumac toxins Other (list) ______
Is your child currently on any prescribed or over-the counter medication? (If so, please record the condition/ailment, name of medication, dosage, time(s) of day, prescribing physician.)
______
Date of last tetanus shot (approximate if necessary):______
TO BE READ AND SIGNED BY PARTICIPANT
BEHAVIOR EXPECTATIONS OF THE PARTICIPANT It is important to follow the directions of the adult leader(s) at all times. I understand that as a participant I have the responsibility to help make the activity a safe experience for everyone through my behavior and conduct. I also understand the danger of not following rules and directions and agree to follow them.
Participant Signature ______Date______
TO BE READ AND SIGNED BY PARENT OR GUARDIAN
I understand that my child must be healthy and reasonably fit in order to safely participate in 4-H recreation activities and that I will inform the program leader(s) of any medication, ailment, condition, or injury that may affect his/her ability to participate safely.
MEDICAL EMERGENCY PARENTAL PERMISSION*
The health history for my child is correct and complete to my knowledge. If an injury or other medical condition occurs or arises, I hereby give permission to the ISU Extension staff or volunteer to provide routine first aid and seek emergency treatment including x- rays or routine tests. I agree to the release of any record necessary for treatment, referral, billing or insurance purposes. I understand that I am financially responsible for charges and hereby guarantee full payment to the attending physicians or health care unit. In the event of an emergency where I cannot decide for my child, I give permission to the physician/hospital selected by the ISU Extension staff or volunteer to secure and administer treatment for my child, including hospitalization. (*If you cannot sign this section of the form for any reason, contact the County Extension Director regarding a legal waiver in order to attend and participate.)
______initial ______date
PUBLICITY/IMAGE/VOICE PERMISSION
The Iowa State University Extension 4-H Program normally takes photographs, video, and/or tape recording of our programs. During activities, a photograph or video/audio recording may be taken of you or your child. Unless you request otherwise, your initial below will be considered permission for Iowa State University and the 4-H Program to photograph, film, audio/video tape, record and/or televise your image and/or voice or the image and/or voice of your child for use in any publications or promotional materials, in any medium now known or developed in the future without any restrictions. If you object to ISU using you or your child’s image or voice in this manner, please notify the adult leader.
______initial ______date
TRANSPORTATION
I am giving my permission for my child to be transported during an authorized activity or event. I give my permission for: (Check all that apply.)
My child to ride with any adult volunteer driver.
My child to ride with an authorized adult volunteer driver who has completed an MVR check.
My child to ride in another youth’s (18 or younger) vehicle to 4-H activities.
My child to drive his/her vehicle to 4-H activities or events.
My child to transport other 4-H participants in his/her or my vehicle.
I understand that if personally-owned vehicles are used as transportation to and from Iowa State University (ISU) 4-H events or activities, that the owner of the vehicle is responsible for any liability that might occur during the transportation. ISU does not provide coverage for any property damage, personal injury or liability that may occur while using personal vehicles. Vehicle owners are required to carry automobile liability insurance as required by the State of Iowa.
______initial ______date
4-H ASSUMPTION OF RISK AND RELEASE OF LIABILITY (Please read carefully.)
I give permission for______to participate in the 4-H program. I understand that 4-H project activities/events may involve certain risks of physical activity and possible injury and that Iowa State University and its 4-H program will provide each participant with reasonable care, but that ISU cannot guarantee that my child will remain free of injury. In addition, some 4-H projects including but not limited to: shooting sports, horse or livestock projects, water activities, and other sporting activities have a higher degree of risk. I nonetheless wish to have my child participate in the 4-H program and ASSUME the RISK of participating. I agree to RELEASE from LIABILITY, INDEMNIFY and HOLD HARMLESS the State of Iowa, the Board of Regents of the State of Iowa, ISU and ISU Extension and their officers, employees and agents (hereinafter the RELEASEES) from any and all claim and/or cause of action arising out of and related to any injury, loss, penalties, damage, settlement, costs or other expenses or liabilities that occur as a result of my child’s participation in the 4-H program. This release, however, is not intended to release the above-mentioned RELEASEES from liability arising out of their sole negligence.
Parent or Guardian Signature______Date ______
(Must be signed by the parent or guardian if the participant is under 18 years old)
. . . and justice for all The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, and marital or family status. (Not all prohibited bases apply to all programs.) Many materials can be made available in alternative formats for ADA clients. To file a complaint of discrimination, write USDA, Office of Civil Rights, Room 326-W, Whitten Building, 14th and Independence Avenue, SW, Washington, DC 20250-9410 or call 202-720-5964. Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Gerald A. Miller, Interm Director, Cooperative Extension Service, Iowa State University of Science and Technology, Ames, Iowa.
4H-3039B-Y August 2010
AGENDA
10:00-10:30 AM Welcome & Introductions
Youth introduce themselves & add: how old they are, do they stay home alone now, if so: morning/afterschool orboth.
10:30-11:30 Sessions 1 & 2
Family Rules/ Family Member Chores...... 10 minutes
Morning routine/afterschool routine...... 10 minutes
Boredom Poster Activity: youth will have 15 minutes to work on their boredom poster.
Hand out flip chart paper to each youth with markers on table center for groups to share.
Friends & Siblings: Getting Along...... 10 minutes
Problem Solvers/Scenarios...... 15 minutes
11:30 – 12:30
Handwashing lesson...... 15 minutes
Youth will prepare lunch from assortment of deli meat/cheese/bread. Peanut butter/jelly. Yogurt parfaits/pudding snacks. Carrots and veggie dip. Water bottles and flavor packets...... 45 minutes
12:30-2:00
Safety & Privacy: Emergency information...... 30 minutes
Door/Phone/internet safety...... 30 minutes
Big/Small Emergencies game (A/B/C)...... 30 minutes
2:00-2:30
Make snacks and prepare tastings...... 30 minutes
2:30-3:00
Evaluations completed by youth
Parent presentations: youth will present what they have learned today. Presentations will be brief and optional.
Leader Notes – Part 1
- Setting a welcoming tone for all kids is critical to the success of the day. We had kids cry at drop off.
- This is a time to guide conversation with kids to allow them to discuss their family. Ask lots of open ended questions. Sense comfort levels in participants- don’t push for answers- and don’t push for everyone to answer.
- Routine Sections -Everyone on their own completes morning routine sections. Ask for a few to share. Not everyone will share or want to. May need to give examples to get kids started on these pages.
- Rules – Kids could generally tell family rules. Make sure to ask kids for rules at home- report out on page.
- Jobs- This should go up on flip chart paper/ white board. Fill in some sample blanks to get kids to understand the purpose of the page. Review page as a group.
- Family Rules- Remind kids to complete this page with family. This is only successful with family input.
- Boredom poster- Many kids struggled to complete the boredom poster. Kids needed some ideas to start them thinking. We also added hands on no tech activities for them to try to add to their list: decks of cards for card houses, beading activity with solar beads, dominoes, buzz rings, chat pack questions. This goes home with kids at end of camp. Kids also show these to family as part of their ending presentation.
- My Plan- They can fill out as well as they can. This needs to be completed at home with family.
- Making Choices- Really emphasize the seriousness of staying home alone. Kids have the keys to the family castle. Review the fact that you want to give choices to others that you are able to do. Don’t give a choice that you can’t deliver.
- Getting along with others- Kids will need prompting to be serious about what they like about siblings- especially if siblings are attending together.
- What if – Kids knew the right answers, but kids would joke about answers. Will need to prompt.
Leader Notes – Part 2