Understanding the common physical, mental, social, and emotional development of youth will help you in working with the 4-Hers in your club. Keep in mind that no two youth develop on the same schedule and transitions are gradual. You can help your club members to grow and mature and help make 4-H a rewarding and fulfilling experience.

Activities at 4-H club meetings are not always as successful as the volunteer had planned. Sometimes youth talk among themselves rather than listening to you; maybe no one came to a planned field trip; or perhaps no one would speak up to answer your questions when you were trying to involve the youth in the discussion. If you are working with a broad age range the activity may too simple for the older youth and too difficult for the younger ones. In this situation consider giving the older 4-Hers leadership opportunities.

Youth can vary greatly in physical, mental, social, and emotional growth and interests within any age group. These differences are even more marked between age groups. The information given below may help you understand how to plan activities for different age groups. This information was adapted from the publication, Ages and Stages of Child and Youth Development, A Guide for 4-H Leaders. It is available from your county extesnion office (#NCR 292).

Early Elementary (Mini 4-H)
This is a very active age so it is important to keep these youth busy. They are concrete thinkers and need to see what you want them to do and how to do it. They are generally more interested in making something than in completing a project (process is more interesting than products). Youth in this age group tend to seek adult approval and depend upon adults although the opinions of their peers are beginning to be important. They do best in small groups with set rules and rituals. Competition is inappropriate for this age group.

Upper Elementary
This is also a very physically active age so hands-on activities work best. Youth in the upper elementary grades are still fairly concrete thinkers (things are black/white or right/wrong) but are beginning to think logically and symbolically. Because this age group has a strong need to feel accepted, it is best for an adult to evaluate each product, rather than hold competition among peers with only one winner. This age child prefers to know how much they have improved against past efforts and how to improve in the future.
These youth are beginning to identify with peers but continue to value adult guidance. They are also beginning to discover the benefits of making other people happy, but more for the benefits to themselves rather than the benefit to others. They begin to take responsibility for their actions at this age and beginning to develop an increased independence of thought which may allow them to try new things. Letting this age group help in the decisions of the club help them start to learn about leadership.

Middle School
Middle school youth are beginning to move to more abstract thinking. Justice and equality are important to this age. (Therefore, project judging may now be viewed in terms of what is fair, as well as being regarded as a reflection of the self-worth.) They prefer to find their own solutions, rather than be given a solution by adults. Try to provide supervision without interference. Independence of thoughts and actions begins to emerge. Avoid comparing middle school youth with each other - performance should be compared with past accomplishments.
Junior volunteer organizations often are popular with teens toward the end of this age group, particularly if there are opportunities for developing leadership.

High School
Most high school-aged teens know their abilities, interests, and talents. These teens tend to be very concerned with themselves and their peer group. They can understand the feelings of others but tend to be self-absorbed, particularly in the earlier years of high school. Relationship skills are usually fairly well developed. Getting a driver's licenses increases both independence and dating. Acceptance by members of the opposite sex is very important.
High school-aged youth begin to think about the future and make realistic plans. They enjoy career exploration and preparation. Their vocational goals influence the activities they select.
Projects requiring research and creativity give teens an opportunity to demonstrate how much they have learned and what they can accomplish. Teens set goals based on their personal needs and priorities - goals set by others are generally rejected.
As teens master abstract thinking, they may imagine and try new ideas in ways that confuse adults. Teens can generally initiate and complete tasks without supervision. A leader can help by arranging new experiences in areas of interest to teens but must be sure to allow them plenty of input. The leader should play the role of advisor/coach for independent workers. Club meetings, rituals, and uniforms do not appeal to this group. Many teens enjoy looking back on their achievements in 4-H and appreciate special recognition for leadership activities. By the time they graduate from high school and begin college or a career they feel they have reached the stage of full maturity and expect to be treated as such.

Some Final Thoughts
These guidelines only give a brief overview of child and youth development. They are intended as a resource to help you plan your activities as a volunteer. The publication, Ages and Stages of Child and Youth Development*, has more in-depth information and is available from your county Purdue Extension office.
You, as the club volunteer, are a valuable asset to your community and to the individual members of your club. These guidelines about the stages of child and youth development - in combination with your special skills and interests in youth - will help you plan and carry out a successful 4-H program and make a positive impact on the lives of young people.

** Encourage youth (especially the older youth) to help with teaching, set-up, special events, inviting speakers, serve on committees, and help in making decisions. Remember that this is a program for youth - include them!

** Make a real effort to include all youth in your programs and planning. You may get the opportunity to make a real difference in someone's life - and this is more apt to happen with kids on the "fringes." The experience is one of the great rewards of volunteering....knowing that you have made a positive impact.

Youth Natural Resource programs home page