Abstract
4-H like other youth development programs should be generally marked by the presence of three features of optimal youth programming: 1. youth participation and leadership, 2. positive adult-youth relationships, and 3. skill building activities (Lerner, 2004). This paper reviews a study which examined the extent to which 4-H youth felt they had “opportunities” to engage in different learning experiences, and provide leadership to those experiences within their clubs. The study also examined the youth’s perceptions about whether their experience in the 4-H Club helped them spend more time with their parents, have a positive relationship with another adult and do things independently. An examination of whether there is a difference in life skill development in 4-H based on certain key demographic variables is also discussed. The results of this study are shared as well as implications for practice and recommendations for further research.
Highlights
4-H Youth Development (4-H) is the national youth-serving organization of the Cooperative State Research, Education and Extension Service (CSREES) of the U.S Department of Agriculture (USDA). 4-H like other youth development programs should be generally marked by the presence of three features of optimal youth programming: 1. youth participation and leadership, 2. positive adult-youth relationships, and 3. skill building activities (Lerner, 2004)
“All 4-H curricula and projects, regardless of the differences in content area, provide youth with experiences that foster the development of skills and encourage them to become contributing, caring members of their communities” (Mincemoyer, & Perkins, 2001). 4-H uses a variety of different delivery modes to reach youth
Using a Life Skills Improvement Scale that had been tested and validated as reliable (Guion, & Rivera, 2006), this study examined whether 4-H youth felt they have increased nineteen key life skills that prevailed in the literature
Summary
Abstract: 4-H like other youth development programs should be generally marked by the presence of three features of optimal youth programming: 1. youth participation and leadership, 2. positive adult-youth relationships, and 3. skill building activities (Lerner, 2004). Abstract: 4-H like other youth development programs should be generally marked by the presence of three features of optimal youth programming: 1. Skill building activities (Lerner, 2004). This paper reviews a study which examined the extent to which 4-H youth felt they had “opportunities” to engage in different learning experiences, and provide leadership to those experiences within their clubs. The study examined the youth’s perceptions about whether their experience in the 4-H Club helped them spend more time with their parents, have a positive relationship with another adult and do things independently. An examination of whether there is a difference in life skill development in 4-H based on certain key demographic variables is discussed. The results of this study are shared as well as implications for practice and recommendations for further research
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