Extension
It Starts With Us
| 4041 - Leadership 4-H Core Curriculum | ||
|---|---|---|
| 4041.1) | 75 |
Number of youth who indicate they listen to people who have different ideas |
| 4041.2) | 15 |
Number of youth who indicate they can finish a job they started |
| 4041.3) | 15 |
Number of youth who indicate they can take responsibility for their actions |
| 4041.4) | 25 |
Number of youth provided with diversity focused education |
| 4041.5) | 18 |
Number of 4-H members leading a project group or project club |
| 4041.6) | 10 |
Number of 4-H members serving as direct mentors to younger youth |
| 4041.7) | 50 |
Number of youth reported being a better leader (due to skills improved through Extension programming) |
Author: Marla Stillwell
Major Program: Leadership 4-H Core Curriculum
Kentucky 4-H aims to engage youth through hands-on leadership experiences where they can build leadership competencies at the beginner, intermediate, and advanced levels of 4-H involvement. The Kentucky 4-H State Teen Council, Fashion Leadership Board, Performing Arts Troupe, Shooting Sports Teen Ambassador Board, Natural Resources and Environmental Sciences Academy, and the Science, Engineering and Technology Leadership Board provide experiences for senior 4-H’ers to advance their leaders
Author: Marla Stillwell
Major Program: Leadership 4-H Core Curriculum
Research suggests distinctive characteristics of young adolescents (middle school aged youth) regarding their physical, cognitive, moral, psychological, and social-emotional development, as well as spiritual development (Scales, 2010). Young adolescents (middle school aged youth) warrant educational experiences and schools that are organized to address their physical, intellectual, emotional/psychological, moral/ethical, spiritual, and social developmental characteristics (Caskey & Anfara, 2
Author: Marla Stillwell
Major Program: Leadership 4-H Core Curriculum
Volunteers play integral roles in 4-H programs, performing a variety of duties, functions, and tasks and possessing varied and rich knowledge, skills, and backgrounds (Radhakrishna & Ewing, 2011). The success of Extension programming is due, in part, to the dedication of a large cadre of volunteers (Smith, Dasher, & Klingborg, 2005). Although highly valued, volunteer involvement does not guarantee achievement of Extension's goals and fulfillment of learners' needs (Bolton, 1992).
