Extension
It Starts With Us
| 4041 - Leadership 4-H Core Curriculum | ||
|---|---|---|
| 4041.1) | 685 |
Number of youth who indicate they listen to people who have different ideas |
| 4041.2) | 25 |
Number of youth who indicate they can finish a job they started |
| 4041.3) | 25 |
Number of youth who indicate they can take responsibility for their actions |
| 4041.4) | 15 |
Number of youth provided with diversity focused education |
| 4041.5) | 15 |
Number of 4-H members leading a project group or project club |
| 4041.6) | 50 |
Number of 4-H members serving as direct mentors to younger youth |
| 4041.7) | 650 |
Number of youth reported being a better leader (due to skills improved through Extension programming) |
Author: Mollie Tichenor
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 & Anfa
Author: Mollie Tichenor
Major Program: Leadership 4-H Core Curriculum
Through the 94th Annual Kentucky 4-H Teen Conference, 4-H’ers from across the Commonwealth developed leadership and teamwork skills, improved communication skills, became involved in civic life, expanded knowledge related to a 4-H core content area: communication/citizenship, health, natural resources, agriculture, expressive arts, family consumer sciences, and science, engineering, and technology. The participants fostered a sense of belonging through networking, engaged in youth-adult pa
Author: Mollie Tichenor
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).
