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This document, written by Jeanne Karns and Judith A. Myers-Walls from Purdue University, provides insights into the physical, cognitive, social, and emotional characteristics of children at different age levels. It offers guidance for 4-H leaders on planning activities for mixed-age groups and various skill levels, as well as addressing unsuccessful activities.
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Sponsored by the Cooperative Extension Services of Indiana, Iowa, Kansas, Michigan, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. In cooperation with the Extension Service, U.S. Department of Agriculture, Washington, D.C.
ent ages. It is important to remember thatchildren 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.
Encouraging 4-H Members to
Develop and Learn
NE-226, Cooperative Extension services of the Northeast States.
Growth in Thinking Early-elementary-age children are moving out of what psychologist Erik Erikson has called the "stage of initiative" and into the "stage of industry." The child at this stage of development is more interested in the process than in the resulting product. Eventually, fin- ishing a project will become as important as beginning it. But don't count on that just yet. During the stage of industry children are less interested in completing a project than in working on it. (This is just as well, how- ever, because young children's limited physical abilities mean that the finished products will not be perfect.) Thinking is very concrete at this time. If they have never seen it, heard it, felt it, tasted it, or smelled it, they have a hard time thinking of it. They enjoy activities and materials that are very concrete, as well. Rather than simply giving instructions verbally, leaders should demonstrate the activity. Doing is important for both the children and the leader. Another thinking skill early elementary children are developing is learning to sort things into categories. This skill is one characteristic that makes collecting things so important and so much fun at this age. Col- lecting-type activities can be good for both group meetings and individual projects at this point.
Social Growth School-age activities take children away from home and parents, some for the first time, and put them in environments where they face new responsi- bilities and demands. As children move away from de- pendence on parents, they need to transfer that de- pendence to another adult, so the leader may become a central figure to the child. Children are just learning how to be friends and may have several "best friends" at a time. Boys and girls sometimes enjoy playing together at this age, although by the end of this period the separation of the sexes will occur during most play. Fights, although oc- curring often, seldom have lasting effects. The opinion of peers is becoming very impor- tant. Often, the 6- to 8-year-olds care more about be- ing successful when their peers are watching than when just Mom or Dad are around. Small group activi- ties are effective, but the children still need an adult to share approval.
Emotional Growth Early-elementary-age children are wrapped up in themselves. Their thinking capacity does not yet al- low them to imagine clearly what other people think and feel. "Dramatic play" or making believe they are someone else is the way children at this age begin to build that ability. Six- to 8-year-olds need and seek the approval of adults, because they are not yet confident enough to set their own standards.
Children at this stage like to play games. Rules and rituals become fascinating, but the children are not yet ready to accept losing. That is why success needs to be emphasized, even if it is small. Cooperative games in which every child wins can be especially enjoyable at this age. Failures should be minimized, and some meas- ure of success should be found in every experience to ease the blows to young egos. When an activity fails, the leader can help the children by interpreting the reasons behind the failures. Learning to cope with problems is a skill the 4-H leader can encourage in the 4-H members. The usual 4-H prac- tice of awarding competitive ribbons should be mini- mized or avoided here. Competition with others is inap- propriate at the mini-4-H level.
Middle School (Age 9 to 11) These children are the beginning 4-H members, new to the experience of club meetings and projects.
Physical Growth Physical growth at this stage is still rather slow for most children, but they are anything but still and quiet. Puberty may be starting for some very early- maturing girls. Activities for the middle school-age children should encourage physical involvement. These children like the movement of ball games and swimming. Hands- on involvement with objects can be very helpful. They like field trips to science museums or parks, but only if they are not expected to stay confined to one area or to do one thing for a long period of time. They need op- portunities to share their thoughts and reactions, as well. Children at this stage are still fairly concrete thinkers. Speakers and demonstrators will get more at- tention if they bring things that can be seen and han- dled. Projects that involve making or doing something will be of interest to the middle school-age children.
Growth in Thinking Children at this stage are beginning to think logically and symbolically. They still think in terms of concrete objects and can handle ideas better if they are related to some thing they can do or experience with their senses, but they are moving toward understanding abstract ideas. As they begin to deal with ideas, they think of things as black or white. Something is either right or wrong, fabulous or disgusting, fun or boring. There is very little middle ground.
Children at this stage still will look to the adult for approval. They now appear to follow rules primarily out of respect for an adult. Individual evaluation by an adult is preferable to group competition where only one can be the best. Middle-school-age children will want to know how much they have improved and what they should do to be better next time. Children at this age often are surprised at what they can accomplish, espe- cially with encouragement from an adult.
Social Growth Joining a club is popular with this age group. In fact, the period from 6 to 12 years has been called "the gang age." Children are beginning to identify with peers, although they still look to an adult for guidance. They like to be in an organized group of others similar to themselves. Although middle school-age children still have difficulty understanding another person's thinking, the 9- to 11-year-olds are beginning to discover the bene- fits of making other people happy. Primarily they are developing an "I'll scratch your back if you scratch mine" philosophy, but near the end of this age range they begin to realize other benefits of pleasing others apart from immediate self-reward. During most of this period, however, the satisfaction of completing a pro- ject comes more from pleasing the leader or the par- ents than from the value or importance of the activity itself. Toward the end of this age range, children are ready to move ahead with the task of taking responsi- bility for their own actions. Although the teaching of responsibility is a long process that should begin in in- fancy, some very concrete steps may be taken at this point. Club meetings offer the opportunity for members to have a voice in determining their own activities. De- cision-making skills are developed as the leader moves away from dictating directions to giving reassurance and support. For many activities, children of this age will divide themselves into sex-segregated groups. Project interests may separate into traditional male/female areas. This distinction is not as prevalent as it was at younger ages, however. At the same time that these children are thinking in black and white terms about male/female issues, they also are developing an in- creased independence of thought and action that may allow them to try new things. Members showing inter- est in projects not traditional for their gender may need additional support and encouragement from adults to be successful.
Emotional Growth Middle-school-age children have a strong need to feel accepted and worthwhile. School becomes increasingly difficult and demanding for these children.
Other pressures are added, too. Successes, even small ones, should continue to be emphasized. Failures should be minimized. (All people learn better and try harder if they believe in themselves and think they can succeed!) Comparison with the success of others is diffi- cult for children at this age. It tends to erode self- confidence. In addition, it can cause problems in dealing with peers at a time when they are trying to understand and build friendships. Instead of comparing children with each other, build positive self-concepts by compar- ing present to past performance for the individual. Project judgings that allow each article to win or lose on its own merit, rather than in competition with others, are preferable. If all successful projects can earn blue ribbons, the children will be more encouraged than if projects must compete for only a few available placings.
Young Teens (Age 12 to 14)
These children have some experience in 4-H, are ready to become junior leaders, but also may be tempted to drop out of the organization. This is a time of great developmental variety among peers.
Physical Growth Girls from last year's club may return this year as young women. Some boys of 13 may still be the size of an 11-year-old, while other boys of the same age may have grown 6 inches. The growth spurt that marks beginning adolescence may occur across a wide range of ages, with girls maturing before boys. Rapid changes in physical appearance may make new teens uncomfortable with their changing body images. Hands and feet grow first, creating a problem with clumsiness. Acne, voice changes, and un- predictable menstrual cycles all set up situations of great embarrassment. At the same time, slower devel- oping teens may be uneasy about the lack of changes. But even without the outside physical changes of ado- lescence, social growth, changes in thinking, and emo- tional development may be occurring.
Growth in Thinking Young teens enjoy playing with ideas as much as playing sports. Young teens move from concrete to more abstract thinking during this time. They still tend to think in all-or-nothing terms, however. If a subject is of interest, it will be intensely explored. Ready-made solutions from adults often are rejected in favor of the young teens finding solutions on their own. Leaders who
others are apt to be rejected. College visits, part-time jobs, field trips to factories and businesses, and conversations with college students and adults working in a wide variety of fields can assist teens with making education and career decisions. The middle years of adolescence are a time when teens can initiate and carry out their own tasks without supervision. Advanced divisions of projects, requiring research and creativity, give teens the opportunity to demonstrate to themselves and others how much they have learned and how much they can accomplish on their own. The leader can be especially helpful to teens at this age by arranging new experiences in areas of in- terest. Information about trips and other projects associated with 4-H and reserved for older members could be made available. To be successful in these activities, the members need a leader to take the time to guide them through the qualification requirements while allowing plenty of input from the teens. As teens prepare for jobs, advanced schooling, and scholarship opportunities, a leader who knows the members well is a valuable resource for references.
Social Growth At this stage adolescents would be capable of understanding much of what other people feel-if they were not so wrapped up in themselves. Relationship skills are usually well-developed, however, and friend- ships formed at this stage are often sincere, close, and long-lasting. Recreation continues to move away from the family and now additionally away from the large group. Dating increases. Among most teens, group dates gradually give way to double dates and couples- ~only dates. Acceptance by members of the opposite sex is now of high importance. Other activities, such as sports and clubs, are still important. Teens want to belong to the group, but now want to be recognized as unique individuals within that group. Teens' individually set priorities will deter- mine how active they remain in past organizations. Leader/member relations should now change from that of director/follower to that of advisor/independent worker. Adults need to understand the many changes occurring in the teens' lives. Consistent treatment from adults is important even though the teens act like adults one day and like children the next.
Emotional Growth Two important emotional goals of the middle teen years are independence and identity, although neither will be achieved completely during this time period. Factors in these goals include achieving a satis- factory adjustment to sexuality and definition of career goals. Middle teens are learning to cooperate with others on an adult level. Time is precious. If programs
are filled with "busy work" or meaningless activities, teens soon will lose patience and interest. The task of learning to interact with mem- bers of the opposite sex may preoccupy teens. Un- settled emotions may cause the teen to be stormy or withdrawn at times. In general, though, the teens will pride themselves on increased ability to be re- sponsible in the eyes of themselves, peers, and adults.
Older Teens/Young Adults (Age 18 and 19) These young adults are completing their 4-H careers and moving on to college, jobs, marriage, and other adult responsibilities. They may continue in collegiate 4-H.
Physical Growth Growth for almost all young adults has ta- pered off. Late teens are no longer as preoccupied with body image and body changes. In most ways they have adult bodies, although they may not be prepared entirely for adulthood.
Growth in Thinking Future plans are important to teens making the transition to adult life. Goals they set for the fu- ture influence which activities the teens continue. Late teens can determine their own schedules. Only general directions are needed when they are as- signed familiar tasks.
Social Growth Close relationships develop as young people become preoccupied with their need for intimacy. Some will marry at this age. Part-time jobs or ad- vanced schooling may fill the need for social relation- ships that were filled by club activities in the past. As teens make and carry out serious deci- sions, the support and guidance of adults still are needed. The final decisions are made by the teens, of course, but leaders can act as resource persons. They can stimulate teens' thoughts. Leaders no longer can control a member's activities.
Emotional Growth The trappings of clubs, such as meetings, rituals, and uniforms, have lost their appeal for late teens. This is a time when many teens enjoy looking back on their achievements as 10 year members of 4-H, often receiving special recognition for their lead- ership activities. Late teens feel they have reached the stage of full maturity and expect to be treated as such.
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Some Final Thoughts
For more reading on this subject
Issued in furtherance of Cooperative Extension work. Acts of Congress of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture and Extension Services of Iowa, Kansas, Michigan, Missouri, Nebraska, North Dakota, Ohio, South Dakota, and Wisconsin. H. A. Wadsworth, Director, Purdue University Cooperative Extension Service, West Lafayette, IN 47907. Printed and distributed in cooperation with Extension Service, U.S. Department of Agriculture, Washington, D.C.
