Judges Training: Ages and Stages of Youth Development

Nebraska 4-H Author

01/05/2018 Added

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Maria Walker, the Nebraska Extension Southeast and Metro District 4-H Coordinator, discusses developmentally appropriate practices for judges to use to enhance their own contributions to the 4-H program.

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[00:00:01.211]Welcome.
[00:00:02.672]I am Maria Walker 4-H Youth Development Coordinator
[00:00:05.971]of the Southeast and Metro Districts for Nebraska Extension.
[00:00:10.200]Today let's take a look at how you can enhance
[00:00:12.980]your contribution as a judge
[00:00:14.914]through the use of developmentally appropriate practices
[00:00:18.292]also referred to as understanding the ages and stages
[00:00:21.980]of youth development.
[00:00:24.904]During your time today
[00:00:26.060]I will highlight characteristics of age groups
[00:00:28.878]and connect those characteristics
[00:00:30.140]to implications for you as a judge.
[00:00:33.532]It's important note all youth are unique
[00:00:36.876]and are capable of making unique contributions
[00:00:39.304]in their 4-H project work.
[00:00:41.796]Using developmentally appropriate practices
[00:00:44.104]is a generalist approach to inform your efforts.
[00:00:49.700]It is also important to note
[00:00:51.096]universal best practices
[00:00:53.000]do exist regardless of developmental stage.
[00:00:57.424]The first si to engage with the youth
[00:00:59.657]in a welcoming and affirming way.
[00:01:02.420]Skill mastery is a critical component
[00:01:04.683]in the development of self-esteem.
[00:01:07.144]You may say something like I am so proud
[00:01:10.292]you set this goal for yourself
[00:01:12.766]and worked hard to achieve it.
[00:01:14.644]Congratulations.
[00:01:17.911]A second best practice
[00:01:19.245]is to create opportunities for reflection.
[00:01:23.087]When asking questions, don't forget to make space
[00:01:25.564]for the learning pause or that moment of time
[00:01:29.540]between when you ask the question
[00:01:31.520]and when the youth actually responds.
[00:01:35.087]While that moment may feel lengthy,
[00:01:36.960]it's actually brief and critical in the reflection process.
[00:01:41.942]Silence following a question you ask
[00:01:44.326]is quite common and should be expected.
[00:01:46.760]In fact, counting to 10 is a practical way
[00:01:50.568]to allow enough time and space
[00:01:52.307]for the 4-H member to process and deliver
[00:01:55.621]his or her answer to you.
[00:01:59.360]A third best practice is to distinguish
[00:02:01.236]between the process of 4-H project work
[00:02:04.142]and the product of 4-H project work.
[00:02:07.972]Depending on the developmental stage,
[00:02:10.072]the quantity and quality of both will vary.
[00:02:13.384]The process is how the youth approached his or her work
[00:02:16.444]and the product is the outcome of the work.
[00:02:19.848]Exploring both in the judging experience
[00:02:21.996]are valuable in fostering positive youth development.
[00:02:26.640]Let's shift our attention to the characteristics
[00:02:28.760]and stages of development
[00:02:31.416]and begin with our youngest members in kindergarten
[00:02:34.040]through third grade.
[00:02:36.636]During this stage of developmental,
[00:02:38.420]4-H members are concrete thinkers.
[00:02:41.644]They can think about and answer questions
[00:02:44.296]regarding things they can see,
[00:02:46.460]touch, taste, hear or smell.
[00:02:52.192]These youth have a can-do attitude.
[00:02:55.156]They believe they are capable of greatness
[00:02:57.500]and are very willing to try and do activities.
[00:03:00.440]Encourage this optimism
[00:03:02.403]and belief in self.
[00:03:04.792]Attention spans are shorter
[00:03:07.792]but brain processing is not faster.
[00:03:10.880]Keep comments and interview times brief
[00:03:13.922]but deliberate and not rushed.
[00:03:18.843]In grades four through six,
[00:03:20.992]youth have an increased awareness of others
[00:03:23.840]particularly their peers.
[00:03:26.256]They engage in more social comparison of self to others
[00:03:29.660]and may be more reluctant to try new things.
[00:03:33.292]The mastering of skills related to 4-H project work
[00:03:36.456]can contribute to an enhanced self-concept.
[00:03:40.672]As a judge, encourage and champion the youth
[00:03:43.684]in exploring interests related to project work.
[00:03:48.772]Cognitively these youth are capable
[00:03:51.112]of understanding the why of things.
[00:03:54.216]When asking reflection-based questions,
[00:03:56.600]push youth for more in-depth reflection
[00:03:59.116]on their experiences.
[00:04:01.096]You can do so by simply saying tell me more about that.
[00:04:05.900]Youth in grades four through six
[00:04:07.456]are also able to comprehend multi-step directions.
[00:04:11.572]You can rely on this characteristic
[00:04:13.400]to ask them to articulate concrete next steps
[00:04:16.776]in project work.
[00:04:18.412]Questions such as what will you do different
[00:04:22.144]or what will you keep exploring in this project area
[00:04:26.240]are good examples.
[00:04:29.584]In grades seven through nine,
[00:04:31.192]youth experience and increase
[00:04:33.136]in from pressure from peer groups.
[00:04:35.304]The influence of older youth
[00:04:36.772]and adult mentors is critical.
[00:04:39.864]Encourage a continued connection
[00:04:42.471]to the youth's 4-H club with project work.
[00:04:47.107]Youth are able to identify a personal goal,
[00:04:50.376]clearly identify the specific steps to achieve that goal
[00:04:54.455]and independently work to achieve it.
[00:04:57.769]Ask what was your goal with this project?
[00:05:01.372]How did you achieve it?
[00:05:04.309]Youth are also capable of engaging in planning
[00:05:07.192]and self-evaluation.
[00:05:09.395]Asking what do you think about your work
[00:05:13.224]and what are your next steps for this project area
[00:05:17.124]or your 4-H experience?
[00:05:20.004]High school 4-H members benefit from belonging to groups
[00:05:23.480]while maintaining their own unique identity.
[00:05:27.603]Typically they can assume responsibilities
[00:05:30.996]and are capable of following through.
[00:05:34.192]Comments and questions can be directed
[00:05:36.832]towards the development of individual skills
[00:05:39.604]relevant to the youth's interests and capabilities.
[00:05:44.435]Youth set their goals based on their own individual needs.
[00:05:48.363]Ask youth how they identify the needs
[00:05:50.784]of their project work
[00:05:52.464]and what actions they took to fulfill those needs.
[00:05:57.291]Youth at this age can concentrate
[00:05:59.424]on future actions and plans.
[00:06:02.616]Ask questions about how the lessons learned
[00:06:05.096]and project wok can be applied to future careers.
[00:06:10.960]Nebraska 4-H values your contribution
[00:06:14.036]to the lives of young people.
[00:06:15.880]Thank you for your time today
[00:06:17.500]and for your work to make the best better.

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Judges Training: Ages and Stages of Youth Development

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