4-H AfterschoolRationale, Program Delivery Models and

Theoretical BaseA Reference for Extension Professionals

Theresa M. Ferrari, Ina Metzger Linville & Nancy Valentine

Presentation by Ina Linville

State 4-H Youth Development SpecialistLinvilleI@missouri.edu

Defining 4-H AfterschoolRationale for 4-H and Extension

Involvement4-H Afterschool Program Development

ModelTheoretical Foundation

4-H Afterschool …

Is a brand name for all new and existing Extension Programs conducted during the out-of-school time

Goals of 4-H Afterschool are:Increase the quality and availabilityIncrease the # of young people and

volunteers involvedIncrease use of 4-H & Extension curricula

in these settings

Goals of 4-H Afterschool are continued:Increase the knowledge/skills of AS StaffIncrease the number of 4-H Clubs in AS

programsPosition 4-H as a major contributor &

leader in the after-school field

Definition of 4-H Afterschool Programs

4-H Afterschool Programs areOffered during OST hours (safe, caring,

enriching)Reach K to 12 Engage youth – long-term, structured and

sequential experiences in partnership with adults

4-H Afterschool Programs are designed on principles of positive youth development

BelongingMasteryIndependenceGenerosity

4-H Afterschool the LogoClover – Positive ImageExtraordinary Learning OpportunitiesShaded dots – learning experiences are

never ending

Rationale

Issues

For 4-H and Extension

8 to 15 million youth 5 to 14 need ASP(NIOST; USDOE, 1999a)

Public Attention, Acceptance and Support(Gannett & Short, 2001; Afterschool Alliance, 2002; Fight Crime Invest in Kids, 2001)

ASP can meet a variety of needs(Gootman, 2000; Roth, Brooks-Gunn, Murray & Foster, 1998)

AS is time for opportunity or risk(Newman, Fox, Flynn & Christeson, 2000)

Learn skills, develop interest and spend meaningful time with peers and adults

Lower incidence of problem behaviors

OST opportunities decline rather than increase with age (Pittman et al, 2003)

Why Should 4-H Be Involved?

4-H is about positive youth development

After-school Programs are

Needed

Where Kids are at

After-school programs can benefit from 4-H youth development resources

Curricula

Training

Adapted from the Extension School-Age Child Care Consortium, 1993

Revised April 2003

Distributed at the 4-H Afterschool National Roll-Out Conference, St. Louis, MO

Involvement in After-School Programs: An Extension Program Development Model

Conducting Community Needs Assessment

Impacting the Quantity of Quality After-School Programs

Working withFamilies

Impacting the Quality ofExisting After-School Programs

Extension Managed Community Managed

Creation of New Non-Profit

Board

Managed byOther Agency or

Organization

Education and Technical Assistance

CommunityPartnerships

EnhancingEducationalEnvironment

After-SchoolStaff Development

TrainingEvaluation

ProvidingCurriculum

Support

Starting & Maintaining4-H Clubs inAfter-School

Settiing

Quality ofEnvironment

ChildOutcomes

Required Elements of Quality Child Care, School-Age Care, and Out-of-School Programs for Older Youth and Teens

• Source: Cooperative Extension System • Extension "CARES" for America's Children and Youth Initiative • August, 2002

DEVELOPMENT EDUCATION

CARE

Quality

Youth Development

Positive Youth Developmentoccurs from an intentional process that promotes positive outcomes for young people by providing opportunities, relationships and the support to fully participate. Youth development takes place in families, peer groups, schools, neighborhoods and communities.

Young people who are…

CompetentMy HEAD to

clearer thinkingSolving problemsAchieving goals

Using scientific methodsPlanning and organizing

Thinking creatively

CaringMy HEART to greater loyalty

CommunicatingCooperating

Resolving conflictsValuing diversity

ContributingMy HANDS to larger

serviceMastering technology

Learning through community serviceVolunteering

Being a responsible citizenExercising leadership

CapableMy HEALTH to

better livingMaking healthy lifestyle

choicesUtilizing resistance skills

Preventing diseaseExpressing emotions

positively

• Opportunities for mastery

• Opportunities for self-determination

• Opportunities for engagement in learning

• Opportunities to value and practice service to others

4-H Impact Study 8 Critical Elements in

Positive Youth Development Programs

• Opportunities to see oneself as an active participant in the future

• Inclusive environments

• Safe environments• Relationships with

caring adults

4-H Impact Study 8 Critical Elements in

Positive Youth Development Programs

Features of Positive Developmental

Settings/Programs**Community Programs to Promote Youth Development, 2002, National Research Council• Physical and psychological safety

• Appropriate structure

• Supportive relationships

• Opportunities to belong

• Positive social norms

• Support for efficacy and mattering

• Opportunities for skill building

• Integration of family, school and community efforts

Educational Frameworks

Experiential Learning

Do - Reflect – Apply(David Kolb)

Anchored Learning(Brown, Collins & Duguid, 1989)

Social Cognitive Theory

(Bandura, A., Schunk, D., Zimmerman, B.)

Good Practice for Care

NSACA Standardshttp://www.kcyouthnet.org/standards1.asp

YouthNethttp://www.kcyouthnet.org/standards_teen.asp

Ecological Model

(Bronfenbrenner, 1993)

Principle Engines Social Interactions family, school &

OST

Progressively more complex activities and tasks.

In Summary

4-H Afterschool can

Take many shapes and forms

Accommodate many different roles self-defined by agent/educator

Provide the theories to address “why” 4-H Afterschool works.