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Ages & Stages of Development
Ages & Stages of Development
Grades 4th-8th
| Youth may experience: | Leaders may need to | |
| Physical Development | • Hyperactivity (moving all the time) • Females maturing before males • Growth spurt (marking the beginning of adolescence) • Menstruation & ejaculation beginning |
• Provide active learning vary activities (avoid purely competitive events) • Prepare for “firsts” to occur during overnight trips (pack pads and tampons) • Avoid critiques or comments about physical stature |
| Social Development | • The need for belonging and inclusion (Joining clubs is popular) • Lack of always understanding others’ points of view • Moodiness • An urgency for justice and equality for all • A desire to please adults • Bullying (as the giver or receiver) |
• Focus on group belonging and team building • Use group learning • Encourage older mentors to work with youth • Avoid comparing youth to each other • Model and teach positive problem solving skills |
| Cognitive Development | • Concrete thinking until about age 11 • Abstract thinking beginning at age 11 (while some may never experience it) • Obsession in subjects of interest • Independent decision making; often rejecting solutions given by adults |
• Use simple, short directions • Offer a wide range of activities • Learn to apply the Essential Elements of 4-H Youth Development • Give limited choices |
Grades 9th-12th
| Youth may experience: | Leaders may need to | |
| Physical Development | • The acceptance of physical changes • Continued growth – most females reach maximum height by 14 and males by 16 |
• Avoid critiques or comments about physical stature • Vary activities so that size doesn’t influence success |
| Social Development | • Self-centeredness with capability of feeling empathy • The importance of acceptance by romantic interest • The need for belonging and inclusion while still needing to be recognized as unique • Increased time working and going to school • The desire to be autonomous from parents • Imaginary Audience Syndrome |
• Let teens plan their own programs • Establish a climate conducive to peer support • Emphasize personal development whenever possible • Let teens assume responsibility while expecting follow through • Help in individual skill development |
| Cognitive Development | • Decision making • Continued cognitive development (Youth are still learning that actions have consequences –this portion of the brain is still forming.) • Mastery of abstract thinking • The desire to set their own goals based on their needs • Exploration and preparation for future roles |
• Provide real life problem solving opportunities • Let teens make decisions and evaluate outcomes • Provide opportunities for positive risk • Encourage service and career exploration |
Regardless of age, leaders should:
• Correct misbehavior or code of conduct violations privately and appropriately- in the presence of another adult leader.
• Recognize effort with public encouragement.
The University of Georgia College of Agricultural and Environmental Sciences (working cooperatively with Fort Valley State University, the U.S. Department of Agriculture, and the counties of Georgia) offers its educational programs, assistance, and materials to all people without regard to race, color, religion, sex, national origin, disability, gender identity, sexual orientation or protected veteran status and is an Equal Opportunity, Affirmative Action organization.
