Contents Practice Random Acts of Kindness What Today's Families Are Eliminating Gender Bias Campus Connection Imaginary Twist Busy Honey Bees Clean Hands Equal Good Health

Practice Random Acts of Kindness

Every workshop I attend has new resources, clever illustrations, and wonderful sayings that help the presenter direct our attention to the program's topic. Resources that I have purchased for my use are books called Chicken Soup for the Soul and A Second Helping of Chicken Soup for the Soul by Jack Canfield and Mark Victor Hansen. As I read some of these short stories, one sticks out as a way to improve the quality of our communities and celebrate our strengths. In the story, "Practice Random Kindness and Senseless Acts of Beauty," the author identifies several times when this phrase was put into practice and the dramatic impact it had on individuals. The person who gives up their parking spot to another driver, or pays the bridge toll for the next six cars, or the group of people who take buckets and brooms to clean up the yard of an elderly couple are all practicing random acts of kindness. How do you "teach" this to youth? The best way I know is by example!

Help youth do acts of kindness by providing opportunities within your program

They say you can't smile without cheering yourself up a little- likewise, when you commit random kindness you feel as if your own troubles have been lightened if only because the world has become a slightly better place. And recipients feel a shock, a pleasant jolt. What a wonderful way to respond to those staff, volunteers, parents, and youth with whom you work. Award a kindness badge to someone you know who performs random acts of kindness and senseless acts of beauty. Let your group know that we value these things.

Source: WSU Cooperative Extension Connections, Vol. 4, No. 4, Page 3. M. Christine Price

"It's the action, not the fruit of the action, that's important, You have to do the right thing. It may not be in your power, may not be in your time, that there'll be any fruit, But that doesn't mean you stop doing the right thing. You may never know what results come from your action. But if you do nothing there will be no result."
-Gandhi

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What Today's Families Are

Today's families are diverse, challenged, and many are at special risk. There is a critical need to use the collective strengths of individuals, communities, organizations, and governments to respond to the stresses faced by today's children, youth, and families.

Families are diverse:

• More than 26% of US children live in single parent families.
• Minorities make up an increasing share of the population.
• More than 12% of the population is elderly. O Sixty-one percent of US children have both or their only parent in the labor force.

Families are challenged:

• Approximately 1/2 of all marriages end in divorce.
• Fewer jobs provide earnings sufficient to meet basic needs.
• Thirty-two million Americans have no health insurance.
• More than 100,000,000 children ages 5 to 14 care for themselves during non-school hours.

Families are at risk:

• Twenty percent of US children live in poverty.
• Half a million teenage girls give birth each year.
• More US teenage boys die from gunshot wounds than all natural causes combined.
• Half a million young people drop out of school each year.

Despite changes in their structure, families remain the most basic unit of society. Today's families need support to build the resiliency necessary to meet life's challenges head-on. There is encouraging evidence that research and resulting programs can contribute to the strength and resiliency of all families. Source: Cyfernet (www.agnr.umd.edu/users/nnfr/pub_wht.html)

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Eliminating Gender Bias

The Cloverbud program is designed to provide cooperative, not competitive, activities for young children. Because gender stereotyping is learned at an early age and is widely accepted, many adults promote it without realizing the harm that may result. Poor academic performance and diminished self-esteem among adolescents are two negative effects of gender bias. In her journal article, "Do's and Don'ts for Eliminating Hidden Bias," Karyn Wellhousen suggests how elementary school teachers can treat boys and girls equally. Cloverbud volunteers may also want to use some of her ideas:

• Give boys and girls equal time to respond during discussions. When facilitators wait 3 to 5 seconds, children will respond with longer, higher quality comments. Also, more students will participate in discussions and their confidence level will increase.
• Give boys and girls equal opportunities. Don't assign group chores by gender (i.e. throwing trash away, lifting heavy objects.)
• Praise girls and boys for their abilities. Avoid praising girls for their appearance only.
• Use non-biased language, titles and labels.

Source: Joyce A. Shriner, Extension Agent, Family & Consumer Sciences/4-H Youth Development, Morgan County. Adapted from: Wellhousen, K. (1996). Do's & Don'ts for Eliminating hidden bias. Childhood Education, 73 (1), 36-39.

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Campus Connection

An important feature of the Cloverbud program is its developmentally appropriate design. What in the world does that mean? It means that the activities and the program are set up for children between the ages of 5 or kindergarten through the second grade. It is not designed for toddlers or adolescents. To enhance the self-esteem of young children, they must be successful at whatever they undertake. Therefore, Cloverbud activities are developmentally appropriate so the children can be successful.

When interacting with Cloverbud children, it is important to keep in mind their stage-specific characteristics. Below is a list describing some of the unique aspects of children age five though eight.

• Feeling-self concept not strong enough to deal with failure.
• Growing-body proportions changing. Gawky appearance. Mastering physical skills. Thinking-thinking is concrete; need to see, feel, hear, or taste.
• Relating-family is of prime importance, the base of security and identity.
• Relationship to age mates-need to be in small groups; will interact with both sexes. Relationship to adults-need to be close to adults; look for adult approval.

Scott D. Scheer State Extension Specialist 4-H Youth Development Preadolescent Education

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Imaginary Twist

Skills Developed: Imagination, Self-Esteem and Relaxation.
Equipment Needed: None.

1. Children stand in a circle with at least an arm's length between each child and with their arms down at their sides.
2. Instructor demonstrates movement.
3. AU the children extend their right arms out directly in front of them with palms facing down and the fingers extended.
4. The children then twist around to the right as far as they can without shifting their feet, moving their right arms in a level plane and following the movement of their arms with their eyes.
5. Children are instructed to notice where their fingers are pointing when the right arms stop.
6. Next, the instructor guides the children in closing their eyes and imagining doing the same movement but having the right arm move much further around, perhaps even 360 degrees.
7. The children then open their eyes and physically perform the movement again.
8. Instructor asks the children how many of them were able to twist further around after imagining they could do so.

Source: Joy of Sports Star Program. By Andrew Oser. Front Row Experience, page 30.

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Busy Honey Bees

READY - get your cooking tools:

• measuring cups
• measuring spoons
• mixing bowl
• waxed paper
• toothpicks
• wooden spoon
• cookie sheet

SET - get your ingredients

• 1/2 CUP peanut butter
• 1/3 CUP nonfat dry milk powder
• 2 tablespoons toasted wheat germ
• 1 tablespoon honey
• 2 tablespoons coconut

Toppings: Melted Chocolate, Sliced Almonds

GO - follow the directions

1. Mix the peanut butter and honey in a bowl with a wooden spoon.
2. Add the milk powder and stir together.
3. Add 2 tablespoons coconut and 2 tablespoons wheat germ, and stir.
4. Tear off a piece of waxed paper, and lay it on a cookie sheet.
5. Spoon the dough onto the cookie sheet, and spread it out.
6. Form the dough into the shape of a bee.
7. Melt some chocolate chips in the microwave.
8. Dip a toothpick into the chocolate; make eyes and stripes on the bee's back.
9. Put one almond slice on each side to look like the wings.
10. Chill about 30 minutes in the refrigerator.

Makes about 28 busy bees.

Serving Ideas: "Put a vase of flowers in the center of a large platter; arrange the bees on the platter around the flowers.

Source: Fun with Kids in the Kitchen Cookbook; healthy kid-tested recipes. Judi Rogers, The Health Connection, Page 37.

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Clean Hands Equal Good Health

Have you ever watched a young child wash his or her hands? They quickly pass them under the water and say that they're done. Little hands are constantly touching things, picking up germs and spreading them from place to place and person to person. Help stop the spread of colds and infectious diseases by teaching your Cloverbuds how to wash their hands.

In order to kill germs, it is important to scrub hands and fingernails for at least 20 seconds with very warm water and soap. Dry them with paper towels or a clean hand towel.

Have the Cloverbuds sit in a circle and practice washing their hands while you time them Or, if possible, let each of them take a turn scrubbing their hands at a sink while you time them.

Ask the children to give examples of when they wash their hands. Point out that we should wash our hands: during and after school, before eating, drinking or snacking, after using the toilet, after playing outdoors, after playing with pets, and after coughing or sneezing.

Source: Joyce A. Shriner, Extension Agent, Family & Consumer Sciences/4-H Youth Development, Morgan County

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Keith L. Smith, Associate Vice President for Ad. Admin. and Director, OSU Extension TDD No. 800-589-8292 (Ohio only) or 614-292-1868