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What is Cloverbud Connections? This newsletter, Cloverbud Connections, was developed in response to requests from 4-H volunteers for more information and support in working with Cloverbud members. It has been published quarterly and distributed statewide since 1997. Typical issues contain five sections: a headline article, activity section, campus connection, children's recipe, and guest articles. They provide a unique blend of education, activities, and fun to build and challenge Cloverbud Volunteers as they lead our youngest members. This special edition contains articles about the Ohio Cloverbud Program guidelines, special insights for working with younger youth, suggestions for using the Cloverbud curriculum, and a section to help volunteers organize and conduct an awesome club. It is hoped that it will remind experienced volunteers and familiarize new volunteers with the philosophies behind the Cloverbud program. Bruce Zimmer and Joyce Shriner, Cloverbud Connections co-editors welcome and encourage Cloverbud volunteers to share success stories, questions, suggestions, and ideas that work. Please take a few minutes to write, call, or e-mail today. Their postal and e-mail addresses and phone numbers are on the last page of the newsletter. Cloverbud Program Goals The goal of the Ohio 4-H Cloverbud Program is the development of youth in grades K-2 to become capable, competent, caring and contributing citizens. Develop self understanding and confidence through positive and cooperation based learning environments. Experience achievement through an age appropriate and success oriented activity based curriculum. Develop positive attitudes to self, family and community through caring adults and older youth who serve as positive role models. How Youth Participate Youth may participate in Cloverbuds through one of several 4-H delivery systems: Cloverbud Clubs - members meet separate from any other group or club. Cloverbud clubs may meet in community centers, schools, libraries, childcare settings, churches or in the home of interested parents or trained adults. Classroom Setting - Cloverbud materials are ideal for K-2 grade classrooms. As part of an existing Community Project Club - Cloverbud members can be part of a 4-H Community-Project club, but meet separate from the 9-19 year-old members while doing Cloverbud activities. After School Programs. How the Program Works Membership eligibility for the 4-H Cloverbud program begins when a child has reached age 5 and is enrolled in kindergarten as of January 1 of the current 4-H year. Youth enroll and participate in Cloverbud Clubs that are led by trained 4-H volunteers. Many of Ohio's volunteers are parents of youth participating in the program as well as other adults concerned about the development of youth. Clubs provide activity-based education for members. Activity-based means a variety of short term experiences for youth that creates a cooperative fun approach to learning. Youth participate in activities at club meetings that focus on topics that are of interest to this young audience. Volunteers choose activities from a variety of topic areas. Participating in Events
Many counties have junior fairs that provide wonderful opportunities
for Cloverbud members to participate. County junior fairs are open to
participation by Cloverbuds, but for exhibit only. A Cloverbud
show-n-tell is an example of how youth can feel a part of the fair
without being competitive. When recognizing members, special prizes or
awards must be given equally to all Cloverbud 4-H members.
Developing Cloverbud Programs
The Cloverbud parameters are guidelines that help ensure the
development of consistent programs throughout Ohio. Four-H volunteers
and professionals use the guidelines to determine whether or not an
event or activity is appropriate for 4-H Cloverbud members. Appropriate
events and activities are:
Sources:
Safrit, R. D., & Gibbons, G. (1995). Supporting Youth in Grades K-2. Columbus, OH. The Ohio State University.
Sommers, R. (1999). Extension Factsheet - 4-H Cloverbuds. Columbus, OH. The Ohio State University.
Scheer, S. D. (1997). Programming parameters for five to eight year-old youth in 4-H. Journal of Extension [On-line serial] 35(4).
Available URL address: http://www.joe.org.
Bruce P. Zimmer Using the Ohio Cloverbud Curriculum
How to Use the Curriculum
The 4-H Cloverbud Curriculum
is organized as a series of lessons addressing such subjects as Citizenship,
Expressive Arts, Consumerism, Environment, Healthy Lifestyles, Personal
Development, Plant and Animal Science, and Science and Technology.
It is important to remember when
planning the lessons the learning level of the group of children. Five-
year-olds will need more guidance and assistance with the activities in
the lessons. Most five- year- olds rely on picture recognition rather than
following written instruction. Remember this group is of kindergarten age
and most kindergarten children begin to read short three word sentences
at the end of their kindergarten year. Children at this age are learning
to write their name and the alphabet which means written activities should
not be included or the child will become frustrated. Parental involvement
is encouraged and can be done in a variety of ways. Asking a parent to
take a turn helping for one session or having one parent as a volunteer
for all the meetings are a couple of ideas. The other end of the
Cloverbud age spectrum is the eight-year-old child. Children in this age
group can accomplish written tasks.
The Order of the Lessons
There is no specific order in
which the curriculum lessons should be taught. However, keep in mind:
Cindy Bond-Zielinski
New lessons will soon be available to compliment the 4-H Cloverbud
Curriculum. The curriculum is entitled Series II and includes a variety
of new lessons and topics. The table of contents for Series II includes:
Consumerism/Family Science
Environmental/Earth Science
Community Expressive Arts
Personal Development
Plants And Animals
Science and Technology
Who Are These K-2 Cloverbud Children?
Characteristics and Abilities of K - 2 Children:
There is so much to say about the developmental characteristics of 5
to 8 year old children that this will be an overview to serve as a guide
as we work with children in this age group. Children develop in many
ways; physically, mentally, socially, and emotionally. All of these
components influence each other and do not act alone but together to
make up the whole developing child. Children do not grow and develop at
the same rate; each child is unique and matures in their own time and
way. For children to increase the five life skills of the Cloverbud
program (self-esteem, getting along with others, physical mastery,
decision making, and learning to learn) it must be carried out at the
age appropriate level of the Cloverbud children. If activities are too
easy or too difficult we cannot help them improve on these life skills.
Therefore it is essential that we are aware of the children's
developmental characteristics and abilities.
Characteristics and Abilities of K - 2 Children:
There is so much to say about the developmental characteristics of 5
to 8 year old children that this will be an overview to serve as a guide
as we work with children in this age group. Children develop in many
ways; physically, mentally, socially, and emotionally. All of these
components influence each other and do not act alone but together to
make up the whole developing child. Children do not grow and develop at
the same rate; each child is unique and matures in their own time and
way. For children to increase the five life skills of the Cloverbud
program (self-esteem, getting along with others, physical mastery,
decision making, and learning to learn) it must be carried out at the
age appropriate level of the Cloverbud children. If activities are too
easy or too difficult we cannot help them improve on these life skills.
Therefore it is essential that we are aware of the children's
developmental characteristics and abilities.
Scott D. Scheer
Do I Have Your Attention?…Attention Span and Children
Young children have short attention spans, especially if there are
distractions around them (Enns & Akhtar, 1989). Cloverbud aged
children have a difficult time focusing their attention on one thing
while ignoring other things that might be going on at the same time. As
children get older their ability to focus and filter out undesirable
stimuli improves.
Because children have short attention spans, the time spent in each
activity should range from a few minutes to ten minutes. There are
strategies to help children stay on task and involved in selected
activities. Suggestion One: Conduct the activity in a room or outside
where other groups are not present that may be distracting (i.e., the
older 4-H Club). Suggestion Two: Have only materials needed for the
activity out and available for the children to help them keep focus.
Suggestion Three: Kindly remind them to pay attention if they begin to
wonder mentally and physically away from the activity. Suggestion Four:
If the children are engaged and interested in the current activity, let
them continue in an unhurried manner.
Source: Enns, J. T., & Akhtar (1989). A developmental study of
filtering in visual attention. Child Development, 60, 1188-1199.
Scott D. Scheer
Cooperative and Competitive Learning: What's Best for Cloverbud Kids!
Hundreds of studies have been conducted comparing the effectiveness
of cooperative, competitive, and individualistic environments with
people of all ages. Especially in children, it has been clearly shown
that cooperative learning produces higher achievement, increased social
skills through positive relationships, and healthier psychological
adjustment (self-esteem) than competitive or individualistic programs
(Johnson, D.W. & Johnson, R.T., 1989; 1992).
Young children have a difficult time mentally understanding winning
and losing. Feeling and fact are often merged and when children lose,
they relate negative feelings to their self-worth and identity.
Competition is almost always connected to external awards and approval.
Children in competitive settings, whether they win or lose, begin to
define themselves externally which is a weak foundation for their
developing self-concepts. Research has linked external motivation with
competition (reward driven, playing only to win, ego oriented) and
internal motivation with cooperation (mastery driven, self-determined,
task oriented) (Amabile & Hennessey, 1992; Chandler & Connell,
1987).
Children in cooperative-learning centered environments do not
function individually or competitively. They can participate and
contribute whatever their skill level, age, or ability. This promotes
positive relationships that improve social skills. These children are
more likely to develop self-confidence and have a healthier attitude and
perspective about themselves. Self-esteem and optimism are by-products
of doing well and being successful (Seligman, 1995). Therefore,
cooperative and noncompetitive settings are ideal for children to
experience success and be more optimistic about themselves.
When children learn how to cooperate with others they have distinct
advantages and skills at home, work, and play as adolescents and adults.
Our Cloverbud program can provide children with an opportunity to gain
these cooperative learning skills.
Sources:
Amabile, T.M., Hennessey, B.A. (1992). The motivation for creativity
in children. In A. K. Boggiano & Pittman, T. S. (Eds.) Achievement
and motivation: A social-developmental perspective, (54-74). New York
Cambridge University Press.
Chandler, C.L., Connell, J.P. (1987). Children's intrinsic, extrinsic
and internalized motivation: A developmental study of children's reasons
for liked and disliked behaviors. British Journal of Developmental
Psychology, 5, 357-365.
Johnson, D.W., & Johnson, R. T. (1989). Cooperation and
competition Theory and research. Ednia, MN: Interaction Book Inc.
Johnson, D.W., & Johnson, R. T. (1992). Preparing children to
live in an interdependent world. In A. Combs (Ed.), Cooperation: Beyond
the age of competition, (pp. 193-202). Philadelphia, PA: Gordon and
Breach.
Seligman, M. E. (1995) The optimistic child. Boston: Houghton
Mifflin.
Scott D. Scheer
Making Cloverbuds an Awesome Experience
Organizing an Awesome Club
What do you need to do in order to have an awesome Cloverbud club?
There are several things that you need to consider. First, think about
yourself as a Cloverbud volunteer. Are you really interested in children
during this stage of development? Perhaps you are the parent of a
Cloverbud. One of the prerequisites to having an awesome club is that
you enjoy being with excited, energetic, young children. You will also
need to work with parents, to encourage their support and help with
special activities, as well as the staff at your county Extension
office.
It is also important to recognize that 4-H Cloverbud programs are
activity centered and leader directed. As the leader, the amount of
time, energy, and enthusiasm that you commit to the program is likely to
impact it's success. Your organizational skills will also play a big
role in the success of your club. To get organized, carefully review and
think about the how, what, where of Cloverbud meetings before you begin
enrolling members for the year.
How Many Members Should a Club Have?
Successful clubs have a good balance between numbers of members and
leaders. A ratio of 6 Cloverbud members per volunteer seems to work
well. Some activities and trips may require 1 adult for every two
Cloverbuds.
How are Members Recognized?
Cloverbuds may receive recognition for participation only. Any form
of recognition, prize, award, or ribbon must be given equally to all
Cloverbud members.
How do I Involve Parents?
Parents are an important part of the 4-H program. Most are interested
in their child's 4-H activities and experiences and are willing to help
when asked. During the program planning process, make a list of tasks
that parents could perform. Examples include hosting a meeting in their
home, donating craft supplies and/or refreshments, chaperoning a special
tour, planning a community service project, making telephone calls,
providing transportation, sharing a special skill, etc. Use your list to
develop and distribute a parent sign-up sheet to recruit their help. It
is also helpful to write a letter to parents soon after the club is
organized. In the letter you can communicate what the 4-H group expects
of members, the year's meeting dates, and your need for parent support.
What Happens During a Meeting?
Cloverbud meetings usually last about one hour. The meeting is called
to order, the 4-H pledge recited, and roll call is taken during the
first 10 minutes. The activity period, when you teach a lesson from the
Cloverbud curriculum, typically lasts 30 - 40 minutes. The remaining
time is spent enjoying refreshments and recreation.
What Special Activities Will be Available?
4-H Cloverbud members may go on special trips and get involved with
community service projects. You may want to brainstorm several
possibilities for club trips and let club members vote on where they
would like to go. A community service project gives Cloverbuds an
opportunity to work together for the benefit of the entire community.
Again, you may want to think of several potential projects that are safe
and appropriate for this age group and then let the members decide what
they want to do. Examples include recycling pop cans and newspapers,
sponsoring a canned food drive, planting flowers in a public area, etc.
Some counties offer Cloverbud camps and opportunities for Cloverbuds
to exhibit at the county fair. Call your Extension office to find out
what your county offers.
Where are Meetings Held?
Ideal meeting places have good lighting, a comfortable temperature,
adequate space and facilities, and are centrally located. If the
Cloverbud club is part of a larger community club, the meeting place
should have separate rooms for each group.
Organize the space to fit the activities that are planned. Arranging
tables and chairs in a square or circle allows all members to see and
hear each other.
Sources:
4-H Extension Fact Sheets Effective 4-H Club Meetings 4-H-006-99;
4-H Cloverbuds 4-H-010- 99; Community Service 4-H-012-99; and Involving
Parents 4-H-013-99.
Joyce Shriner
Cloverbud age children face many growing up questions everyday. One
of the most important is "Who Am I?" and "How do I feel
about myself?" A major goal of the Cloverbud program is to help
develop self-esteem by having a positive effect on a child at an early
age. This will help the child develop into a happy person as an adult.
The philosophical base of the program is achieved by having
activity-based, short-term experiences that are cooperative (not
competitive and success-oriented).
What are some of the other ways that advisors can help develop
self-esteem in Cloverbuds? Here are some ideas:
Self-Portrait Collage
Purpose: To help members think about themselves – their hobbies,
families, friends, backgrounds, favorite activities, future goals, etc.
and make a collage representing themselves.
Materials: Paper, scissors, and glue
Time: 15 minutes
At the meeting:
Vicki Reed
Cloverbuds Deserve Great 4-H Volunteers
Think back to the days of being 5, 6, and 7 years old. Life was full
of adventure-playing outdoors, learning the a-b-c's to read exciting
books, and feeling the power of adding and subtracting numbers. And
don't forget such important lessons as learning to do things exactly
like the teacher wants, and dealing with the neighborhood bully.
Adults were major influences to each of us when we were 5, 6, and 7
years of age. And the same is true today, whether the adult is a parent,
aunt, uncle, babysitter, teacher, day-care assistant, swimming
instructor, or 4-H club volunteer. As the child's self-esteem is
beginning to take shape, each adult has the power to build and enhance
the youngster's esteem, as well as the power to shatter the child's ego
with a cross word, a nasty look, or making the child the butt of a joke.
Knowing the delicate nature of a cloverbud's self-esteem, it makes
common sense that Ohio State 4-H would insist on having high quality
volunteers to work with this young audience. The organization would be
irresponsible with the care and education of these younger members to
allow a volunteer who might cause harm to any of the children. Likewise,
4-H parents assume (and rightfully so) that their children will be safe
while participating in 4-H activities.
Therefore, Ohio 4-H has adopted the Ohio 4-H Volunteer Standards of
Behavior as a tool to insure the safety and well-being of all 4-H
participants. Ohio 4-H also recognizes that being a 4-H volunteer is a
privilege rather than a right. So, the Ohio 4-H Volunteer Standards of
Behavior serve as the guide to which the actions of volunteers, who have
signed this contractual agreement, can be compared in circumstances of
potential harm to the youth. The standards also serve as a guide by
which adults applying to be 4-H volunteers must measure up.
Upholding 4-H volunteers to the Standards of Behavior better
guarantees that Cloverbuds will develop positive self-esteems and learn
appropriate skills by which they can successfully negotiate the twists
and curves on their road of life. In other words, Cloverbuds deserve
volunteers who meet or exceed the Ohio 4-H Volunteer Standards of
Behavior.
Vicki Schwartz
Coping with Cloverbud Kids in Conflict
Children at one time or another will have conflict with each other
(sharing materials or play space) or with themselves (understanding
material or having difficulties participating) when involved in
Cloverbud activities. Conflictual experiences can hinder the development
of self-understanding and social-interaction skills when not handled
properly. When working with Cloverbud youth, we can help them by using
the following conflict resolution techniques:
Children who learn how to problem solve and deal with conflict are
self-confident. They also expand their self-understanding and
social-interaction skills.
Scott D. Scheer
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All educational programs conducted by Ohio State University Extension are available to clientele on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or Vietnam-era veteran status. Keith L. Smith, Associate Vice President for Ad. Admin. and Director,
OSU Extension TDD No. 800-589-8292 (Ohio only) or 614-292-1868 |
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