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Fall 2005
Contents
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Guiding
Children’s Behavior
You’ve
heard the sayings “It’s not the child that’s bad, it’s
the behavior that’s bad” and “Look for children being
good”. Understanding these educational concepts is important. So,
how would you translate these values into positive and effective management
techniques when it comes to guiding children’s behavior?
First, you must
understand that not every behavior guidance method works for every child,
situation, age or behavior. It is important that you understand the developmental
ages and stages of children and apply several methods or a combination
of methods in working with children as you guide their behaviors toward
more positive results.
Second, you must determine
which techniques you will be using by evaluating the reason for the behavior,
the age of the child, the child’s needs and abilities, and the behaviors
you want to change. Don’t forget to consider your feelings at the
time when you are using management techniques. When working with children
and their behavior challenges, it is important to remember that positive
and supportive results occur when you are feeling positive and supportive.
Third, the key to behavior
guidance strategies is to begin with prevention methods. When children
are working and playing together make sure that you have provided them
a cooperative, educational, playful, and supportive environment. The appropriate
environment will not only prevent behavior problems, but will allow children
many positive opportunities to live and grow together.
Here are some ways that Cloverbud volunteers
can effectively manage and guide children toward positive living and learning
experiences and behaviors:
»Create
a supportive environment – plan ahead, have a simple and flexible
routine, keep
children busy, establish basic positive rules and post them where they
are visible, be
clear in your expectations, and be fair and consistent.
»Develop
a positive relationship with each child – get to know each child,
recognize
your own weaknesses, and adapt your response
to each child’s needs.
»Interact
with children in ways that help them learn appropriate behavior –
model
appropriate
behavior, acknowledge feelings, teach children how to express themselves,
offer choices,
use problem solving techniques, give children responsibilities, include
parents in
working with serious problems, and get outside help when you have tried
everything
else.
»Make
every moment count when working with children and always believe and live
the words
of Mohandas Gandhi when he said “You must be the change you wish
to see in
the world”.
Source: Health and Safety in Family Child Care, Guiding Children’s
Behavior, Ohio Department of Health, Ohio Department of Job and Family
Services
Janet Wasko
Myers, M.A., Early and Middle Childhood Education
Extension
Educator, 4-H Youth Development
Ohio State University Extension, Madison County, Ohio
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The
Perfect Gift - The Perfect Tool
Have you ever heard the
poem about Phil and Sophie?
... This is the story of Phil and Sophie
Who never heard of “philanthropy,”
They heard of words
like “give” and “share,”
And “help out” people everywhere.
If you haven’t heard about these
two young philanthropists, you may want to download “The Perfect
Gift” located at http://jefferson.osu.edu under 4-H Youth Development.
“The Perfect Gift” provides numerous activities, stories,
games, and poems that teach youth the importance of giving. Not only will
young people learn about Phil and Sophie, they will also learn about what
makes a perfect gift, the importance of attitude when giving the perfect
gift, and the cost of the perfect gift. They will read stories about giving
perfect gifts including one about two brothers who learn the boomerang
affect associated with being charitable.
The curriculum is divided into five sections:
Getting Started
Digging Deeper
Looking Within
Bringing Closure and
Going Beyond
Each section is easy to understand and
use. Materials needed are readily available in your home or office. Teaching
time can range from five minutes up to thirty minutes, depending on your
needs.
One of the key elements in a successful 4-H program
is that youth learn the importance of community service and meeting the
needs of others. As the relief effort for Hurricane Katrina continues,
and as the holiday season approaches, it is a great time to remind children
and teens that anyone can be a philanthropist. Philanthropists are not
necessarily the people with the most money; they are instead, the people
who are able to meet a need just when it is needed the most.
Janine Yeske
Extension Educator, 4-H Youth
Development
Ohio State University Extension, Jefferson County, Ohio
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Give
the Gift of Serving Others
Many times, children and parents alike get caught up in a gift-giving
frenzy...running to this store then that store to find the perfect present
for a special someone. In the process, the focus shifts from the person
to the purchase, with commodities, instead of community, taking center
stage. This year, rather than contributing to crazed consumption, help
your Cloverbuds focus on giving the gift of service. Sit down together
as a club and have each member think about all of the things they can
do - running the vacuum cleaner, dusting, picking up litter, singing,
dancing, coloring pictures - that would be appreciated by someone else.
Next, ask the kids to think of a person or group in your community who
would really benefit or enjoy such a service. Then help the group decide
what they would like to do together for that someone or something in your
community and plan to do it. Now ask each member what they might like
to do for someone in their family. Plan enough time and have supplies
for each member to make a ‘coupon’ that specifies their name
and the service they will perform. In the end, serving others not only
benefits the receiving person, but the giving person as well.
Kirk Bloir, M.S., Extension Associate
Human Development & Family Science
Ohio State University Extension,
Columbus, Ohio
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Flowers
for the Holiday?
A
Great Gift Idea that Cloverbuds can Make !
Planting flower bulbs indoors and forcing them into
bloom. This is a great project idea for Cloverbuds to do as a group project
and to give as holiday gifts.
Tulips, hyacinths, daffodils, and crocus are your best
options as they offer an array of color that can help counteract winter's
bleakness. These hardy bulbs can be forced after a period of cold treatment.
The following steps will help in forcing bulbs successfully.
- Bulbs
can be potted anytime from September 1 to December 1 and bulb pans are
the preferred containers. These are clay or plastic pots that are much
wider than high. A drainage hole is necessary.
- Mix
equal parts (by volume) of potting soil, sphagnum peat moss, and vermiculite
or perlite, add mix to the pots, then set the bulbs close together,
but not touching. Plant either five or six tulips, three hyacinths,
three daffodils, or six to twelve crocuses per 6-inch pot (depending
on bulb size). Once the bulbs are set in the pot, add soil until only
the bulb tips are visible. Then water the bulbs thoroughly; it may be
necessary to add more soil as it settles.
- Mark
each pot with a waterproof tag. Bulbs (except paper white narcissus)
must be exposed to a cold treatment (35 to 40 degrees F) for 8 to 12
weeks depending on variety. Any cold, dark area can serve as a storage
area or an old refrigerator could be used. Additional watering may be
necessary for these pots so check them periodically.
- When
the bulbs' roots start to come through the drainage hole, they are ready
to be forced.
- Upon
bringing a pot of bulbs indoors to force, water well, and expose to
cool temperatures (40 to 50 degrees F) and low light for a week. Then
gradually move pots to good sunlight and an area where night temperatures
are about 60 degrees (flowers will last longer at lower temperatures).
Keep pots well watered.
When bloom is over, gradually reduce water, but water
enough to keep foliage green. Plant bulbs outside as soon as the soil
can be worked to allow foliage to mature. Forced bulbs may not flower
the following season because the forcing process takes so much from the
bulbs.
(Adapted
from Jane Warner, Ohio State University , and Leonard P. Perry University
of Vermont Extension)
Chris
Penrose
Extension
Educator, 4-H Youth Development/Agriculture & Natural Resources
Ohio
State University Extension, Morgan County , Ohio
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...and
From the Web
Dear Editors: This is my first
year as a 4 -H advisor with my 4-H kids, Cloverbuds and the rest of the
gang. One of the parents in our group has cancer again for the third time.
For our first community service project we went out to her house and planted
a flower garden, which she enjoys very much. We even put a bench inside
this garden so she can sit and relax on her busy days. Not only did we
plant flowers, but we also put yard decorations in this garden to help
brighten it up. The kids had a great time getting dirty and the adults
had fun socializing and getting a work out!
Sincerely,
Patti in Hamilton, Ohio
Editors’ note: If you have a 4-H Cloverbud experience, idea,
or activity that you would like to share with readers. Please go to www.cloverbudconnections.osu.edu
and click on the “Share Ideas and Articles” tab.
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Campus
Connections
It
has been a number of weeks since Hurricane Katrina hit the U.S. gulf coast,
while the aftermath and effects of the storm will be with us for a long
time. As a 4-H Cloverbud leader, you might hear questions or discussions
from your
4-H Cloverbud members about what happened, especially since the recovery
efforts will remain in the news.
Even though we only received rains in Ohio
from Hurricane Katrina, our children know about its destruction of the
Gulf Coast through TV and other media outlets. Dr. Judith Myers-Walls
from Purdue University has written extensively about children and disaster.
Below are her recommendations for ways to help children who are exposed
to Hurricane Katrina from a distance:
1). It may be important to reassure children and correct
misunderstandings. Some may be afraid that a hurricane will come to their
community. Let them know if there are dangers that children can prepare
for, or reassure them that hurricanes will not come to their area. Take
time to talk about natural hazards that are local (such as tornados),
and teach them some simple ways to stay safe.
2). Although it is important to deal with children’s
fears, expect their emotions to go beyond that reaction. It is very likely
that children will also be sad about what is happening to other people,
and they may also be angry about the fact that not all of the people are
being helped as quickly as they would like. Let them express their full
range of emotions.
3). Provide some information to children. Answer their
questions, and consider looking up answers to questions that you cannot
answer quickly. Follow the child’s lead. Stop talking about the
situation when the child is satisfied. Be prepared for new questions to
appear later.
4). Find ways to take action and help. Taking action
can help children feel in control. 4-H Cloverbud children may want to
help collect materials to support families and relief workers; draw, write
poems, or letters to children in those affected communities. (Myers-Walls,
2005).
Some children may have processed what happened
with Hurricane Katrina and the suggestions may not be necessary. Remember
that these recommendations can be useful for other natural disasters that
may occur in the future.
Scott D. Scheer, Ph.D.
State Extension Specialist, Preadolescent
Education
4-H Youth Development, The Ohio State
University
Pumpkin Dessert
Ingredients:
1 cup cold milk
1 small package instant vanilla pudding
1/2 tsp. pumpkin pie spice
1 cup canned pumpkin
graham cracker or vanilla wafers (optional)
Pour the milk in a mixing bowl. Add the
other ingredients. Blend with a wire whisk or an electric mixer on the
lowest speed for two minutes. Pour into dessert dishes. If desired, top
with graham cracker or vanilla wafer crumbs before serving.
Joyce Shriner
Extension Educator, Family & Consumer Sciences
Ohio State
University Extension, Hocking County, Ohio
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