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Starting Conversations with Cloverbuds

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School has started and children are adjusting to back-to-school routines.  The beginning of a new school year brings additional responsibilities, activities, anxiety, and stress.  As a trusting adult in a Cloverbud’s life, we can help our Cloverbud youth learn to manage change and talk about how they are feeling.

It can be hard to find out what is causing stress and anxiety in children. One way to begin the conversation is by using a children’s book.  When children see themselves in a book, they connect at a deeper level with the story.  Check out the Ohio 4-H Cloverbud Reading Adventures for many books with activities, snacks, games, and crafts ready to go. One book that could be used to start a conversation is The Rainbow Fish, Ohio 4-H Cloverbud Reading Adventure.

Another great technique is to simply chat with the child. Pay attention to the conversation. Sometimes it is difficult for Cloverbuds to identify the word they are feeling but they know something is different.

As you finish your 4-H year and prepare for the next, take time to reflect with your Cloverbuds.

  • What is your favorite memory from this year in 4-H?
  • What do you hope to get better at this next year?
  • What is the best thing about 4-H?
  • What do you like most about yourself?
  • What are you most excited about learning in 4-H next year?

Encourage them to find ways to seek additional opportunities to lower their stress.  Some suggestions are playing with friends, being outside, reading a book, or counting to ten and taking deep breaths.

Links for children’s books about managing stress:

Sources:
Dayton Children’s https://www.childrensdayton.org/the-hub/news-and-blog
Kids Health https://kidshealth.org/en/teens/anxiety-tips.html?ref=search
Dayton Children’s on Our Sleeves https://www.childrensdayton.org/onoursleeves

Cloverbuds Back to School: Create a Healthy Living Routine

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August means it is time to get ready to go back to school and time for a new routine at home. Cloverbud members can help parents, siblings, and themselves determine what that routine looks like. An easy thing to do is to decide what clothes to wear the next day.  Set them out the night before so getting dressed is not such a chore when the school bus is approaching.

In addition to creating a morning routine, you can help your Cloverbud prepare for the school day.  Parts of the school day may be stressful for your Cloverbud.  Talk to them ahead of time to identify what those stressors are and how to address them. Are they worried about lunch time? Have them accompany you to the grocery store to pick out healthy snacks they can pack in their lunch. Cloverbuds can pack lunch the night before, so they know what to expect the next day. Is there an item they are worried about getting opened? Perform a trial run at least one time at home or talk through who may be available during lunchtime to help them open that tricky juice box.

CLICK HERE for ideas to become a MyPlate Champion. Visit https://www.myplate.gov/life-stages/kids for more information.

A new school year is also a great time for youth to identify healthy goals. They could work on becoming a MyPlate Health Champion by eating more fruits and vegetables or playing outside at recess and after school instead of playing video games. The United States Department of Agriculture has a website for children devoted to MyPlate that includes easy activities to familiarize them with eating healthy or making better health choices. A fun activity that might help at the grocery store is MyPlate Grocery  Store Bingo.

Print a few of these cards or challenge your child to make their own and take them with you to the grocery store. Cloverbud members can look for these items at the store while walking the aisle. If you have older children, they can help by selecting an ingredient or two to try out in a new recipe.

Back to school time does not have to be stressful for everyone. Use this year to focus on creating a new routine or trying something new as a family to alleviate some of the stress. Begin with easy steps such as buying more fruits or vegetables on your next grocery trip, having a sit-down family dinner, or talking through “what to expect” those first few days of school. Even one small change can make a difference, and it may ripple into big changes down the road.

Resources:

 

Making Snack Time Fun and Healthy

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Have you ever made Ants on a Log or Teddy Bear Toast?  Snack time is a favorite for most Cloverbuds, so why not make it fun and healthy at the same time!  Young children may be a picky when it comes to food.  Making snacks together at a meeting can make the snacks more appealing and aid in the discussion of MyPlate and the importance of eating healthy.

Ants on a Log is a simple recipe with three ingredients: celery, peanut butter, and raisins.  Clean the celery and cut it into approximately three-inch pieces.  Fill the grooved center of each celery slice with peanut butter to fill your “log”.  Now, add your raisins or “ants” and your Ants on a Log is ready to eat.  Be sure to provide each youth with their own supplies including a plastic knife they can use to spread their own peanut butter.  Have a picky eater in your group who does not like one of the ingredients or a member with a food allergy?  Check out some alternative ingredients at https://www.healthylittlefoodies.com/ants-log/.

Teddy Bear Toast is a simple recipe with four ingredients: Bread, peanut butter or butter, bananas, and blueberries.  Toast a slice of bread.  Spread peanut butter or butter on the toast.  Peel a banana and cut three ½ inch round slices of bananas – place one in the center of the toast as the nose and use the other two as the ears, one in each of the upper corners of the toast.  Wash three blueberries and place one in the center of the nose and use the other two as eyes.  Place them just above the nose in the peanut butter.

Continue your lesson by teaching about MyPlate and the 5 food groups that will help keep your members healthy.  Check out free activities at https://www.myplate.gov/life-stages/kids.  For example, you can have the members color their own MyPlate based on the five food groups and then ask them where the ingredients from their snack come from on the plate.  Help your members make the connection from their healthy snack to healthy choices to fill their plate.

Educating Cloverbuds about the importance of MyPlate and eating a variety of healthy foods will give them a firm foundation for healthy nutrition throughout their lifespan.

 

 

 

Helping Youth Find Their Spark

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What is a spark and why would you want to search for it? A spark is something that you love to do, something that gets you excited, something that you are good at or something that energizes you. Maybe you have already identified a spark in your life, as most of us have many sparks that get us excited and ready to jump into action. Cloverbuds might have already identified a spark through school, sports, or family experiences. 4-H provides another opportunity for them to have new experiences and participate in new events that can help them discover new sparks! Sparks are interests, skills, talents, and special qualities that can emerge while youth are experiencing 4-H after school programs, 4-H community club events, or special interest clubs.

Cloverbuds can identify possible sparks by choosing from a list of topics or answering questions that require them to choose a thoughtful answer. For example, having them respond to, “Do you like to play indoors or outdoors?” or “Would you rather be invisible or be able to fly?”. Exposing youth to new ideas outside of their normal home and school environments are a great way to identify additional sparks. Sparks help youth set goals and expand their support network as they identify friends that have similar sparks. Most youth need one to three spark champions (caring adults that support the identification of sparks) who will continue to make connections and encourage them to further develop their sparks.

Club meetings are a great place to start the process of identifying sparks. Give members a sheet of blank copy paper and some markers or colored pencils. Have them close their eyes and think about an activity that they love doing and picture themselves doing that activity. After 30 seconds have youth open their eyes and draw that activity they were imagining. Once members have finished drawing have a group conversation about why they chose that activity.  You might have some suggestions about other ideas they could explore given their interests. Your role as a 4-H volunteer is very much a role of SPARK CHAMPION!

Sources:

Extension Foundation. (n.d.). 4-H Thriving Model of PYD. Retrieved June 27, 20222, from https://helping-youth-thrive.extension.org/what-are-sparks/

Supporting our Cloverbud Youth during Challenging Times

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In today’s world there are many tragic events, from gun violence to natural disasters, to which children are exposed on a regular basis. It is important as we get into the busy summer season that we serve as caring adult role models for Cloverbud participants. In doing so, we provide a safe, supportive environment for them.

The main purpose of this Cloverbud Connections article is to share about how to support healthy interaction with Cloverbuds. Talking with Cloverbud members can be difficult with not knowing what to say or how to be supportive. There is helpful guidance from the National Council on Family Relations (Myers-Wall, 2022) and KidsHealth (Walls, 2022).

Suggestions for supporting Cloverbuds include:

  • Help the children feel and know they are safe. Reassure them that you are here to support and care for them.
  • Make time to talk and to share about what they are feeling. Let their questions, if they have any, guide the interactions.
  • Use various expressive outlets and Cloverbud activities for them to express themselves such as music, art, movement, puppets, and play.
  • Cloverbud children may express a desire to help those hurting or experiencing pain. Support them with writing letters of care, gathering donations, or ideas they may have.
  • Know that Cloverbud age children may have a wide range of emotions from sadness to empathy. Let them express themselves as needed. It is okay to not to know the answers to all their questions. Listening and being there for them is just as important as what you say.

As a 4-H Cloverbud Volunteer, remember to take care of yourself. Know that your Extension professional is always available for your support.

 

Myers-Walls, J. A. (2022). Talking with children when the talking gets tough. Coping in the Wake of Shootings, Mass Violence, and Terrorism. National Council on Family Relations. https://www.ncfr.org/resources/resource-collections/coping-wake-shootings-mass-violence-and-terrorism

Walls, M. T. (2022). How to talk to your child about the news. KidsHealth. https://kidshealth.org/en/parents/news.html

Cloverbud CloverBOT Challenge – Get Your Team Registered

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What is the Cloverbot Challenge?

The Ohio 4-H Cloverbot Challenge gives 4-H Cloverbuds the opportunity to work cooperatively in teams to problem-solve using STEM (science, engineering, technology and math) skills. A new theme is selected each year and teams  research a topic, build a working model of their solution to the Challenge issue and create a poster to illustrate their findings. Teams present their models and findings to a team of reviewers, learn about other Cloverbuds’ projects, participate in age-appropriate STEM activities and are recognized at a closing celebration.

This year’s theme is Wonderful Water! We use water everyday: to drink, cook, take a bath, wash dishes and laundry. Water also provides energy and transportation, aids in manufacturing and helps grow our food. Water is critical to our survival! Find the details here.

New this year…three locations. Find the Challenge closest to you!

  • June 23 at 6:30 p.m., Montgomery County Extension Office in Dayton
  • June 23 at 6:30 p.m., Washington County Junior Fair Building, Marietta
  • June 25 at 10:30 a.m., Nationwide & Ohio Farm Bureau 4-H Center, Columbus
  • June 28 at 6:30 pm Cuyahoga County Fairgrounds

Cloverbud Volunteers can register teams by Friday, May 27, 2022 at: https://go.osu.edu/2022cloverbotchallenge

Cloverbuds and Social Emotional Learning: Now and for the Future

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Youth’s social and emotional learning (SEL) skills are receiving increased attention, especially because of concerns about a loss of socialization opportunities during the coronavirus pandemic and overarching concerns about youth mental health. Social skills cannot be learned by reading about them in a book – they must be learned by doing, in situations where you interact with others, which makes Cloverbud meetings and activities an ideal learning environment.

There is no doubt that these skills are important for Cloverbud-age youth. How youth thrive may depend on whether they possess a variety of SEL skills. Being able to concentrate on SEL skills assumes a foundation having basic and safety needs met.

Social emotional learning, as conceptualized by the Collaborative for Academic, Social, and Emotional Learning, consists of five overarching competencies (see the CASEL Wheel). The Ohio Department of Education also uses the CASEL SEL competencies. These five SEL competencies represent very broad areas.

  • Self-Awareness
  • Self-Management
  • Social Awareness
  • Relationship Skills
  • Responsible Decision Making

In addition to being important for Cloverbuds now, research indicates that SEL competencies have become increasingly important during the transition from middle childhood to early adolescence because they have been consistently linked to two primary developmental tasks of adolescence—academic achievement and social competence. In the most recent study, researchers studied five more specific indicators of social emotional development. The descriptions of these five skills are below.

  • Prosocial Behaviors: being able to take another person’s perspective, offer support, and help when others are in distress.
  • Cooperation: the ability to work well with peers, teachers, and other adults for a common benefit or goal.
  • Self-Control: being able to control and regulate attention and impulsive behavior in order to pursue and achieve long-term goals.
  • Emotion Regulation: identifying and managing emotions.
  • Work Habits: the ability to work hard and independently, to turn in work on time, to follow group rules, and to put forward one’s best effort to achieve goals.

This study found that there were distinct profiles of children’s SEL skills during middle childhood (measured in Grade 4). The researchers found that about half of the children displayed consistently high scores across all five SEL skills, while others were strong on some, but weaker on others, and still others were low on all skills. The other major finding was that these patterns were linked to distinctive peer and academic outcomes in early adolescence (measured in Grade 6), with the those displaying all five skills faring better. In contrast, the youth who exhibited prosocial and self-control skills were at risk of poor academic competence; the high cooperation/work habit youth were at risk of poor social functioning. Those with overall low SEL skills demonstrated the highest risk in poor academic and social functioning in early adolescence.

SEL and Cloverbud Volunteers

What does this mean for Cloverbud volunteers? A key takeaway from this research is that it is important to help youth achieve a variety of social emotional skills, not just any one skill. Children in the Cloverbud age group are learning social and emotional skills, but they are a work in progress – they are still mastering them. Small group activities help them learn how to get along with others and be social. As you work with Cloverbuds, how you set up activities and the interactions that occur between you and the members and between the members with each other will provide many opportunities to reinforce these skills. Encourage them to work with and talk to each other. These practices will create a positive social climate.

It’s easy to see how these SEL skills will help Cloverbuds get along in the world now and in the future. However, because they are more self-centered, it will be a while before Cloverbuds are totally able to see something from someone else’s perspective. Developing self-control allows them to share with others and to stay focused. Rules help establish group norms while teaching work habits, self-control, and emotion regulation. These rules should be focused on safety and well-being. If corrections are needed, the best practice is to start by getting the child’s attention by using their name, restating your expectations, and giving a specific instruction on how they can correct their behavior. When giving directions, start off by saying, “Soon, but not yet,…” and keep the number of steps simple.

In addition, you can teach these skills directly. For example, The Big Book of Cloverbud Activities has activities titled “My Feelings”; these activities help Cloverbuds learn to recognize and label emotions. Activities must take into account children’s developmental stage. For example, there is a gradual shift from the ability to recognize and name different emotional states (what does an angry face look like, and how is anger different from or similar to sadness?) to understanding that different people can have different emotional reactions to the same situation because of their own personal experiences and preferences (I feel angry when X happens, but my best friend feels sad).

These skills can also be embedded in many other activities. For example, many games involve waiting to take a turn. A game of “Freeze Frame” (play some music and when you pause, they are to freeze in whatever pose they are in when the music stops) can work on managing impulsivity. Another great way is to use books to introduce SEL concepts. Fortunately, there are many such books available (for example, see the Denver Public Library and the Deschutes Public Library for lists).

Developing SEL skills is not a one-shot deal; it’s a process that unfolds over time. As a Cloverbud volunteer, you get to be part of the process!

References

Collaborative for Academic, Emotional, and Social Learning. (n.d.). What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

Denver Public Library. (n.d.). Books for social, emotional, and academic learning. https://kids.denverlibrary.org/blog/k-3/books-social-emotional-and-academic-learning

Deschutes Public Library. (n.d.). DPL Kids: Social emotional learning (SEL) picture books. https://dpl.bibliocommons.com/list/share/362500057/1258121077

Ferrari, T. (2021, January). Using books to discuss mental, emotional, and social health. Cloverbud Connections. https://u.osu.edu/cloverbudconnections/2021/01/18/using-books-to-discuss-mental-emotional-and-social-health/

Jones, S. M., & Doolittle, E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3‒12. https://www.wallacefoundation.org/knowledge-center/Documents/FOC-Spring-Vol27-No1-Compiled-Future-of-Children-spring-2017.pdf

Ma, T.-L., Zarrett, N., Puente, K., Liu, Y., Vandell, D. L., Simpkins, S. D., & Yu, M. V. B. (2022). Longitudinal links between profiles of social emotional behaviors in childhood and functioning in early adolescence. Journal of Early Adolescence, 42(6), 765–792. https://doi.org/10.1177/02724316221078829

Matheis, L. (2021, December 2). Rebuilding children’s social skills during COVID. https://www.psychologytoday.com/us/blog/special-matters/202112/rebuilding-children-s-social-skills-during-covid

Ohio Department of Education. (2019). Social and emotional learning standards. https://education.ohio.gov/Topics/Learning-in-Ohio/Social-and-Emotional-Learning/Social-and-Emotional-Learning-Standards

U.S. Surgeon General. (2021). Protecting youth mental health: The U.S. Surgeon General’s advisory. https://www.hhs.gov/surgeongeneral/reports-and-publications/youth-mental-health/index.html

What Do You Want To Be When You Grow Up?

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The world appears much larger to youth once they enter elementary school! They are exposed to numerous extracurricular activities that provide a wide range of opportunities to help children develop their skills and identify their interests.

Once children start school, it’s natural for adults to begin asking, What do you want to be when you grow up? Their answers are often not surprising. They typically respond with teacher, doctor, astronaut, a professional athlete, just to name a few. Just by those responses, we know that youth naturally are thinking about their future careers through imagination, exploration, and role-playing. However, as adults, we know there are so many more careers in the world!

So, when should career education truly begin beyond role-playing? Many experts have embraced the developmental approach, which recommends career education beginning as early as kindergarten, while gradually becoming more of a focus as youth get older. Having access to different careers and the concept of work helps youth recognize the connection between what they’re learning and why that knowledge is valuable.

Here are some ways to incorporate career awareness into your Cloverbud program:

  • Read books that showcase various careers. This not only increases reading literacy but allows the opportunity to expand their knowledge about work. Check out 4-H Cloverbud Reading Adventures for career-related, literacy books and activities.  For example, Ada Twist, Scientist or What Do You Do with An Idea?
  • Talk to your Cloverbuds about your own work and explain what you do.
  • Find ways to incorporate less obvious careers into your conversations with your Cloverbuds. For instance, it was someone’s job to design and construct the home in which they live or the job of someone who changed the oil in their family vehicle.
  • Capitalize on the skills and abilities your Cloverbuds are developing. For example, do they enjoy drawing? Find ways to incorporate art into your Cloverbud activities. Invite local artists (graphic design, fiber artists, etc.) to share their talents with your Cloverbuds.
  • Check out the lessons included in Cloverbud Investigators Cloverbud Career Detectives. Each lesson allows Cloverbuds to explore science-based activities with a career twist!

There are many opportunities for Cloverbud volunteers to take advantage of a child’s natural curiosity and begin laying the foundation of positive attitudes and habits toward careers and work.  Ask your Cloverbuds, What do you want to be when you grow up?  You might be surprised at their responses!

References

Alexander, J., & Hubbs-Tait, L. (n.d.). Career exploration in elementary school. NC State Extension Publications. Retrieved April 13, 2022, from https://content.ces.ncsu.edu/career-exploration-in-elementary-school

Learning-Liftoff-Staff. (2019, April 1). Should career education begin earlier for kids? Learning Liftoff. Retrieved April 13, 2022, from https://www.learningliftoff.com/should-career-education-begin-earlier-for-kids/

Time to Get Outdoors!

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Spring is officially here and that means it is a great time to get outdoors. Spending time outdoors feels like a foreign concept to many 4-H members these days, but being out in nature has many positive benefits. It allows members to disconnect from devices and technology, focus on being present in the moment, and engaging with others. Direct exposure to nature has also been found to have a restorative and calming effect.1

Most 4-H families associate being outdoors with going to summer camp or an event that takes much effort. However, spending time reconnecting to nature should not be scary or overwhelming.  Here are some easy ways to make time outdoors more accessible to young members:

  • Host a scavenger hunt! Click here for an activity sheet that you can share with your members. You can set up a marked off area at your club meeting space and hide similar pictures (bird, butterfly, etc.) around the area. Encourage members to complete a “BINGO” row (or the whole card) by visiting each station.
    • Have older members in your club that are working on reading skills? Include fun facts on the pictures and have the members read each one to ‘complete’ the station
  • Use this scavenger hunt on a club (or family) field trip. Visit an Ohio State Park and spend time hiking a trail. Pack one of these activity sheets to identify as many items as you can.

Want to include some other activities that combine time outdoors with protecting our environment? Bring the outdoors into a club meeting. Ohio 4-H has curriculum available to help you celebrate Earth Day on Friday, April 22nd. Visit the “Earth is Our Home” Curriculum at https://ohio4h.org/earthday. You and your members can learn more about Sustainability, Germination and Plant Growth, Climate Change or even Pollination.

Spring is a time of growth and renewal so why not try a new outdoor activity or two with your Cloverbud members!

 

References:

  1. https://u.osu.edu/4hjournal/2021/06/25/scavenger-hunts/
  2. Made for Retail. Scavenger Hunt List Pad – Explore & Backyard. 2018. Madeforretail.com

Just Like the Big Kids – Using “My 4-H Cloverbud Year”

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Cloverbud members want to be “just like the big kids” and have a 4-H book to complete.  Have you considered using My 4-H Cloverbud Year with your members?

This fun book is a great way for Cloverbuds to learn the basics of 4-H and keep track of their activities and events. Completion of this book is optional and can be done with or without the help of an adult leader. It can be repeated each year a child is a Cloverbud.  It is especially appropriate for older Cloverbud members as they prepare to transition to project membership.

The length of your Cloverbud meetings or activity time might determine how best to use this resource. Here are two options:

  1. If you have plenty of time (approximately an hour) for your Cloverbud meeting, then you could have the members complete the sections after each group activity. It will probably take at least 15 minutes to help the members complete the two pages titled “Today at 4-H Cloverbuds”. Younger members will need help answering the questions about what they did, their favorite part of the activity, what they learned and what they want to learn more about. There is also a box to draw or add a picture about the day’s activity.
  2. Here is a second option if you are limited on time with your Cloverbuds. Plan one or two of your meetings around completing the beginning of the book where they will learn about themselves, all about 4-H, their club, meeting manners, the American Flag and the 4-H Flag. After these sections are finished, the book could be sent home with your Cloverbud members. Ask parents to help their child complete the “Today at 4-H Cloverbuds” section after each meeting or club activity. This will help reinforce learning and recall of information as well as begin practicing the life skill of recordkeeping.

My 4-H Cloverbud Year is for Cloverbud members who can write about themselves and their experiences, with or without the support of an adult helper. If your Cloverbuds struggle with writing, you can help them by providing prepared answers to paste into their books. On the Today at 4-H Cloverbuds pages, for example, “What we did” could be answered with a short typed, or printed response: We practiced reduce, reuse, and recycle.

The end of the book provides a spot for community service activities, county fair activities, and a place to add memories like photos, ribbons, or clippings.

Copies of My Cloverbud Year can be purchased from your local OSU Extension or from https://extensionpubs.osu.edu