4-H 1459

KALEIDOSCOPEAn Overview of theMichigan 4-H Youth Programs5- to a-Year-Old Curriculum

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4-H Youth DevelopmentChildren, Youth, Families & CommunitiesMichigan State University Extension

AcknowledgmentsThis material was written by Christine Nelson, Ph.D., Assistant Professorand Extension Specialist, Department of Family and Child Ecology,Michigan State University. It was designed and illustrated by MarianReiter, 4-H Graphic Artist, and edited by Janet R. Olsen, Associate4·H Program Leader for Curriculum Development.

Welcometo Kaleidoscope!Imagine what happens when youlook through a kaleidoscope that'spointed toward a colorful object.As you twist it around, all sorts ofchange takes place right before youreyes! Now imagine what happenswhen you work with a group of chil­dren aged 5 to 8. Once again, youwill notice all sorts of change takingplace-developmental changes likephysical and emotional growth-andthe changes that come with the dis­coveryof new things. This curricu­lum, which is designed for use with5- to 8-year-olds, is called Kaleido­scope because it symbolizes all theexciting opportunities to share theworld with kids this age.

Kaleidoscope consists of infor­mal learning materials that werecreated to be used by 4-H volunteerleaders. These materials are alsoappropriate to use with 5- to 8-year­olds in a variety of other settingsincluding classrooms, before· andafter-school programs (sometimescalled latchkey programs), familydaycare homes and camps. TheKaleidoscope materials beingdeveloped focus on themes of inter­est to 5- to 8-year-old children.Examples include holidays, animals,how things work, things that hap·pened long ago, and how kids relatewith other people_ Many of thematerials incorporate some of thetraditional 4-H project areas; horti­culture, animal science, and foodand nutrition are just a few exam­ples. All of the materials aredesigned to enhance the develop­ment of children through fun,hands-on activities.

What AreThese Kids Like?

Five· to 8-year-old children comein all shapes and sizes! We need toknow and understand their devel­opment in order to work with themin the best ways. We need to con­sider their cognitive (or thinking),physical, social and emotionaldevelopment. Then we can lookat these "whole" children in theirhomes, schools and friendships. Bylooking at what is going on inside ofchildren-as well as what is happen­ing around them-we can get a goodidea of what it's like to be their ageand how we can better work withthem.

WHAT'S GOING ON INSIDE?Cognitive Development-It's

important to know that children inthis age group are very much in thehere and now. They are "concrete"thinkers who need to base theirlearning on real experiences withreal objects_ Children aged 5 to 8 arefull of questions and eager to learn.With a gentle nudge from adults,they will try new things. Most ofthem can read some words, butremember that reading is a mysterythat some of them haven't solved.Other children can read manythings and may consume a book ormore a week.

Physical Development-Chil­dren between the ages of 5 and 8 aredeveloping their large muscles bylearning to gallop, skip, climb,wrestle and hop. Children need to beable to use these large muscles bothto develop them and to use up the

tremendous amount of energy char­acteristic of this age group. Five- to8-year·olds are also refining the useof the small muscles for fine motorskills. One example of this is theamount of control they have with apencil when they write their name.Children needs lots of practice usingpencils, scissors and other smallutensils to develop their small mus­cles. But don't expect them to startoff with these fine motor skills; theywill need practice and patience froma caring adult.

14-H 1459 Kaleidoscope: An Overview • 4-H Youth Development • Michigan State University Extension

Social Development-Childrenbecome increasingly social betweenthe ages of 5 and 8. They begin todevelop friendships, usually withchildren of the same gender. Whenworking with children, it's impor­tant to consider their increasingneed and desire to be wi th others.Plan activities that they can dotogether. Watch for chilldren whoare loners and find a way for themto be part of the group. Don't besurprised when there are disagree­ments and squabbles. Children needto test out who they are and howthey interact with other children.Remember, however, that they arein the process of learning socialskills and will sometimes need adulthelp to resolve problems.

Emotional Development-Chil­dren in the 5- to 8-year-old stage arefirming up emotional tendenciesthat began in their younger years.They want to please adults andknow that they are liked. Thismeans that what adults say to chil­dren and how they say it is veryimportant. Find ways to tell chil­dren when they have done a goodjob. Make sure that you talk aboutthe good work that they have

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done, and not about how goodthey are. Say, "Wow. you did anice job of following that recipe,"instead of "Wow, you're a good kid."When things aren't going well, thishelps children know that it is theirbehavior that you don't accept("You're goofing around too much"),not them ("You're just a bad kid").

WHAT'S GOING ON OUTSIDE?The most important people in the

lives of 5- to 8-year-olds are theirparents and teachers. Because chil­dren in this age group are still sodependent on adults. they will try toplease them and are usually quitecooperative. These are fairly easyyears for families and teachers.

When children enter school, theybegin to see themselves as learnersand are often receptive to new ideasand experiences. They will espe­cially enjoy the informal situation ofa 4-H club. In this setting, they cansocialize in a manner that may notbe allowed in school, yet they arelearning about their expandingworld at the same time.

WHAT DOES ALL THISMEAN TO YOU?

As a 4-H leader, you need to con­sider the development of 5- to 8-year­olds as you plan your meetings. Youneed to contrast what is generallyknown about children this age withthe specific behaviors you observe inthe members of your club.

In general, 4-H meetings involving5- to 8-year-olds will be a betterexperience for the children (and foryou) if you consider the followingwhen planning your meetings:1. Have one adult (or older youth)

for every six children. (Someactivities will require fewer chil­dren to every adult.)

2. Involve the children in selectingand planning the activities. Theyare more likely to maintain inter­est in activities when they havebeen involved.

3. Change activities often accordingto the needs of your group. Get a

sense of the group's attentionspan (children become "antsy"when they are having difficultysticking with an activity).Change to a new activity whenyou first notice children shuf­fling their feet, looking aroundand being "busy bodies."

4. Have the children do things asmuch of the time as possible.Try not to address them as agroup for more than 5 to 15 min·utes at a time.

5. Allow and encourage the childrento talk and work with each other.

6. Keep an eye out for children whomay feel left out and who needhelp to be part of the group. Oneway to do this is to pair such achild with another and tell themthat they are each other's helper.

7. Remember that children this agehave a tremendous amoun t ofenergy. Stop and have them dosomething active if they seemrestless.

8. Most importantly, keep in mindhow important you are. as anadult, to children this age_ Findsomething positive to say to eachchild at each meeting.

Two other areas of concern to 4-Hleaders are siblings and how toshare a project with others.

It is not unusual for brothers and/or sisters to be in the same 4-H club.This can present both challengesand joys. Although much is madeof "sibling rivalry," children donot often take their teasing, naggingor bickering behaviors outside oftheir homes.If they do, you (as leader) need tofirmly but kindly let them knowthat this is not the time or place forsuch behaviors. Keep in mind thatsiblings may also provide great helpto each other in the club situation.

Many opportunities will arise forsharing your club's work. The firstto come to mind is the county fair.Others are achievement days, com­munity days and bulletin boards.Please be aware that it is notappropriate for children aged 5

4-H 1459 Kaleidoscope: An Overview • 4-H Youth Development • Michigan State University Extension

to 8 to participate in contestswhere they are judged. Their"self" is still too vulnerable forcompetition. It is appropriate to dis·play their work and to give partici·pation awards. Use the children'sart and crafts, drawings, experi·ments or other activities when youhave the opportunity to share theirprojects.

Usin~ theKaleidoscopeMaterials

A leader's guide and member'spacket are being designed for eachKaleidoscope theme. Some of thethemes will include an additionalmaterials packet.

LEADER'S GUIDESYou may find the Kaleidoscope

leader's guides to be exciting, over·whelming or both' Most of thesefeelings will be related to the num·ber of activity choices that you, as aleader, are offered for each meeting.Leader choices have very purposelybeen incorporated into these guidesfor two reasons. One is that theyhelp you to provide experiences thatare best for your children based ontheir ages, past experiences, inter·ests and preferences. The other isthat you can select activities thatyou enjoy doing and that are a partof your individual leader style. Forexample, you may not like to do artsand craft activities at all, but youmay love to sing! By offering both ofthese activities as possible ways tointroduce concepts related to a topic,this material provides you a way touse your interests and strengths inyour 4·H club programming. Follow·ing is information on the sectionsincluded within each meetingdescription.

Purposes-This section tellswhy the activities are important andwhat you can expect the children tolearn.

Suggested Meeting Plan­Each basic meeting is planned to

take about 1 to Ilh hours. The plansfor the meetings are very similar.They involve the following:1. A major activity that has been

developed to help children dis·cover all or many of the conceptslisted under "What ChildrenNeed to Know." Sometimes thereis a brief introduction to theactivity.

2. One or more activities (from"Other Fun Things to Do")which reinforce what childrenneed to know about the meetingtopic.

3. "Talk Abouts"-a discussion ofthe important things that chil'dren learned during the meeting.

4. Planning for the next meeting("Planning Ahead Together") andsending home the mini·poster.

What Children Need toKnow-This section providesinformation about the topics to beexplored and experienced in themeeting. Since it is sometimes diffi·cult to put complex ideas into Ian·guage appropriate for children, thisinformation is provided in "childlanguage."

Major Aclivity-The majoractivities have been developed tohelp children explore the major con·cepts for the topic. They use a vari·ety of methods (for example, draw·ings, experiments, walks anddiscussions). Materials are listed foreach activity. Directions are easy tofollow, and questions to help chil'dren think about the concepts areprovided.

Other Fun Things to Do-Thissection provides the leader with avariety of activities that can be usedafter the major activity tc reinforceor expand on the topic of the meet·ing. There are several categories ofactivities. Most or all of the follow·ing will be available for each topic:

1. About Me-An activity thathelps the children relate thetopic to themselves.

2. Card Games-Familiar cardgames may be available withsome themes.

3. Books and Stories-Booksare listed for each meeting.Although many of these are old,they are classics and can oftenbe borrowed from a library.In areas with small libraries,these books may be difficult tofind. You may be able to borrowthem from an elementary schoollibrary or teacher.

4. Movement Games andActivities-These activitiesare great for children who needto use those large muscles (armsand legs) and burn up someenergy. Some of the activitiesrequire the children to act outsituations, thus allowing themto use their creativity. Othergames and activities are varia·tions of old standbys. Try toinclude at least one movementactivity in each meeting.

5. Songs-Most 5· to 8·year·oldsenjoy singing. Often songs helpprovide fun while teaching chil·dren important informationabout the topic. Most songs aresung to familiar tunes.

6. Arts and Crafts-These activoities use a variety of easily

34-H 1459 Kaleidoscope: An Overview • 4-H Youth Development • Michigan State University Extension

obtainable and usually free orinexpensive materials. They areusually open·ended so that chil­dren of all ages can do them intheir own creative way regard­less of varying abilities.

7. Science Experiments-Theseactivities introduce children tothe scientific method and aredone with inexpensive andeasily obtainable materials.

8. Other Activities-These areactivities that don't fall into anyof the above categories but thatcan be done to reinforce thetopic. They are often less com­plex or time-consuming thanthe major activity.

9. Snacks-Recipes for snacks areprovided for many meetings.These are easy-to·make treatsthat are related in some way tothe topic of the meeting.

10. Drama/Poetry-Poems andopportunities for acting outstories are included whereverappropriate.

11. Trips or Walks-Wheneverpossible, trip suggestions areprovided.

Talk Abouts-The last 5 min­utes of every meeting should bespent doing the "Talk Abouts."These Questions review what thechildren have been doing and learn­ing in the meeting.

Planning Ahead-This sectionprovides tips on involving the chil­dren in planning for the next meet­ing. It is a way of giving childreninput into what and how they learn.A reminder to send the "mini­poster" home is also included.

MEMBER'S PACKETSThe Kaleidoscope member's

packets will always include a "MyThoughts and Feelings" sheet and amini-poster for each meeting. Insome cases, other materials will alsobe included in the member packet.

"My Thoughts and Feelings"Sheets-The last few minutes ofthe meeting involve having the chilodren fill out the "My Thoughts and

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Feelings" sheet. Children circle theactivities that they did in the meet­ing and a face that shows how theyfelt about each activity. On the bot­tom, they draw how they felt aboutthe entire meeting. This providesthe children with a record of theiractivities during each meeting.

This sheet can also be used to dis­cuss what kinds of activities thechildren enjoyed and what kind ofactivities they would like to do inthe next meeting. For example, ifmost of the children liked a song,you can plan to use the song duringthe next lesson. Try to use theactivities that the children liked aswell as new kinds of activities (sothey gain new experiences) foreach meeting.

Mini-Poster-Each member'spacket includes a mini-poster thatcan be sent home following eachmeeting. These mini-posters aredesigned to tell the parent(s) whatthe child learned about during eachmeeting. Each poster includes sug­gestions for follow-up activities, aswell as tips for the healthy growthof 5- to 8-year-olds.

A space is provided on each mini­poster for you to write a message for

parents if desired. This could be anotice of a meeting date change, anote on an item the child needs tobring to the next meeting, informa­tion on "homework" for the child,etc. The space could also be used tolet parents know something positivethat happened to their child duringthe meeting. Remember to focus onthe good work of the child ratherthan on how good the child is (seepage 4)_

Where Do You GoFrom Here?

Your county 4-H staff can tell youwhat Kaleidoscope theme mate­rials are available from Michigan4-H Youth Programs. Select a themethat both you and your memberswill enjoy and start the 4-H fun!

4-H 1459 Kaleidoscope: An Overview • 4-H Youth Development • Michigan State University Extension

MICHIGAN STATE---------~

EXTENSION

MSU is an affirmative-action, equal-opportunity employer. Michigan State University Extension programsand materials are open to all without regard to race, color, national origin, gender, gender identity, reli­gion, age, height, weight, disability, political beliefs, sexual orientation, marital status, family status orveteran status. Issued in furtherance of MSU Extension work, acts of May 8 and June 30, 1914. in coopera­tion with the U.S. Department of Agriculture. Thomas G. Coon, Director, MSU Extension, East Lansing, MI48824. This information is for educational purposes only. Reference to commercial products or tradenames does not imply endorsement by MSU Extension or bias against those not mentioned. The name"4-H" and the emblem consisting of a four-leaf clover with stem and the "H" on each leaflet are protectedunder Title 18 U.S.c. 707.

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