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Through experiential learning, youth control their education by experiencing the material first hand and learning how their discoveries relate to what they already know (Arnold, Warner, & Osborn, 2006). During my own childhood, I loved this style of learning. This was seen when learning how to fish at Summer camp and learning how to refurbish furniture with my Grandfather in his shop. In my current career, I am able to watch youth make new discoveries as they engage in active learning. For example, I have seen youth learn to care about their natural environment by participating in water quality testing at a 4-H day camp. 4-H staff and volunteers encourage our camp participants to review what occurred during their activity and share discoveries with one another, which helps them process their learning. Seeing these connections brings me great joy, which has fueled my intrinsic motivation at work. Intrinsic motivation is a theory we discussed in YDP 8090: Managing Staff & Volunteers. From leading volunteers, I have loved forming connections with adults that give back to their passions and teach the youth. Our local county extension office boasts some highly educated Master Gardener volunteers. Their passion for gardening has carried over to leading Junior Master Gardeners.
The Youth Development Leadership program at Clemson University has allowed me to be more intentional in my professional life. Before the program, I often thought that positive youth development was merely a side effect of attending a program that kids thought of as fun. I now understand that crafting research-backed, purpose-driven programs is the road map to generating positive youth development experiences. I'd like to think this program has brought out a lot of full-circle moments. I hadn't the slightest clue that when I was a kid attending camp my life was being impacted in a positive way by being surrounded by like-minded peers, positive role models, and being in a safe environment where I could learn beyond the walls of the classroom. I am now able to facilitate programs similar to what I experienced that greater impacts on the new generations. These experiences have helped encourage youth participants to make connections between activity and life skills.
Illustration by Joshua Seong, Verywell
As I reflect, the theory that has had the biggest impact on my overall perspective of youth development is Jean Piaget's theory of cognitive development which suggests children move through four different stages of learning. What stands out to me most, is that Piaget believes that youth take an active role in their learning process. While youth interact with the world around them, they are able to constantly expand their knowledge and grow. I want to continue to offer programs that nurture and foster learning. I believe in the power of youth and that they are able to drive their own learning. When caring adults are involved and can help point them in the right direction, that is where the real magic happens.
Looking to the future, I see myself continuing in the role I am in for a while longer. I would like to take some additional courses at Clemson to expand my subject knowledge so that I can be a better instructor at my programs as well as continue my professional development journey. The role that I currently serve in has been fulfilling, and I have really enjoyed my time in the field. I am thankful for where it has taken me, and look forward to all the youth that will continue to come through the door at my programs.
Finally, I like to reflect back on the Sowder quote:
"Gardens and children need the same things - patience, love, and someone who will never give up on them. -Nicolette Sowder
It was really special to be in a cohort with so many people that had servant's hearts. It can be pretty easy to get caught up in the challenges that face the youth development profession each day. I think an important thing to remember with youth programming is that there is a whole lot of good that we pour into the programs. I've worked with a team that has used gardens to grow kids. Believing in the power of youth and helping them create long-lasting memories while developing their skill set is what matters.
References
National 4-H Council. (2022, April 13). Research. 4-H. https://4-h.org/about/research/
Arnold, S., Warner, W. J., & Osborne, E. W. (2006). Experiential learning in secondary agricultural education classrooms. Journal of Southern Agricultural Education Research, 56(1) 30 – 39.
National 4-H Council. (2022, April 13). Research. 4-H. https://4-h.org/about/research/
Arnold, S., Warner, W. J., & Osborne, E. W. (2006). Experiential learning in secondary agricultural education classrooms. Journal of Southern Agricultural Education Research, 56(1) 30 – 39.
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