The 4-H Philosophy 

To “learn by doing” is fundamental in any sound educational program and characteristics of the 4-H program. Some other commonly accepted beliefs are:

4-H youth are more important than the 4-H project. Learning how to do the project is more important than the project itself. A blue ribbon 4-Her with a red ribbon project is more desirable than a red ribbon 4-Her with a blue-ribbon project. Every 4-H member needs to be noticed, to feel important, to win, and to be praised. Our job is to teach 4-H members how to think, not what to think.

 

 

What is the 4-H Philosophy about Recognition? 

Creating an environment that nurtures growth and development includes the careful, creative, and balanced use of recognition. Recognition is the acknowledgment and affirmation of an individual or group and any personal growth they have experienced. In 4-H, recognition is the encouragement and support for learning that is part of participation in the wide array of educational experiences the program provides. Recognition in 4-H may be public or private. It can be within the individual or provided by others. Whatever its form, recognition in 4-H is a strategy for helping young people become more capable and more competent. Through the acknowledgment, affirmation and positive reinforcement of each person's effort, feelings of competence and capability increase, and participation continues. The purpose of recognition is to encourage and support the efforts of young people in learning to improve their knowledge and develop their life skills. Using a comprehensive recognition process can create a broad array of experiential learning environments. These learning environments must respect individual differences as related to the form of recognition that is most effective in encouraging and supporting development.

 

 

4-H Recognition Model 

The recognition model is part of a comprehensive plan that rewards positive learning behaviors in youth. In all aspects of the model, recognition should be based on the young person's involvement, participation, and/ or efforts and should be designed to meet the needs, interests, and aspirations of young people with different backgrounds and experiences. Recognition should be focused on individual learning and not influenced by factors such as monetary resources to purchase high-quality project materials, top grade animals, and use of equipment. The recognition model can be used to design a recognition system to meet the needs of all youth.

 

The five parts of the 4-H Recognition Model include recognition for

• Participation - The first step toward building a positive self-concept in the participant is acknowledging his/her involvement.
• Progress toward personal goals - This enables youth to gain experience in goal setting and realistic self-assessment. 
• Standards of excellence - These give young people an external predetermined set of criteria for their learning experiences against which they can assess their progress and gain insights into their own interests, efforts, and abilities.
• Peer competition - Peer competition subjectively identifies, in a concrete time and place, the best team or individual. It is not developmentally appropriate for younger children.
• Cooperation - Helps younger people learn and work cooperatively, preparing them for living in today's interdependent, global society.

 

Underlying principles of developmentally appropriate recognition

• Recognition is a basic human need, along with security, new experiences, and responses. Recognition should be part of all 4-H learning experiences.
• Appropriate recognition takes place.
• Respect for individual differences is essential.
• Recognition must be structured to build positive self-esteem.
• Opportunities for self-assessment and reflection allow youth to learn.
• A range of opportunities and challenges provide choices to meet individual needs.
• Adult support is essential in youth learning and recognition.
• Everyone should be recognized at some level.
• A balance between all elements of the recognition model is essential.

 

Assumptions about recognition in 4-H 

• Recognition can be a motivator for some young people to excel and take pro-social risk.
• Recognition can foster self-appraisal skills, providing a strong foundation for each young person to engage in self-reflection and self-praise without the need for external rewards.
• Recognition can encourage and support the efforts of young people as they engage in all forms of learning.
• Recognition, used in all its forms, can provide balance to the recognition young people receive as they move through educational programs to more increasingly difficult challenges.

 

Some key principles of recognizing youth for

• Participation - Through participation young people can more clearly define self-concept and strengthen self-image. Support and encouragement of young people in significant roles fosters ongoing participation.
• Progress toward personal goals - This form of recognition is appropriate for youth of all ages and fits many different interests. Goals should be realistic and reachable in a set time period. Goals are set by the youth with interaction with experienced people. 
• Peer competition - Competition involves a high-risk activity with possible stress, conflict, disagreement, and hurt feelings. Participation in competition should be optional.
• Standards of excellence - Everyone can utilize standards in their life. When using standards developed by an expert, it is critical that those standards are available to all people involved.
• Cooperation - Life skills develop when young people learn and work cooperatively. Through joint problem solving, young people can strengthen their own self-concepts as well as understand and appreciate individual differences.