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Child Development

Title Summary Date ID Author(s)
4-H Volunteer Profile Apr 24, 2015 388-123 (4H-466NP)
4-H Youth Member Enrollment (Long form) Jan 29, 2016 388-002 (4H-549)
4-H Youth Member Enrollment (Short form) Oct 6, 2016 388-002 (4H-653NP)
Adolescent Bullying

Most adults can remember a time when they were teased at school. This teasing could have been friendly or mean-spirited. Teachers, parents, therapists, and researchers have become more concerned about teasing that leads to bullying. According to recent studies, between 20-40% of U.S. teenagers report being bullied three or more times during the past year. Between 7-15% report bullying others three or more times during the past year.

May 1, 2009 350-852
Adolescent Depression

Many of us think of teen years as moody, turbulent ones. While it is true that most teenagers have emotional ups and downs, recent research suggests that such moodiness isn’t necessarily a normal part of the teen years. In fact, teens who seem sad or down for more than a few weeks may actually be experiencing depression.

May 1, 2009 350-851
Adolescent Growth and Development

Adolescence is a time of many transitions for both teens and their families. To ensure that teens and adults navigate these transitions successfully, it is important for both to understand what is happening to the teen physically, cognitively, and socially; how these transitions effect teens; what adults can do; and what support resources are available.

Feb 8, 2012 350-850
Adolescents and Sex

Many parents, teachers, and others who work with teens wonder how to address the topic of teens and sex.

May 1, 2009 350-853
Aprendiendo Juntos en Familia: preescolares May 20, 2015 FCS-62PS
Aprendiendo juntos en familia: Adolescencia y Desarrollo del Cerebro

Los adolescentes a menudo desconciertan a los adultos, pero nueva evidencia científica ayuda a entenderlos mejor a medida que se convierten en adultos jóvenes.

Oct 14, 2016 FCS-78P
Aprendiendo juntos en familia: Los niños en edad escolar y el acoso escolar Apr 1, 2016 FCS-56SP (FCS-77SP)
Attention Deficit Hyperactivity Disorder Or Additional Difficulties Hampering Development

Attention Deficit Hyperactivity Disorder (ADHD) is the most commonly diagnosed behavioral disorder of childhood, estimated to affect 3 to 5 percent of school age children.

May 1, 2009 350-051
Best Practices in Intergenerational Programming: Practice 1 Apr 9, 2015 FCS-34P (FCS-80P)
Best Practices in Intergenerational Programming: Practice 10 Apr 9, 2015 FCS-43P (FCS-87P)
Best Practices in Intergenerational Programming: Practice 11 Apr 8, 2015 FCS-44P (FCS-88P)
Best Practices in Intergenerational Programming: Practice 2 Apr 8, 2015 FCS-35P (FCS-89P)
Best Practices in Intergenerational Programming: Practice 3 Apr 9, 2015 FCS-36P (FCS-90P)
Best Practices in Intergenerational Programming: Practice 4 Apr 8, 2015 FCS-37P (FCS-81P)
Best Practices in Intergenerational Programming: Practice 5 Apr 9, 2015 FCS-38P (FCS-82P)
Best Practices in Intergenerational Programming: Practice 6 Apr 9, 2015 FCS-39P (FCS-83P)
Best Practices in Intergenerational Programming: Practice 7 Apr 9, 2015 FCS-40P (FCS-84P)
Best Practices in Intergenerational Programming: Practice 8 Apr 9, 2015 FCS-41P (FCS-85P)
Best Practices in Intergenerational Programming: Practice 9 Apr 9, 2015 FCS-42P (FCS-86P)
Children and Stress: Caring Strategies to Guide Children

As adults, we are usually busy as parents and workers and often feel stressed and experience burn-out at times, but would you ever think that children can experience stress too?

May 1, 2009 350-054
Código de Conducta Estándar de 4-H de Virginia Para Programas/Eventos de 4-H

El objetivo del programa 4-H es el desarrollo positivo de la juventud. Nosotros creemos en la creación de un ambiente seguro de aprendizaje que estimula el desarrollo de un joven en cuatro niveles (es decir: cabeza, corazón, manos y salud). Esperamos que todas las personas involucradas en el programa 4-H (miembros jóvenes, padres, voluntarios jóvenes/adultos) practiquen comportamientos que promuevan el pleno desarrollo juvenil. Cada miembro de 4-H y personas asociadas que participan en las actividades de 4-H deben aceptar la responsabilidad de crear una imagen positiva que refleje los ideales de 4-H. Por otra parte, el programa 4-H de Virginia reconoce que el “¡CARÁCTER CUENTA!” Todos los participantes de 4-H son representantes del programa y siempre deben esforzarse por defender las siguientes normas: confiabilidad, respeto, responsabilidad, equidad, solidaridad y civismo. En busca de uniformidad en la conducta requerida en los programas/eventos de 4-H, se desarrollaron los siguientes códigos de conducta que permiten comprender las expectativas con claridad. Los participantes y los padres/guardianes deben firmar este formulario para poder participar.

Sep 17, 2015 4H-164NP (VCE-448)
Developing Responsibility And Self Management In Young Children: Goals Of Positive Behavior Management

Child care providers who are good facilitators of the social development of young children also understand the relationship between child care curriculum, care giver demeanor, and discipline in promoting responsibility and a sense of community among young children.

May 1, 2009 350-052
Eat Well, Age Well: Get Moving!

Who should be physically active? You should! It doesn’t matter if you call it exercise or physical activity, you just need to get moving! Being physically active almost every day will help you maintain your independence. The more you do, the more energy you may have. Physical activity will help you enjoy your life to its fullest potential! 

Dec 22, 2015 2903-7028 (HNFE-293NP)
Family and Consumer Sciences Jul 7, 2015 490-050(FCS-98)
Family and Consumer Sciences, A Resource for Virginia's Schools Jul 7, 2015 490-408(FCS-99)
Human Growth and Development - A Matter of Principles

There is a set of principles that characterizes the pattern and process of growth and development. These principles or characteristics describe typical development as a predictable and orderly process; that is, we can predict how most children will develop and that they will develop at the same rate and at about the same time as other children. Although there are individual differences in children’s personalities, activity levels, and timing of developmental milestones, such as ages and stages, the principles and characteristics of development are universal patterns.

Jan 27, 2014 350-053 (FCS-66P)
Kids Kitchen: Start Your Engine!

Did you know your body is just like a car? Both need fuel to run! A car needs gas to make it go and you need food to make you go. Your body burns food just like a car burns fuel. Food you eat provides you with nutrients that help your body work right. The most important meal of the day is breakfast. It is the best time to re-fuel your engine. 

Aug 2, 2011 348-456
Learning in Families Together: Adolescence and Brain Development Nov 6, 2013 FCS-54P
Learning in Families Together: Emerging Adults Nov 18, 2013 FCS-51P
Learning in Families Together: Infant Brain Development Nov 11, 2013 FCS-60P
Learning in Families Together: Infant Curiosity Nov 6, 2013 FCS-57P
Learning in Families Together: Infant Development 1 Nov 6, 2013 FCS-59P
Learning in Families Together: Infant Development 2 Nov 7, 2013 FCS-61P
Learning in Families Together: Pre-schoolers Nov 7, 2013 FCS-62P
Learning in Families Together: School-Age Children and Bullying Nov 6, 2013 FCS-56P
Learning in Families Together: Teens Nov 7, 2013 FCS-64P
Learning in Families Together: “School-Agers” 5 to 8 Years Nov 7, 2013 FCS-63P
Living Well Newsletter, Volume 1, Issue 1 Apr 24, 2013 281-535
Matriculación Para Miembros de 4-H Jun 14, 2016 388-002S (4H-613NP)
Ready for School? What Should Your Child Be Able to Do?

Every child develops at a different rate. The first five years are very important learning years because the brain is forming concepts that will last a lifetime. A preschooler’s brain grows so fast! Using the preschool years to prepare children for school is very important.

Jun 17, 2015 FCS-79P(FCS-101P)
Stress After a Disaster

 During a crisis such as a flood, people often push through the emotion instead of dealing with the loss and stress of the immediate situation. During the early stages when those affected are recovering their belongings and their livestock or repairing damage, the adrenaline of the crisis allows them to keep busy on tasks toward recovery. That works for a while, but be aware that a tipping point can occur, where stress is too much to handle. Sometimes the smallest event (finding a broken keepsake or losing the truck keys) could set off an emotional outrage or emotional release. 

Oct 16, 2015 FCS-109P
Take Charge of Your Child's Health Mar 17, 2014 360-303 (HNFE-197NP)
The Child's Self Concept: OK or NOT OK

A child who feels good about himself is satisfied with life and thinks the world is a pretty good place to live in.

May 1, 2009 350-661
The Gigantic Turnip Jul 28, 2016 2810-7014 (HNFE-385NP)
Tips on Toys

Injury prevention and your kids-The biggest threat to the health of children over age one is not some dread disease. It is accidental injury. More children are seriously hurt or killed by accidental injuries than by anything else. And many childhood injuries can be prevented by parents who know how.

May 1, 2009 350-063
Understanding Growth and Development Patterns of Infants

The first five years of life are a time of incredible growth and learning. An understanding of the rapid changes in a child’s developmental status prepares parents and caregivers to give active and purposeful attention to the preschool years and to guide and promote early learning that will serve as the foundation for later learning.

May 1, 2009 350-055
Virginia 4-H Standardized Code of Conduct For 4-H Programs/Events Nov 15, 2016 4H-164NP (4H-689NP)
What's on your plate?

Before you eat, think about what and how much food goes on your plate or in your cup or bowl. Over the day, include foods from all the food groups: vegetables, fruits, whole grains, low-fat dairy products, and lean protein foods.

Dec 23, 2015 HNFE-120 (HNFE-335NP)
Winning Ways to Talk with Young Children

Talking with children involves the exchange of words, ideas, and feelings between two people. Communication is what we say and how we say it. We communicate with looks (scowls and smiles), with actions (slaps and hugs), with silence (warm or cold), as well as with words (kind and unkind).

May 1, 2009 350-721