Resources for Child Development

Title Available As Summary Date ID Author
Living Well Newsletter, Volume 1, Issue 1 Apr 24, 2013 281-535
The Gigantic Turnip Jul 28, 2016 2810-7014 (HNFE-385NP)
Eat Well, Age Well: Get Moving!
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.
Dec 22, 2015 2903-7028 (HNFE-293NP)
Kids Kitchen: Start Your Engine! Aug 2, 2011 348-456
Attention Deficit Hyperactivity Disorder Or Additional Difficulties Hampering Development May 1, 2009 350-051
Developing Responsibility And Self Management In Young Children: Goals Of Positive Behavior Management May 1, 2009 350-052
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)
Children and Stress: Caring Strategies to Guide Children May 1, 2009 350-054
Understanding Growth and Development Patterns of Infants May 1, 2009 350-055
Tips on Toys May 1, 2009 350-063
The Child's Self Concept: OK or NOT OK May 1, 2009 350-661
Winning Ways to Talk with Young Children May 1, 2009 350-721
Adolescent Growth and Development Feb 8, 2012 350-850
Adolescent Depression May 1, 2009 350-851
Adolescent Bullying May 1, 2009 350-852
Adolescents and Sex May 1, 2009 350-853
Take Charge of Your Child's Health Mar 17, 2014 360-303 (HNFE-197NP)
4-H Youth Member Enrollment (Short form) Oct 6, 2016 388-002 (4H-653NP)
Matriculación Para Miembros de 4-H Jun 14, 2016 388-002S (4H-613NP)
4-H Volunteer Profile Apr 24, 2015 388-123 (4H-466NP)
Virginia 4-H Standardized Code of Conduct For 4-H Programs/Events Nov 15, 2016 4H-164NP (4H-689NP)
Código de Conducta Estándar de 4-H de Virginia Para Programas/Eventos de 4-H
Spanish Version: Virginia 4-H Standardized Code of Conduct For 4-H Programs/Events
Sep 17, 2015 4H-164S (VCE-448NP)
Family and Consumer Sciences
The family is the cornerstone of a healthy community. Virginia Cooperative Extension strives to improve the well-being of Virginia families through programs that help put researchbased knowledge to work in people’s lives. Family and Consumer Sciences educators help Virginians learn to make good choices for themselves and their families. This, in turn, strengthens their communities and the state.
Jul 7, 2015 490-050(FCS-98)
Family and Consumer Sciences, A Resource for Virginia's Schools
As family and consumer science educators, we known that the family is the cornerstone of a healthy community. Virginia Cooperative Extension strives to improve the well-being of Virginia families through programs that put research-based knowledge to work in people’s lives.
Jul 7, 2015 490-408(FCS-99)
Stress After a Disaster Oct 16, 2015 FCS-109P
Best Practices in Intergenerational Programming: Practice 1 Apr 9, 2015 FCS-34P (FCS-80P)
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
Intergenerational programs are most effective when facilitators skillfully stage the environment to promote interaction. Successful programs carefully design the physical space, the program, and related policies to be flexible. When the environment has been carefully designed to optimize small-group interaction, it serves to guide children and adults to explore and interact within it, thereby increasing learning and socialization.
Apr 9, 2015 FCS-41P (FCS-85P)
Best Practices in Intergenerational Programming: Practice 9 Apr 9, 2015 FCS-42P (FCS-86P)
Best Practices in Intergenerational Programming: Practice 10
Intergenerational programs are most effective when adaptive equipment is used as appropriate. There is a chance that clients in an intergenerational program will need adaptive equipment. The primary reason to consider adaptive equipment is to remove barriers to participation. Examples of adaptive equipment include pencil holders for slip resistance, magnifying glasses or digital projectors for better viewing, and chair supports or lifts for improved positioning. This equipment is often essential to engagement in the activity and with an intergenerational partner.
Apr 9, 2015 FCS-43P (FCS-87P)
Best Practices in Intergenerational Programming: Practice 11
Facilitators document and communicate experiences to build on in future activities. Documentation starts with careful observation, then evolves into a display of learning processes. Documentation has grown in popularity as a way to review children’s work at various stages of completion. Photographs, work samples, transcripts of conversations, and comments accompany the display. This documentation is then shared with parents as well as discussed among teachers.
Apr 8, 2015 FCS-44P (FCS-88P)
Learning in Families Together: Emerging Adults
Today’s young adults are delaying marriage and parenthood while extending their stay at home and in school.
Nov 18, 2013 FCS-51P
Learning in Families Together: Adolescence and Brain Development
Adolescence is the transition stage between childhood and adulthood (age 12-19). There are many bodily changes and social and emotional changes.
Nov 6, 2013 FCS-54P
Learning in Families Together: School-Age Children and Bullying
Bullying is when a child is the target of repeated negative actions by someone else.
Nov 6, 2013 FCS-56P
Aprendiendo juntos en familia: Los niños en edad escolar y el acoso escolar
El acoso escolar o intimidación ocurre cuando un niño es el blanco de acciones hirientes una y otra vez por alguien más.
Apr 1, 2016 FCS-56S (FCS-77S)
Learning in Families Together: Infant Curiosity
Infants are naturally curious.
Nov 6, 2013 FCS-57P
Learning in Families Together: Infant Development 1
No two Infants are exactly alike. Parents wonder if their baby is “normal.” Average developmental ages can vary by as much as six months from one child to the next.
Nov 6, 2013 FCS-59P
Learning in Families Together: Infant Brain Development
The brain is just waiting to receive and connect signals to form the kind of person the infant will become.
Nov 11, 2013 FCS-60P
Learning in Families Together: Infant Development 2
Infants “talk” through actions and sounds.They experiment with noises and objects.
Nov 7, 2013 FCS-61P
Learning in Families Together: Pre-schoolers
Being able to wait their turn, not throwing a difficult puzzle across the room in frustration, and staying in bed at night are all behaviors that children must learn.
Nov 7, 2013 FCS-62P
Aprendiendo Juntos en Familia: preescolares
A los 2 años, los niños miden casi la mitad de lo que medirán de adultos.
May 20, 2015 FCS-62PS
Learning in Families Together: “School-Agers” 5 to 8 Years
The thinking processes of 5- to 8-year-olds are getting more complex. They no longer see their parents as the sole authority.
Nov 7, 2013 FCS-63P
Learning in Families Together: Teens
Nine out of 10 teenagers don’t get into trouble.
Nov 7, 2013 FCS-64P
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
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)
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)