Resources for Child Development
|Attention Deficit Hyperactivity Disorder Or Additional Difficulties Hampering Development||Mar 4, 2019||350-051|
|Developing Responsibility And Self Management In Young Children: Goals Of Positive Behavior Management||Mar 4, 2019||350-052|
|Human Growth and Development - A Matter of Principles||Feb 20, 2019||350-053 (FCE-134P)|
|Children and Stress: Caring Strategies to Guide Children||Mar 6, 2019||350-054|
|Understanding Growth and Development Patterns of Infants||Mar 6, 2019||350-055|
|Tips on Toys||Apr 3, 2019||350-063|
|The Child's Self Concept: OK or NOT OK||Apr 3, 2019||350-661|
|Winning Ways to Talk with Young Children||Apr 8, 2019||350-721|
|Adolescent Growth and Development||Feb 8, 2012||350-850|
|Adolescent Depression||Apr 3, 2019||350-851|
|Adolescent Bullying||Apr 12, 2019||350-852|
|Adolescents and Sex||Apr 12, 2019||350-853|
|4-H Youth Member Enrollment (short form)||
4-H Member Enrollment SHORT FORM
|Dec 5, 2018||388-002-2 (4H-818-2)|
|4-H Youth Member Enrollment (long form)||Dec 4, 2018||388-002 (4H-818NP)|
|Matriculación Para Miembros de 4-H||Dec 5, 2018||388-002S (4H-817S)|
|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.
|Apr 22, 2019||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)|