Resources for Child Development
Title | Available As | Summary | Date | ID | Author |
---|---|---|---|---|---|
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 | 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. |
Aug 26, 2024 | 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. |
Aug 27, 2024 | 350-053 (FCE-134P) | ||
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? |
Aug 23, 2024 | 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 | Apr 12, 2019 | 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 Volunteer Profile | 4-H Volunteer Profile |
Sep 28, 2020 | 388-123 (4H-466NP) | ||
4-H TREASURER’S ANNUAL REPORT | Mar 25, 2020 | 4H-890NP | |||
Buzz, Body & Bites for Teens - May 2023 | May 1, 2023 | 4H-1014NP | |||
Buzz, Body & Bites for Teens - May 2023 | May 1, 2023 | 4H-1014NP | |||
4-H Opportunity for All | May 11, 2022 | 4H-987NP | |||
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. |
Jan 11, 2021 | 490-050 (FCS-98NP) | ||
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. |
Jan 11, 2021 | 490-408 (FCS-99NP) | ||
Balancing Life: Positive Experiences With Children At Home | Apr 16, 2020 | ALCE-194NP | |||
Balancing Life: Boundary Issues During COVID-19 | Jun 5, 2020 | ALCE-208NP | |||
Balancing Life: K-12 Schooling Q&A Session | Aug 3, 2020 | ALCE-216NP | |||
Balancing Life: Safety Tips for Youth at Home Alone | Aug 31, 2020 | ALCE-221NP | |||
Helping Youth PROSPER in VA | Helping Youth PROSPER in Virginia reflects an overview of a Sustainable Communities project by the USDA-National Institute for Food and Agriculture's CYFAR program, The various strategies and activities to bolster the positive development of pre/teen aged youth, such as weekend-long family camp, the youth-adult Strengthening Families Program, campus visits, youth mental health conference, team building and other activities to explore interest and build skills are highlighted. |
Jan 9, 2024 | ALCE-321NP | ||
Stress After a Disaster | May 10, 2021 | FCS-109P (FCS-141P) | |||
Beating Stress | Learn how to identify, understand, and shrink your stress through use of the five mini-video clips that
discuss five area of stress. |
May 10, 2021 | FCS-111NP | ||
Best Practices in Intergenerational Programming: Practice 1 | Intergenerational programs are most effective when staff members of the adult and child programs collaborate to plan activities. Practically speaking, collaborating takes a concerted effort. Merely setting aside time to discuss plans is a hurdle. Children and adults of different ages have different interests, strengths, and needs. Staff members can review the developmental strengths and needs of children and adults in the program to inform activities for the two age groups. Staff members benefit from their partner’s expertise, which makes planning easier. Participants will benefit from plans that best match their interests and abilities. |
May 3, 2019 | FCS-34P (FCS-80P) | ||
Best Practices in Intergenerational Programming: Practice 2 | Intergenerational programs are most effective when participants are involved in decision-making about the activity and during activities. When activities are offered, adults and children should have the choice of deciding if and how to be involved. |
May 3, 2019 | FCS-35P (FCS-89P) | ||
Best Practices in Intergenerational Programming: Practice 3 | May 8, 2019 | FCS-36P (FCS-90P) | |||
Best Practices in Intergenerational Programming: Practice 4 | Intergenerational programs are most effective when participants are prepared ahead of time and reflect on activities afterward. |
May 3, 2019 | FCS-37P (FCS-81P) | ||
Best Practices in Intergenerational Programming: Practice 5 | A social history is basically the accounting of an individual’s life — their interests, career, relationships, the ways they have coped, and how they have defined themselves. |
May 1, 2019 | FCS-38P (FCS-82P) | ||
Best Practices in Intergenerational Programming: Practice 6 | Although all children are different, there is a predictable sequence in their development. Age- and role-appropriate educational opportunities are critical to a quality early childhood education program. |
May 3, 2019 | FCS-39P (FCS-83P) | ||
Best Practices in Intergenerational Programming: Practice 7 | The partners in intergenerational programs are the adults and the children. Individually, children may not have developed particular skills in their thinking or motor functioning. |
May 3, 2019 | FCS-40P (FCS-84P) | ||
Best Practices in Intergenerational Programming: Practice 8 | Successful programs carefully design the physical space, the program, and related policies to be flexible. |
May 3, 2019 | FCS-41P (FCS-85P) | ||
Best Practices in Intergenerational Programming: Practice 9 | Intergenerational programs are most effective when facilitators consider the social environment, including the role of staff members. |
May 3, 2019 | FCS-42P (FCS-86P) | ||
Best Practices in Intergenerational Programming: Practice 10 | 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. |
May 3, 2019 | FCS-43P (FCS-87P) | ||
Best Practices in Intergenerational Programming: Practice 11 | 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. |
May 1, 2019 | FCS-44P (FCS-88P) | ||
Learning in Families Together: Emerging Adults | May 20, 2019 | FCS-51P | |||
Learning in Families Together: Adolescence and Brain Development | May 3, 2019 | FCS-54P | |||
Learning in Families Together: School-Age Children and Bullying | Apr 6, 2021 | FCS-56P | |||
Aprendiendo juntos en familia: Los niños en edad escolar y el acoso escolar (Learning in Families Together: School-Age Children and Bullying) | El acoso escolar o intimidación ocurre cuando un niño es el
blanco de acciones hirientes una y otra vez por alguien más. |
Apr 6, 2021 | FCS-56S (FCS-77S) | ||
Learning in Families Together: Infant Curiosity | Infants are naturally curious. |
May 8, 2019 | FCS-57P | ||
Learning in Families Together: Infant Development 1 | May 8, 2019 | FCS-59P | |||
Learning in Families Together: Infant Brain Development | Jun 4, 2019 | FCS-60P | |||
Learning in Families Together: Infant Development 2 | Jun 4, 2019 | FCS-61P | |||
Learning in Families Together: Infant Development 2 | Jun 4, 2019 | FCS-61P | |||
Learning in Families Together: Pre-schoolers | May 20, 2019 | FCS-62P | |||
Aprendiendo Juntos en Familia: preescolares ( Learning in Families Together: Pre-schoolers) | A los 2 años, los niños miden casi la mitad de lo que medirán de adultos. |
May 18, 2019 | FCS-62S | ||
Learning in Families Together: “School-Agers” 5 to 8 Years | Jun 3, 2019 | FCS-63P | |||
Learning in Families Together: Teens | May 8, 2019 | FCS-64P | |||
Aprendiendo juntos en familia: Adolescencia y Desarrollo del Cerebro (Learning in Families Together: Adolescence and Brain Development) | Los adolescentes a menudo desconciertan a los adultos, pero nueva evidencia científica ayuda a entenderlos mejor a medida que se convierten en adultos jóvenes. |
May 3, 2019 | FCS-78P | ||
Let’s Move More! Virginia! An Instructor’s Guide to Mindful Movement for Kids and Teens | Extension professionals and volunteers interact with kids in a variety of programming. Youth who engage in mindy-body practices experience a number of health benefits ranging from reduced anxiety and stress to improved mood and academic performance. This document helps Extension professionals and volunteers lead mind-body practices with youth. There are materials that give background to the approach as well as structured exercises. |
Nov 29, 2023 | HNFE-1089P |