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Teens in Sensory Exploration: Fingerpainting
On June 24, 2024, over one hundred 4-H teenagers and mentors from across the state were invited to the University of New Hampshire’s Child Study and Development Center (CSDC) for Teen Conference’s annual service-learning project. For those unfamiliar with 4-H’s dedication to service-learning initiatives, this project is a prime example of the goals of service-learning.
Service-learning goes beyond “helping out” and is characterized by experiential education where learners are taught through practical application, which, combined with action, will make an impact. One teen participant said, “Within this service-learning project I felt I learned how much of an effect an adult’s words can have on a young, growing mind. I'm a student assistant teacher and hearing kids be told 'no' is a common occurrence I hear daily. I think a program like this would be great for all young, growing minds.” This quote truly speaks to the overarching goal of this project: advocacy and youth voice.
Early childhood education continues to feel impacts of the COVID-19 pandemic. According to the 2021 Urban Institute Report, the workforce has suffered a 17% reduction in early childhood educators since March 2020. This loss, coupled with limited access to high-quality, affordable childcare, presents a challenge to working families that need care to sustain their livelihoods as well as the American economy. Every parent wants the best environment for their child to learn and grow, one with educated and compassionate individuals who support investigation, curiosity and healthy risk-taking. The CSDC is one such environment and executive director Lisa Ranfos spoke to 4-H participants not only about the CSDC and its mission but about the importance of advocating for something you believe in. One teen reflected, “I learned there is a lot I can advocate for!”
A priority goal of this service-learning project was to encourage self-advocacy and kindness. Many early childhood professionals spend their days supporting kindness, resiliency, respect and self-love in our youngest of learners. This intentionality in teaching is typically lost somewhere between preschool and high school; 4-H participants once again had the opportunity to be supported in communicating with their peers, managing conflict and reveling in their personal identity.
Through different art mediums, sensory materials and a deep dive into social-emotional wellness, 4-H teenagers got to explore their inner child again. The impact on our participants was clear when they said things like, “I felt like the teachers encouraged me to be comfortable talking to peers I might not talk to otherwise and made me feel really comfortable being myself” and “Because of this experience I know I still want to be a psychologist.”
After leaving the CSDC the entire group was buzzing with a renewed energy to “be themselves” following conversations about what they want to be when they grow up. Many asked how they could get involved with the CSDC, while others said they wished they could have done more for the kids with one teen saying, “We could have built them something! That would have been awesome!”
The 4-H service-learning project this year lent itself to advocacy service-learning, with an aim to educate others about a topic around a community need, creating awareness about how it impacts the community. With this foundational learning moment, the Teen Leadership program will be poised to assess the needs of New Hampshire communities and the teen population to become agents of change. Continue to follow the New Hampshire 4-H Teen Leadership Pathway to see how their learning about the importance of advocacy translates into action in the 2024-2025 year!
