Panhandle Wildfire Relief Resources

Are you looking to help the residents of the Texas Panhandle who sustained losses due to recent wildfires?
Please visit this page for livestock supply points and information on how to make a monetary donation. Texas A&M AgriLife Extension Service thanks you for your support of Texans.

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Agrilife Extension Resources

4-H is the nation’s largest youth development program. Through local 4‑H programs, kids and teens learn valuable life skills and participate in project areas like health, science, agriculture and civic engagement. In Texas, the 4-H program is administered by the Texas A&M AgriLife Extension Service and Prairie View A&M Cooperative Extension Service.

>>> Visit the Texas 4-H website here

Related Departments: Agricultural Leadership, Education and Communications, Animal Science, Nutrition, Horticultural Sciences

Boy leading a cow in the Brazos County Youth Livestock Show
Showing results for: Texas 4-H Youth Development
Asset Type: Course
  • Course

    Children identify a problem, use stuff to make stuff that does stuff to solve the problem. Learn about research related to engineering design with preschoolers and ideas/activities to encourage and support children in becoming junior engineers. Planning, building, and testing out are the engineering skills of the future.

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    Young children deserve well-planned environments that meet their individual needs. Discover how to provide well-planned, safe and secure environments, designed to meet children’s developmental needs and interests. Gain suggestions on how to create environments that support curriculum goals and early learning standards.

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    This 1-hour course exposes learners to information regarding The Texas Watershed Steward (TWS) Program. Students will learn about the importance of water, the role of watersheds in the water cycle, and much more. Students have the option of obtaining school credit for this course.

  • Course

    Understanding the meaning and implication of developmentally appropriate practices in a classroom, as well as teacher/child interactions based on those practices is introduced. Effective characteristics of developmentally appropriate practices, the value of intentional teaching and strategies to use are also introduced.

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    Experience a variety of counting activities and developmentally appropriate approaches for teaching addition and subtraction. Explore principles, objectives, and developmental stages of counting and examine ways to support children’s counting in everyday situations. Number and operations tasks for preschoolers are provided.

  • Course

    This course is designed for 4-H and FFA members participating in livestock projects. The primary objectives are to enable students to understand the relationship between good character and safe food practices and to apply knowledge regarding the ethical implications of livestock-raising decisions.

  • Course

    This course is designed for 4-H and FFA members participating in livestock projects. The primary objectives are to enable students to understand the relationship between good character and safe food practices and to apply knowledge regarding the ethical implications of livestock-raising decisions.

  • Course

    This course is designed for 4-H and FFA members participating in livestock projects. The primary objectives are to enable students to understand the relationship between good character and safe food practices and to apply knowledge regarding the ethical implications of livestock-raising decisions.

  • Course

    Learning centers provide early childhood classrooms the perfect environment for children to actively plan, try, pretend, and make new discoveries. Effective centers help children develop through play, by themselves and with peers. The purpose and process of how to develop, build and manage a center are discussed.

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    Circle time, or large group time, is when children come together to learn and have fun, solve problems, and be part of a community. This setting helps children begin to look at the world from the perspective of ‘we’ and ‘ours’. Circle time experiences, transitions and strategies for keeping children engaged are introduced.