The four themes of Service Leadership.
For children and youth in their primary years, social interaction expands beyond fmily to classroom and community. They also start to see from others’ perspectives and gain empathy for the needs of others. through teamwork and activities in the K-kids Member guide, members will learn to set goals, explore their own interests and put their talents to use.
They will also learn about assets and needs in their community and the world. through K-Kids Service Guide activities , members learn hard and soft skills and how t plan an effective service initiative.
More than ever before, young people need to develop the capacity and skills to interact face-to-face, collaborate on teams and engage in their communities. K-Kids experiences teach students how to engage with others. They learn how to listen and speak with peers and adults. They learn how to collaborate on teams. They raise money and request donations. They discuss community needs with leaders in organizations. Further, purposeful engagement can provide an opportunity for youth to learn one of the most important soft skills for human connection: empathy, the experience of understanding another person’s feelings, thoughts or attitudes from their perspective.
Many children first act to serve others when invited by parents/guardians or friends, in a youth group or congregation or at school. They stay involved in service for many reasons: the joy of helping others; feeling appreciated; using their skills in the real world; a sense of belonging and connection; meeting people with shared values; the opportunity to gain their voice.
By joining a service club, students gain many benefits. For instance, they embrace their power to make a difference, develop the ability to empathize with people in need, feel a sense of place in their community and learn how to make meaningful social contributions.
In K-Kids, it is essential for advisors to understand the cultural, economic and geographic contexts in which the students live. Context affects what service looks like and what youth prefer to do, value doing and have time to do. Context also builds values for certain types of service. Among immigrants and many people of color, for instance, feeding neighbors and newcomers to the community is a common act of generosity. Youth living at the poverty line are more likely to care for younger siblings after school while parents/guardians work. In rural communities (where there are fewer nonprofit organizations), students may offer informal acts of kindness to create projects to fill a local need.
Advisors can foster members’ self-confidence and expand the club’s definition of service by helping them discover how to be leaders at home, in their own neighborhoods/locales and within other groups to which they belong. Recognizing and celebrating these acts in the club will expand how students define service-and define themselves as service leaders.
Service clubs provide a place where youth can unlock their leadership potential. the club experience can help students learn how to focus on others, move an idea into purposeful action, build essential skills, and accept their identity as a leader. Opportunities to lead arise in students’ personal lives and in informal ways when tasks need to be completed in the club.