Results from the Middle Years Development Instrument (MDI)

4. Taking Knowledge to Action

3. MDI Results

2. The MDI and What it Measures

1. The Importance of Middle Childhood

1. The Importance of Middle Childhood

Adolescence

MiddleChildhood

Early Childhood

Birth

TIMELINE OF DEVELOPMENT

Middle childhood is a transitional time

• Socially

• Academically

• Physically

Identity Formation

Mental Health

How can we help children feel more supported and experience well-being?

What can we do to lead children on a positive path to becoming caring and contributing citizens of tomorrow?

What can children tell us, with their voice, that they need in order to feel competent and cared for?

POVERTY

LOSS OF SUPPORT

Changes and Challenges: Societal Risks*

EXPOSURE TO VIOLENCE

Richness of the Soil

“Every child requires someone in his or her life who is absolutely crazy about them.”

Urie Bronfenbrenner

2. The MDI and What it Measures

Self-report survey for Grade 4 & Grade 7 students

The MDI: Middle Years Development Instrument

Multiple contexts

Relationships are seen as central

Perspectives of children

Development of the “Whole Child”

EDI MDI

Population-based Health Survey

Early Years (Kindergarten)

Teacher Report

Measures developmental progress

Population-based Health Survey

Middle Years (Grade 4)

Child Self Report

Measures developmental assets

compared to

Social Competence

Physical Health and Well-being

Language and CognitiveDevelopment

Communication Skills

Social and EmotionalDevelopment

Connectedness

School Experiences

Use of After School Time

compared toEDIDimensi

ons

MDIDimensi

ons

Emotional Maturity

Physical Health and Well-being

5 Dimensions of the MDI

Social and Emotional Development

1

Connectedness2

School Experiences3

Physical Health & Well-Being

4

Constructive Use of After-School Time

5

1Measuring:• Optimism• Self-esteem• Subjective Well-being (Happiness)• Empathy & Prosocial Behaviour• Sadness & Worries

Social and EmotionalDevelopment

1

2Measuring:• Number of Important Adults in

School• Connectedness to Adults at Home,

School, & Neighbourhood

• Peer Belonging & Friendship Intimacy

Connectedness

3Measuring:• Academic self-concept• School climate• School belonging• Victimization at school

School Experiences

4Measuring:• Overall Health• Physical/Health Condition• Body Image• Breakfast & Sleep

Physical Health and Well-Being

5Measuring:• Involvement in After-School

Activities • Homework, TV, Computer Time• Activities Children Wish to be Doing

Use of After-School Time

5Self RegulationPerseveranceFuture GoalsWhat Makes an Adult Important to YouSocial Responsibility/VolunteeringAssertivenessResponsible Decision-MakingSelf AwarenessPersonal Meaning

AdditionalGrade 7 Items

Adult Relationships

Nutrition and SleepSchool Experiences

After- School Activities

Optimism

Self-esteem

Overall Health

Absence of Sadness

Peer Relationships

Happiness

Key Assets

for Thriving

Indicators of Well-being

Why 4th and 7th Grade?

Important transitional time in

development

Can complete self-report survey

Target for prevention efforts

Article 12: Children have a right to

give their opinion and be listened to by the adults around them

Upholding the Rights of the Child

3. MDI Results

Use this section to present results from your MDI report or maps.

Tip: Consider starting with the maps to provide an overview of the community. Then move into the more detailed pages of the MDI reports and focus on areas of interest.

All MDI maps and reports can be found online:http://earlylearning.ubc.ca/maps/mdi/nh/

4. Taking Knowledge to Action

Parents

Community

Planners

Children’s Organizati

ons

Sports and Recreation

Associations

Funding Agencies

Policy Makers

Who Can Use MDI Data?

Educators

Health Agencies

Uses of Data

1. Monitor children’s health

2. Improve understanding

3. Drive decisions

Use this section to present key points and strategies for local action.

Here are some discussion questions to consider:- Were there any surprises in the

results?- What were the key messages that

stood out?- Why might children be responding

this way?- What other sources of data might be

useful to compare/supplement these results?

- How is our school/community currently supporting children?

- What could be done differently?- What efforts should be maintained?- Are there any opportunities to

involve children in our planning or initiatives?

Thank You

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