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Results from the Middle Years Development Instrument (MDI)

Results from the Middle Years Development Instrument (MDI). 1. The Importance of Middle Childhood. 2. What is the MDI and Why is it Important?. 3. Results. 4. Knowledge to Action. 1. The Importance of Middle Childhood. TIMELINE OF DEVELOPMENT. Birth. Middle Childhood. Early Childhood.

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Results from the Middle Years Development Instrument (MDI)

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  1. Results from the Middle Years Development Instrument (MDI)

  2. 1. The Importance of Middle Childhood 2. What is the MDI and Why is it Important? 3. Results 4. Knowledge to Action

  3. 1. The Importance of Middle Childhood

  4. TIMELINE OF DEVELOPMENT Birth Middle Childhood Early Childhood Adolescence

  5. 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?

  6. Changes and Challenges: Societal Risks EXPOSURE TO VIOLENCE POVERTY LOSS OF SUPPORT

  7. CHILD MENTAL WELLNESS The importance of prevention

  8. RICHNESS OF SOIL

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

  10. 2. The MDI and What it Measures

  11. Development of the “Whole Child” Perspectives of children Relationships are seen as central Multiple contexts

  12. EDI MDI compared to Population-based Health Survey Population-based Health Survey Early Years (Kindergarten) Middle Years (Grade 4) Teacher Report Child Self Report Measures developmental progress Measures developmental assets

  13. compared to EDI Dimensions MDI Dimensions Social Competence Social and Emotional Development Emotional Maturity Connectedness Physical Health and Well-being Physical Health and Well-being Language and Cognitive Development School Experiences Communication Skills Constructive Use of After School Time

  14. 1 Social and Emotional Development 5 Dimensions of the MDI Constructive Use of After- School Time 4 2 Physical Health & Well-Being Connectedness 3 5 School Experiences

  15. 1 Social and Emotional Development • Constructs Measured: • Optimism • Self-esteem • Subjective well-being (happiness) • Empathy & prosocialbehaviour • Sadness & worries

  16. 2 Connectedness • Constructs Measured: • Number of important adults in school • Connectedness to adults at home, school, and neighbourhood • Peer belonging & friendship intimacy

  17. 3 School Experiences • Constructs Measured: • Academic self-concept • School climate • School belonging • Victimization at school

  18. 4 Physical Health and Well-Being • Constructs Measured: • Overall health • Physical/health condition • Body image • Breakfast & sleep

  19. 5 Social and Emotional Development • Constructs Measured: • Involvement in after-school activities • Time spent on homework, TV, gaming • Activities children wish to be doing

  20. Key Assets for Thriving Indicators of Well-being Supportive Adult Relationships Optimism Positive Peer Relationships Self-esteem Proper Nutrition and Sleep Happiness Positive School Experiences Overall Health Participation in After- School Activities Absence of Sadness

  21. Why 4TH Graders? Important transitional time in development Can complete self-report survey Target for prevention efforts

  22. Upholding the Rights of the Child Article 12: Children have a right to give their opinion and be listened to by the adults around them

  23. 3. Results

  24. Use this section to present results from your district report, community report, or maps.

  25. 4. Putting Knowledge to Action

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

  27. Thank You Contact:

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