Results from the Middle Years
Development Instrument (MDI)
1. The Importance of Middle Childhood
2. The MDI and What it Measures
3. MDI Results
4. Taking Knowledge to Action
1. The Importance of Middle Childhood
TIMELINE OF DEVELOPMENT
Birth
Middle
Childhood
Early
Childhood
Adolescence
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?
Changes and Challenges: Societal Risks*
POVERTY
LOSS OF SUPPORT
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
The MDI:
Middle Years Development Instrument
Self-report survey for
Grade 4 & Grade 7 students
Development of the “Whole Child”
Perspectives of children
Relationships are seen as central
Multiple contexts
EDI
compared to
Population-based
Health Survey
MDI
Population-based
Health Survey
Early Years (Kindergarten) Middle Years (Grade 4)
Teacher Report
Child Self Report
Measures developmental
progress
Measures developmental
assets
EDI
compared to
Dimensions
Social Competence
Emotional Maturity
Physical Health and
Well-being
MDI
Dimensions
Social and Emotional
Development
Connectedness
Physical Health and
Well-being
Language and Cognitive
Development
School Experiences
Communication Skills
Use of After School Time
1
2
3
Social and
Emotional
Development
5 Dimensions
of the MDI
Connectedness
4
School
Experiences
5
Physical Health
& Well-Being
Constructive
Use of AfterSchool Time
1
Social and Emotional
Development
Measuring:
• Optimism
• Self-esteem
• Subjective Well-being (Happiness)
• Empathy & Prosocial Behaviour
• Sadness & Worries
2
Connectedness
Measuring:
• Number of Important Adults in School
• Connectedness to Adults at Home, School,
& Neighbourhood
• Peer Belonging & Friendship Intimacy
3
Measuring:
• Academic self-concept
• School climate
• School belonging
• Victimization at school
School Experiences
4
Physical Health
and Well-Being
Measuring:
• Overall Health
• Physical/Health Condition
• Body Image
• Breakfast & Sleep
5
Use of
After-School Time
Measuring:
• Involvement in After-School Activities
• Homework, TV, Computer Time
• Activities Children Wish to be Doing
Additional
Grade 7 Items
5
Self Regulation
Perseverance
Future Goals
What Makes an Adult Important to You
Social Responsibility/Volunteering
Assertiveness
Responsible Decision-Making
Self Awareness
Personal Meaning
Key Assets
for Thriving
Indicators of
Well-being
Adult Relationships
Optimism
Peer Relationships
Self-esteem
Nutrition and Sleep
Happiness
School Experiences
Overall Health
After- School Activities
Absence of Sadness
Why 4th and 7th Grade?
Important transitional time in development
Can complete self-report survey
Target for prevention efforts
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
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
Who Can Use MDI Data?
Funding
Agencies
Parents
Community
Planners
Educators
Policy
Makers
Children’s
Organizations
Sports and Recreation
Associations
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?
Contact:
Thank You