1. Middle Years Development Instrument
The
© 2014 Human Early Learning Partnership
Middle Years Development Instrument

2. KEY MESSAGES:
Experiences in the middle years, ages 6 to 12, have critical and long lasting effects and are a powerful predictor of adolescent adjustment and success.  It is important to understand and have information on how children are doing at this stage of their development.
The MDI is a self-report questionnaire completed by children in Grade 4 and Grade 7. The questionnaire includes questions related to the five areas of development that are strongly linked to well-being, health and academic achievement.
The MDI was developed by a UBC research team led by Dr. Kim Schonert-Reichl in collaboration with United Way of the Lower Mainland based on a study of over 1,400 children in school districts in Metro Vancouver. The
Results of this study are available in the report “Middle Childhood Inside and Out: The Psychological and Social Worlds of Canadian Children Aged 9-12”
Based on this study, a Technical Committee of researchers from UBC, graduate students and staff from the Vancouver School Board and the United Way created a survey that could be used at a population level. Considerable input was provided also by children, parents, teachers and community groups working with children in their middle years. Questions were assembled from surveys previously used and validated with children.
FURTHER READING:
Middle Childhood Inside and Out: The Psychological and Social Worlds of Canadian Children Aged
© 2014 Human Early Learning Partnership
A self-report questionnaire completed by children in Grade 4 and Grade 7 measuring areas of development strongly linked to well-being, health and academic achievement.

3. TIMELINE OF DEVELOPMENT
Birth
Adolescence
Early Childhood
Middle
Childhood
KEY MESSAGES:
Much research exists on the significance of the early years and adolescence, yet less is known about middle childhood – the years from 6 to 12.
Previously, it was believed that the middle years were a “latency period,” where children were generally alright and not much was going on. We now know that a number of critical changes occur during these years:
cognitively children become more self-aware and more aware of others,
socially children’s social worlds begin expanding and peers become more important, and
physically children are entering puberty at a much younger age.
What happens during the middle years sets children up for how they handle adolescence and adulthood.
© 2014 Human Early Learning Partnership
TIMELINE OF DEVELOPMENT

4. Social & Emotional Learning Core Competencies
KEY MESSAGES:
The Core Competencies or Social and Emotional Learning include:
Self-management: managing emotions and behaviours to achieve one’s goals
Self-awareness: recognizing one’s emotions and values as well as one’s strengths and limitations
Social awareness: showing understanding and empathy for others
Relationship skills: forming positive relationships, working in teams, dealing effectively with conflict
Responsible decision-making: Making ethical, constructive choices about personal and social behaviour
FURTHER READING:
The Collaborative for Academic, Social, and Emotional Learning (CASEL) is an organization that advances the development of academic, social and emotional competencies for all students.
© 2014 Human Early Learning Partnership

5. compared to Population-based Health Survey
Early Years (Kindergarten)
Middle Years (Gr 4 & Gr 7)
Teacher Report
Child Self Report
KEY MESSAGES:
As with the EDI, the MDI is a population-based survey
Tells us only about groups, neighbourhoods or broader geographic regions.
Allows us to see population trends in children’s well-being
Not used to evaluate teachers or schools
Children fill out the survey themselves at school, it is administered by teachers or a principal.
The MDI measures developmental assets with a focus of the promotion of resiliency and protective factors.
© 2014 Human Early Learning Partnership
Measures developmental progress
Measures developmental assets

6. MDI Focus
Development of the “Whole Child” Perspectives of children Relationships are seen as central Multiple contexts
KEY MESSAGES:
Development of the “Whole Child” across multiple aspects of development
Perspectives of children
Relationships with peers and adults are seen as central
Spans multiple contexts, including home, school and community
© 2014 Human Early Learning Partnership

7. 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
KEY MESSAGES:
The self-report nature of the MDI upholds Article 12 of the United Nations Convention on the Rights of the Child.
© 2014 Human Early Learning Partnership

8. 3 1 4 2 5 5 Dimensions of the MDI School Experiences
Social and Emotional Development 1
Physical Health & Well-Being 4
KEY MESSAGES:
There are five dimensions on the MDI.
Social and emotional development, including optimism, self-esteem, happiness, empathy, and prosocial behaviour, sadness and worries.
Connectedness to adults and peers.
School experiences including belonging, victimization, academic concept and school climate.
Physical health and well-being including overall health, body image, mealtime and sleep experiences.
Use of after school time measuring involvement in after school activities, unstructured activities and what children wish to be doing.
© 2014 Human Early Learning Partnership
Connectedness 2 5
Use of After-School Time

9. Well-Being Indicators
Optimism
Self-esteem
Happiness
Overall Health
KEY MESSAGES:
Well-being consists of 5 measures:
Optimism (Noam & Goldstein, 1998)
Self-esteem (SWLS-C; Gadermann,
Schonert-Reichl, & Zumbo, 2010)
Happiness (Marsh, 1988)
Overall Health (McCreary Centre Society, 2009)
Absence of sadness (Kusche et al., 1988)
© 2014 Human Early Learning Partnership
Absence of Sadness

10. Key Assets Supportive Adult Relationships Positive Peer Relationships
Proper Nutrition and Sleep
KEY MESSAGES:
The 5 measures of well-being are related to the presence of 5 key assets:
Supportive adult relationships
Positive peer relationships
Proper nutrition and sleep
Positive school experiences
Participation in after-school activities
© 2014 Human Early Learning Partnership
Positive School Experiences
Participation in After- School Activities

11. MDI 2009/10 Participation 3,032 KEY MESSAGES:
The MDI has grown over the years from a pilot in the Vancouver School District in 2009/10 to being implemented across 23 school districts in BC with over 23,000 children in Grade 4 and Grade 7.
© 2014 Human Early Learning Partnership

12. MDI 2010/11 Participation 3,032 2,000 KEY MESSAGES:
The MDI has grown over the years from a pilot in the Vancouver School District in 2009/10 to being implemented across 23 school districts in BC with over 23,000 children in Grade 4 and Grade 7.
© 2014 Human Early Learning Partnership

13. MDI 2011/12 Participation 3,032 2,000 1,642 KEY MESSAGES:
The MDI has grown over the years from a pilot in the Vancouver School District in 2009/10 to being implemented across 23 school districts in BC with over 23,000 children in Grade 4 and Grade 7.
© 2014 Human Early Learning Partnership

14. MDI 2012/13 Participation 3,032 2,000 1,642 9,913 KEY MESSAGES:
The MDI has grown over the years from a pilot in the Vancouver School District in 2009/10 to being implemented across 23 school districts in BC with over 23,000 children in Grade 4 and Grade 7.
© 2014 Human Early Learning Partnership

15. MDI 2013/14 Participation 3,032 2,000 1,642 9,913 7,122 KEY MESSAGES:
The MDI has grown over the years from a pilot in the Vancouver School District in 2009/10 to being implemented across 23 school districts in BC with over 23,000 children in Grade 4 and Grade 7.
© 2014 Human Early Learning Partnership

16. MDI
2013/14
Participation
3,032
2,000
1,642
9,913
7,122
Total to date:
KEY MESSAGES:
The MDI has grown over the years from a pilot in the Vancouver School District in 2009/10 to being implemented across 23 school districts in BC with over 23,000 children in Grade 4 and Grade 7.
© 2014 Human Early Learning Partnership
23,709
18,400
Gr. 4 students
5,309 Gr 7 students

17. MDI 2010/11 2012/13 2013/14 2009/10 2011/12 23 SD Participation 3,032
2,000
1,642
9,913
7,122
23 SD
Total to date:
KEY MESSAGES:
The MDI has grown over the years from a pilot in the Vancouver School District in 2009/10 to being implemented across 23 school districts in BC with over 23,000 children in Grade 4 and Grade 7.
© 2014 Human Early Learning Partnership
23 SD
Gr. 4 MDI
7 SD Gr 4 & 7 MDI

18. Gr. 4
School Districts
Gr. 7
School Districts
09/10 1
3,032
10/11 2
2,000
11/12 7
1,642
12/13
15 (7,113)
1 (2,800)
9,913
13/14
13 (4,613)
6 (2,509)
7,122
KEY MESSAGES:
The MDI has grown over the years from a pilot in the Vancouver School District in 2009/10 to being implemented across 23 school districts in BC with over 23,000 children in Grade 4 and Grade 7.
© 2014 Human Early Learning Partnership

19. MDI Well-Being Index Dimensions of Well-Being: Optimism Happiness
51%
Thriving
27%
Low
Well-Being
23%
Medium
Dimensions of
Well-Being:
Optimism
Happiness
Self-esteem
General health
Sadness (reverse-scored)
KEY MESSAGES:
The MDI creates an index of children’s overall well-being.
Thriving indicates the proportion of children who had high scores on at least 4 dimensions of well-being.
Medium-high well-being indicates the proportion of children who had no low scores, but less than 4 high scores.
Low well-being indicates the proportion of children who had at least 1 low score on any of the 5 dimensions.
© 2014 Human Early Learning Partnership

20. MDI Assets Index Adult Relationships After School Activities Peer
Nutrition
and Sleep
KEY MESSAGES:
The MDI also reports on the presence of key assets in children’s lives using a puzzle piece indicator. The darkest brown always indicates the “richest soil” – or where the asset is most present. The lightest brown indicates “the desert” where the asset is least present.
Please note: The assets index has been calculated differently in different reports. Please check with the MDI Coordinator for an explanation of how the assets index was calculated for your community.
© 2014 Human Early Learning Partnership 20

21. Assets and Well-Being across B.C. Grade 4 data, 2013-14
KEY MESSAGES:
One of the key findings from MDI results is that children’s health and well-being is directly related to the presence of assets they perceive in their lives. As children report a greater number of assets present in their lives, they are also more likely to report experiencing well-being.
© 2014 Human Early Learning Partnership

22. Peer social inclusion, pro-social behaviour
Child and Adolescent Pathways to Well-Being in Adulthood: A 32-Year Longitudinal Study
CHILD
SOCIAL CONNECTEDNESS
ADOLESCENT
SOCIAL CONNECTEDNESS
ADULT WELL-BEING
Peer social inclusion, pro-social behaviour
Quality of attachments, participation in activities, competence, life satisfaction
Sense of meaning, social engagement, positive coping, pro-social values
KEY MESSAGES:
A study in New Zealand of child and adolescent social connectedness and later well-being found that indicators of well-being in adulthood were better explained by social connectedness than academic competence.
Olsson, C. A. et al., 2013
© 2014 Human Early Learning Partnership