Upload
nanaimoearlyyears
View
70
Download
0
Embed Size (px)
Citation preview
EDI Wave 6 data: BC and Nanaimo
Trends over time
In search of explanations
Where do we go from here?
How are our children doing?
Still1 in 3.
Are we running in the right direction?
Trend
WAVE 2_x000d_2004-07
WAVE 3_x000d_2007-09
WAVE 4_x000d_2009-11
WAVE 5_x000d_2011-13
WAVE 6_x000d_2013-16
0
5
10
15
20
25
30
35 29.9 28.7
30.9 32.5 32.2
Vulnerable on one or more scales
Multiple vulnerabilities
WAVE 2 _x0 0 0 d_20 0 4 -0 7
WAVE 3 _x0 0 0 d_2 0 0 7 -0 9
WAVE 4 _x0 0 0 d_2 0 0 9 -1 1
WAVE 5 _x0 0 0 d_20 1 1 -1 3
WAVE 6 _x0 0 0 d_2 0 1 3 -1 6
0
5
10
15
20
25
30
35
13.8 13.1 13.8 14.5 13.6
Complexity of Vulnerabilities on the EDI
Perc
ent
WAVE 2 _x0 0 0 d_20 0 4 -0 7
WAVE 3 _x0 0 0 d_2 0 0 7 -0 9
WAVE 4 _x0 0 0 d_2 0 0 9 -1 1
WAVE 5 _x0 0 0 d_20 1 1 -1 3
WAVE 6 _x0 0 0 d_2 0 1 3 -1 6
0
5
10
15
20
25
30
35
13.8 13.1 13.8 14.5 13.6
Complexity of Vulnerabilities on the EDI
1
Perc
ent
WAVE 2 _x0 0 0 d_20 0 4 -0 7
WAVE 3 _x0 0 0 d_2 0 0 7 -0 9
WAVE 4 _x0 0 0 d_2 0 0 9 -1 1
WAVE 5 _x0 0 0 d_20 1 1 -1 3
WAVE 6 _x0 0 0 d_2 0 1 3 -1 6
0
5
10
15
20
25
30
35
13.8 13.1 13.8 14.5 13.6
7.0 6.9 7.2 8.0 7.7
Complexity of Vulnerabilities on the EDI
1 2
Perc
ent
WAVE 2 _x0 0 0 d_20 0 4 -0 7
WAVE 3 _x0 0 0 d_2 0 0 7 -0 9
WAVE 4 _x0 0 0 d_2 0 0 9 -1 1
WAVE 5 _x0 0 0 d_20 1 1 -1 3
WAVE 6 _x0 0 0 d_2 0 1 3 -1 6
0
5
10
15
20
25
30
35
13.8 13.1 13.8 14.5 13.6
7.0 6.9 7.2 8.0 7.7
4.1 4.1 4.5
4.6 5.1
Complexity of Vulnerabilities on the EDI
1 2 3
Perc
ent
WAVE 2 _x0 0 0 d_20 0 4 -0 7
WAVE 3 _x0 0 0 d_2 0 0 7 -0 9
WAVE 4 _x0 0 0 d_2 0 0 9 -1 1
WAVE 5 _x0 0 0 d_20 1 1 -1 3
WAVE 6 _x0 0 0 d_2 0 1 3 -1 6
0
5
10
15
20
25
30
35
13.8 13.1 13.8 14.5 13.6
7.0 6.9 7.2 8.0 7.7
4.1 4.1 4.5
4.6 5.1 2.9 2.7
3.0 3.1 3.3
Complexity of Vulnerabilities on the EDI1 2 3 4
Perc
ent
WAVE 2 _x0 0 0 d_20 0 4 -0 7
WAVE 3 _x0 0 0 d_2 0 0 7 -0 9
WAVE 4 _x0 0 0 d_2 0 0 9 -1 1
WAVE 5 _x0 0 0 d_20 1 1 -1 3
WAVE 6 _x0 0 0 d_2 0 1 3 -1 6
0
5
10
15
20
25
30
35
13.8 13.1 13.8 14.5 13.6
7.0 6.9 7.2 8.0 7.7
4.1 4.1 4.5
4.6 5.1 2.9 2.7
3.0 3.1 3.3 2.1 2.0
2.3 2.4 2.6
Complexity of Vulnerabilities on the EDI
1 2 3 4 5
Perc
ent
WAVE 2 _x0 0 0 d_20 0 4 -0 7
WAVE 3 _x0 0 0 d_2 0 0 7 -0 9
WAVE 4 _x0 0 0 d_2 0 0 9 -1 1
WAVE 5 _x0 0 0 d_20 1 1 -1 3
WAVE 6 _x0 0 0 d_2 0 1 3 -1 6
0
5
10
15
20
25
30
35
13.8 13.1 13.8 14.5 13.6
7.0 6.9 7.2 8.0 7.7
4.1 4.1 4.5
4.6 5.1 2.9 2.7
3.0 3.1 3.3 2.1 2.0
2.3 2.4 2.6
Complexity of Vulnerabilities on the EDI
1 2 3 4 5
Perc
ent
16.1%18.7%
Domains
WAVE 2_x000d_2004-
07
WAVE 3_x000d_2007-
09
WAVE 4_x000d_2009-
11
WAVE 5_x000d_2011-
13
WAVE 6_x000d_2013-
16
0
5
10
15
20
25
30
35
One or more scalesPhysicalSocialEmotionalLanguageCommunication
WAVE 2_x000d_2004-
07
WAVE 3_x000d_2007-
09
WAVE 4_x000d_2009-
11
WAVE 5_x000d_2011-
13
WAVE 6_x000d_2013-
16
0
2
4
6
8
10
12
14
16
18
Language
WAVE 2_x000d_2004-07
WAVE 3_x000d_2007-09
WAVE 4_x000d_2009-11
WAVE 5_x000d_2011-13
WAVE 6_x000d_2013-16
0
2
4
6
8
10
12
14
16
18
PhysicalSocialEmotional
WAVE 2_x000d_2004-07
WAVE 3_x000d_2007-09
WAVE 4_x000d_2009-11
WAVE 5_x000d_2011-13
WAVE 6_x000d_2013-16
0
2
4
6
8
10
12
14
16
18
PhysicalSocialEmotionalLanguage
Nanaimo• Use Nanaimo EDI slides here• These have already been shared
Searching for explanations
Socioeconomic status?Living costs?
Subscales
Language and cognitive development
Full-day
kinder-garten
?
Emotional maturity
Searching for explanations
ADHD
Neurodevelopmental mental disorderNeurological brain disorder(Social construction?)
Dysfunction of dopamine brain circuits inattention, hyperactivity
(similarity to EDI subscale)
ADHD
Epidemic during past generation
Most commonly proposed ‘cause’:Genetic predisposition
Cannot explain sudden increase.
Correlates of ADHDNutrition (prenatal, early childhood)Sugar consumption ‘Unhealthy’ fats & lack of essential omega-3 fatty acidsIron, zinc deficienciesBPA in plasticsSynthetic food colorsLead & pesticides in the environmentLack of playLack of physical activityMaternal smoking & alcoholPrenatal stress and family stressObesity
Touch
Sleep
Play
Physical activity
Nutrition
What social and environmental conditions
(have we) changed in the past generation?
< back
TDI YDI
HELP Monitoring System
0 15 years
Where can we go?
Where do we want to go?
“How will it affect the land, water, air, animals, birds, plants and the future for our children
seven generations into the future?
Seven generations principleTo live by this principle, one would ask,
prior to any undertaking:
Using this principle, and mobilizing our knowledges , do we …
… convert more streets …
… into walk & bike lanes?
More parking lots …
… into playgrounds …
… and sports fields?
Children prefer that, too. [MDI data]
And they would maybe sleep better.
Turn more back lanes …
… into community gardens?
Provide clean (lead-free) water and…
… local pesticide–free organic food?
Label plastics and chemicals …
… and % DV (daily value) for sugar …
120%
… and introduce …
… a sugar tax…
… to possibly reduce fetal sugar spectrum disorder
(Davis, 2010)?
Because ‘it doesn’t have to be the way it is’
(Evans, 2013; Evans, Hertzman, Morgan, 2007).Clyde
Thank you
Language & Cognitive DevelopmentBasic literacy
Interest in math/reading and
memoryAdvanced literacy Basic numeracy
handles a book interested in books reads simple words sorts and classifies
identifies at least 10 letters interested in reading reads complex words 1 to 1 correspondence
attach sounds to letters interested in math reads simple sentences counts to 20
rhyming awareness interested in number games writing voluntarily recognizes 1-10
take part in group reading able remember things write simple words compares numbers
write own name write simple sentences recognizes shapes
experiments writing tools time concepts
aware writing directions
Emotional MaturityProsocial and
helping behaviourHyperactive and
inattentive behaviour
Aggressive behaviour
Anxious and fearful behaviour
help someone who is hurt restless gets into fights seems unhappy/depressed
clear up mess distractible bullies or is mean fearful
stop quarrel fidgets kicks, bites, etc. worried
offers help to others impulsive takes others’ things cries a lot
comforts upset difficulty awaiting turns laughs at discomfort nervous
spontaneously helps can't settle disobedient indecisive
invite bystanders to join inattentive temper tantrums shy
helps sick children upset when left by parent
Social CompetenceOverall social competence
Respect and responsibility
Independence & adjustment
Readiness to explore new things
overall social/emotional follows rules Listens attentively curious about the world
gets along with peers respects property follows directions eager play with new toy
cooperative self-control completes work on time eager to play a new game
plays with various children respect for adults works independently eager to read new book
self-confidence respect for children works neatly
accept responsibility independent solve problems
takes care of materials follow simple instructions
tolerance for mistakes follow class routines
adjust to changes in routines
DRAFT Sept 27 2016
DRAFT Sept 27 2016
DRAFT Sept 27 2016
DRAFT Sept 27 2016
DRAFT Sept 27 2016
DRAFT Sept 27 2016