a community fit for children

A Community Fit for Children

A Focus on Young Childrenin Waterloo Region

Second Edition

A Community Fit for ChildrenA Focus on Young Children in Waterloo Region

V I S I O N

The children of Waterloo Region will attain their optimal development and be ready to learn at school; with all

children reaching their full potential within an environment where all children and families are healthy, safe and secure

and live within strong supportive communities.

April 2009Author: Erin Tardiff

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C O V E R L E T T E R

The production of the Community Fit for Children Report, 2nd edition was made possible through the dedication and collaboration of many members of Waterloo Region community – all of whom have a passion and vision for a community that is truly fit to raise all children.

The data shared in this report is meant to make you think about your role in supporting the healthy development of children in our community. We’ve attempted to cover both breadth and depth of indicators of child wellbeing in order to paint a full picture of how well children are supported in our community. As early childhood development research suggests – what gets measured gets done! We hope that the information in this report inspires you to reflect on your piece of the puzzle and moves you to take action on it.

The foundation of this report is based on the implementation of the Early Development Instrument (EDI) which measures children’s readiness to learn in school. Thanks to the generous time and effort by over 250 local senior kindergarten teachers from all four local school boards, over 5,300 EDI’s were completed in Waterloo Region. This information provides us with a measurement of how well our community is supporting children’s cognitive, emotional and behavioral development. Also, much of the information in this report would not have been available would it not have been for the dedication of parents/caregivers of senior kindergarten students who provided us with a wealth of insight into local parenting practices through voluntarily filling out the Kindergarten Parent Survey (KPS). Over 3,500 KPS surveys were completed in 2007 in Waterloo Region.

Waterloo Region is a well connected community with a wealth of resources and enthusiasm to work together towards making our community a better place to live for everyone in the community. There are significant efforts being made by many individuals and organizations to better support early childhood development and to direct parents and caregivers to the appropriate services for those children experiencing vulnerabilities. Parents/caregivers seem to be very engaged in the lives of their children and the majority are accessing early learning programs with their children to help prepare them to learn.

However, there are still too many children vulnerable to developmental difficulties and too many families struggling to meet fundamental needs to support their children in Waterloo Region. There is high inequality between neighbourhoods in Waterloo Region in terms of support and access to early learning resources for families and their children. As well, there are still gaps in early learning programs and services for many families, especially new immigrant and refugee families, francophone families, First Nations families and families with children with special needs. These areas require us to pull together as a community and look for ways that we can work together to better support these underserved neighbourhoods and families, efforts which this community has the capacity to fulfill.

Through writing this report, it was highly evident to me that there is a lot of passion and dedication in this community in working towards the creation of a community that supports the healthy development of all children. There is also a high recognition of the credibility of founding efforts to support child development in early childhood research and measurement of indicators of child wellbeing. Many members of this community truly work from the philosophy that ‘it takes a village to raise a child’ and investing in the early years is the best way to achieve this mission.

There are a few special thanks that need to be extended. Thanks to all of the organizations listed in the acknowledgments section who gave their time, energy and financial contributions to ensure the completion of this project. Thanks go out to Debbie Hoekstra for all of her guidance and support and to Sasha Carreiro for sharing her brilliant eye for detail in creating the design of the report. Thanks to Christine Bird, Celina Sousa, Lianne Horne and Jen Hazzard for lending their time and constructive criticism in editing the report. Thanks to my fellow ‘data people’, Alison Pearson, Ruth Sanderson and Eliseo Martell, for helping me work through the interpretation of the analysis. And finally, on a personal note, thanks to my family and friends for their unconditional support!

Erin TardiffData Analysis Coordinator for Waterloo RegionOn behalf of the Community Fit for Children Advisory CommitteeApril 2009

April 2009Author: Erin Tardiff

A C K N O W L E D G E M E N T S

The Ontario Early Years Centres would like to acknowledge several dedicated organizations within our community whose talent, insight and support were key in creating the A Community Fit for Children – Waterloo Region Report. This report is the result of their collaborative efforts and we thank them for helping us all understand the early years in Waterloo Region.

In particular, we would like to express our thanks to the Kindergarten Teachers in Waterloo Region for their role in providing their professional observations for the Early Development Instrument. We would also like to extend our sincere appreciation to all parents and caregivers who participated in the Kindergarten Parent Survey and provided us with valuable insight about parenting in Waterloo Region.

Alliance for Children and Youth

Family and Children Services of Waterloo Region

Libraries Cambridge Libraries Kitchener Public Library Waterloo Public Library Region of Waterloo Library

Ministry of Children and Youth Services

Offord Centre for Child Studies, McMaster University

Ontario Early Years Centres, Waterloo Region Cambridge Family Early Years Centre Our Place Family Resource and Early Years Centre YMCA Ontario Early Years Centre

Region of Waterloo Planning, Housing and Community Services Public Health Social Services

School Boards Waterloo Catholic District School Board Waterloo Region District School Board Conseil Scolaire de district Centre-Sud-Ouest Conseil Scolaire de district catholique Centre-Sud

United Way of Kitchener and Waterloo

United Way of Cambridge and North Dumfries

Virtual Y children and staff for providing us with wonderful illustrations displaying the many aspects of child wellbeing in our comminity.

Waterloo Regional Police Services

YMCAs of Cambridge & Kitchener-Waterloo

T A B L E O F C O N T E N T S

Introduction

Purpose of the Report

Format of the Report

Why Are the Early Years Important?

Introduction to Neighbourhood Maps

Where are Young Children in Waterloo Region Living?

Part 1: Fundamental Needs

The Effects of Poverty on Young Children

How are Waterloo Region’s FamiliesDoing Economically? •NeighbourhoodEconomicSecurityIndex •WaterlooRegion’sEconomyCompared to Canada’s Economy •EconomicVarianceAcrossNeighbourhoods in Waterloo Region •AffordableHousing •FoodSecurity

Part 2: Health & Development

Supporting Health and Safety duringEarly Childhood Can Last a Lifetime

Prenatal Health in Waterloo Region •Nutrition •SmokingduringPregnancy •AlcoholduringPregnancy •PrenatalClasses

How are Families and Children Doing at Time of Birth? •BirthsinWaterlooRegion •AgeofMother •PretermBirth •LowBirthWeight/HighBirthWeight •PostpartumScreening

Breastfeeding in Waterloo Region

Access to Family Doctor

Dental Health

Mental Health

Environmental Health

Child Safety •ChildhoodInjuryinWaterlooRegion •ChildProtectioninWaterlooRegion •PerceptionsofCommunitySafety

Part 3: Relationships – Family & Community

How are Parents/Caregivers in Waterloo Region Doing?

Introduction to Kindergarten Parent Survey

Key Findings from the Kindergarten Parent Survey

Children Need Supportive Communities •SocialCapitalandSocialCohesion

in Waterloo Region

Community Resources for Families with Young Children in Waterloo Region 1. Early Learning Programs 2. Health, Wellness and Community Programs

Are Parents/Caregivers AccessingCommunity Resources?

Strengths and Gaps in Community Resources •Population-specificCommunityResources

Part 4: Early Learning

School Readiness

Are Children in Waterloo Region Readyto Learn in School?

Key Findings from the Early DevelopmentInstrument in Waterloo Region

EDI and Income

Children with English as a Second Language Literacy in Waterloo Region

Part 5: Future Outlook –Recommendations & Conclusion

Highlights of the Data

What Can You Do to Support HealthyChild Development?

Examples of How the First Edition of theCommunity Fit for Children was Used

Part 6: Neighbourhood Maps & Profiles

Why Focus on the Neighbourhoods?

Making Sense of the Neighbourhood Profiles and Maps

Definition of Indicators Includedin the Neighbourhood Profiles

Neighbourhood Maps

Neighbourhood Profiles

References

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The format of the report follows the different sections of the definition of child wellbeing as defined by a local collaboration of organizations known as the Alliance for Children and Youth in Waterloo Region. To cover all of the different aspects that are critical to nurturing healthy child development, information in this report is shared in the following categories:

1. Fundamental NeedsChildren are able to grow and learn successfully when they are free from concerns about how their basic needs will be met. All children need to have the basic necessities of

healthy food, appropriate shelter, adequate family income and safety for basic healthy development. The home, neighbourhood and greater community environment in which children grow-up influence not only their emotional development but it also significantly impacts their physiological development, including brain development.

2. Health & DevelopmentHealth and development in the early years of life provides children with a strong start and greatly impacts later outcomes in life. There are critical developmental stages in

the first six years of life that lay out the pathways for children’s healthy development into adulthood. A healthy prenatal period (the period between conception and birth) also increases the likelihood of children being born healthy and prevents many developmental difficulties in the future. Safe and secure environments that nurture their physical and mental health will allow children to prepare to benefit from learning opportunities at home and at school.

3. Relationships – Family & CommunityEarly relationships significantly influence children’s development as they provide models for emotional growth and behaviour and help them to build skills that will affect their

development throughout life. Children who have strong role models and positive interactions with parents/caregivers and other community members have a greater opportunity to feel free to explore their world, develop a variety of skills, and build resiliency and self-esteem. Children need to feel that they are loved, cared for and that they belong in their family. There is also growing evidence that strong, supportive communities also help nurture healthy child development and buffer the impact of negative childhood experiences.

4. Early LearningChildren’s brains develop rapidly and are most influenced by their environment during the first six years of life. During this period in a child’s life we can have the most impact in terms

of supporting their development of new skills and preparing them for life-long learning. Research tells us that if children are adequately prepared to learn as they enter school they will be more likely to succeed in school. This sets the stage for success in many other areas of life.

I N T R O D U C T I O N

Purpose of the ReportThis report encourages all community members to find their role to in helping to foster an environment where young children feel healthy, safe, and secure – an environment that nurtures positive growth and development. Like the old African proverb, “it takes a village to raise a child”, this report encourages all ‘villagers’ to plan, advocate and act on behalf of the best interests of the young children in our ‘village’.

We hope this report will:• serveasaresourceforWaterlooRegion’s

service providers, parents, social planning groups, neighbourhood groups, researchers, politicians, the business community and other organizations;

• shareinformationrelatedtohealthychilddevelopment for neighbourhoods across Waterloo Region;

• highlighttheregion’sresourcesforyoungchildrenand their families and provide information about how those resources are distributed across the cities, townships, towns, and neighbourhoods that make up the region. In turn, these strengths provide a model for areas where resources can be further developed;

• buildontheinformationinthefirsteditiontoreflect changes in healthy child development over time;

• suggest areas for further research and data collection;• promotecollaborationandintegration,where

appropriate, of services across the region; and• advocateforactiontosupporthealthychild

development in Waterloo Region.

Format of the Report

What Do Young Children Need for Healthy Development?

This report takes a holistic approach to child wellbeing. We know from research and experience that young children thrive when they live in an environment that nourishes their physical, emotional, intellectual, and spiritual needs. Positive external influences, including strong relationships with family and their community, as well as a safe environment, equip children with a greater capacity for learning, development, and resiliency.

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PART 2 PART 3 PART 4 PART 5 PART 6PART 1

A FOCUS ON YOUNG CHILDREN IN WATERLOO REGION

INTRODUCTION

5. Future Outlooks –Recommendations & ConclusionsThis section synthesizes all of the research results presented in the report and provides recommendations for how to use

this information. To inspire creativity, examples of how the first edition of the Community Fit for Children was used are also highlighted to offer suggestions. Finally, some concluding remarks about the report are shared.

6. Neighbourhood Maps & ProfilesThis report focuses on neighbourhoods because of the important role that they play in creating a supportive environment for children to grow and learn. The

neighbourhood maps provide a visual representation of the variation in indicators across neighbourhoods in Waterloo Region. This section includes descriptions of the different indicators included in the neighbourhood profiles. The profiles show how some indicators vary across neighbourhoods and reflect changes within neighbourhoods over time. They are meant to help to paint a more holistic picture of how children are doing in each of the neighbourhoods across Waterloo Region.

Data Sources

Although data included in this report was collected from various sources, the four main data sources used throughout the report were the following:

Early Development Instrument (EDI): The EDI is a tool used to measure children’s readiness to learn at school in the following five domains: physical health & wellbeing, social competence, emotional maturity, language & cognitive skills, and communication & general knowledge. See page 34 for more detailed description of the EDI.

Kindergarten Parent Survey (KPS): The KPS is a self-reported survey filled out by parents/caregivers of senior kindergarten students. Information from this survey provides the parent/caregiver’s perspective on children’s and families experience in Waterloo Region pertaining to different aspects of child development including children’s health and safety, access to early learning and care programs, positive parenting practices, etc. See page 20 for a more detailed description of the KPS.

Integrated Services for Children Information System (ISCIS): ISCIS is a provincial electronic data system used for information recording, service coordination, monitoring and evaluation of the Healthy Babies Healthy Children program (Sanderson and Drew, 2009).

Statistics Canada 2006 and 2001 Census of Population:The Census is a statistical portrait of the social and economic situation of Canada’s population. (Statistics Canada, 2008(1)).

Note on Data in the Report

Although some newer data may exist in certain areas, we attempted to provide data from approximately the same year as the EDI was completed (2006-2007) in order to paint a picture of how the community as a whole was fairing in different aspects of life. If you have any questions about the data sources used in this report, please contact the Data Analysis Coordinator for more information.

Why are the early years so important?“The early years from conception to age six, have the most important influence of any time in the life cycle on brain development and subsequent learning, behaviour, and health” (McCain & Mustard, 1999, 7). It is within these years that the most rapid growth occurs for physiological development which subsequently affects the child’s ability to build competencies, to learn, to develop emotionally and to cope with the world around them (McCain, Mustard and Shanker, 2007).

Lasting Effects of the Early Years

Brain DevelopmentOverwhelmingly, research from many different fields of study demonstrate the long reaching effects of early life experiences on later health, behavioural and developmental outcomes. Recent neuroscience research has also revealed that the brain develops most rapidly and is the most malleable within the first three years of life. Experiences within the child’s environment in these years can have a significant influence, both positively and negatively, in their brain’s development. There are critical and sensitive periods during a child’s sensory development when neural connections need to be formed for certain skills to be acquired and after which the child risks experiencing developmental difficulties if the skill is not yet developed. The child’s relationship with their primary caregiver(s) provides the interactions, or lack thereof, through which the child will experience sensory stimulation to build the necessary connections in their brain for cognitive development and learning (McCain et al, 2007).

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INTRODUCTION

behavior are at high risk for embarking on a trajectory to chronic antisocial and aggressive behavior” (Warwick, 2003, 2).

Cost/Benefit Analysis of Prevention in the Early YearsCost/benefit analysis research shows that the highest gain for dollars spent on training and development is in prevention and early learning programs. (McCain et al, 2007).

“A dollar invested in early childhood yields three times as much as for school-aged children and eight times as much for adult education” (Cunha et. al, 2005 quoted in McCain et. al., 2007, 136). Despite the high rate of return on dollars spent in the early years of life, Canada spends more funding on training during school age and adult years. The chart below shows the rates of return on human development investment:

Figure 6.1 Rates of Return to Human Investments Across All Ages

UNICEF recommends that economically advanced nations should spend at least 1% of their gross domestic product on services in the early years of life. In the most recent study of the top 25 economically advanced countries, UNICEF found that Canada ranked overall 24 out of 25 countries on 8 benchmark indicators on early childhood care and education and is only spending approximately .2% of GDP on early learning and care services for children 0 to 6 years old (UNICEF, 2008; UNICEF Canada, 2008).

Positive Early Experiences Lead to Successful Learning in SchoolChildren’s experiences in school stem from their experiences during the first years of their lives – the years when they begin to develop the assets and skills that help them succeed. Positive early learning experiences and relationships create a foundation for excellence during the school years.

School readiness refers to a child’s physical, social, emotional, and cognitive capacity to meet the demands of school and to benefit from education. School readiness is based on developmental milestones and goes beyond the educational curriculum of reading, writing and arithmetic. These are some of the assets and skills that enable children to do well in school (Janus & Offord, 2000):

Cognitive DevelopmentCognitive skills enable people to take in new information from their environment and understand its meaning. Cognitive development is greatly dependant on brain development in the early years: “Positive sensory stimulation through good nurturing helps strengthen brain capacity in other functions such as cognitive development” (McCain and Mustard, 1999, 31). Children learn to think symbolically, develop language skills and problem solve through interaction and play with their caregivers and peers in the early years (McCain et al, 2007). These skills help children to build their capacity for higher reasoning and academic achievement: “Children’s cognitive skills before they enter kindergarten show strong associations with achievement in elementary and high school” (Shonkoff and Philips, eds., 2000, 125).

Social and Emotional Development“Research shows that language stimulation and learning materials are strongly linked to school readiness, vocabulary and early school achievement, while parent discipline strategies and nurturing are most strongly linked to social and emotional outcomes, such as behavior and impulse control and attention” (Krakow, 2007, 2). The strength of the attachment and interactions between a child and their primary caregiver(s) in the early years of life affects their ability to connect with others and build trusting relationships throughout their lifetime.

Childhood AggressionResearch shows that, all infants, regardless of environmental factors, go through a developmental stage of displaying physical aggression to communicate such emotions as frustration. This developmentally-appropriate behavior tends to peak at around two years of age. This is the time when children are first learning to interact with others, but have not yet developed their language skills to communicate. How children learn to cope with this aggression can greatly affect their development of prosocial behaviours. Children learn these coping strategies and emotional control through their interactions with their caregivers and other experiences within their environment. “Preschoolers who have not successfully developed age-appropriate strategies for regulating aggressive

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School

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(Source: Cunha et al, 2005, cited in McCain et al, 2007, 136).



INTRODUCTION

•Emotionalandphysicalhealth•Cooperativenesswithadults•Curiosity•Enthusiasmforlearning•Listeningskills•Cognitiveskills•Languageskills•Communicationskills

Introduction to the Neighbourhood Maps (page 53)

The purpose of the neighbourhood maps is to give a geographical overview of the neighbourhoods in Waterloo Region; to provide a visual representation of some of the key pieces of data; and to present a picture of the similarities and differences between neighbourhoods.

What kind of data do the maps present?

Throughout the report we refer to 8 maps:

How were the neighbourhoods formed?

This report looks at the 45 neighbourhoods that make up Waterloo Region. Neighbourhood boundaries were developed during the creation of the first Community Fit for Children Report in 2005.

Local Meaning:The neighbourhood boundaries are intended to be meaningful and recognizable to community residents. The neighbourhoods in this report represent groupings of the 103 districts used for planning purposes by the Region of Waterloo and local Municipalities in 2005. In many cases these planning districts are commonly identified as neighbourhoods and have their own neighbourhood associations. Planning districts were combined to form neighbourhoods for this report. This process was guided by representatives of neighbourhoods within the 3 urban municipalities, the EDI advisory group, local service providers, and local community members. Due to lower populations, many of the areas in the four townships could not be divided into smaller neighbourhoods.

Minimum number of children:To ensure confidentiality, districts were grouped into neighbourhoods in a manner that ensured that the inclusion of at least 30 children who had been assessed with the Early Development Instrument. Where this was not possible, EDI results are not shared. Data is suppressed on the maps for these neighbourhoods, so that it is not possible to identify the scores of individual children. Note: This principle was also used for a few other indicators, including data from the Kindergarten Parent Survey and the Body Mass Index.

Note on Changes to Neighbourhoods:Due to changes made by Statistics Canada to geographies during the 2006 Census, 12 out of our 45 neighbourhoods have a slightly different geography from 2004 to 2007. However, this means that for these 12 neighbourhoods, comparisons over time need to be made with caution as the indicators are based on two different geographies. The neighbourhoods affected by these changes include:

1. West Waterloo2. Lakeshore North/Conservation30. Galt City Centre/South Galt31. South East Galt33. North Dumfries/Beverly34. Ayr35. New Dundee/Mannheim36. Baden37. New Hamburg38. North Wilmot42. Woolwich Rural North44. St. JacobsFor more information, please contact the Data Analysis Coordinator

Where are young children in Waterloo Region living?There are approximately 41,095 children aged 6 and under living in Waterloo Region, an increase from 40,250 in 2001. Map 3 reveals where children in this age group are living and the percentage of young children that make up the population of the neighbourhood. See neighbourhood profiles for more information (Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).

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Map 1 An Overview of the Rivers and Roads in Waterloo Region

Map 2 An Overview of Neighbourhoods in Waterloo Region

Map 3 Where do Children Ages 0 -6 live?

Map 4 How Economically Secure are Families?

Map 5 Where are the Community Resources for Families with Young Children in Waterloo Region?

Map 6 How are Children Doing at the Time of Birth?

Map 7-8 How Ready are Children to Learn at School?



INTRODUCTION

The Effects of Poverty on Young ChildrenYoung children depend on their families for healthy food, for suitable shelter, and to meet their other fundamental needs; unfortunately not all families have enough income to provide these basic necessities for their children.

Family poverty can have a profound effect on children’s development and outcomes later in life, especially for children who grow up in families that experience long periods of low income or extreme poverty. A recent UNICEF report on child wellbeing found that “evidence from many countries persistently shows that children who grow up in poverty are more vulnerable: specifically, they are more likely to be in poor health, to have learning and behavioural difficulties, to underachieve at school, to become pregnant at too early an age, to have lower skills and aspirations, to be low paid, unemployed, and welfare dependant” (Innocenti Research Centre, 2007, 5). On a measure of material well-being, Canada ranks 12 out of 21 of the top economically advanced countries (Innocenti Research Centre, 2007).

Families who experience the burden of deep financial difficulty often also experience high levels of stress; whether or not their children feel this stress is a key factor to the degree of impact that living in poverty will have on the child’s development. Although stress is a natural bodily reaction needed for survival, prolonged and intense experiences of stress can negatively affect brain development, especially in the first six years of life (Shonkoff and Phillips, 2000).

No child or adult should have to endure living in poverty, but poverty in and of itself is not a guarantee that a child will fare poorly. The relationship between poverty and the effect on child development is very complex as there are many factors that affect how poverty impacts development. Income is not the only factor that affects childhood development; children can be vulnerable to developmental difficulties across all income levels and all family types (McCain et al, 2007; Willms, ed, 2002). In addition, many children are resilient and are able to overcome the disadvantages of growing up in poverty.

Furthermore, many families living on low-incomes may struggle, yet still provide the love and support their children need. Results from the National Longitudinal Study of Children and Youth confirms that poverty has a significant negative impact on child development, but also shows that parenting practices have a stronger influence on a child’s development (Chao & Willms, 2002). Therefore, both positive parenting and family income contribute significantly to healthy child development. Parents/caregivers who are warm, nurturing and engaged in their children’s lives, who parent from a positive parenting perspective, can mitigate the negative outcomes of poverty (World Health Organization, 2004).

How are Waterloo Region’s Families Doing Economically?

Neighbourhood EconomicSecurity Index

A Neighbourhood Economic Security Index (NESI), based on the Understanding the Early Years Social Index(Connor,2001)andtheVisionforHaltonReport’s Economic Security Index (Our Kids Network, 2004), was constructed to reveal economic conditions of neighbourhoods in Waterloo Region.

The scores for all six economic indicators (income, employment, housing type and affordability, education, and family structure) were added together to form a summary score. A score of zero indicates that a neighbourhood has fewer families dealing with economic challenges than other neighbourhoods in the Region. A higher score on the NESI indicates that a greater number of families living in the neighbourhood are facing significant economic challenges; they may have higher rates of unemployment, lower income, lower levels of education, or may be spending a higher percentage of their income on housing costs relative to other areas in Waterloo Region. See Map 4 for NESI scores across Waterloo Region neighbourhoods.

Variables Included in the Index(Variablesfrom2006Census,StatisticsCanada)

1. Unemployment Rate–percentage of unemployed people, 15 years or older

2. Low Income Families–percentage of families with low income before tax as defined by the Low Income Cutoff (LICO) threshold of Statistics Canada

3. Education–percentage of people, aged 25 - 64 years old, without high school diploma

4. Family Structure–percentage of lone-parent families

5. Rental Housing– percentage of private residential dwellings that are rented/not owned

6. Home Spending– percentage spending more than 30% of income on housing costs

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PART 1 | FUNDAMENTAL NEEDS

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distribution, stagnated for those in the middle and declined for those at the bottom (Statistics Canada, 2008(2)). Although the gap in income is still quite discouraging in Waterloo Region, income inequality slightly decreased between 2000 and 2005:

• 7.2%ofeconomicfamilies2 made less than $25,000 in 2005compared to 8.8% in 2000;

• 62.4%madebetween$25,000and$99,999in2005compared to 63.2% in 2000;

• 30.4%madeover$100,000in2005comparedto28%in20003

(Statistics Canada, 2006 Census; Statistics Canada, 2001 Census).

Economic Variance Across Neighbourhoodsin Waterloo Region

Despite scoring better than average compared to the rest of Canada on many economic indicators, the rates on the economic variables differ across Waterloo Region’s neighbourhoods. Refer to Map 4 and Neighbourhood Profiles for more details about specific neighbourhoods.

Fortunately, no Waterloo Region neighbourhoods are deemed ‘low-income’ neighbourhoods as defined by Statistics Canada (more than 40% living under LICO). However in Waterloo Region, families and individuals experiencing significant economic difficulties and living on low incomes are spread out across many neighbourhoods rather than concentrated in specific neighbourhoods.

Low Income and Age of Children in Waterloo Region

Information from the 2006 Canada Urban Poverty Data for low income for economic families by age of child was not yet available for this report. Table 1 shows the 2001 percentages and Table 2 shows a different indicator of low income families by age of child for 20064. Both the 2001 indicator as well as the 2006 indicator of low income reveals that a higher proportion of families with young children have low income in Waterloo Region compared to all census family types.

Table 1. Percent of Low Income Families across Family Type in 2001

In comparing the NESI scores from 2004 to 2007, it would appear as though low economic conditions are more spread out among neighbourhoods in Waterloo Region. There are fewer neighbourhoods scoring in the lowest category, and fewer scoring in the highest category, and more falling in the middle range.

Waterloo Region’s Economy compared to the Canadian Economy

Compared to other Canadian communities Waterloo Region has:

• Oneofthelowestunemploymentratesinthecountry, 5.5% compared to Canadian average of 6.6% (Statistics Canada, 2006 Census).

• Lowerratesoflowincomefamilies,7.5%compared to Canadian average of 8.4% (Statistics Canada, 2006 Census).

• Alowerpercentageofresidentswhodonotown their own home, 29.3% compared to Canadian average of 31.2% (Statistics Canada, 2006 Census).

• Lowerrateofloneparentfamilies,22.3%compared to Canadian average of 25.8% (Statistics Canada, 2006 Census).

• Asimilarpercentageofpeopleaged25to64without a high school diploma, 15.6% compared to Canadian average of 15.4% (Statistics Canada, 2006 Census).

• OneofthehighestgrowthratesinCanada.Between 2001 and 2006 Waterloo Region had a growth rate above the national average, +8.9% compared to the Canadian average of +5.4% (Statistics Canada, 2007)1.

Income Inequality

Greater income inequality is associated with poorer health and well being for the community as a whole and not just for those with low income. It is not wealth but the equality of the distribution of wealth that has a greater impact on population health (Kawachi and Kennedy, 1999; Keating and Hertzmann, 1999; McCain et al, 2007).Income inequality continues to increase for all Canadians. In 2005, earnings of full-time full-year earners rose for those at the top of the earnings

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1 Report refers specifically to the CMA of Kitchener which includes Kitchener, Waterloo, Cambridge, North Dumfries, Woolwich (excludes Wilmot and Wellesley Townships)2 Refers to the Statistics Canada concept of economic families which includes: a group of two or more persons who live in the same dwelling and are related to each other by blood, marriage, common-law or adoption.3 Report refers specifically to the CMA of Kitchener which includes Kitchener, Waterloo, Cambridge, North Dumfries, Woolwich (excludes Wilmot and Wellesley Townships)4 Note: Data based on prevalence of low income families in private households before tax. Private household refers to a person or a group of persons (other than foreign residents) who occupy the same dweeling and do not have a usual place of residence elsewhere in Canada. It may consist of a family group with or without other persons, of two pr more families sharing a dwelling, of a group of unrelated persons, or of one person living alone (Statistics Canada, 2006 Census).

Family Type Percent Low Income

All economic families 8.6%

Families with children under 18 12.3%

Families with children aged 0-12 13.6%

Families with children aged 0-6 14.3%


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Table 2. Percent of Low Income Families in 2006

(Source: Statistics Canada, 2006 Census).

The percent of total persons in private households experiencing low income in Waterloo Region is below both Ontario (14.7%) and Canadian averages (15.3%). The percent of total persons less than 6 years old experiencing low income in Waterloo Region is also below both the Ontario (19.3%) and Canadian averages (19.3%) (Statistics Canada, 2006 Census).

Affordable Housing

Safe, stable and affordable housing is one of the most basic fundamental needs and yet many families in Canada are unfortunately in a place where they have to choose between affording shelter or food (Laird, 2007). Although there are fewer families in Waterloo Region requiring housing support compared to other communities in Canada, there are still many families without affordable housing. In Waterloo Region, in 2007, there were 38.8% of households in rental dwellings and 16.4% in owned dwellings that were paying more than 30% of their gross monthly income towards shelter. These percentages are higher than the 2004 figures of 36% of households in rented dwellings and 14% of households in owned dwellings. Waterloo Region averages are lower than Ontario averages, compared to 44.3% of rental and 20.8% of owned. They are also lower than Canadian averages, compared to 40.1% of rental and 17.8% of owned dwellings (Statistics Canada, 2006 Census).

In 2007, there were approximately 3,500 households on the Region of Waterloo’s waiting list for affordable housing, a decrease from 2004 where 4086 households were listed. However, both the number and the percentage of households on the waiting list that include children have increased, 1,350 (45%) in 2007 versus 1,266 (31%) in 2004 (Region of Waterloo Planning, Housing and Community Services Division, 2008). Food Security

Access to affordable and nutritious food for oneself and one’s family, is one of the most essential needs of all people. Children need to have access to healthy food choices in order to grow and learn. Children are better able to concentrate, have higher brain functioning and are more likely to thrive in school when they have proper nutrition and they do not have to worry about where they are going to get their next meal. In Waterloo Region we are fortunate to have one of the lowest unemployment rates in the country

and yet we still have far too many individuals, families and children who go hungry everyday without enough money to afford adequate food, let alone the freedom to be able to make healthier choices when it comes to food.

There are 71 member agencies and food programs in partnership with The Food Bank of Waterloo Region and together these agencies serve approximately 25,000 different people each month at food banks across the region. In 2007, approximately 59,416 emergency food hampers were distributed and 380,841 meals were served to individuals and families across the Region. 55.7% of hamper recipients were families, and 45.3% of all individuals served were children. This is a higher percentage of children receiving food assistance than the Ontario rate of 38.9% (Foodbank of Waterloo Region, 2008;Canadian Association of Food Banks, 2007, 26).

Unfortunately employment does not guarantee food security for individuals and families. In Waterloo Region in 2007, 21.3% of all hamper recipients reported employment as their main source of income, which is significantly higher than the Ontario average of 14.2% (Foodbank of Waterloo Region, 2008; Canadian Association of Food Banks, 2007, 26). Food insecurity is part of a much broader issue of invisible poverty happening in our Region and across the country. Over 91% of individuals receiving food assistance in Ontario live in rental housing and only 2% sleep in shelters or on the streets (Canadian Association of Food Banks, 2007, 26).

Recognizing the importance of nutrition in children’s ability to benefit from school and to maximize their learning potential, a local charitable organization, Nutrition for Learning, provides a universal breakfast program in many schools across Waterloo Region. Nutrition for Learning currently “supports 80 community-based breakfast, snack and lunch programs impacting over 8000 children every day. Approximately 400 dedicated volunteers run our programs, which are open to all children in the community” (Nutrition for Learning, 2009).

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Family Type Percent Low Income

Total persons in private households 10.2%

Total persons less than 6 years of age 12.8%


PART 1 | FUNDAMENTAL NEEDSPART 2 PART 3 PART 4 PART 5 PART 6PART 1

Supporting Health and Safety during Early Childhood can Last a LifetimeHealth in adulthood, both mental and physical, enables a person to reach their full potential as a contributing member of their community. A person’s health later in life is greatly affected by their environmental and developmental experiences within early childhood. Clyde Hertzmann notes that “in wealthy societies the psychological and socioeconomic conditions of early childhood are a powerful determinant of health and wellbeing across the life cycle” (Keating and Hertzmann, 1999, 19).

The following factors are significant influences on children’s health and development:

• Familyincomeandparentaleducation• Familyfunctioning• Qualityofhousingandqualityoftheneighbourhood• Accesstoadequateandhealthyfood• Accesstophysicalrecreation• Accesstomedicalanddentalcare• Geneticfactors

While evidence demonstrates the resiliency of children despite the disadvantages and negative experiences they may have early in life, prevention of such experiences is much more beneficial and effective (Karoly, Kilburn and Cannon, 2005). The Early Years Study 2 found that investing in prevention in the early years benefits the whole community. “Focused public spending on young children provides returns that outstrip any other type of human capital investment” (McCain et al, 2007, 135).

Prenatal Health in Waterloo RegionThe Early Years Study and Early Years Study 2 both emphasize the importance of the prenatal period in which the brain and biological pathways are formed, creating the foundation for positive early learning experiences and affecting physical and mental health throughout the child’s life (McCain & Mustard, 1999; McCain et al, 2007). Prenatal experiences influence the health of infants and affect all stages of child development (F/P/T Advisory Committee on Population Health, 1999).

What are the Factors that Influence Prenatal Health?

NutritionData on prenatal nutrition in the Region of Waterloo is still scarce. The data available on prenatal nutrition indicate that mothers with lower incomes have less access to nutritious foods (Region of Waterloo Public Health HBHC ISCIS report, 2004).

Healthy and adequate childhood nutrition is also a critical factor in children’s ability to concentrate and learn in school. Poor childhood

nutrition, even mild under nutrition, has been linked to physical and cognitive developmental difficulties (Heymann, Hertzmann, Barer and Evans, eds, 2006).

The KPS provides us with some insight on children’s healthy eating practices in Waterloo Region:

• Breakfastisconsideredthemostimportantmeal of the day as it provides energy for our daily activities. According to the KPS, 85.3% of children in kindergarten eat breakfast everyday.

• Canada’sfoodguiderecommendsthatchildrenunder the age of 6 eat 4-5 servings of vegetables and fruits everyday. 27% parents who responded to the KPS indicated that their children eat at least 4 servings of vegetables and/or fruits everyday; 60.3% almost everyday.

• Childrenneedcalciumfortheirgrowingbones as well as other health benefits.76.1% of children drink milk/consume milk alternatives everyday.

• Consumptionofhighquantitiesofpoporsugarsweetened drinks is associated with weight gain and higher Body Mass Index (BMI), a measure of childhood obesity based on weight, height and age, which can both have negative health outcomes (Garriguet, 2008). 3.1% of parents who responded to the KPS indicated that their children drink pop or sweetened drinks everyday; 18.6% almost everyday.

• Suppertime,notonlyprovidesopportunitiestomodel good nutrition and appropriate portion size, it is also a great opportunity for parents and children to connect with what is going on in each other’s lives and to discuss successes and concerns. 76.2% of parents who responded to the KPS indicated that their family eats the evening meal together with at least one parent present.

(Source: KPS 2007).

Smoking During PregnancySmoking during pregnancy is associated with Sudden Infant Death Syndrome (SIDS). As well, it increases the chances of having a child with low birth weight, which has many potential health risks for the child such as infant mortality, morbidity, and increased risk of Type 2 diabetes and coronary heart disease later in life (Willms, ed., 2002; F/P/T

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10A FOCUS ON YOUNG CHILDREN IN WATERLOO REGION

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“growth restriction, characteristic facial dysmorphology and central nervous system damage” (Public Health Agency of Canada, 2008, 47).

There is no safe level of alcohol consumption during pregnancy: “The effects of alcohol on the fetus depend on numerous factors, including the amount of alcohol consumed, the pattern and timing of drinking, maternal age, the mother’s ability to metabolize alcohol and genetic susceptibility of the fetus” (Public Health Agency of Canada, 2008, 47).

In 2005, 9.7% of mothers in Ontario, and 10.5% of mothers in Canada, reported consuming alcohol during pregnancy; this includes all mothers regardless of amount or frequency of consumption (Public Health Agency of Canada, 2008). “While there are no national statistics on the rates of FASD in Canada, international estimates are that 9 in every 1000 babies are born with FASD. This means that more than 3,000 babies are born in Canada each year with FASD, and approximately 300,000 people are currently living with this lifelong disability” (Public Health Agency of Canada, 2007, 1). The rate of alcohol consumption during pregnancy is underreported and the incidence of FASD is difficult to diagnose; thus, consumption of alcohol during pregnancy is more than likely a much bigger concern than what is known (Public Health Agency of Canada, 2008; Best Start Resource Centre, 2005). There is no local data available for rate of mothers who reported consuming alcohol during pregnancy or the rate of FASD diagnoses.

Prenatal ClassesAttending prenatal classes is an opportunity for parents to gain valuable education and resources to support them throughout their pregnancy including information about prenatal nutrition, health risks, the labour process, etc. Prenatal classes provide an opportunity for service providers to connect parents at risk with needed services and supports. In 2007, Region of Waterloo Public Health gave prenatal screening to 4,347 resident mothers-to-be and data in regards to attendance of prenatal classes was provided by 4,336 women. Of those screened, 43.6% indicated that they had attended a prenatal class and 56.4% indicated they had not attended a prenatal class (Region of Waterloo Pubic Health HBHC ISCIS report, 2007). This is a lower percentage of women who attended a prenatal class than in 2004 where 45.9% had attended (Region of Waterloo Public Health HBHC ISCIS report, 2004).

How are Families and ChildrenDoing at Time of Birth?

Births in Waterloo Region

Although the birth rate may not seem to be climbing in the overall context of population growth in Waterloo Region, the number of live births is increasing. Growth in Waterloo Region is mainly tied to new immigrants settling in the region; thus, the birth rate minimizes the increasing

Advisory, 1999; Canadian Institute for Health Information, 2009 (2); Public Health Agency of Canada, 2008). The quantity and duration of smoking increases the risks of health difficulties for the baby. Maternal smoking has also been linked to later health outcomes for children such as inattention and attention deficit hyperactivity disorder, asthma, and some childhood cancers (Public Health Agency of Canada, 2008).

The rate of mothers smoking during pregnancy in Waterloo Region is decreasing. In 2007, of the 4347 new mothers asked about their smoking habits, 11.3% had indicated that they had smoked during pregnancy with a frequency ranging from 1 to more than 20 cigarettes a day. This is a decrease from 2004 where 13.6% had smoked during their pregnancy (Region of Waterloo Public Health HBHC ISCIS report, 2004; Region of Waterloo Public Health HBHC ISCIS report, 2007).

Smoking during pregnancy also varied by age of the mother, the following chart shows the percentage of mothers who smoked during their pregnancy by mother’s age:

(Source: Region of Waterloo Public Health HBHC ISCIS report, 2007)

Alcohol During PregnancyConsumption of alcohol during pregnancy can have detrimental effects on the health of both the mother and the infant, including the risk of fetal alcohol spectrum disorder (FASD) and alcohol dependence later in life for the infant, and even more grave risks of miscarriage or still birth (Public Health Agency of Canada, 2008; Best Start Resource Centre, 2005). FASD describes a range of conditions associated with prenatal exposure to alcohol which may have long-lasting effects on the infant’s cognitive, behavioral, neurological, physiological or physical development. Fetal alcohol syndrome (FAS) is the most severe FASD condition and also includes

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Age of Mother Smoker Non-smoker

Under 19 years old 28.3% 71.7%

20 to 29 years old 15% 85%

30 and over 6.6% 93.4%

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PART 2 | HEALTH & DEVELOPMENT

numbers of live births. In 2007, there were 5,544 of live births or 5,465 of families with a live birth. This is an increase from 2004 where there were 5,158 live births or 5,095 families with a live birth. These statistics only include hospital births and do not include midwife-delivered births and/or delivered outside of the hospitals; thus may underestimate the number of live births for both 2007 and 2004. Refer to neighbourhood profiles for birth information from 2004 and 2007 for neighbourhoods across the region (Region of Waterloo Public Health HBHC ISCIS 2007; Region of Waterloo Public Health HBHC ISCIS, 2004).

Age of Mother

Women 30 and over“Over the past 20 years, Canada has seen a substantial increase in the proportion of first births occurring among women age 35 and older. While only 4% of first births in 1987 occurred among women aged 35 and up, by 2005 the rate had nearly tripled at 11%. Over this same period, the proportion of first births occurring among women in their early thirties also increased, from 15% in 1987 to 26% in 2005” (Bushnik and Garner, 2008, 8). Maternal age is associated with multiple births as well as an increased risk of potential labour complications and risks to infant health including higher rates of infant mortality, preterm birth, and low birth weight (Public Health Agency of Canada, 2008). However, more research needs to be conducted on the potential relationship between mothers conceiving later in life and risks to child development (Bushnik and Garner, 2008). Older mothers also tend to have higher education, better prenatal nutrition and healthier lifestyles than younger mothers (Public Health Agency of Canada, 2008).

In Waterloo Region in 2007, 49.9% of hospital births were to mothers 30 years old or over (Region of Waterloo Public Health HBHC ISCIS, 2007). This is an increase from 47.1% of hospital births in 2004 (Region of Waterloo Public Health HBHC ISCIS, 2004). Although Waterloo Region has a lower percentage of mothers 30 years old or over giving birth than Ontario (54.9%), it is slightly higher than the Canadian average of 49.1% (Statistics Canada, 2009). These statistics are significant because programs for new mothers over the age of 30 may need to be designed quite differently than those for young mothers.

Teenage MothersIn contrast to the increasing number of mothers over 30, the number of teenage mothers has been steadily decreasing in Canada for the past thirty years (Statistics Canada, 2005; Public Health Agency of Canada, 2008). The rate of babies born to young mothers is still a concern. Babies born to teenage mothers are at higher risk for developmental difficulties because young mothers often have little or no prenatal care, can be biologically immature, and are more likely to practice high risk and unhealthy behaviours. Mothers, 19 years and under, are also at risk of maternal mortality, and delivering prematurely or with low birth weight (Canadian

Perinatal Surveillance System, 2003; Public Health Agency of Canada, 2008). As such, social and health support systems are necessary to support this group of mothers.

In 1974, 11.8% of babies born in Ontario were to mothers 19 years and under. By 2006, the percentage of babies born to teenage mothers had decreased to 3.3% (Statistics Canada, 2005; Statistics Canada, 2009). In 2007, the number of live births to teenage mothers in Waterloo Region was slightly higher than in the rest of Ontario; however, it remained constant from the percent in 2004. Of the births in both 2004 and 2007, 4.8% of births in Waterloo Region were to mothers 19 years and under (Region of Waterloo Public Health HBHC ISCIS report, 2004; Region of Waterloo Public Health HBHC ISCIS report, 2007).

Maternal Education

The Canadian Perinatal Health Report found that “one key determinant of maternal behaviours and practices in pregnancy is maternal education” as it tends to be related to healthy choices that can have significant impacts on the health of the baby. Maternal education is associated with rates of breastfeeding, smoking during pregnancy, and prenatal nutrition (Public Health Agency of Canada, 2008, 27).

In Waterloo Region, maternal education level has decreased. 12.2% of mothers did not have a high school diploma in 2007, compared to 11.9% in 2004. On the other hand, 53.4% of mothers had a college degree or higher education in 2007(Sanderson and Drew, 2009).

Preterm Birth Rate

The last weeks of pregnancy are important for prenatal development. Significant development of the organs occurs in the final weeks of pregnancy. A baby born prematurely, or before 37 weeks, is at an increased risk for developmental difficulties, long term health problems, morbidity and mortality (Sanderson and Drew, 2009).

Preterm birth is the leading cause of infant mortality in industrialized countries, with an estimated 60 to



age spectrum have the highest rates of low birth weight babies (Statistics Canada, 2005, Public Health Agency of Canada, 2008).

In Waterloo Region in 2007, 5.7% of babies (291) were born with low birth weight (Region of Waterloo Public Health HBHC ISCIS report, 2007). This is a slight increase from 5.6% (270) born with low birth weight in 2004 (Region of Waterloo Public Health HBHC ISCIS report, 2004). However, the low birth weight rate for babies in Waterloo Region continues to remain consistently lower than the Ontario average, 6.4%, and is also below the Canadian average, 6.1% (Canadian Institute for Health Information, 2009 (2)).

High Birth Weight

Infants with a birth weight of over 4000 grams are considered to have high birth weight. Concerns about high birth weight have become more prevalent as the rate of high birth weight is on the rise. High birth weight is an increasing concern with emerging evidence of its association with a variety of poor health outcomes including gestational diabetes, injuries during birth and intellectual and developmental difficulties. Some of the factors associated with high birth weight include maternal diabetes, maternal diet, and genetic predisposition. First Nations women have been found to be at a higher risk of having a baby with high birth weight (Region of Waterloo Public Health HBHC ISCIS report, 2007; Public Health Agency of Canada, 2008). In 2006, 11.6% of babies in Canada were considered to have a high birth weight (Public Health Agency of Canada, 2008).

Even though Waterloo Region’s rate of high birth weight is slightly above the Canadian average it has decreased from the 2004 rate. In Waterloo Region in 2007, 12.4% of babies (630) were born with high birth weight compared to 13.8% (664) with high birth weight in 2004 (Region of Waterloo Public Health HBHC ISCIS report, 2004; Region of Waterloo Public Health HBHC ISCIS report, 2007).

Postpartum Screening

As part of the Region of Waterloo Public Health Healthy Babies Healthy Children Program, hospital nurses and midwives administer the Parkyn Postpartum Screening Tool (Parkyn) to consenting mothers after they give birth. The Parkyn is a universal screening tool that identifies factors associated with risks to infant health. The goal of the screening is to identify developmental difficulties early on, to reach children and families that may need extra support and to connect them with appropriate interventions and services from programs such as Healthy Babies Healthy Children (Region of Waterloo Public Health HBHC ISCIS report, 2007).

Given the importance of early identification of developmental difficulties, it is important to screen as many children at time of birth as possible. In 2007, 95.8% of families who had a baby in Waterloo Region were assessed using the Parkyn screen, this is an increase from 92% in 2004.

80% of all infant deaths related to preterm birth. Preterm birth is also related to low birth weight, many health issues and developmental difficulties including cerebral palsy, respiratory illness, gastrointestinal complications, immune deficiencies, etc. (Public Healthy Agency of Canada, 2008).

The rate of premature birth is on the rise, both in Canada and elsewhere in the world. Between 2006 and 2007, approximately 8.1% of babies in Canada were born prematurely, up from 7.6% in 2000 (Canadian Perinatal Surveillance System, 2003; Canadian Institute for Health Information, 2009 (2)). A variety of factors including smoking, socioeconomic status, age of the mother, and multiple pregnancies, have been linked to preterm births. Prevention of preterm births is challenging, however, because the exact cause of preterm birth is difficult to determine.

The rate of premature births in Waterloo Region is slightly lower than the Canadian average. In 2007, approximately 7.9% of births (386) in Waterloo Region were preterm (Sanderson and Drew, 2009). This is a slight increase from the percentage of preterm births in 2004 where 7.7% of babies (348) were born preterm (Region of Waterloo Public Health HBHC ISCIS report, 2004).

Low Birth Weight

Infants with a birth weight under 2500 grams are considered to have low birth weight. Birth weight is a strong determinant of whether a child will survive into childhood, as well as an indicator of the overall well being of a population. In Canada, the majority of babies, more than 90% in 2006-2007, were born at a healthy weight. (Canadian Institute for Health Information, 2009 (2)).

In more than half of the cases, low birth weight is the result of a preterm birth (F/P/T Advisory Committee on Population Health,1999). Other factors that affect birth weight include poor prenatal nourishment, pregnancy-induced hypertension, multiple births, heavy smoking during pregnancy, and environmental or genetic factors (Region of Waterloo Public Health HBHC ISCIS report, 2007). Further, mothers at the lower and upper ends of the

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Of the families screened, 19.5% of babies (958) were considered at risk for experiencing developmental difficulties. This is an increase compared to 17.9% (832) considered at risk in 2004 (Region of Waterloo Public Health HBHC ISCIS report, 2004; Region of Waterloo Public Health HBHC ISCIS report, 2007). Unfortunately, there is no updated provincial data available to compare to Waterloo Region results.

Health units that reported higher proportions of births to teenage mothers tended to also have a higher proportion of at-risk families based on the Parkyn findings. (ARC Applied Research Consultants, 2002). In local results this relationship between mothers’ age and babies at risk at birth also seems to exist. 67.9% of babies born to mothers under the age of 19 were at risk on the Parkyn, compared to 19% of babies born to mothers aged 20 to 29 and 15% of babies born to mothers aged 30 and over (Region of Waterloo Public Health HBHC ISCIS report, 2007).

Refer to Map 6 for the percent and number of families and babies considered at risk using the Parkyn screen.

Breastfeeding in Waterloo RegionBreastfeeding is associated with health benefits for both the infant as well as the mother. Infants can receive all of the necessary energy and essential nutrients needed to grow for the first couple of months from breastmilk. Breastfeeding helps to build a bond between mother and child through the physical closeness and social interaction that occurs during breastfeeding (Centre for Child Health Research, 2004).

Both the World Health Organization and Health Canada promote breastfeeding as the optimal feeding method for growing infants and recommends exclusive breastfeeding for the first 6 months and can be continued up to 2 years and beyond (Health Canada, 2004).

Some benefits of breastfeeding include:• Promotesbondingbetweenmotherandinfant• Supportsnormalgrowth• Reducesincidenceofinfection• Protectsagainstinfectiousandchronicdiseases• Maypreventallergies• Enhancescognitivedevelopment• MaypreventSIDS• Reducesriskofovarianorbreastcancerformothers

(Source: Sanderson and Drew, 2009; Centre for Child Health Research, 2004; World Health Organization, 2009).

Mothers in Waterloo Region who consent to postpartum screening are asked about the method of infant feeding at time of discharge from the hospital.

The following are the results of the information collected through the HBHC Postpartum Assessment for mothers who gave birth in Waterloo Region hospitals in 2007:

• 65%werebreastfeedingatdischarge• 15%werefeedingwithabreastmilksubstitute• 20%werefeedingwithbothbreastmilkandusing a breastmilk substitute

(Source: Region of Waterloo Public Health HBHC ISCIS report, 2007)

More mothers were breastfeeding at discharge in 2007, compared to 60.1% of mothers in 2004 (Region of Waterloo Public Health HBHC ISCIS report, 2004).

Mothers who are older are more likely to breastfeed. Only 52% of teenage mothers in Waterloo Region were breastfeeding at hospital discharge compared to 64.8% of mothers 20 to 29 years old, and 66.4% of mothers 30 years and over (Region of Waterloo Public Health HBHC ISCIS report, 2007).

Access to Family DoctorAccess to a family physician is a major predictor of child wellbeing as it is related to prevention, detection and early intervention of physical and mental health issues as well as developmental challenges. However, we know that across the country we are experiencing a doctor shortage and many families with young children do not have a family doctor. The number of active general, family physicians and specialists in Waterloo Region fluctuated between 124 and 130 for every 100,000 people (between 2000 and 2006). The Ontario rate fluctuated between 174 and 181, and the Canadian rate hovered around 188 physicians for every 100,000 people (Canadian Health Institute for Health Information, 2009 (1)).

From the Kindergarten Parent Survey in Waterloo Region, 7.4% of parents/caregivers indicated that they had trouble accessing doctor (or other medical) services. The following outlines some of the challenges that parents/caregivers face when trying to access doctor (or other medical) services for their children:



adulthood are established early in life through the interaction of genetic predispositions and sustained, stress-inducing experiences” (National Scientific Council on the Developing Child, 2008, 1). As much as research shows the critical periods of brain and cognitive development in the early years of life, “there is equally convincing evidence about the influence of the period from birth to six on antisocial behaviour and mental health problems later in life” (Children’s Mental Health Ontario, 2007). Early identification and intervention are the most effective approaches to addressing mental health issues.

In Ontario, approximately 1 in 5 children under the age of 19 suffer from a social, emotional, behavioural or mental health challenge that is severe enough to impact their daily lives (Children’s Mental Health Ontario, 2007). KidsLINK is one local organization that offers children’s mental health treatment services and supports families and children suffering with mental health issues. In 2007, the Zero2Six team at KidsLINK served 273 children 0 to 6 and their families in a variety of services including intensive in-home counseling for families, brief counseling services, groups for children and parents, and workshops for parents. Although wait times vary depending on the services, in 2007, children needing mental health services had to wait on average 6 to 7 months for treatment (KidsLINK, 2008).

Environmental HealthPoor air quality is associated with both negative environmental impacts as well as health risks, especially for vulnerable population such as young children, the elderly and people with respiratory difficulties: “In 2005, it was estimated that approximately 5,800 premature deaths were associated with exposure to air pollution in Ontario with an estimated 200 premature deaths in Waterloo Region alone” (Region of Waterloo Public Health, 2008, 10). Unfortunately, Waterloo Region is located in the part of the province that often has the worst air quality in Ontario: “The number of hours that theAirQualityIndexinWaterlooRegionhasbeeninthemoderatetopoorrange more than doubled from 2000 to 2003” (Region of Waterloo Public Health, 2005). In 2007, there were 27 high ozone days in Waterloo Region up from 11 in 2006; high ozone levels are an indicator of poor air quality (EnvironmentCanadaquotedinVitalSigns2008).

Unborn and young children are particularly vulnerable to poor air quality. They take in more air relative to their body weight than adults and therefore take in more pollutants; their lungs are also still developing and are more susceptible to damage (Region of Waterloo Public Health, 2008). Both indoor and outdoor air quality can contribute to childhood respiratory illness. In 2007, the number one cause of emergency room visits for children aged 0-6 in Waterloo Region was respiratory illness (Region of Waterloo Public Health, 2009).

• 69.5%indicatedthatthewaitinglististoolong.• 27.8%indicatedthattheycouldn’taffordthefee.• 20.9%indicatedthattheydidn’tknowwhereto find information about services.• 23.9%indicatedthattheydidnotknowcertain services existed.• 18.4%indicatedthattherewasnoservicenear enough to where they live.• 5.2%indicatedthattheyhavenoaccessto public transportation.• 42.9%indicatedthattheservicetimewasnot flexible to meet their family needs.

(Source: KPS, 2007).

Dental HealthOral health has a significant impact on general health, quality of life and wellbeing. Oral health concerns are linked to many other health concerns such as diabetes, heart disease and stroke as well as to social wellbeing including self-esteem (Canadian Dental Association, 2005). In a recent public health study, 37% of children age 5 years old in Waterloo Region who participated in the study had at least one tooth with dental decay and 4% had experienced an urgent dental problem needing immediate attention. Prevention and dental care can significantly reduce the risks of oral health concerns; however, many do not access dental care due to financial difficulties. In Waterloo Region in 2007, only 46% of low-income residents have dental insurance versus 76% of middle or higher income residents. Insurance coverage is a major contributing factor to whether or not individuals access dental care (Region of Waterloo Public Health, 2007).

Mental HealthIn the early years of life children learn how to regulate their emotions, how to cope with their environments, and how to interact with other children and adults. Social and emotional development in the early years are significant stages of development that affect children’s overall wellbeing, present and future relationships and outcomes later in life: “The foundations of many mental health problems that endure through

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Poor air quality has indirect health effects as well, as it can also influence a person’s recreational activities. This can impact weight gain and health outcomes such as endurance and metabolism rates. Waterloo Region Public Health surveyed community members to find out what kind of impact air quality in Waterloo Region was having on people’s daily lives. They found that in 2007, of the 26% of adults aged 18 years and older who reported to have made a change to their daily activities in the last 12 months because of outdoor air quality, a large majority (86.1%) believed that poor air quality could affect their health (Region of Waterloo Public Health – Epidemiology and Data Support Program, 2008, 4). Although this survey measures the impact of poor air quality on the activity levels of adults, it implies that parents may also limit their children’s activity outdoors as a result of their concerns.

Weight and Physical ActivityChildhood obesity is on the rise across Canada and is disproportionately high for some populations of children, including First Nations children, children living in lower income and children living in rural areas. 1 in 3 school aged children are now either at risk of being overweight or are obese5 (Healthy Waterloo Region, 2006). Childhood obesity is linked to life expectancy, poorer health outcomes and chronic diseases, including cardiovascular disease, diabetes and some cancers (Chronic Disease Prevention Alliance of Canada, 2006; Shields, 2005).

A recent Canadian study revealed that children living in neighbourhoods with a lower socio-economic status have a greater likelihood of being overweight or obese. Children who live in neighbourhoods with higher unemployment rates, lower average family incomes or fewer neighbours with post-secondary education were at a greater risk of being overweight or obese. In addition, fewer children in low socio-economic neighbourhoods tended to participate in organized physical activities than children in higher socio-economic neighbourhoods. Children living in more disadvantaged neighbourhoods tend to be more exposed to unhealthy food choices, such as fast food restaurants, have less access to recreational activities and experience more concerns with outdoor safety. Parents living in low socio-economic neighbourhoods were more likely than other parents to state that their neighbourhood parks were unsafe. Neighbourhood effects on childhood obesity also tend to increase with age as children experience more independence within their neighbourhood. These findings underline the importance of having accessible recreational opportunities available to young children in our community as well as focusing prevention in the early years (Oliver & Hayes, 2005; Oliver & Hayes, 2008).

There is little local data available on early childhood obesity. However, from KPS data, 13.8% of children were considered at risk of being overweight and 16.6% of children were considered overweight based on their Body Mass Index (BMI) score. (See neighbourhood indicators for definition of BMI on page 50).

Research shows an established relationship between childhood obesity and children’s activity levels (SitholeandVeugelers,2008).Itisdifficulttomeasure children’s activity levels locally. However, according to the KPS, approximately 83.6% of senior kindergarten students spend at least 1 hour a day playing outside. In a study of local grade six students, over 60% of boys and girls reported either walking, biking or rollerblading to and from school; approximately 80% of boys and girls reported participating in physical activities on the weekend; and, on average, 50% of boys and 34% of girls participated in extra-curricular activities after school or in the evenings (Hanning and Toews, 2007). Access to recreation can play a significant role in children’s activity levels and overall health. “Physical facilities and human resources are abundant in the Region, but not every community or individual has access to the same resources or has developed the community’s capacity or their own to respond to local recreation gaps” (Weston, 2008, 26).

Screen TimeAlthough television and computers can have educational value, there is also concern with the amount of time that young children spend watching television or playing on the computer. Too much screen viewing time can lead to inactivity and the potential health concerns that follow such as higher obesity rates. The Canadian Paediatric Society recommends starting early to model good habits around screen viewing time so that children learn to balance television viewing and computer use with other forms of play, learning and physical activities. The Canadian Paediatric Society also recommends “nomorethan1hourofTVperdayforpreschoolers”(Active Healthy Kids Canada, 2008, 1). According to the KPS, approximately 70.5% of senior kindergarten students spend 1 or more hours per day using a computer, watching television/movies, with or without an adult, or playing video games.

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5 According to BMI, children who score in the 85th percentile are considered at risk of being overweight, while children who score in the 95th percentile and above are considered obese.



respond to reports of abuse or neglect, assessing the immediate and ongoing safety of children. They also work with community partners to provide services to assist families and children including counseling, special group programs, and education regarding protection and the care of children.

F&CS statistics for the April 1, 2006 to March 31, 2007 fiscal year showed that:

• 7,293childprotectionreferralsweremadetotheagency,ofwhich57% (4,123) required a full investigation.• 1,803familiesreceivedlongerterm,ongoingservicefromtheagency • Monthlyaveragesof498childrenwereinthecareofFamilyand Children’s Services during 2006-07. • Ofthe345admissionstocaremadeduringthefiscalyear,44%(152) were between the ages of 0 – 5. • Adoptionswerefinalizedfor57children.

(Source: Family and Children’s Services of the Waterloo Region, 2008).

Perceptions of Community Safety

When asked about community safety and prevention of crime, individuals’ initial thoughts often turned to the work of the police. However, creating and maintaining safe neighbourhoods takes a community effort. The Waterloo Region Police Services (WRPS) recognize the benefit of this integrated approach and collaborate with many community agencies.

This integrated effort is important in creating a Waterloo Region community where children thrive because they feel safe and loved in their environment. On the KPS in 2007, 92.7% of parents indicated that they either strongly agree (30.3%) or agree (62.4%) that they feel their neighbourhood is a safe place to raise their children (KPS, 2007).

WRPS strive “to improve the safety and the quality of life for all people in our community”, beginning with early prevention with children and youth (Waterloo Region Police Services, 2007, 5). Community safety is not only measured by how many crimes occur but it also depends on the perceptions of how safe people feel their community is. For this reason, the WRPS conducts surveys on the community’s perception of crime. The third Community Survey was completed in 2007– previous questionnaires were carried out in 2000 and 2003. This survey asks residents of Waterloo Region about their experiences with WRPS, their fear and perceptions of crime, and their opinions on policing priorities.

Child Safety

Childhood Injury in Waterloo Region

Unintentional injuries are a major cause of hospitalization and continue to be the leading cause of death for children in Canada (Public Health Agency of Canada, 2008). In 2007, injury and poisoning were the second leading cause of emergency room visits for children 0-6 in Waterloo Region (after respiratory illness) (Region of Waterloo Public Health, 2009).

There is still limited local data available on childhood injury and injury prevention in Waterloo Region. The KPS asked parents of kindergarten students if their child was injured, in the past 12 months, seriously enough to require medical attention by a doctor, nurse or dentist. 7% of respondents indicated that their child had been seriously injured in the past year. Parents/caregivers were also asked about injury prevention strategies and they indicated the following:

• 95.6%ofchildrenalwaysuseacarorbooster seat when travelling in the car.• 96.1%ofchildrenneverrideinthefront passenger seat when travelling in the car.• 83.8%ofchildrenalwayswearahelmetwhile riding a bicycle or tricycle.• 68.1%ofchildrenalwayswearahelmetwhile riding a scooter or skateboard.


Child Protection in Waterloo Region

Family and Children’s Services of the Waterloo Region (F&CS) has a vision for Waterloo Region that includes “a community where all children can grow up being safe, healthy and loved”. Although F&CS has the critical responsibility for protecting children who have experienced physical, sexual, or emotional harm or are at risk of harm and neglect, their greater overall mission is to find “the way forward with our community to protect children, to support all children and strengthen families, and to develop a caring environment for children” (Family and Children’s Services of the Waterloo Region, 2009). They

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Overall, the majority of survey respondents continued to report that they feel safe in Waterloo Region. Residents of Waterloo Region who responded to the survey indicated the following:

• 97%feelsafeorverysafewalkingintheirneighbourhoodduringtheday. Citizens continue to feel safe in their neighbourhood at night (74%), but somewhat less so than during the daytime.• Nearlyallotherlocationshaveexceedinglyhighlevelsofpersonalsafety during the day, including; public buildings (99%), local malls or plazas (97%), while driving (92%), using public transit (91%), and while walking in parks (90%). Only downtown areas (80%) received a grade below the 90% rating.• RespondentswereaskedtoratepersonalsafetyinWaterlooRegion schools. The majority of participants reported feeling safe in all three school categories. Respondents report the highest level of personal safety in elementary schools (91%), followed by post-secondary schools (86%), and feeling somewhat less safe in high schools (72%).

(Source: Waterloo Region Police Services, 2008).

The full report of the WRPS 2007 Citizen Survey is available on the website www.wrps.on.ca.

Children’s perspective of school safety would also provide valuable insight into the safety of the environment for children to grow and learn. There is no local data available on children’s perspective of school and neighbourhood safety.



How are parents in Waterloo Region doing?

Introduction to Kindergarten Parent Survey One of the gaps recognized in the first edition of the Community Fit for Children Report was a lack of information on the parent/caregiver perspective of how they are doing in terms of parenting practices and accessing supports. In order to fill this gap in information, the Kindergarten Parent Survey (KPS) was introduced in Waterloo Region. The KPS is based on a survey created by Halton Our Kids Network in collaboration with the Offord Centre for Child Studies at McMaster University, with modifications to fit the needs of the Waterloo Region community. In 2007, over 3,500 KPS surveys were completed by parents/caregivers of senior kindergarten students in Waterloo Region. KPS surveys were connected to the EDI surveys through a confidential ID number which allows us to link data from the KPS to the EDI to make some aggregate level analyses, such as comparisons of EDI scores based on children who participated in early learning programs, child care, family income categories, etc. The KPS asked parents/caregivers to provide information about such topics as:

• earlylearningprogramstheyaccessedwiththeirchild;• theirchild’schildcareexperience;• howsafetheyfeelintheirneighbourhoods;• whathealthandmedicalservicestheyaccessfortheirchild,etc.

Highlights from the KPS are shared throughout this report, including four index indicators in the neighbourhood profiles.

For more information about the KPS or data gathered from the KPS please contact the Data Analysis Coordinator.

Key Findings from Kindergarten Parent SurveyPositive Parenting

“Parenting style, daily activities and routines together, and levels of parental warmth and affection all shape young children’s social, emotional, and intellectual development” (Centre for Child Health Research, 2004, 8). Identity formation begins in the early years of life when children are the most impressionable and it shapes their attitude, behaviours, self esteem and sense of self for the rest of their life. “Through [family] relationships children construct a personal identity and acquire culturally valued skills, knowledge and behaviours. In these ways, parents (and other caregivers) are normally the major conduit through which young children are able to realize their rights” (United Nations Committee on the Rights of the Child, 2005, Paragraph 16, quoted in Woodhead and Oates, 2008, pg 17).

Positive parenting practices create nurturing environments that give children room to achieve their potential while maintaining age appropriate

boundaries for the child. Invest in Kids, a national charitable organization that provides parents and professionals with parenting resources, defines a “positive parent” as “a loving, understanding, reasonable and protective teacher and model” (Invest in Kids, 2006). Positive parenting practices are associated with strong positive effects on children’s outcomes, including nurturing “pro-social behaviour and reducing the likelihood that a child will have a behaviour problem”, as well as influences on cognitive development and school achievement (Willms, ed., 2002, 165).

Positive parenting involves praising your child, taking a keen interest in their lives and being engaged with them in activities that they enjoy. According to parent/caregiver responses to the KPS in 2007, in Waterloo Region, many parents are engaged in activities that reflect positive parenting practices. Parents/caregivers who responded to the KPS responded that they participated daily with their child in the following activities:

• 91.6%ofparents/caregiverspraisetheirchild;• 75.3%ofparents/caregiversplaywiththeirchild;• 93.1% of parents/caregivers laugh with their child; • 59.6%ofparents/caregiversdosomethingspecial with their child that he/she enjoys; • 44.5%ofparents/caregiversplaysports,hobbies or games with their child.


Parent/Caregiver Involvement with their Child

Early childhood development research informs us that the interaction between parent/caregiver and child during the first six years of life is critical in helping to develop the child’s brain. Research also shows that there are certain educational and everyday activities that parents/caregivers can do with their child to increase their child’s cognitive capacities and promote readiness to learn. The KPS data offers a snapshot of the frequency that parents/caregivers are participating in these important activities with their children.

P A R T 3 | R E L A T I O N S H I P S – F A M I L Y & C O M M U N I T Y


PART 3 | RELATIONSHIPS – FAMILY & COMMUNITYPART 2 PART 4 PART 5 PART 6PART 1 PART 3

Family Friendly Policies

One of the most valuable gifts that parents/caregivers can give their children is quality time spent with them, playing, learning and showing their child that they care about who they are as a person. “The time that parents spend with their children is a major investment in early child development” and will greatly shape who they become as they continue to grow and develop (McCain et al, 2007, 63). With the increasing economic demands on families and the fast-paced twenty first century workforce, there are more dual-earner families, meaning more parent/caregivers are spending time away from the family home and in the workplace. As the table below clearly demonstrates, “it is not surprising that the amount of time spent at work is the factor that correlates most strongly with time spent with family: as work hours rise, family time falls” (Canadian Social Trends,February2007quotedinVanierInstituteoftheFamily,2009).

Parents/caregivers in Waterloo Region seem to be highly involved in many early learning activities with their children.

Fathering

Early child development research supports the belief that the role of the father in the lives of their child can make a significant positive impact on their social, emotional, behavioral and cognitive development. A child with a father figure who is actively and regularly engaged with the child is more likely to experience positive outcomes as they grow up. This is true even when the father figure is not the biological father or when the father figure does not live with the child on a regular basis (Sarkadi et. al., 2009). It also seems that more fathers are recognizing the important nurturing role they can play in the early development stages of their child’s life. This is evident by the increase in the percentage of fathers who are opting to take parental leave from paid work for the birth or adoption of their child – in Canada, the percentage of fathers rose from “38% in 2001 to 55% in 2006”(StatisticsCanadaquotedinVanierInstituteof the Family, 2008, 1). Local information on father practices was unavailable, but would be useful to better understand this area of child well-being.

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80

60

100

40

20

0

Perc

ent o

f KPS

Res

pond

ents

How often have you or someone close to your child participated in the following activities either frequently or everyday with your child?

Read a story Taught simple math

Sang songsor music

Worked on artsor crafts

Took themalong onerrands

Workedon soundsof letters

Practiced counting

to 30

Visited thelibrary

Helped brush their teeth

Involved themin household

chores


3-5 5-6 6-7 7-8 8-9 9-10 10-11 11+

4

7

3

6

2

5

1

0

Daily hours spent on work and work related activities

Daily

hou

rs s

pent

with

fam

ily

Source: People Patterns Consulting based on Statistics Canada(seeTurcotte-endnotev)inVanierInstituteofthefamily,2009.



From the KPS survey, 71.5% of respondents (the majority of whom were female) reported that they are currently employed working on average 10-34 hours per week and, if they had a partner, 93.5% of their partners are currently employed working on average more than 40 hours per week. With this new reality for parents/caregivers, one of the ways in which companies and organizations can be supportive to parents in juggling this balancing act of family and career is for employers to offer family-friendly practices for their employees. Such practices include offering flex-time, on-site child care and child care subsidies. From the KPS survey, 44% of parents/caregivers responded that their workplace or their partners’ workplace offered alternative work arrangements. The following chart shows the breakdown of which family-friendly practices workplaces across Waterloo Region are offering to support their employees:

Children Need Supportive Communities“The oft-referenced African proverb ‘it takes a village to raise a child’ recognizes that children live in families and families live in communities” (McCain et. al, 2007, pg 59). The social conditions and connectedness of the community in which children live form the environment in which they will grow and learn. Children’s development is greatly influenced by the environment in which they live and the relationships they form with people in their community; community is comprised of not only their immediate family, but also other relatives, neighbours, teachers, other community members and local organizations.

Social Capital and Social Cohesion

Social capital is a term that refers to the value of participating in social networks and the degree of connectedness that people have to others within their community. Communities high in social capital are able to harness individual resources more efficiently and work together more cooperatively because they are more connected to one another. Locations within neighbourhoods that allow for people to gather and interact create opportunities for individuals to network and increase their social capital; such places may include a community centre, a park or even a local café (Vimpani,2001).

Although social capital is a difficult concept to measure, the KPS included a few questions related to where and how much people interact within their neighbourhood. This was a small step towards measuring the level of social capital in Waterloo Region. According to the KPS parents/caregivers of senior kindergarten students reported that at least 3-4 times/per year and up to at least once a week, 50.1% participated in volunteer work; 96.3% went to the park with their child and 50.3% went to a community centre with their child (KPS, 2007). These are all activities that present opportunities for parents and children to interact with other parents, children and community members, and to build relationships and social networks. Although there are differences across neighbourhoods in Waterloo Region, overall there seems to be many opportunities to build social capital.

Generally speaking, social cohesion refers to creating social bonds and sharing common values within a community. A sense of belonging, trust and reciprocity are qualities that are felt within a community that has high levels of social cohesion (Vimpani,2001).Parents/caregiverswholiveinneighbourhoods with high social cohesion feel safer letting their children play outside because they are more likely to feel that others are also looking out for their children’s safety.

Social cohesion is also not an easy concept to measure. The KPS incorporated questions about parents/caregivers’ sense of safety in their neighbourhood and the level of trust they feel towards their neighbours to attempt to measure social cohesion. The chart on the following page provides some insights into the level of social cohesion felt across Waterloo Region.

Overall, parents/caregivers in Waterloo Region feel that their neighbourhoods are good environments to raise their children. However, there are differences in both social capital and social cohesion between neighbourhoods in Waterloo Region.

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Percent of Parent(s) Caregiver(s) with Family-Friendly Working Environments

Workplace offers alternative work arrangements (i.e. flex-time, compressed work week, job-sharing, work-at-home)

44%

Workplace offers child care centre 4.2%

Workplace offers subsidized child care benefits 3.3%

Workplace offers parenting courses or workshops 3.6%

Workplace offers parenting information 10.1%



to the KPS, in the 2006/2007 school year 54% of parents of senior kindergarten students volunteered in their child’s school at least once in the past year (KPS, 2007).

Volunteeringwithinthecommunityisalsoagoodindicatorofhowwelcomeand connected new immigrants feel within their new community. It is also a great way for new immigrants to build new social networks and supports. In 2004, 48% of new Canadians volunteered within their community (Hall et al, 2006).

Voting

Civic participation is a major indicator of how engaged people are in their community as well as how much trust they have in the political system. Votinginelectionsisthemostimportantrolethatacitizencantakeina democratic society as it is their voice in what happens in the political realm which in turn affects many aspects of their daily lives. In Waterloo Region, as is common among many communities across Ontario and Canada, voter participation is decreasing. In the 2006 federal election the overall voter turnout across Canada was 64.7% and in Waterloo Region we had a slightly higher rate of participation at 66.3% (Elections Canada, 2006). Unfortunately, as we look at elections happening ‘closer to home’ the voter turnout rates for Waterloo Region are below average. In the 2007 Provincial election Waterloo Region had a voter turnout rate of 50.7%; lower than the Ontario rate of 52.1% (Elections Ontario, 2007). As well, in the 2006 Waterloo Region municipal election; although the rate of 26.6% was still dismally low, it had increased from the 2003 municipal election voter turnout rate of 24.6% (Regional Municipality of Waterloo, Council and Administrative Services/Deputy Clerk, 2009).

Giving and Volunteering

“Charitable giving, volunteering, helping others directly, and participating [in civic life] are all important ways that Canadians become engaged in their communities, pursue their interests and express their caring and compassion for others” (Hall et. al, 2006, 57). In 2006, 29% of Waterloo Region residents donated money to charities which is higher than both the Ontario (26.6%) and Canadian (24.6%) averages. Residents in Waterloo Region have also become more generous over the years as the median charitable donation has steadily risen from $250 in 2001 to $300 in 2006, a 20% increase. (Statistics Canada as quoted in Kitchener and Waterloo Community Foundation et. al., 2008).

Waterloo Region also had a higher volunteer rate than the Canadian average and a slightly lower rate than Ontario with 46.6% of Waterloo Region residents engaged in unpaid volunteer activities as a part of a group or organization versus the Canadian average of 45.3% and Ontario average of 50.4% (Canadian Council on Learning as quoted in Kitchener and Waterloo Community Foundation et.al.,2008).Volunteeringwithinachild’sschoolor on extra-curricular activities is a great way for parents to connect with their child’s school and to become more involved in their education. According

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KPS insights into the level of social cohesion felt across Waterloo Region.

Neighbours discuss problems

There are adult role modelsin neighbourhood

Neighbours helpeach other

Can count on neighboursto watch kids

Neighbourhood is asafe place

Neighbours look out fortrouble when you’re away




Neighbourhood Mobility

The frequency of people moving in and out of a neighbourhood is another important indicator of social cohesion. The longer an individual or family lives in a neighbourhood the more likely they will interact with their neighbourhoods and build relationships, trust and social support networks. Neighbourhoods with higher frequency of residential mobility have been associated with increased behavioural problems in children (Dewitt, Offord and Braun, 1998; Keating and Hertzmann, 1999). Children need a certain amount of stability in their lives and frequent moving disrupts their sense of security as well as their sense of belonging.

According to Statistics Canada 2006 Census, Waterloo Region has a slightly higher rate of mobility compared to other communities in Canada: 15% of people in Waterloo Region moved within the previous year, compared to the Canadian average of 14.1%. The rate of mobility in Waterloo Region has slightly increased from the 2001 rate of 14.7% (Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).

Community resources for families with young children in Waterloo Region

What are community resourcesand why are they important?

Community-based programs and services that are geared towards the needs of children in our community provide children with valuable experiences and social interactions with peers and adults. They also provide access to early intervention programs for those experiencing developmental difficulties, and access to early learning materials and skill-building activities that help to prepare them for learning throughout their life. Coordinated and integrated services allow families easier access to information and services to meet their children’s needs. As well, it enables them to move more efficiently through organizations to attain adequate, timely support.

Although it is very difficult to measure coordination and integration of services, the Region of Waterloo’s Children and Parents Services committee (ROWCAPS) recently surveyed members of the committee about how integrated they felt services were for young children in Waterloo Region. Respondents were asked to comment about where they would rate Waterloo Region on the integration continuum from awareness to collaboration. The majority of respondents (42%) felt that service providers are at the third stage of cooperation, meaning that programs/agencies use their knowledge of other services to guide and modify their own service planning in order to avoid duplication of services and to obtain a better set of links between services. Overall, respondents felt that “while there is genuine desire to integrate, bringing resources and mandates together is a complex and lengthy process” (Region of Waterloo Social Services, 2008, 8).

Where are the community resources for families and children 0 to 6 in Waterloo Region?

In 2007, the Ontario Early Years Centre partnered with the New Parent Resource Guide to create a more user-friendly website to facilitate better access to community resources. Map 5 shows where programs and services are located across Waterloo Region. It shows that there are definitely some neighbourhoods with many resources and others where considerable gaps exist. For more specific information about programs and services for children 0 to 6 and their families that are offered in Waterloo Region, please visit www.parentguide.ca.Each neighbourhood profile also includes a map with community resources and local schools so readers can see more clearly where services are located within each neighbourhood.

We separated community resources into two separate categories in order to highlight the different types of programs and services for families with children aged 0-6:

1. Early Learning Programs2. Parenting, Community, Health or Wellness Program

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The Importance of Play

• Expandsintelligence

• Isatestinggroundforlanguageand reasoning connected to the challenges children face in school, such as literacy, math, and science concepts

• Stimulatestheimagination,and encourages creative problem solving

• Helpsdevelopconfidence,selfesteem, a sense of strengths and weaknesses, and positive attitudes toward learning

• Isasignificantfactorinbrainand muscle development

(Source: McCain et al, 2007, 49)



1. Early Learning

Early learning programs include child care, preschool programs, before/after school programs, children’s programs, Ontario Early Years programs, drop-in centres, child care programs for children with special needs and family literacy programs. Early learning programs are essential to building the skills and competencies necessary for school readiness. Play is key to early learning programs. Through play, children develop social, coping, and language skills in a fun, safe, imaginative environment.

Targeted strategies for families that are considered at risk are best employed within a universal early learning program environment. As well, early learning programs are more effective if they are universal because vulnerable children are found in all socio-economic groups. Universal early learning programs allow all children, regardless of socioeconomic status or cultural background, the same opportunity to play, learn and develop school readiness skills. These opportunities also teach children how to be open-minded and inclusive (McCain et al, 2007).

The Benefits of Early Learning and Child Care Programs

High quality, universal early learning and child care programs provide children with a learning environment based around play with opportunities to build school readiness competencies and cognitive and social skills. “Early child development programs facilitate the wiring and sculpting of the brain by providing stimulating play opportunities that help young children learn to problem-solve in a safe and nurturing environment (McCain and Mustard, 1999, 132). Effective, high quality early learning and child care programs depend on four key ingredients: 1) highly educated staff, 2) smaller ratios of children to staff, 3) parent and child interaction in the program, and 4) coordination or partnership among many services (Willms, ed., 2002; Karoly, Killburn & Cannon, 2005; Doherty, 2007).

When early learning and child care programs are co-located with an elementary school the transition into school is much smoother and less stressful for children. A successful transition to school is more likely to result in “children who like school,

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Age of Child No Child Care

Child’s Home

Other’s Home

Child Care Centre

0 - 12 months 79.3% 9.8% 7.9% 3%

1 year up to two years 30.2% 11.3% 43.6% 15%

2 years up to 4 years 9.4% 9.1% 35% 46.6%

4 years up to 6 years 19.3% 8.9% 37.2% 34.7%

Where was your primary or main child care arrangements?



As of April 2007, there were 118 licensed child care centres operating in Waterloo Region with a total capacity of approximately 6,119 centre-based spaces for children 0-12 years. Although the number of child care centres has decreased from 122 in 2005, the total capacity of centre-based spaces for children 0-12 has increased from the 5694 spaces in September 2005. The child care centres in Waterloo Region also include two centres co-located within francophone elementary schools to offer child care and early learning programs for francophone children. (Region of Waterloo Social Services, Social Planning, Policy & Program Administration, 2009).

There are four licensed home child care agencies in Waterloo Region, 3 Wee Watch operators and the Region of Waterloo. As of April 2007, collectively, these four operators were licensed for a total of 665 homes with a total capacity of approximately 2,057 spaces. The total number of licensed home child care spaces have increased from September 2005 compared to licensing for approximately 655 homes offering care to approximately 1965 children (Region of Waterloo Social Services, Social Planning, Policy & Program Administration, 2009).

In total, there are approximately 8,176 licensed child care spaces available to children aged 0-12 in Waterloo Region, which is an increase compared to 7,659 spaces in September 2005. Centre-based and home-based care both offer full-time and part-time care, as well as subsidy for those who qualify (Region of Waterloo Social Services, Social Planning, Policy & Program Administration, 2009).

Parents/caregivers who responded to the KPS were asked about the location of their child care arrangements and who their child’s primary caregivers were throughout early childhood. The following two charts present their responses:

A Focus on Licensed Child Care in Waterloo Region

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Child Care for Children with Special Needs

In Waterloo Region, there are a number of special needs resourcing programs and services that support children (0-6) with special needs and their families in the child care system. Agencies within the Special Needs Resourcing Partnership “provide a variety of services to children with developmental, physical, communicative, or social/emotional difficulties to support their inclusion in licensed child care settings… to maximize their learning opportunities by providing individualized programs, supports, and services within an enriched child care environment” (Region of Waterloo Social Services, Children’s Services, 2009).

In 2007, a total of 1,706 children aged 0-6 who attended a licensed child care program received services from one of the Special Needs Resourcing agencies. This is an increase of 14.1% from 2004 where a total of 1,466 children received services. The demand for special needs services and supports continues to grow (Region of Waterloo, Social Services, Child Care Division, 2005; Region of Waterloo Social Services, Social Planning, Policy & Program Administration, 2008).

18.6% of all parents who responded to the KPS indicated that their child required one or more special needs services, including vision, hearing, mental health, speech and language or other special needs supports (KPS, 2007).

More data is required on early learning services and supports available for children with special needs, as well as an assessment of needs within the community, to better understand if we are providing adequate early learning supports to children with special needs.

Local Issues for Child Care in the Waterloo Region

In 2007, there were approximately 79,005 children aged 0-12 living in Waterloo Region. Using this figure along with the more recent data on child care space availability, we have approximately 1 licensed child care space for every 10 children aged 0-12 in Waterloo Region. The ratio of available licensed child care spaces has remained consistent from 2005 to 2007 despite the population increase from 78,390 in 2005. In both 2005 and 2007, there was 1 licensed child care space for every 10 children aged 0-12. The ratio also varies according to age group (Statistics Canada, 2001 Census; Statistics Canada, 2006 Census; Region of Waterloo Social Services, Social Planning, Policy & Program Administration, 2009).

Each child care centre monitors their own wait-list; therefore, we do not have an account of the total number of families on waiting lists for child care. However, we do know that waiting lists exist, which is an issue facing many parents in our community. There continues to be a particular need for more infant and toddler child care spaces.

The population of children 0 to 2 years old is 17,810 and yet in April 2007 there were only 882 licensed centre-based child care spaces for 0 to 30 months. Only 5% of children aged 0 to 2 have access to child care (Statistics Canada, 2001 Census; Statistics Canada, 2006 Census; Region of Waterloo Social Services, Social Planning, Policy & Program Administration, 2009).

Fortunately, in 2007, there was no wait list for parents requiring child care subsidy in Waterloo Region (Region of Waterloo Social Services, Social Planning, Policy & Program Administration, 2009).6

Age of Child No Child Care

Certified ECE No ECE Education

unknown

0 - 12 months 85.4% 5% 7.2% 2.5%

1 year up to two years 33.6% 23.4% 33.2% 9.8%

2 years up to 4 years 11.1% 52.2% 27.1% 9.6%

4 years up to 6 years 20.8% 41.5% 26.4% 11.4%

Who took care of your child in your primary or main child care arrangements?

6 Number of spaces for children 0 to 2 only includes licensed centre based spaces as there is no breakdown for ages available for home child care; this number may underestimate the total number of spaces available.



A Focus on Licensed Child Care in Waterloo Region

look forward to going regularly, and show steady growth in academic and social skills” (Centre for Community Child Health, 2008, 1).

The UNICEF Innocenti Report Card on early childhood education and care within the economically advanced nations found that “if properly linked to other services, early childhood services can be expected to deliver additional outcomes, such as enhanced maternal employment, less family poverty, better parenting skills and greater family and community cohesion” (Innocenti, 2008, 10).

2. Parenting, Community, Health or Wellness Programs

We combined the categories of parenting, community and health or wellness programs into one category for ease of reading the maps. Under this category, each of the different types of programs represents different services that parents and children 0 to 6 can access for support:

Parenting ProgramPrograms and services that support parents/caregivers by providing them with information about child development as well as encouraging positive parenting practices equip parents/caregivers with the tools and experiences to support their child’s physical, cognitive, emotional and behavioural development.

A few examples of parenting programs include:

• OntarioEarlyYearsCentresandprograms• FamilyResourceCentres• Parentingsupportgroups

Community ProgramCommunity programs refer to services that may not exclusively cater to families with young children but that contribute to the health and wellbeing of the community in general, including parents/caregivers and children aged 0 to 6. The overall health and wellbeing of the community will impact the health and wellbeing of young children. Many community programs and services offer specific programs for young children and their families.

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Ontario Early Years Centres (OEYCs) work with families and the community to increase parenting capacity and to promote children’s optimal development and learning so they may reach their full potential. These centres create an environment where all children can be

healthy, safe and secure within strong communities (Ontario Early Years Centres – Waterloo Region, 2008). OEYCs offer family centred programs and services that are available to any parent or caregiver with young children in Waterloo Region. OEYCs were created in response to the Early Years Study which highlighted the importance of supporting early child development and of supporting parents and caregivers. A key component of Early Years programming is the parent/caregiver participation and involvement in the early learning process with their child. The OEYCs provide accessible, free programs to parents and children aged 0-6 which create more of those opportunities for parent/child interaction in early learning. The OEYCs are also a place where parents/caregivers can access parenting information, resources and meet with early years professionals in their community.

There are three main OEYC centres located in Cambridge, Kitchener and Waterloo. As well as the main sites, OEYC programs and services are offered at various locations in the community, both in the cities and across the four townships of North Dumfries, Wellesley, Wilmot and Woolwich. In addition to the 3 main sites, there are 30 off site locations and 11 purchase of services sites. Each individual OEYC is designed to reflect the communities’ unique needs.

At an Ontario Early Years Centre, parents and caregivers in Waterloo Region can:

• Read,sing,play,learn,exploreanddiscoverwiththeirchild(ren)• Participatewiththeirchild(ren)inarangeofprogramsandactivities• Participateinparentingeducationandsupportgroups• AccessearlylearningresourcesintheResourceLendingLibrary located at each of the main sites

A Focus on Ontario Early Years Centres in Waterloo Region



A few examples of community programs include:

• Libraries• CommunityCentresandprograms• Artsprograms• Multiculturalandimmigrantservices• Sportsandrecreation• Multi-serviceorganizations(e.g.YMCAs)• Placesofworship

Health or Wellness ProgramPhysical health and nutrition from the prenatal period onward along with access to mental health services and supports is associated with lifelong health and wellness (McCain & Mustard, 1999).

A few examples of Health or wellness programs include:

• Preventativeandearlyinterventionservices (i.e. breastfeeding support, Healthy Babies Healthy Children and preschool speech and language screening and support).• Specialneedsservicesforfamilies and children 0 to 6 years• Servicesthathelpmeetbasicneeds (i.e. shelter, food)• Counselingprograms• CommunityHealthCentres• Emergencyhealthservicesandclinics

Limitations to Community Resource Maps

The following are limitations of community resource maps:

• Theydepictasinglepointintime;therefore,the services shown on the map may not be completely up to date.• Theyillustrateservicesassingledots,whichmay not accurately reveal how many services are offered at a particular location. They also cannot reveal the frequency with which the services are offered, for whom, or the quality of the services.• Therearesomeprogramsandservicesthatare not location-specific but are very transient. The dots represent either the main location or frequent location of the program or service; therefore, services that can be offered in any neighbourhood based on request are not shown.

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• Discoveranswerstoquestions• Receiveinformationaboutprogramsandservicesthatareavailable for young children in Waterloo Region• Communicatewithearlyyearsprofessionalsandotherparentsand caregivers in the community

In the 2007 fiscal year, OEYCs in Waterloo Region served 10,836 parents/caregivers and 13,886 children. Many of these parents/caregivers and children participated in OEYC programming several times throughout the year. In fact, in 2007, there were 777 programs offered by the OEYCs with 100,295 visits made by children and 70,732 visits by parents/caregivers to these programs (Ontario Early Years Centres – Waterloo Region, 2008).

The OEYCs also partner with many community organizations around Waterloo Region to offer programs tailored to the needs of different populations of the community. In 2007, 27% of OEYC programs were offered in collaboration with community partners (Ontario Early Years Centres – Waterloo Region, 2008).

On top of the interactive programming they provide to children and their families/caregivers, the OEYC in Waterloo also houses two other early years’ specialist positions that are resources to the Waterloo Region community – an Early Literacy Specialist and a Data Analysis Coordinator. The Early Literacy Specialist is responsible for supporting and promoting early language development and literacy skills for young children. The Early Literacy Specialist works within the community and collaborates with other agencies to offer education and training to teachers, parents and other professionals on a variety of creative ways to foster early literacy with children. An Early Literacy Resource Library is also available to community professionals and parents/caregivers out of the OEYC in Waterloo. The Data Analysis Coordinator role is to be a resource for the community to provide support to efforts aimed at measuring child outcomes and community program capacity in Waterloo Region. Through research and local data analysis, the Data Analysis Coordinator supports community organizations in evidence-based program planning as well as offers presentations and training to community professionals on topics related to early child development.



• Aclusterofdotsmaynotnecessarilyindicatethatthe area is well served. Large gaps in services mayindicate non-residential areas rather than underserved areas.

• Thecommunityresourceinformationisrestrictedto programs or services that are registered with the New Parent Resource Guide website; therefore, it is probable that not all services for children aged 0-6 in Waterloo Region are captured on the maps. These programs and services tend to represent formal organizations; therefore, many less formal programs and services that support communities and children across Waterloo Region may not be accounted for on the maps, including neighbourhood groups and associations, informal parenting support groups, play groups, etc. Also, faith groups, recreational services and arts may be underrepresented in the maps.

• Asmuchaspossible,programsandservicesincluded in the maps only represent non-profit organizations; therefore, for-profit organizations that also provide services for families and children across Waterloo Region were not accounted for on the maps.

Are Parents/Caregivers accessing Community Resources?Although it is difficult to measure how many parents are accessing community resources, the Kindergarten Parent Survey tried to capture a glimpse of the type and frequency of programs that parents/caregivers are participating in with their children. Here are some of the key findings in regards to programs and services parents/caregivers are accessing:

Of the parents of kindergarten students surveyed on the KPS,

• 61.6%ofchildrenreceivedchildcarefrom someone other than a parent, including attendance in nursery or preschool programs. • 58.5%haveparticipatedinsomeormanyearly learning programs with their child, including children’s programs or a literacy/family reading programs.

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Libraries are important community partners in supporting early child development. They offer programs that encourage parents/caregivers to read with their child, which fosters early literacy and language development. They also offer a variety of other programs and services that create early learning opportunities for children and their families.

There are four main libraries within Waterloo Region:Cambridge Public Library: 4 branchesKitchener Public Library: 5 branchesWaterloo Public Library: 2 branchesRegion of Waterloo Library: (10 branches) offering library services to North Dumfries, Wellesley, Wilmot and Woolwich townships.

The following statistics demonstrate the contribution that libraries make towards early learning and the impact that they can have on parents/caregivers and young children in Waterloo Region:

Cambridge Public Library – In 2007, the Cambridge Libraries:• Hadover87,527children’sitemsavailablethatwere borrowed 401,849 times.• Offered1,296programsforchildrenaged0-14withan attendance of 29,566.

Kitchener Public Library – Between August 2007 and July 2008:• 634,000children’sitemswereloanedtochildrenandadults.• 1,009programswereofferedforchildren0-12withatotal attendance of 19,708. Of these 553 were preschool programs with a total attendance of 10,242.• Had15,653activechildren’slibrarycardholders(ages0-12).

Waterloo Public Library – in 2007, the WPL:• Hadover523,000children’sitemsavailable.• Had9,960activemembershipsforchildren0-12.• Offered627programsforchildrenaged0-12withanattendance of 13,063.

Region of Waterloo Library – in 2007, the RWL:• Had131,475children’sitemsavailable.• Jan2005toDec2007,had2,465activechildren’smemberships.• Ran989programsincludingbothadultandchild-focusedprograms. Of these programs, 13,524 children attended a program.

(Source: Cambridge Public Library, 2008; Kitchener Public Library, 2008; Waterloo Public Library, 2008; Region of Waterloo Library, 2008).

A Focus on Libraries in the Waterloo Region



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• 3.2%participatedinprogramsorservicesforEnglishasa second language.• 39.4%ofparentswhocompletedaKPShavevisitedanOntarioEarly Years Centre, an example of a parent & child interactive program. • 43.5%ofparents/caregiversparticipatedinsomeormanycommunity- based programs, including physical activity & recreation programs, organized team sports, children’s clubs, music, art & dance programs, faith group/community programs, or cultural group/community programs.

Strengths and Gaps in Community ResourcesA major strength in Waterloo Region is the desire and commitment of many organizations to work together towards providing better services for children and their families.

Although the exact structure of the hub described in the Early Years Study and Early Years Study 2 may not exist in Waterloo Region, many other agencies and services are working together in the same spirit of the early learning hub. Ontario Early Years Centres, school boards, child care centres and other community organizations, collaborate on many programs and services to offer families efficient and accessible programs and services that support early learning.

As well, there is a long history of organizational collaboration for children, youth and families in Waterloo Region. The Alliance for Children and Youth7, ROWCAPS8, and the Child and Youth Mental Health Planning and Advisory Council, all work towards fostering child well being, addressing gaps in services, creating new opportunities for collaboration and planning strategies to create a more seamless service experience for children, youth and families in Waterloo Region.

Gaps continue to exist in community resources, specifically in terms of differences between neighbourhoods in access to services, especially in the rural areas and developing urban areas. Map 5 shows the distribution of community resources across the region.

Population-specific Community Resources

Services for Francophone Children and their FamiliesThe francophone population is growing within Waterloo Region. The number of services available for francophone families and their children has not sufficiently increased to meet this demand. In 2007, 1.5% of the population in Waterloo Region (7240) indicated that French was their mother tongue and 0.5% (2230) indicated that they spoke French most often at home. Apart from the child care programs provided within the local francophone schools, programs and early learning resources available in French for preschool age francophone children and their families are scarce. Gaps in health care services of French-speaking health care professionals, especially in the areas of expertise of speech and language pathology, physiotherapy and paediatrics continue to be identified.

Services for Immigrant and Refugee Children and their FamiliesThe population of immigrants and refugees living in Waterloo Region has grown from 21.4% in 2001 to 22.3% in 2006. In 2001, 3.3% of this population were people who had immigrated to the region in the last five years. In 2006, this group of recent immigrants and refugees had grown to 3.6% of the population (Statistics Canada, 2001 Census; Statistics Canada, 2006 Census). The Community Services Inventory performed in 2005 revealed that there were few programs geared primarily towards young immigrant and refugee children in Waterloo Region, with the exception of a few English as a Second Language preschool and child care programs. A review of current community programs and services reveals a similar situation; although there are some early learning programs for specific cultural groups offered in partnership with the three local Ontario Early Years Centres.

One local community program’s experience gives us some insight as to the needs of their clients who access their services. The YMCAs of Cambridge & Kitchener-Waterloo Cross Cultural and Immigrant Services is one of the main providers of settlement services for new immigrants and refugee families in Waterloo Region. The main challenges that their clients are facing include language barriers, navigating through the different systems, financial issues and difficulties finding employment, issues of trust with services that they may not have had access to in their countries of origin and lack of awareness of programs and services. More specifically, a major concern for immigrant and refugee children 0 to 6 is the delay in diagnosing and receiving appropriate treatment or strategies for children with special needs due to various reasons, including cultural differences in parenting, knowledge of developmental milestones, and lack of knowledge of early identification programs and services (YMCA Cross Cultural and Immigrant Services, ISAP, 2007).

7 The Alliance for Children and Youth in Waterloo Region is a non-profit organization that brings together agencies and engaged individuals from across Waterloo Region from many different sectors who work with children, youth and their families.8 ROWCAPS is a local planning table that brings together child and family service organizations working with children 0 to 6 and their families from many sectors across Waterloo Region.



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The Healthy Babies Healthy Children (HBHC) Program is a voluntary prevention/early intervention initiative designed to promote healthy child development and help children achieve their full potential. HBHC is a provincial program operating at all Health Units in Ontario including Region of Waterloo Public Health. The HBHC program is an example of the preventative measures that municipalities and community organizations can take to play a significant positive role in the early development of children. As research tells us, prevention and early intervention are critical to addressing all developmental, emotional and behavioural difficulties that young children may experience (Mousmanis and Watson, 2008).

HBHC services include:

• Screeningandassessmentoffamilieswithchildren (prenatal to age 6) for potential risks to healthy child development.

• Postpartumsupportservices,includingcontactby a public health nurse with all consenting families with newborns, the offer of a postpartum home visit for some families, counseling, and information about community services on parenting and healthy child development.

• Referralsand/orrecommendationstoothercommunity programs.

• Longtermhomevisitingfromtrainedfamily visitors.

• Servicecoordinationbypublichealthnursesandother professionals.

In 2007, there were approximately 5,544 live births for residents of Waterloo Region. Of these live births, approximately 5,465 were delivered at the hospitals in Waterloo Region, which is slightly more than the 5,095 in 2004. Of the families with a live birth, 94% (5160) consented to contact by Public Health’s HBHC Program, which is a slightly lower

percentage than in 2004 with 96% (4864) consenting to contact (Region of Waterloo Public Health HBHC ISCIS report, 2004; Region of Waterloo Public Health HBHC ISCIS report, 2007). 9

Comparisons between 2004 and 2007 HBHC service delivery indicators:

(Source: Region of Waterloo Public Health HBHC ISCIS report, 2004; Region of Waterloo Public Health HBHC ISCIS report, 2007).

A Focus on Healthy Babies Healthy Children

Indicator2004 2007

# % # %

Families screened prenatally 3760 74% 4387 80%

Families with live birth who were screened at birth

4854 95% 5141 94%

Families who consented to be contacted who received a contact by a Public Health Nurse within 48hrs of hospital discharge

4224 86% 4823 93%

Families who received contact after 48hrs

421 9% 213 4%

Families who consented to be contacted who received a Public Health Nurse Post Partum home visit

2591 53% 3026 59%

Families with a live birth who received and completed an in depth Assessment

511 10% 633 12%

Families referred to the HBHC FamilyVisitorProgram

399 430

Families who accessed the HBHC FamilyVisitorProgram

376 398

Total number of families who receivedHBHCFamilyVisitorProgram Services

623 601

9 The number of families with a live birth and number of live births is a statistic collected by Region of Waterloo Public Health HBHC from Grand River and Cambridge Memorial Hospitals. It includes mid-wife delivered births that take place in hospitals. The number of live births also differs from the number of resident live births due to out-of-region deliveries taking place in Waterloo Region.



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During the period from April 2007 to March 2008, the top ten countries of origin (and languages) of immigrant and refugee clients to YMCA settlement workers were the following:

1. Myanmar (Burmese)2. India (Hindi)3. China (Mandarin)4. Afghanistan (Dari)5. Colombia (Spanish)6. Pakistan (Urdu, Punjabi)7. Romania (Romanian)8. Iran (Farsi)9. Ethiopia (Amharic)10. Sudan (various tribe languages such as Nuer)

Services for First Nations Children and their FamiliesThe First Nations community in Waterloo Region is growing. In 2006, 1% (4,810) of Waterloo Region’s population identified as First Nations as well as 2.4% (11,195) of the population identified their origin as First Nations in comparison to 0.8% (3310) and 2% (8610) respectively in 2001. Members of the First Nations community in Waterloo Region also suggest that the Statistics Canada figures underestimate the First Nations population as many members of the First Nations community will not participate in the census. They estimate that the First Nations community in Waterloo Region is actually closer to over 10,000 people (Region of Waterloo, 2006). The Region of Waterloo conducted an Aboriginal Needs Assessment in which a major priority identified was the need for child care that incorporates the teachings and practices of First Nations different cultural traditions (Region of Waterloo Social Services, 2008). In addition, a community forum was held in October 2008 to share information and to gather interest for a proposal for the building of an early learning centre for First Nations children in Waterloo Region.



School ReadinessSchool readiness refers to the child’s ability to meet the task demands of school and to benefit from the educational activities provided by the school. The concept of school readiness goes beyond basic academic skills - children require more than just reading and writing skills to succeed in school. The definition of school readiness has evolved to include physical, social, and emotional health, approach to learning, language and communication skills, and cognitive skills (Janus & Offord, 2000)

The factors influencing school readiness have also shifted focus. It has been traditionally thought that the family was solely responsible for preparing a child for school; however, the important role of the community in preparing children for school has become a significant focus. This shift in focus is rooted in the powerful research proving that investing in children during their early years, so that they are ready to learn in school, can have significant positive community impacts in the future (McCain & Mustard, 1999; Carneiro & Heckman, 2003).

Measuring School Readiness: The Early Development Instrument (EDI)

To measure how adequately communities are supporting children to learn in school, Dr. Magdelena Janus and Dr. Dan Offord from McMaster University developed a measure of school readiness: The Early Development Instrument (EDI; see http://www.offordcentre.com/readiness/index.html).

The EDI is a teacher-completed survey that measures school readiness by asking questions related to five different areas of early development:

Physical health and well-beingIncludes assessment of children’s: gross and fine motor skills; holding a pencil, running on the playground, motor coordination, adequate energy levels for classroom activities, and independence in looking after own needs, daily living skills

Social knowledge and competence Includes assessment of children’s: curiosity about the world, eagerness to try new experiences, knowledge of standards of acceptable behaviour in a public place, ability to control own behaviour, appropriate respect for adult authority, cooperation with others, following rules, ability to play and work with other children

Emotional health/maturity Includes assessment of children’s: ability to reflect before acting, balance between too fearful and too impulsive, ability to deal with feelings at the age-appropriate level, empathic response to other people’s feelings

Language and cognitive development Includes assessment of children’s: reading awareness, age-appropriate reading and writing skills, age-appropriate numeracy skills, board games,

ability to understand similarities and differences, ability to recite back specific pieces of information from memory

Communication skills and general knowledge Includes assessment of children’s skills to communicate needs and wants in socially appropriate ways, symbolic use of language, story telling, age-appropriate knowledge about the life and world around them.

The EDI is completed for each child in the Senior Kindergarten class, however it is not intended as an individual assessment or a measurement of a school’s performance; rather, the EDI measures how the early years influence children’s readiness to learn at school. It is a population measure, assessing how well the community is preparing children to learn at school. The EDI is intended be reported at the group level: by region, city, town, or neighbourhood. “Repeating data collection over time using the EDI in the same communities or regions makes it feasible to assess change” (Janus et al, 2007, 8). The EDI is also best applied in the context of other early childhood development and community socio-economic indicators.

The EDI is a tool to:

• Evaluatehowyoungchildreninourcommunity are doing • Assesssupportforyoungchildrenandfamilies, both in and outside of schools• Tracktheprogressofinitiativesaimedat enhancing children’s development• Mobilizecommunitiestoactontheresults

The Reliability of EDI

The EDI has proven to be a valid and reliable instrument 10 (Janus et al, 2007). As of October 2007, EDI data has been collected for over 520,000 kindergarten children across Canada as well as many more children internationally. It has been validated for a wide range of populations in urban, rural, and remote communities, as well as in communities with particular social and cultural compositions (i.e. aboriginal communities, inner-city communities, affluent suburban communities). The EDI has also been shown to have a high predictive

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10 Altough there are different types of both validity and reliability, in general, validity ensures that the tool is measuring what it is supposed to measure and reliability ensures that the test is consistently measuring the same thing in a variety of settings (Salkind, 2004).


PART 4 | EARLY LEARNINGPART 2 PART 3 PART 5 PART 6PART 1 PART 4

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yield different results. We chose to report on the results that we feel will best represent how children are doing in Waterloo Region and will allow us to do the most with the results for planning purposes.

If you have any questions or would like more information about any of the above-mentioned recoding of the survey, please contact the Data Analysis Coordinator at [email protected]

Are children in Waterloo Regionready to learn at school?In early 2007, the EDI was completed for a second time across Waterloo Region and this time both local Francophone school boards participated in the survey. Senior kindergarten teachers from Waterloo Region District School Board (WRDSB), Waterloo Catholic District School Board (WCDSB), Conseil Scolaire de district Centre-Sud-Ouest (CSDCSO) and Conseil Scolaire de district Catholique Centre-Sud (CSDCCS), all participated to complete EDI surveys for over 5,300 senior kindergarten students across Waterloo Region.

The EDI initiative is a partnership between the WRDSB, the WCDSB, the CSDCSO, the CSDCCS, the Ontario Early Years Centre lead agency – the YMCAs of Cambridge & Kitchener-Waterloo, the Offord Centre for Child Studies at McMaster University and the Ministry of Children and Youth Services. The partnership is planning to implement the EDI again in 2009/2010.

EDI results are reported in the following two ways:

1. Average Score: This method takes the average EDI score of all of the surveyed children living in a particular area. Scores may range from 0 to 10 in any domain of the EDI, with higher numbers indicating a higher readiness to learn.

2. Percentage Vulnerable: Children scoring in the bottom 10% on one or more domains of the

EDI are considered vulnerable to experiencing developmental difficulties in that domain area that may make it more difficult for them to learn. If vulnerable children were spread evenly around the province, every region’s vulnerability value would be exactly 10%. Of course, such an even distribution is not the case, and as a result, there are some regions where nearly half of the children score in the bottom 10%, while other areas may have no children that score in the bottom 10%.

Children who score in the bottom 10% on two or more domains of the EDI tend to experience more difficulty catching up to their fellow classmates as the years go on in school; thus, this is a reliable predictor of how vulnerable children are in being ready to learn at school.

validity of later school outcomes, meaning that scores on the EDI are predictive of children’s trajectory of academic achievement (Janus et al, 2007). While being both valid and reliable, the EDI is not a perfect measure and, therefore, should always be considered along with other indicators, such as those shared in this report.

Recode and Notes of Caution about EDI Results:

Due to psychometric tests performed by the Offord Centre for Child Studies at McMaster University, there was a recode of 18 items on the Early Development Instrument after the 2004 administration of the survey. The scale used to measure each of these 18 items changed from a 6 point Likert scale to a 4 point Likert scale because testing showed that teachers’ responses were more reliable with fewer answer options. As a result of this recode, the numbers in this report will not reflect the same EDI results as published in the 2005 Community Fit for Children Report. In order to be consistent and to be able to accurately compare the results from 2004 to 2007 using the same survey design, the recoded EDI results for 2004 are published in this report.

Further to the recode of survey items on the EDI, the data from both the 2003/2004 and 2006/2007 survey cycles have been recoded with the low cut-off points from the Ontario baseline. The cut-off points are the scores that determine what is considered low on each of the five domains of the EDI. Scores below the cut-off points are considered “not ready to learn” on those domains. We decided to use the Ontario baseline for the cut-off points rather than the Waterloo Region cut-off points in order to be able to both compare the results from Waterloo Region with Ontario results and also to use a consistent baseline with which to compare results over time.

Due to the fact that there is the possibility to recode the results using different cut-off points, it is possible for different reports to publish different EDI results for Waterloo Region. Other reports may also choose not to include the results of children with special needs in their findings which will also



PART 4 | EARLY LEARNING

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Map 7 reveals both the number of children and the corresponding percent of children scoring low on 2 or more domains of the EDI in each neighbourhood across Waterloo Region. It is important to take into account both the percent and the number of children scoring low because in some cases the percent of children scoring low may be low but the actual numbers of children scoring low may be quite high (and vice versa). You will also note that there is quite a range of differences across the Waterloo Region neighbourhoods for how well prepared children are to learn at school.

There is a second indicator that can be used to assess how vulnerable children are to not being ready to learn at school. The Multiple Challenge Index (MCI) measures how many children are scoring in the bottom 10% on at least 3 out of 5 domains of the EDI. Children who receive a score on the MCI are considered the most vulnerable to learn as they are experiencing difficulties in many areas of development.

Map 8 reveals both the number of children and the corresponding percent of children with a score on the MCI. Again, note the drastic differences in vulnerability across the neighbourhoods in Waterloo Region.

Key Findings from the Early DevelopmentInstrument for Waterloo Region:• AveragescoresinWaterlooRegionhavedecreasedfrom2004to2007

in four out of the five EDI domains, including physical health & wellbeing, social competence, emotional maturity and communication & general knowledge. The average score for Waterloo Region on the domain of language and cognitive skills has slightly increased from 2004 to 2007.

• Although Waterloo Region’s 2007 EDI averages are similar, they arebelow the Ontario baseline averages on four out of five domains, including social competence, emotional maturity, language & cognitive skills and communication & general knowledge. Waterloo Region’s average for physical health & wellbeing is above the Ontario baseline average.

• WaterlooRegion’s2007EDIscoresarehigherthantheNationalCohortaverages on three out of the five domains, including physical health & wellbeing, language & cognitive skills and communication & general knowledge. For both the domains of physical health & wellbeing as well as social competence, Waterloo Region’s averages are very similar to those of the National Cohort.

• Approximately18.6%ofchildreninWaterlooRegionwithacompletedEDI scored in the bottom 10% on two or more domains of the EDI. These children are more vulnerable to experiencing difficulties in learning. This percentage is higher than the Ontario average although slightly lower than the National average.

• Approximately7.3%ofchildreninWaterlooRegionwithacompletedEDI scored on the MCI indicating that they are experiencing difficulties in many areas of development. This percentage is higher than both the Ontario and the National averages.

• Therearesignificantdifferencesinaveragescoreson the EDI, percentage of children scoring low as well as percentage of children with a score on the MCI, across neighbourhoods within Waterloo Region. This reveals that there are some areas where children are ready to learn at school as well as other areas where children are vulnerable to experiencing developmental difficulties (see Map 7 and Map 8, as well as the neighbourhood profiles for more detail).

• In 2004 as well as in 2007, girls scoredconsistently higher than boys on all domains of the EDI in Waterloo Region; this is a trend that happens across communities where the EDI is completed.

• ChildreninWaterlooRegionwhoattendedajuniorkindergarten program scored consistently higher on all domains of the EDI than those children who did not attend a junior kindergarten program. They also had a lower percentage of children who scored in the bottom 10% on two or more domains of the EDI (16.8%) than those who did not attend JK (36%) as well as a lower percentage of children with a score on the MCI (6%) than those who did not attend JK (18.4%).

Please Note: • Eachdomainisscoredfrom0-10;higher

scores indicate greater school readiness.• Scoresforchildrenidentifiedashaving

special needs were included in all the levels of geographic analyses.

• The Ontario baseline cut-offs for scoringlow was used for all analyses included in the above charts in order to be able to compare results over time and between geographies.

• InWaterlooRegion,therewere61childrenin 2004 and 76 children in 2007 who could not be included in the neighbourhood analysis because of postal code errors or because their postal codes were outside of Waterloo Region.

• Childrenwithtwoormoremissingdomains(incomplete surveys) are excluded in these results. In Waterloo Region, there were 130 children in 2004 and 265 children in 2007 excluded due to missing information.



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(Source: Early Development Instrument, 2007 data).

10

9

8

7

6

5

4

3

2

1

0Physical Health &

WellbeingSocial Competence Emotional Maturity

Language & Cognitive Skills

Communication & General Knowledge

Waterloo Region 2004 9.13 8.25 8.03 8.38 8.2

Waterloo Region 2007 8.69 8.11 7.89 8.40 7.43

Ontario Baseline 2003-2007 8.36 8.23 8.01 8.47 7.66

National Cohort 2007 8.66 8.13 7.91 8.17 7.33

20

18

16

14

12

10

8

6

4

2

0% Low on 2 or more Domains % MCI

Waterloo Region 2004 15.4 5.8

Waterloo Region 2007 18.6 7.3

Ontario Baseline 2003-2007 16 5.6

National Cohort 2007 19 6.7

Key Findings from the EDI for Waterloo Region

EDI Domain Averages

Measures of Vulnerability

(Source: Early Development Instrument, 2007 data).




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EDI and IncomeAlthough there is a correlation between family income and the percentage of children who are vulnerable to experiencing difficulties in learning, there is also no threshold for vulnerability (see chart above). This means that children from all different family income backgrounds may be at risk of not being ready to learn at school. Income is not the only factor that influences children’s school readiness.

Children with English as a Second Language:The EDI results for both 2004 and 2007 revealed that senior kindergarten students in Waterloo Region whose first language is not English, or in the case of those attending a francophone school whose first language is not French, score significantly lower than those whose first language is English, or French, on all domains of the EDI. The difference in scores is especially evident on the domain of language and cognitive skills.

These results are common across communities where the EDI is completed. Also, an astonishing 33% of children whose first language is not English, or French, scored in the bottom 10% on two or more domains of the EDI versus 16.9% of children whose first language is English, or French. As well, 10.8% of children whose first language is not English, or French,

scored on the MCI versus 6.8% of children whose first language is English, or French. This reveals that children whose first language is not English, or French, are more vulnerable to experiencing developmental difficulties that make it more challenging for them to learn in school.

There is still little local data related to either immigrant and refugee families with young children or Mennonite families with young children in Waterloo Region. However, a number of studies have focused on immigrant and refugee children in Canada that may put the EDI results into perspective for this group. We know that immigrant and refugee parents face barriers as they seek employment and as they adjust to the culture, language, government, and social system. In addition, these families face significantly higher rates of poverty (Schulenburg, 2003). “During the past quarter century, the earnings gap between recent immigrants and Canadian-born workers widened significantly” despite the fact that educational attainment of recent immigrant

20

30

15

25

35

10

5

0

Perc

ent l

ow o

n tw

o or

mor

e ED

I dom

ain

Family Income

EDI and Income

Less than $30,000 $30,000 to $49,000

percent low on two

$50,000 to $74,999 $75,000 to $100,000 Greater than $100,000

(Source: Early Development Instrument, 2007 data and Kindergarten Parent Survey, 2007 data).



earners rose faster than their Canadian counterparts (Statistics Canada Earnings and Income, 2008). Similar to the EDI results, a Statistics Canada study (Worswick, 2001) found that the language skills of children just entering the school system with immigrant parents were weaker than those with Canadian-born parents. However, the study also found that the longer the children lived in Canada, the more the performance gap decreased, eventually disappearing. In fact, in later years, the academic performance of many children of immigrant parents surpassed that of their Canadian-born counterparts.

Literacy in Waterloo RegionLow literacy is linked to poorer health outcomes as it is related to school success, employment, and the ability to independently take on many basic day to day tasks such as reading a bus schedule, letters sent home from child’s school or directions for medical prescriptions, etc. According to the Organization for Economic Co-operation and Development (OECD), there are five levels of literacy, which range from “very poor literacy skills” to “strong skills” where a score of level three is the “minimum considered adequate to cope with the demands of a knowledge-based society” (CCL,

2007, pg 47). The results from the 2003 International Adult Literacy and Skills Survey (IALSS) study on adult literacy revealed that “just under half of Canadian adults aged 16 and over, 48 percent, score below Level 3 on the prose and document literacy scales, while just over half (55 percent) are below Level 3 on the numeracy scale” (Statistics Canada, 2003, pg 26).

On the IALSS survey, a score of 276 and up to 500 on the prose, document and numeracy scales and, although it is not as clearly defined as the other three scales, a score of approximately 301 to 500 on the problem solving scale, denotes the capability to cope with everyday literacy task demands (Statistics Canada, 2003, pg 16-17). Waterloo Region, represented by the economic region of Kitchener-Waterloo-Barrie, scored slightly above both Ontario and Canada averages on all four IALSS literacy scales. (see chart below)

Early Literacy and Supporting Early Learning:The Importance of Reading at Home

Parents/Caregivers play an important role in the development of their child’s literacy and their own literacy level will influence how much they are able to support their child’s literacy development. 89.3% of parents/caregivers of senior kindergarten students indicated that they or someone close to them engaged in either telling or reading a story to their child either frequently or everyday (KPS, 2007). There are also many programs in our community that are offered to support parents/caregivers in this role and to provide them with the tools to support their child’s literacy development. In 2007, 57.3% of parents/caregivers of senior kindergarten students in Waterloo Region indicated that their child had participated in some or many literacy/family reading programs (KPS, 2007).

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(Source: Canadian Council on Learning, based on International Adult Literacy and Skills Survey 2003.http://data.ccl-cca.ca/TableViewer/tableView.aspx?ReportId=22&CS_Chosenlang=en)

300

295

290

285

280

275

270

265

Kitchener-Waterloo-Barrie260

Ontario255

Canada255

Prose Document Numeracy Problem Solving

Comparison of Literacy Scores

Scor

e on

IALS

SLi

tera

cy S

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Overall, Waterloo Region is a great community for children to live and grow. Waterloo Region is rich in many protective factors associated with child development, including high employment, lower rate of low income, excellent prenatal health, abundant community resources and high positive parental engagement with children. Unfortunately, despite the wealth of supports and social conditions in Waterloo Region there are still too many children vulnerable to experiencing developmental difficulties and arriving at school not ready to learn. Data suggests that there are large differences across neighbourhoods in Waterloo Region on many early childhood development indicators, suggesting that it is perhaps the inequality between neighbourhoods that may be a significant factor in these results. Waterloo Region certainly has the assets and capacity to support healthy child development; yet, we are not realizing our full potential when it comes to supporting children’s development as a community.

This report also suggests that more analysis needs to be conducted and more local data needs to be available in order to assess other aspects of community life to fill in the gaps. Unfortunately, data tends to be collected around needs rather than assets; thus, our perception of child wellbeing may be skewed in the direction of deficits. More local asset-based data would provide a more balanced perspective on child wellbeing in Waterloo Region. This report recommends that investing in early years supports and services, moving towards integrated and coordinated services and working together as a community, sharing resources, and reducing the inequality in supports across the region, are the most effective ways that we can support early child development for all children in our community.

Highlights of the data

The Early Years Last a Lifetime

The intention of this report was to highlight the tremendous benefits and positive outcomes that can come from investing in the early years of life and supporting early child development as a community.

Fundamental Needs

Waterloo Region is a thriving community, scoring above provincial and national averages on many socioeconomic indicators of wellbeing. However, there are still many families in our community who are not able to provide the fundamental necessities for a healthy life for their children. The high rate of children requiring food assistance in Waterloo Region is especially concerning.

Health and Development

Most children are born healthy in Waterloo Region. A couple of highlights of healthy prenatal indicators and practices in Waterloo Region include more children are born with healthy birth weights, breastfeeding rates have increased and the rate of mothers smoking during pregnancy is decreasing, etc. However, the number of children who were considered at risk at time of birth on the Parkyn postpartum screening tool has increased which is an area of concern. The lower rate of mothers attending prenatal courses, childhood obesity rates and poor air quality also highlight concerns to child development. More local data is still needed in the areas of childhood mental health and children with special needs.

Relationships – Family and Community

Parents/caregivers in Waterloo Region are highly engaged in the lives of their children and are accessing early learning programs available to them. The majority of parents seem to be taking an active role in supporting their children’s development as well as parenting from a positive parenting perspective.

There are a variety of community resources available for children and their families in the early years; yet, there are still major differences across neighbourhoods in terms of access to services. There are still gaps in both data available for children of certain populations as well as services for these children and their families in the region, especially for children with special needs, francophone children, new immigrants and refugee children and First Nations children.

There appear to be high levels of both social cohesion and social capital in Waterloo Region; however, there are definitely differences that exist across neighbourhoods in terms of neighbourhood connectedness and amount of social support.

P A R T 5 | FUTURE OUTLOOK – RECOMMENDATIONS & CONCLUSION


PART 5 | FUTURE OUTLOOK – RECOMMENDATIONS & CONCLUSION PART 2 PART 3 PART 4 PART 6PART 1 PART 5

43

• Assessneedsofgroups(42%)• Advocacy(37%)

Other uses of the report included:

• Prioritysettingandresourceallocationforprograms• BestStartinitiativeplanning• ChildHealthFairplanning• Partnershipswithneighbourhoods• Informlocalpoliticians• Modelforcommunityreportcards

Anecdotal evidence of the use of the report was also documented and the following are three examples of how the report was used for community-based planning:

• CentrevilleChiocopeeNeighbourhoodAssociationinvitedtheDataAnalysis Coordinator to do a presentation on the results from the Community Fit for Children Report so that they could learn more about how they could use the results to prioritize their program planning to build on the assets and challenges within their neighbourhood.

• YMCAsofCambridge&Kitchener-Waterloousedtheneighbourhoodprofiles as a starting point to identify potentially underserved neighbourhoods to help them in their site selection process for the pilot siteoftheVirtualYproject.TheVirtualYprovideschildrenwiththeadditional help and attention they need to succeed in their academic studies, improving their capacity to learn.

• OtherorganizationsalsocontactedtheDataAnalysisCoordinatorformore information and for support in data-informed planning, some of these organizations include:

• NutritionforLearning• CatholicFamilyCounsellingCentre• ROWSocialServices• ROWPublicHealth• KidsAbility• KDCHC• CityofKitchener• CambrigeCommunityFoundation

Looking for Further Information?For any questions or further information related to this report please contact the Data Analysis Coordinator at [email protected]

Early Learning

Although it is too early to comment on trends from the EDI with only two years of data to compare, in Waterloo Region, overall scores on the EDI have decreased from 2004 to 2007. A higher percent of children in Waterloo Region were also considered vulnerable to not being ready to learn at school compared to both Ontario and Canada. Nevertheless, scores on the language and cognitive skills domain have increased both above 2004 scores as well as above the Ontario average.

What can you do to support healthy child development?An overarching theme of this report is that ‘it takes a village to raise a child’ - every member of the community can play a role to influence healthy child development and have a positive impact on the life of a child. Below are some ideas of how you can support the health and well being of children and families in your community followed by a few suggestions of how the first edition of the Community Fit for Children Report was used to guide you in the use of this report.

Examples of how the first edition of the Community Fit for Children was usedOver 4,500 hard copies and over 300 downloads of the first edition of the Community Fit for Children Report were distributed throughout Waterloo Region. The Data Analysis Coordinator also gave over 40 group presentations to approximately 1,300 participants to share the evidence and recommendations from the report. An evaluation of the first edition of the report was sent out to a sample of organizations who received a copy of the report. The following are highlights from the evaluation survey of the ways in which the first edition of the Community Fit For Children Report was used throughout the community:

Top 5 ways of using the report:

• Discussionsatmeetings(82%)• Raisingawareness(79%)• Programdecisionmaking(52%)


PART 5 | FUTURE OUTLOOK – RECOMMENDATIONS & CONCLUSIONPART 2 PART 3 PART 4 PART 6PART 1 PART 5

44

Reflect• Involveparentsinmeaningfulways• Bedeliberateandintentional• Whatarethefactorsthatyoucaninfluencethatarecontributingto the results in this report?

Connect• Beinvolvedinyourneighbourhood• Sayhello• Welcomeanewneighbour• Participateincommunity-basedactivitiesthroughout your neighbourhood

Think• Electmembersofgovernmentwhounderstandtheimportance of supporting children and families• Recognizethatemployeesareparentstoo• Recognizetheimportanceofjobsecurityandbenefitsforall• Recognizethevalueofaflexibleworkplace

Inquire• Whatelsedoyouwanttoknow?• Poseaquestion• AsktheDataAnalysisCoordinatoraboutwhatotherdataexiststhat may provide more insight into your planning, [email protected]

Volunteer• Joinyourschoolparentcouncil• Supportyourlocalneighbourhoodassociation• Involveyourchild(ren)involunteeringexperiences

Share• Informationandresources–collaborateandcommunicate!• Contributetothe“Bigger”vision• Sendthereporttoothers

Value Information• Collectdata,evaluateservices• Takeanasset-approachtodatacollection• Usedatatoplan• Usetheexamplesofhowthelastreportwasusedtoguideyouinhow to use this second edition

Ways that you can get involved:


PART 5 | FUTURE OUTLOOK – RECOMMENDATIONS & CONCLUSION PART 2 PART 3 PART 4 PART 6PART 1 PART 5

N E I G H B O U R H O O DM A P S & P R O F I L E S

What the Neighbourhood Profiles Cannot Tell Us:

The Whole StoryLike individuals, neighbourhoods have different strengths and weaknesses. We chose indicators related to child development; however, the available data does not paint a complete picture of each neighbourhood.

The Individual StoryIn the same way that neighbourhood indicators do not provide the complete picture, neighbourhood indicators cannot possibly describe the situation for all children and families who live in a neighbourhood. A lower indicator score does not necessarily mean that the neighbourhood is detrimental to a child’s health and development. As Beauvais and Jenson (2003) note in their review of the evidence for neighbourhood effects on child development :

… neither income nor neighbourhood is the sole determinant of poor developmental outcomes. There will always be children in both poor and affluent, cohesive and fragmented neighbourhoods who will experience poor developmental outcomes (p. 37).

While there is evidence that neighbourhoods impact child outcomes, the effects of neighbourhoods on child development are not yet clearly understood (see Beauvais & Jenson, 2003 for this discussion). Therefore, although they do provide important information related to child development, the Neighbourhood Profiles should be considered in conjunction with other information such as local knowledge of the community, to gain a fuller understanding of child development in each area.

Making Sense of the Neighbourhood Profiles and Maps 11

The following neighbourhood profiles and maps provide neighbourhood level child development indicators for 45 neighbourhoods in Waterloo Region. Scores and percentages are shared on a number of indicators listed below for two time periods. Compare the number, percentage, or average score of the neighbourhood to that of

Why Focus on the Neighbourhoods?A neighbourhood is more than the area in which we live. Neighbourhoods and communities can help support the healthy development of young children. Children’s development can also be greatly affected by events and conditions within their neighbourhood (Shonkoff and Phillips, 2000). A focus on developing neighbourhood resources and supports will help to build stronger communities in Waterloo Region which, in turn, will have a positive impact on the lives of young children (McCain & Mustard, 1999; McCain et al, 2007).

There is a growing amount of research suggesting that communities and neighbourhoods can have a significant impact on a child’s development. Some of the factors that influence the impact of neighbourhoods on child development include income level, safety, education level of neighbours, and social cohesion within neighbourhood. (Beauvais & Jenson, 2003; Levanthal & Brooks-Gunn, 2000; Oliver & Hayes, 2005; Winslow and Shaw, 2007; Kershaw et al, 2007; Kohen at al, 2008). The Early Years Study 2 also suggests that the impact of neighbourhoods on children’s development goes beyond just socioeconomic conditions but is also highly dependant on access to resources within the neighbourhood (McCain et al, 2007). Further, recent research as well as local results show that consistent health patterns emerge from within neighbourhoods. For example, pre-term birth rates, birth weights, school readiness, and child obesity have been shown to correspond with neighbourhoods (Luo, et al., 2004; Oliver & Hayes, 2008;Lapointe et al, 2007; Lemstra et al, 2006).

Neighbourhoods in Waterloo Region

When compared to other communities across Canada, on many indicators of child wellbeing, especially those related to socioeconomic status, Waterloo Region is thriving and achieving above average. However, a closer look at how our community is doing on these same indicators shows large differences between neighbourhoods within the region. Data within this report suggests that young children in some neighbourhoods are faring very well, while children in other neighbourhoods are more vulnerable to experiencing developmental difficulties. The disparity among neighbourhoods also suggests that some neighbourhoods provide a lot of support to children in their development while in others there is a greater need for more community supports and resources.

What the Neighbourhood Profiles Tell Us

• Neighbourhoodinformationrevealshowthevariousindicatorsofchild wellbeing vary across the Region of Waterloo. • Theyindicatewhichcommunitiesaredoingverywellandwhich communities would benefit from stronger community support.• Theyprovideusefulinformationforgrantproposals,programplanning, decision making, and community advocacy.

PART 6 | NEIGHBOURHOOD MAPS & PROFILES

11 Note: For most variables, the Waterloo Region average or total used as a comparison in the Profiles and throughout the report does not equal the average or total computed by using neighbourhood profile data. This is because the Waterloo Region averages or totals across some indicators (i.e. total births, the Parkyn Screen, KPS and the EDI) include people that we did not have a geographic location for. The Neghbourhood Profiles include data from only those where geographic location was possible to determine (available in over 95% of cases).


PART 6 | NEIGHBOURHOOD MAPS & PROFILESPART 2 PART 3 PART 4 PART 5 PART 6PART 1

the average for all of Waterloo Region as well as over time for the neighbourhood to see how that neighbourhood is faring.

Use the column “Overall” to see how the neighbourhood is performing on each indicator as compared to the rest of the region both in 2004 and in 2007.

To gauge this, the 45 neighbourhoods were divided into three groups:

If the indicator is neither a positive nor a negative indicator (i.e. population of children), differences between neighbourhoods are indicated with text:

Low income families: refers to percent of “economic families” living below the low income cut-off (LICO) before tax within the neighbourhood. The term “economic families” is a Statistics Canada term which refers to all occupants of a dwelling unit who are related by blood, marriage or adoption. It also includes couples living together in common-law relationships. Low income cutoffs are set by Statistics Canada. The LICO represents the income level at which a family may be in strained circumstances because it has to spend a greater proportion of its income on necessities than the average family of similar size. The threshold is defined as the income below which a family is likely to spend 20 percentage points more of its income on food, shelter and clothing than the average family. Variableforpercentagesin2006CensuswereroundedbyStatisticsCanadawhereaspercentages for 2001 were not; please take caution in comparing these figures (Source: Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).

Low income families with children aged 0-6: refers to the percent of families residing in the neighbourhood with at least one child age 6 and under that are living below the low income cut-off (LICO; see above for explanation of LICO). (Source: Statistics Canada Urban Poverty Data, 2001). ***Data for 2006 was not available at the time of print of this report.

Education (% people aged 25 to 64 without high school diploma): refers to the percent of neighbourhood residents, aged 25 to 64, without a high school diploma. According to Statistics Canada, most young people aged 15 to 24 are still in school so their current level of education underestimates the skills they will bring to the labour market; therefore discussion on levels of education is better represented by the ages 25 to 64, the ‘working-age population’. ***Data for 2001 was not available for the same age range; therefore, was not included. Education level is a significant variable used in measuring the socio-economic status of neighbourhoods. Lower education is associated with higher levels of low-income and lower levels of unemployment (Source: Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).

Family Structure: refers to the percent of lone parent families residing in the neighbourhood. Prevalence of lone parent families was calculated using the number of families with children as the base, rather than the number of all families. In this indicator, children refers to all people under the age of 25 years old. Lone parent families often face significant financial stress and thus are included as an indicator of socio-economic status of a neighbourhood. (Source: Statistics Canada, 2001 Census and Region of Waterloo Statistical Profile: Households, Families, and Dwellings, 2003; Statistics Canada, 2006 Census)

Rental Housing: refers to the percent of private residential dwellings in the neighbourhood that are rented (as opposed to being owned). (Source, Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).

Home Spending: refers to percent of neighbourhood households spending more than 30% of income on housing costs. (Source: Statistics Canada, 2001 Census and Region of Waterloo Statistical Profile: Households, Families, and Dwellings, 2003; Statistics Canada, 2006 Census)

Health and Development Indicators:Babies born: refers to the approximate number of live births in 2004 and 2007 from mothers living in the neighbourhood taken from the Parkyn Postpartum Screening Tool (Parkyn). Note: This number is different from the total number of babies born in Waterloo Region recorded on pg 12 because it only refers to the number of live births with more detailed information from the Parkyn whereas the figure on pg 12 takes into account all live births recorded by local hospitals. (Region of Waterloo, ISCIS 2004 data; Region of Waterloo, ISCIS 2007 data).

Mothers attending prenatal classes: refers to percent of mothers giving birth in 2004 and 2007 that reported attending at least one prenatal class during pregnancy. (Source: Region of Waterloo, ISCIS 2004 data; Region of Waterloo, ISCIS 2007 data).

49

The 15 neighbourhoods doing well on theindicator=

The 15 neighbourhoods that doing similar to other neighbourhoods in WaterlooRegion=

The 15 neighbourhoods that are not doing as wellontheindicator=

Thetop1/3neighbourhoods= Top 1/3

Themiddle1/3neighbourhoods= Middle 1/3

Thebottom1/3neighbourhoods= Bottom 1/3

Definition of Indicators Included in the Neighbourhood Profiles:Number of Children Aged 0-6: Refers to the number of children aged 0-6 living within the neighbourhood. (Source: Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).

Percent Children Aged 0-6 of Population: Refers to the percent of children making up the population in the neighbourhood. Higher percent of young children indicates a higher concentration of young families in area. In Waterloo Region, there are higher percentages of young children in the outlying newer subdivisions. Young families are more likely to live in newer neighbourhoods, whereas older, more established neighbourhoods tend to have an older population. (Source: Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).

Fundamental Needs Indicators:Unemployment rate: refers to the percent of unemployed residents of the neighbourhood, age 15 and over. (Source: Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).



Babies born with low birth weight (% and #): refers to percent and number of babies born under 2500 grams. Low birth weight is associated with a variety of poor health outcomes. (Source: Region of Waterloo, ISCIS 2004 data; Region of Waterloo, ISCIS 2007 data).

Babies born with high birth weight (% and #): refers to percent and number of babies born over 4000 grams. High birth weight is an increasing concern and it is associated with a variety of poor health outcomes including gestational diabetes, injuries during birth and intellectual and developmental difficulties (Source: Region of Waterloo, ISCIS 2004 data; Region of Waterloo, ISCIS 2007 data).

Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (% and #): refers to percent and number of families scoring 9 and above on the Parkyn Postpartum Screening Tool. Children from families considered at risk are at higher risk for developmental difficulties. The Parkyn screen contains a variety of questions about families and also incorporates infant health information (Source: Region of Waterloo, ISCIS 2004 data; Region of Waterloo, ISCIS 2007 data).

Mothers breastfeeding at hospital discharge: refers to percent of mothers giving birth that were breastfeeding their child at time of hospital discharge. Breastfeeding is associated with a number of positive health outcomes for children and mothers. Note: The question on the Parkyn for which this indicator is based was slightly changed from 2004 to 2007. In 2004, mothers were given three options: breastfeed, formula feed, don’t know. In 2007, mothers were given three options: breastmilk, breastmilk substitute, or both. Intending to breastfeed in 2007 refers to mothers who indicated breastmilk only. (Source: Region of Waterloo, ISCIS 2004 data; Region of Waterloo, ISCIS 2007 data).

Percent of children at risk of being overweight or are overweight (%): refers to the percent of children who are considered at risk of being overweight (85th percentile) or are overweight (95th percentile) based on their score on the Body Mass Index calculator. The Body Mass Index for children and teens is calculated using age, sex, height and weight (Source: Kindergarten Parent Survey 2007 data and Centre for Disease Control and Prevention Body Mass Index calculator).

Relationships- Family & Community IndicatorsPopulation moved in past year: refers to percent of neighbourhood residents who did not live in same residence 1 year ago. Neighbourhood instability is associated with less social cohesion within the neighbourhood. (Source: Statistics Canada, 2001 Census; Statistics Canada, 2006 Census).

Number of centre-based licensed child care spaces for children 0-6: refers to the number of licensed child care spaces for children 0 to 6 in child care centres available within the neighbourhood. Access to quality child care is associated with positive outcomes for children. A recent study by Region of Waterloo Social Services reveals parents in Waterloo Region would prefer access to child care close to their home. (Source: Region of Waterloo Social Services, Child Care Division).

Number of licensed home child care spaces for children 0-12: refers to the number of licensed home child care spaces available in the neighbourhood. Home child care is available to children 0-12. Each home child care provider is licensed to care for a maximum of 5 children, however the actual number in care may be lower, so the numbers for home child care spaces are an approximation based on the maximum licensed capacity. (Source: Region of Waterloo Social Services, Child Care Division).

Population not speaking either official language: refers to the percent of neighbourhood residents who have no knowledge of English or French. People cannot speak either official language often face many barriers to employment and services. (Source: Statistics Canada, 2001 Census and Region of Waterloo Statistical Profile: Language and Ethnicity, 2003; Statistics Canada, 2006 Census)

Recent Immigrants: refers to percent of population who have come to Canada within the past 5 years. (Source: Statistics Canada, 2001 Census and Region of Waterloo Statistical Profile: Language and Ethnicity, 2003; Statistics Canada, 2006 Census.)

Average score on Parent Involvement with Child Index: refers to the average number of activities and frequency of participation in a week that parents/caregivers are involved with their child in a variety of early learning activities. Early childhood development research has shown that these activities help build early learning skills. These activities include, for example, reading a story with their child, singing with their child, working on the sounds of letters with their child, etc (Source: Kindergarten Parent Survey data 2007).

Average score on Early Learning Index: refers to the average number of programs/activities and frequency that children participated in early learning programs or activities prior to entering kindergarten. These programs/activities include, for example, children’s programs, literacy/family reading programs, organized team sports, etc (Source: Kindergarten Parent Survey data 2007).

Average score on Neighbourhood Social Capital Index: refers to the level of neighbourhood social capital that exists in the neighbourhood as measured by the average number of activities and frequency that parents/caregivers participated in the last year within their neighbourhood. These activities include volunteer work, going to the neighbourhood park, going to the neighbourhood community centre (Source: Kindergarten Parent Survey data 2007).

Average score on Neighbourhood Social Cohesion Index: refers to the level neighbourhood social cohesion that exists in the neighbourhood as based on parents/caregivers level of agreement with different statements about aspects of their neighbourhood. These statements include such responses as: people in the neighbourhood get together to discuss community problems; people in my neighbourhood help each other; I can count on my neighbours to watch that children are safe and out of trouble (Source: Kindergarten Parent Survey data 2007).

Early Learning – Early Development Instrument Indicators

Percent of children vulnerable – score low on 2or more EDI domains: refers to the percent of children who scored below the 10th percentile on two or more of the five EDI domains. Scoring below the 10th percentile on a domain is considered ‘not ready to learn at school’ on that domain. These children are vulnerable to experiencing developmental difficulties that may make it difficult to learn at school. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).



Number of children vulnerable – score low on 2 or more EDI domains: refers to the number of children who scored below the 10th percentile on two or more of the five EDI domains. Scoring below the 10th percentile on a domain is considered ‘not ready to learn at school’ on that domain. These children are vulnerable to experiencing developmental difficulties that may make it difficult to learn at school(Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Percent of children most vulnerable – score on multiple challenge index: refers to the percent of children who scored below the 10th percentile on at least three out of the five EDI domains. Scoring below the 10th percentile is considered ‘not ready to learn at school’ on that domain. These children are vulnerable in many areas of school readiness and are experiencing developmental difficulties that may make it difficult to learn at school. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Number of children most vulnerable – score on multiple challenge index: refers to the number of children who scored below the 10th percentile on at least three out of the five EDI domains. Scoring below the 10th percentile is considered ‘not ready to learn at school’ on that domain. These children are vulnerable in many areas of school readiness and are experiencing developmental difficulties that may make it difficult to learn at school. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Average score on Physical Health and Well Being domain: refers to average score on the physical health and well being EDI domain. This domains includes assessment of things like gross and fine motor skills; holding a pencil, running on the playground, motor coordination, adequate energy levels for classroom activities, independence in looking after own needs, daily living skills. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Percent scoring low on Physical Health and Well Being domain: refers to percent of children scoring low (below 10th percentile) on the physical health and well being EDI domain. This domains includes assessment of things like gross and fine motor skills; holding a pencil, running on the playground, motor coordination, adequate energy levels for classroom activities, independence in looking after own needs, daily living skills. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Average score on Social knowledge and competence domain: refers to average score on the social knowledge and competence EDI domain. This domain includes assessment of children’s: curiosity about the world, eagerness to try new experiences, knowledge of standards of acceptable behaviour in a public place, ability to control own behaviour, appropriate respect for adult

authority, cooperation with others, following rules, and ability to play and work with other children. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Percent scoring low on Social knowledge and competence domain: refers to percent of children scoring low (below 10th percentile) on social knowledge and competence EDI domain. This domain includes assessment of children’s: curiosity about the world, eagerness to try new experiences, knowledge of standards of acceptable behaviour in a public place, ability to control own behaviour, appropriate respect for adult authority, cooperation with others, following rules, and ability to play and work with other children. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Average score on the Emotional Health/Maturity domain: refers to the average score on the emotional health/maturity EDI domain. This domain includes assessment of things like children’s ability to reflect before acting, balance between too fearful and too impulsive, ability to deal with feelings at the age-appropriate level, and empathic response to other people’s feelings. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Percent scoring low on Emotional Health/Maturity domain: refers to the percent of children scoring low (below 10th percentile) on the emotional health/maturity EDI domain. This domain includes assessment of things like children’s ability to reflect before acting, balance between too fearful and too impulsive, ability to deal with feelings at the age-appropriate level, and empathic response to other people’s feelings. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Average score on the Language and Cognitive Development domain: refers to the average score on the language and cognitive development EDI domain. This domain includes assessment of things like children’s reading awareness, age-appropriate reading and writing skills, age-appropriate numeracy skills, board games, ability to understand similarities and differences, and ability to recite back specific pieces of information from memory (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Percent scoring low on Language and Cognitive Development domain: refers to the percent of children scoring low (below 10th percentile) on the language and cognitive development EDI domain. This domain includes assessment of things like children’s reading awareness, age-appropriate reading and writing skills, age-appropriate numeracy skills, board games, ability to understand similarities and differences, and ability to recite back specific pieces of information from memory (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Average score on the Communications and General Knowledge domain: refers to the average score on the communication and general knowledge EDI domain. This domain includes assessment of things like children’s skills to communicate needs and wants in socially appropriate ways, symbolic use of language, story telling, and age-appropriate knowledge about the life and world around them. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).

Percent scoring low on Communication Skills and General knowledge: refers to the percent of children scoring low (below 10th percentile) on the communication and general knowledge EDI domain. This domain includes assessment of things like children’s skills to communicate needs and wants in socially appropriate ways, symbolic use of language, story telling, and age-appropriate knowledge about the life and world around them. (Source: Early Development Instrument, 2004 recoded data; Early Development Instrument, 2007 data).



N E I G H B O U R H O O DM A P S

M A P 1AN OVERVIEW OF ROADS AND RIVERS

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M A P 2AN OVERVIEW OF NEIGHBOURHOODS IN WATERLOO REGION

23 North Cambridge 24 Hespeler 25 Central Preston/Preston Heights26 Langs/Industrial 27 North Galt/Elgin Park 28 Shades Mills 29 Southwood/Southwest Galt 30 Galt City Centre/South Galt31 South East Galt 32 Blair 33 North Dumfries/Beverly

1 West Waterloo 2 Lakeshore North/Conservation 3 Beechwood 4 Columbia/Lakeshore 5 Lincoln/Dearborn 6 Eastbridge/Lexington 7 Central Waterloo 8 Westvale 9 Westmount 10 Highland West 11 Forest Heights/Forest Hill/Lakeside

12 VictoriaHills/CherryHill/GRHosp13 Bridgeport/Breithaupt/Mt Hope 14 Grand River/Stanley Park/Chicopee 15 Frederick/Rosemount/Auditorium 16 Downtown Kitchener & Area 17 Alpine/Laurentian 18 Southwest Kitchener 19 Country Hills/Huron Area 20 Vanier/Rockway21 Doon/Pioneer Park 22 HiddenValley/PioneerTower

34 Ayr 35 New Dundee/Mannheim 36 Baden 37 New Hamburg 38 North Wilmot 39 WellesleyVillage40 Wellesley Rural South 41 Wellesley Rural North 42 Woolwich Rural North 43 Elmira 44 St. Jacobs 45 Woolwich Rural East

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M A P 3WHERE DO CHILDREN AGES 0-6 LIVE?





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1565156518101810

11451145

290290

340340

520520

10551055 715715

14951495

17601760

11951195 12651265

11201120

385385

Numbers in red represent number of childrenaged 0-6 years in the neighbourhood

Percent of neighbourhood population thatare children aged 0-6 years

Source: Statistics Canada, 2006 Census

6565

260260

110110

660660

180180

220220

2525

390390



M A P 4HOW ECONOMICALLY SECURE ARE FAMILIES?





42

33

41

35

38

4045

23

18

5

1

6

14

24

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

Neighbourhood Economic Security Index0 more economic security1 - 23 - 45 - 6 less economic security

Source: Statistics Canada, 2006 Census



M A P 5WHERE ARE THE COMMUNITY RESOURCES FOR FAMILIESWITH YOUNG CHILDREN IN WATERLOO REGION?





Community ResourcesParenting, Community, Health or Wellness ProgramEarly Learning Program

Source: New Parent Resource Guide, 2007,www.parentguide.ca



M A P 6HOW ARE CHILDREN DOING AT THE TIME OF BIRTH?





42

33

41

35

38

4045

23

18

5

1

6

14

24

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

0.0 - 5.0%5.1 - 16.5%16.6 - 27.7%27.8 - 40.0%Data suppressed

66

Percent of children 'at risk' accordingto the Parkyn postpartum screening tool

Red numbers represent number of children'at risk' according to the Parkyn postpartumscreening tool

Source: Region of Waterloo, ISCIS data, 2007

11

1818

88

00

3333

552424

20202323

3434

1010

1616

101077

10103030

58585555

24248585

42423636

2121

33333838

5252

11

44

1212

31311616

1414

4141

3737 4040

3232

55

00

66

77

77

33



M A P 7HOW READY ARE CHILDREN TO LEARN AT SCHOOL?





59

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

0.0 - 4.8%9.3 - 14.7%15.8 - 22.3%23.3 - 38.9%Data suppressed

Numbers in red represent the numberof children scoring below the 10th percentileon 2 or more EDI domains.

1212

992727

22

44

44

66

99

1717

2626

2626

1818

2222

2525

151533

13133333

7979

3838

4444

3131

4848 4040

1717

3434

4646

3030 1717

2929

35353636

8181

3131

1010

3333 4141

Percent of children scoring low (below 10thpercentile) on 2 or more EDI domains

Source: Early Development Instrument, 2007



M A P 8HOW READY ARE CHILDREN TO LEARN AT SCHOOL?





60

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

0.0 - 2.3%3.9 - 7.1%7.9 - 13.4%14.8 - 25.0%Data suppressed

22

1111

33

11

99

551010

4422

1616

55

1010

0055

991414

1313242455

3737

19191616

1313

1313

1212

1515

22

00

11

1212 66

1111

4242

1313 1414

1010

33

Numbers in red represent number of childrenscoring on the multiple challenge index

Percent of children with a score onthe Multiple Challenge Index

Source: Early Development Instrument, 2007



N E I G H B O U R H O O DP R O F I L E S

1. WEST WATERLOO

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

1

38

2

3

4

8

10

42

ERBSVILLERD

WILMOT LINE

ERB'S RD

ERB ST W

WESTM

OUNTRD

NFISCHER-HALLM

ANRD

N

BEAR

INGE

RRD

ERBSVILLERD

Use column “Compared to Waterloo Region 2007” to see how the neighbourhood is doing on each indicator compared to the Waterloo Region average.

Higher, Lower, Equal = Neighbourhood score is either higher, lower or equal to the Waterloo Region average on the indicator. Please pay attention to the indicator as higher may not necessarily be positive; it depends on what the indicator is measuring. For example, a higher score could indicate more children are scoring low on the indicator.

Use column “Overall” to see how the neighbourhood compares on each indicator to all other neighbourhoods in Waterloo Region in both 2004 and 2007.

= Neighbourhood is ranked in the bottom 1/3 of all Waterloo Region neighbourhoods = Neighbourhood is ranked in the middle 1/3 of all Waterloo Region neighbourhoods = Neighbourhood is ranked in the top 1/3 of all Waterloo Region neighbourhoods

Note: More stars will always be positive; i.e. one star for unemployment rate would mean the neighbouhrood has one of the highest rates of unemployment, which indicates the neighbourhood is not doing well on that indicator. If the indicator is neither a positive nor a negative indicator(i.e. population of children), differences between neighbourhoods are indicated as top 1/3 neighbourhoods, middle 1/3 neighbourhoods,bottom 1/3 neighbourhoods.

n/a = Data for this indicator is not available

---- = Data for this indicator has been suppressed due to an extremely low number of respondents.

IndicatorNeighbourhood 1 Region

2007Comparedto Region

Overall

2004 2007 2004 2007

Number of children aged 0-6 645 1480 41095 Middle 1/3 Top 1/3Percent children aged 0-6 of population 12.9% 13.3% 8.6% Higher Top 1/3 Top 1/3Fundamental Needs

Unemployment rate (%) 3.8% 4.9% 5.5% Lower

Low income families (%) 3.3% 4% 7.5% Lower

Low income families with children 0-6 (%) 4.9% n/a n/a n/a n/a

Education (% people aged 25 to 64 without a highschool diploma) n/a 4.5% 15.6% Lower n/a

Family structure (% of lone parent families) 10.1% 11.9% 22.3% Lower

Rental housing (% of private residential dwellings rented/not owned) 2.3% 4.4% 29.3% Lower

Home spending (% of residents spending more than 30% of income on housing) 15.6% 18.3% 23% Lower

Community ResourcesParenting, Community, Health or Wellness ProgramEarly Learning ProgramCSDCSO elementary or secondaryCSDCCS elementary or secondaryWCDSB elementary or secondaryWRDSB elementary or secondary

For more information on these community resources, please visit the New Parent

Resource Guide website and choose the quick link to Waterloo Region.

www.parentguide.ca





Overall

2004 2007 2004 2007


Babies born (#) 121 197 5129 Middle 1/3 Top 1/3

Mothers attending prenatal class (%) 52.6% 56% 43.6% Higher

Babies born with low birth weight (%) 4.3% 2.6% 5.7% Lower

Babies born with low birth weight (#) 5 5 291

Babies born with high birth weight (%) 21.7% 12.8% 12.4% Higher

Babies born with high birth weight (#) 25 25 630

Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 18.2% 10.3% 19.5% Lower

Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (#) 20 20 958

Mothers breastfeeding at hospital discharge (%) 63.6% 75.4% 65% Higher

Percent of children at risk of being overweight or are overweight (%) n/a 22.8% 30.4% Lower n/a

Relationships – Family & Community

Population moved in past year (%) 25.2% 18.9% 15% Higher

Number of licensed centre-based child care spaces for ages 0-6 84 88 4515

Number of licensed home child care spaces for ages 0-12 19.2 16 1232

Population not speaking either official language (%) 0.5% 1.9% 1.5% Higher Middle 1/3 Top 1/3Recent immigrants (% in previous 5 years) 4.3% 8.5% 3.6% Higher Top 1/3 Top 1/3

Average score on Parent Involvement with Child Index n/a 2.76 2.79 Lower n/a

Average score on Early Learning Index n/a 1.62 1.58 Higher n/a

Average score on Neighbourhood Social Capital Index n/a 2.72 2.67 Higher n/a

Average score on Neighbourhood Social Cohesion Index n/a 3.09 2.92 Higher n/a

Early Learning – Early Development Instrument

Percent of children vulnerable – score low on 2 or more EDI domains 9.8% 9.9% 18.6% Lower

Number of children vulnerable – score low on 2 or more EDI domains 11 17 1008

Percent of children most vulnerable – score on multiple challenge index 3.6% 2.3% 7.3% Lower

Number of children most vulnerable – score on multiple challenge index 4 4 403

Average score on Physical Health & Wellbeing 9.57 9.04 8.69 Higher

Percent scoring low on Physical Health and Wellbeing 5.4% 8.7% 16.4% Lower

Average score on Social Knowledge and Competence 8.74 8.43 8.11 Higher

Percent scoring low on Social Knowledge and Competence 6.3% 10.5% 13.5% Lower

Average score on Emotional Maturity 8.20 8.13 7.89 Higher

Percent scoring low on Emotional Maturity 9.8% 10.5% 13.9% Lower

Average score on Language and Cognitive Skills 8.85 9.14 8.40 Higher

Percent scoring low on Language and Cognitive Skills 6.3% 2.9% 12.6% Lower

Average score on Communication and General Knowledge 8.61 8.30 7.43 Higher

Percent scoring low on Communication and General Knowledge 7.1% 4.7% 16.5% Lower

Note: The geography for this neighbourhood has changed between 2004 and 2007; caution should be taken in interpreting the data.64



2. LAKESHORE NORTH/CONSERVATION

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

42

2

1

3

4

38

8

40

5

WILMOT LINE

ERBSVILLERD

LOBSINGER LINE

KRES

SLER

RD

ERB ST W

WESTM

OUNTRD

N

WEBER

STN

KIN

GST

N

FISCHER-HALLMAN

RDN

NORTHFIELD DR W

BEAR

INGE

RRD

CO

NES

TOG

APK

Y

BEARINGER RD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 715 575 41095 Middle 1/3 Middle 1/3Percent children aged 0-6 of population 9.6% 7.1% 8.6% Lower Middle 1/3 Bottom 1/3Fundamental Needs










Note: The geography for this neighbourhood has changed between 2004 and 2007; caution should be taken in interpreting the data.



Overall

2004 2007 2004 2007


Babies born (#) 71 38 5129 Middle 1/3 Bottom 1/3

Mothers attending prenatal class (%) 64.2% 62.1% 43.6% Higher

Babies born with low birth weight (%) 2.9% 10.5% 5.7% Higher









Population moved in past year (%) 9.3% 9.1% 15% Lower


Number of licensed home child care spaces for ages 0-12 60.8 44.8 1232

Population not speaking either official language (%) 0.6% 1.1% 1.5% Lower Middle 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 1.1% 2.5% 3.6% Lower Middle 1/3 Middle 1/3










Average score on Physical Health & Wellbeing 9.36 8.48 8.69 Lower








Average score on Communication and General Knowledge 8.78 7.02 7.43 Lower

Percent scoring low on Communication and General Knowledge 8.0% 19.8% 16.5% Higher



3. BEECHWOOD

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

3

1

4

8

9

10

2

7

38

12

ERB ST W

UNIV

ERSI

TYAV

EWWESTMOUNT RD

N

FISCHER-HALLMANRD

N

ERBSVILLERD

FISCHER-HALLMANRD

S

ERBSVILLERD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1125 995 41095 Top 1/3 Middle 1/3Percent children aged 0-6 of population 7.5% 6.4% 8.6% Lower Bottom 1/3 Bottom 1/3Fundamental Needs

Unemployment rate (%) 5.9% 6.4% 5.5% Higher

Low income families (%) 6.1% 9% 7.5% Higher


Education (% people aged 25 to 64 without a highschool diploma) n/a 5% 15.6% Lower n/a








Overall

2004 2007 2004 2007


Babies born (#) 119 85 5129 Middle 1/3 Middle 1/3














Population not speaking either official language (%) 0.4% 1% 1.5% Lower Bottom 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 3.9% 5.2% 3.6% Higher Top 1/3 Top 1/3






Percent of children vulnerable – score low on 2 or more EDI domains 15.8% 14% 18.6% Lower

Number of children vulnerable – score low on 2 or more EDI domains 21 18 1008 n/a


Number of children most vulnerable – score on multiple challenge index 4 5 403 n/a













4. COLUMBIA/LAKESHORE

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

4

5

3

2

7

9

1

42

8

12

KING

STN

WEBER

STN

ERB ST W

WESTM

OUNTRD

N

NORTHFIELD DR W

UNIVERSITY AVE W

CONESTOGA PKY

FISCHER-HALLMANRD

N

BEAR

INGE

RRD

KINGST

S

NORTHFIELD DR E

BEARINGER RD

CONESTOGA

PKY











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 885 730 41095 Middle 1/3 Middle 1/3Percent children aged 0-6 of population 6.9% 5.5% 8.6% Lower Bottom 1/3 Bottom 1/3Fundamental Needs





Family structure (% of lone parent families) 31.1% 31.2% 22.3% Higher

Rental housing (% of private residential dwellings rented/not owned) 56.3% 60.6% 29.3% Higher

Home spending (% of residents spending more than 30% of income on housing) 25.2% 35.9% 23% Higher





Overall

2004 2007 2004 2007



Mothers attending prenatal class (%) 40% 36.2% 43.6% Lower



Babies born with high birth weight (%) 9.4% 8.7% 12.4% Lower





Percent of children at risk of being overweight or are overweight (%) n/a 41.2% 30.4% Higher n/a





Population not speaking either official language (%) 1.9% 1.9% 1.5% Higher Top 1/3 Top 1/3Recent immigrants (% in previous 5 years) 7.3% 7.9% 3.6% Higher Top 1/3 Top 1/3

Average score on Parent Involvement with Child Index n/a 2.88 2.79 Higher n/a

Average score on Early Learning Index n/a 1.55 1.58 Lower n/a

Average score on Neighbourhood Social Capital Index n/a 2.61 2.67 Lower n/a

Average score on Neighbourhood Social Cohesion Index n/a 2.78 2.92 Lower n/a


Percent of children vulnerable – score low on 2 or more EDI domains 20% 26.3% 18.6% Higher


Percent of children most vulnerable – score on multiple challenge index 5.6% 10.1% 7.3% Higher



Percent scoring low on Physical Health and Wellbeing 7.8% 19.2% 16.4% Higher

Average score on Social Knowledge and Competence 8.15 7.92 8.11 Lower

Percent scoring low on Social Knowledge and Competence 15.6% 19.2% 13.5% Higher

Average score on Emotional Maturity 8.05 7.66 7.89 Lower

Percent scoring low on Emotional Maturity 14.4% 18.2% 13.9% Higher

Average score on Language and Cognitive Skills 8.41 8.21 8.40 Lower

Percent scoring low on Language and Cognitive Skills 15.6% 17.2% 12.6% Higher





5. LINCOLN/DEARBORN

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

5

6

4

7

42

3

13

9

2

45

12

44

15

16

KIN

GST

N

WEBER

STN

BRIDGEST W

CONESTOGA PKY

ERB ST W

ERB ST E

UNIVERSITYAVE

E

NORT

HFIE

LDDR

E

WESTMOUNT RD N

LANC

ASTERST

W

UNIVERSITY AVE W

NORTHFIELD DR W

KING ST W

BEARINGER RD

WEBER

ST W

KING ST S

WO

OLW

ICH

ST

WEBER ST S

ARTH

UR

STS

VICTORIA ST N

SNYDER'S FLATS RD

BRIDGEPORT RD

SCO

TTST

CONESTOGA

PKY WO

OLW

ICH

ST











www.parentguide.ca



Overall

2004 2007 2004 2007













Overall

2004 2007 2004 2007



Mothers attending prenatal class (%) 50% 46.3% 43.6% Higher





Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 18.9% 20.3% 19.5% Higher


Mothers breastfeeding at hospital discharge (%) 62.3% 58.9% 65% Lower






Population not speaking either official language (%) 0.4% 1.1% 1.5% Lower Bottom 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 3% 3.9% 3.6% Higher Top 1/3 Top 1/3

















Percent scoring low on Language and Cognitive Skills 15.5% 15% 12.6% Higher





6. EASTBRIDGE/LEXINGTON

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

6

5

45

42

13

74

BRIDGEST W

SAWM

ILLRD

UNIVERSITYAVE

E

NORT

HFIE

LDDR

E

CONESTOGA PKY

BRIDGE ST E

WO

OLW

ICH

ST

WEBER

STN

BLOOMINGDALE RD N

WOO

LWICH

PL

CONESTO

GA

PKY

WO

OLW

ICH

ST











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1200 1745 41095 Top 1/3 Top 1/3Percent children aged 0-6 of population 13.5% 13.4% 8.6% Higher Top 1/3 Top 1/3Fundamental Needs







Home spending (% of residents spending more than 30% of income on housing) 12.8% 15% 23% Lower





Overall

2004 2007 2004 2007


Babies born (#) 220 180 5129 Top 1/3 Top 1/3








Mothers breastfeeding at hospital discharge (%) 62.7% 73% 65% Higher






Population not speaking either official language (%) 0.8% 0.7% 1.5% Lower Middle 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 2.9% 2.9% 3.6% Lower Top 1/3 Middle 1/3






















7. CENTRAL WATERLOO

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

87

5

4

9

13

12

6

3

16

15

810

KING

STN

WEBER

STN

CONESTOGA PKY

ERB ST E

ERB ST W

KING ST W

UNIV

ERSI

TYAV

EW

UNIVERSITY AVE E

BRIDGEST W

WEBER

ST W

KING ST S

QUEEN

STS

WEBER ST S

WESTM

OU

NT

RD

W VICTORIA ST S

VICTORIA ST N

WESTM

OUNTRD

N

BRIDGEPORT RD E

CONESTO

GA

PKY

VICTO

RIAST S











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1010 775 41095 Middle 1/3 Middle 1/3Percent children aged 0-6 of population 6% 4.9% 8.6% Lower Bottom 1/3 Bottom 1/3Fundamental Needs


Low income families (%) 9% 7% 7.5% Lower




Rental housing (% of private residential dwellings rented/not owned) 41.9% 40% 29.3% Higher

Home spending (% of residents spending more than 30% of income on housing) 25% 27.2% 23% Higher





Overall

2004 2007 2004 2007




Babies born with low birth weight (%) 9% 8.9% 5.7% Higher




Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 17.6% 23% 19.5% Higher








Population not speaking either official language (%) 1.2% 0.3% 1.5% Lower Middle 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 6.8% 3% 3.6% Lower Top 1/3 Middle 1/3






Percent of children vulnerable – score low on 2 or more EDI domains 12% 12.6% 18.6% Lower
















8. WESTVALE

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

3

8

10

1

9

38

ERB ST W

UNIVERSITY AVE W

VICTORIA ST S

ERBSVILLERD

FISCHER-HALLMANRD

S

FISCHER-HALLMAN

RDN











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 780 560 41095 Middle 1/3 Bottom 1/3Percent children aged 0-6 of population 12.1% 8.7% 8.6% Higher Top 1/3 Middle 1/3Fundamental Needs












Overall

2004 2007 2004 2007


Babies born (#) 59 54 5129 Bottom 1/3 Middle 1/3






Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 12.7% 13% 19.5% Lower







Number of licensed home child care spaces for ages 0-12 16 12.8 1232

Population not speaking either official language (%) 0.9% 0.7% 1.5% Lower Middle 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 1.9% 2.4% 3.6% Lower Middle 1/3 Middle 1/3












Average score on Social Knowledge and Competence 7.49 8.11 8.11 Equal










9. WESTMOUNT

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

9

7

12

3

10

4

8

ERB ST W

UNIV

ERSI

TYAV

EW

WESTM

OU

NT

RD

W

VICTORIA ST S

KING ST S

ERB ST E

FISCHER-HALLMAN RD

WESTM

OUNTRD

N

WESTMOUNT RD S

KINGST

N











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 610 540 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 7.5% 6.8% 8.6% Lower Bottom 1/3 Bottom 1/3Fundamental Needs

Unemployment rate (%) 6% 5.4% 5.5% Lower











Overall

2004 2007 2004 2007



Mothers attending prenatal class (%) 47.5% 38.3% 43.6% Lower








Percent of children at risk of being overweight or are overweight (%) n/a ---- 30.4% ---- n/a ----Relationships – Family & Community




Population not speaking either official language (%) 0.9% 1.3% 1.5% Lower Middle 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 5.6% 4.5% 3.6% Higher Top 1/3 Top 1/3








Percent of children most vulnerable – score on multiple challenge index 6.7% 0% 7.3% Lower



Percent scoring low on Physical Health and Wellbeing 12% 4.5% 16.4% Lower











10. HIGHLAND WEST

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

10

9

11

3

8

38

1

18

12

35

7

ERB ST W

HWY 7/8

HIGHLAND RD WVICTORIA ST S

UNIVERSITY AVE W

TRUSSLERRD

FISCHER-HALLMAN RD

SNYDER'S RD E

ERBSVILLERD

OTTAWA ST S

FISCHER-HALLMANRD

S

QUEENS BLVD

HWY 7/8











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1025 955 41095 Middle 1/3 Middle 1/3Percent children aged 0-6 of population 12.9% 10.2% 8.6% Higher Top 1/3 Top 1/3Fundamental Needs












Overall

2004 2007 2004 2007




Babies born with low birth weight (%) 9.8% 2% 5.7% Lower







Percent of children at risk of being overweight or are overweight (%) n/a 28% 30.4% Lower n/a





Population not speaking either official language (%) 2.7% 3.5% 1.5% Higher Top 1/3 Top 1/3Recent immigrants (% in previous 5 years) 2.7% 5.6% 3.6% Higher Middle 1/3 Top 1/3

Average score on Parent Involvement with Child Index n/a 2.79 2.79 Equal n/a





Percent of children vulnerable – score low on 2 or more EDI domains 14.2% 19.4% 18.6% Higher
















11. FOREST HEIGHTS/FOREST HILL/LAKESIDE

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

18

11

35

9

16

10

12

3

19

17

8

38

137

15

1

OTTAWA ST STRUSSLER

RD

FISCHER-HALLMANRD

HIGHLAND RD W

VICTORIA ST S

ERB ST W KING ST W

WESTM

OUNT

RDE

QUEENS BLVD

BLEAMS RD

UNIVERSITY AVE W

BLEAMS RD E

HWY 7/8

WESTM

OU

NT

RD

W

HIGHLAND

RDE

QUEEN

STS

QUEE

NST

N

KING ST E

FISCHER-HALLMANRD

S

VICTORIA ST N

BLEAMS RD

VICTO

RIAST S











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1960 1535 41095 Top 1/3 Top 1/3Percent children aged 0-6 of population 7.9% 6.5% 8.6% Lower Bottom 1/3 Bottom 1/3Fundamental Needs












Overall

2004 2007 2004 2007






Babies born with high birth weight (%) 15% 11.4% 12.4% Lower





Percent of children at risk of being overweight or are overweight (%) n/a 30.4% 30.4% Equal n/a


Population moved in past year (%) 11.1% 10% 15% Lower



Population not speaking either official language (%) 1.4% 0.9% 1.5% Lower Middle 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 2.4% 2% 3.6% Lower Middle 1/3 Middle 1/3


Average score on Early Learning Index n/a 1.58 1.58 Equal n/a









Percent scoring low on Physical Health and Wellbeing 8.1% 12% 16.4% Lower


Percent scoring low on Social Knowledge and Competence 7% 12.4% 13.5% Lower


Percent scoring low on Emotional Maturity 11.2% 12% 13.9% Lower


Percent scoring low on Language and Cognitive Skills 8.1% 12% 12.6% Lower





12. VICTORIA HILLS/CHERRY HILL/GRAND RIVER HOSPITAL

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

9

12

11

7

16

10

13

17

3

HIGHLAND RD W

VICTORIA ST S

KING ST W

QUEENS BLVD

ERB ST W

WESTM

OU

NT

RD

W

FISCHER-HALLMAN

RDKING

STS WEBER

ST W

WESTMOUNT

RDE

QUEEN

STS

WESTMOUNT RD S

VICTO

RIAST S











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1575 1360 41095 Top 1/3 Top 1/3Percent children aged 0-6 of population 9.8% 8.7% 8.6% Higher Top 1/3 Middle 1/3Fundamental Needs




Education (% people aged 25 to 64 without a highschool diploma) n/a 18.4% 15.6% Higher n/a








Overall

2004 2007 2004 2007




Babies born with low birth weight (%) 4.8% 7% 5.7% Higher






Mothers breastfeeding at hospital discharge (%) 60.1% 64% 65% Lower

















Percent scoring low on Physical Health and Wellbeing 17% 31.5% 16.4% Higher











13. BRIDGEPORT/BREITHAUPT/MOUNT HOPE

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

45

13

6

1415

7

16

5

12

20

VICTORIA ST N

RIVERRD

E

BRIDGE ST E

OTTAWA ST N

KING ST E

WEBER ST E

BRIDGEST W

SAWM

ILLRD

UNIVERSITYAVE

E

EBYCREST RD

KING ST W

ST CHARLES ST W

LANC

ASTERST

W

CONESTO

GA

PKY

ERB ST E

WEBER

ST W

BLOOMINGDALE RD N

SNYDER'S FLATS RD

QUEEN

STS

COURTLAND AVE EQU

EEN

STN

WEBER ST S

WO

OLW

ICH

ST

HIGHLAND RD E

BRIDGEPORT RD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 970 1005 41095 Middle 1/3 Middle 1/3Percent children aged 0-6 of population 8.1% 7.8% 8.6% Lower Bottom 1/3 Middle 1/3Fundamental Needs





Family structure (% of lone parent families) 30% 29.2% 22.3% Higher







Overall

2004 2007 2004 2007


Babies born (#) 130 141 5129 Top 1/3 Middle 1/3




Babies born with high birth weight (%) 12.5% 17% 12.4% Higher










Population not speaking either official language (%) 0.5% 0.7% 1.5% Lower Middle 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 1.5% 1.6% 3.6% Lower Middle 1/3 Bottom 1/3













Percent scoring low on Social Knowledge and Competence 19.8% 21% 13.5% Higher


Percent scoring low on Emotional Maturity 18.1% 21% 13.9% Higher


Percent scoring low on Language and Cognitive Skills 17.2% 21% 12.6% Higher





14. GRAND RIVER/STANLEY PARK/CHICOPEE

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

14

45

22

23

19

13

20

15

16

17

RIVERRD

E

KING ST E

FOUNTAIN ST N

VICTORIA ST N

OTTAWA ST N

WEBER ST E

BRIDGE ST E

LACKNERBLVD

FAIRWAY RD N

BLEAMS RD

WOOLW

ICHST

S

KING ST BYPASS(HWY 8) KIT BNDFAIRWAY RD S

MAN

ITOU

DR

COURTLANDAVE

E

EBYCREST RD

CONESTOGAPKY(HW

Y7) STRA

BND

SPOR

TSW

ORLD

DR

KING ST E

KING ST E











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 3195 2755 41095 Top 1/3 Top 1/3Percent children aged 0-6 of population 9.1% 7.8% 8.6% Lower Middle 1/3 Middle 1/3Fundamental Needs

Unemployment rate (%) 5.4% 5% 5.5% Lower











Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 1.9% 1.5% 1.5% Equal Top 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 5.1% 3.5% 3.6% Lower Top 1/3 Top 1/3






















15. FREDERICK/ROSEMOUNT/AUDITORIUM

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

15

13

16

20

14

1117

7 5

WEBER ST E

KING ST E

VICTORIA ST N

OTTAWA ST N

RIVER RD E

COURTLAND AVE E

OTTAW

AST

S

LANC

ASTERST

W

CONESTOGAPKY(HW

Y7) W

AT BND

HIGHLAND

RDE

QUEE

NST

N

QUEEN

STS

WEBER ST W

CONESTOGA PKY(HWY7/8) STRA BND

KING ST W

CONESTOGA

PKY(HWY

85) WAT

BND

LANC

ASTERST

E

HOMER WATSON BLVDCE

DAR

STS











www.parentguide.ca



Overall

2004 2007 2004 2007








Home spending (% of residents spending more than 30% of income on housing) 25.2% 26% 23% Higher





Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 0.5% 0.8% 1.5% Lower Middle 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 2% 2% 3.6% Lower Middle 1/3 Middle 1/3



















Percent scoring low on Communication and General Knowledge 6% 12.1% 16.5% Lower



16. DOWNTOWN KITCHENER & AREA

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

16

17

15

13

11

12

20

7

19

18

OTTAW

AST S

KING ST E

KING ST W

WEBER ST E

COURTLAND AVE E

VICTORIA ST N

WEBER

ST W

CONESTOGA PKY(HWY 7/8) WAT BND


HOMER WATSON BLVD

HIGHLAND

RDE

WESTMOUNT

RDE

QUEEN

STS

HIGHLAND RD W

QUEE

NST

N

QUEENS BLVD

VICTORIA ST S

LANC

ASTERST

E

OTTAWA ST NCEDA

RST

S

LANCASTER

STW

VICTORIA ST N

VICTO

RIAST S











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1585 1355 41095 Top 1/3 Top 1/3Percent children aged 0-6 of population 8.3% 6.9% 8.6% Lower Middle 1/3 Bottom 1/3Fundamental Needs


Low income families (%) 18% 13% 7.5% Higher










Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 3.5% 2.6% 1.5% Higher Top 1/3 Top 1/3Recent immigrants (% in previous 5 years) 5% 5.6% 3.6% Higher Top 1/3 Top 1/3











Percent scoring low on Physical Health and Wellbeing 15% 30.8% 16.4% Higher











17. ALPINE/LAURENTIAN

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

19

16

17

18

11

20

1215

21

14

BLEAMS RD

OTTAWA ST S

KING ST E

COURTLAND AVE E

FISCHER-HALLMANRD

WESTM

OU

NT

RD

E

HOMERW

ATSONBLVD



QUEENS BLVD

WEBER

ST E

HIGHLAND RD W

HIGHLAND

RDE

VICTORIA ST S

HURONRD

OTTAWA ST N

QUEEN

STS

BLEAMS RD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1370 1145 41095 Top 1/3 Top 1/3Percent children aged 0-6 of population 10.7% 9.1% 8.6% Higher Top 1/3 Middle 1/3Fundamental Needs












Overall

2004 2007 2004 2007




Babies born with low birth weight (%) 5% 5.4% 5.7% Lower


































18. SOUTHWEST KITCHENER

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

35

18

19

33

11

21

17

20

10

1612 14

38

8 159

HURON RD

TRUSSLER

RD

FISCHER-HALLMAN

RDOTTAWA ST S

BRIDGE ST

QUEENST

ROSEVILLE RD

HIGHLAND RD W

NEW DUNDEE RD

HOMERW

ATSONBLVD

VICTORIA ST S



OXFORD-WATERLOO RD

COURTLAND AVE E

WESTM

OU

NT

RD

E

QUEENS BLVD

MAN

ITOU

DR

BLEAMS RDBLEAMS RD E

MAINST

HWY 7/8

BLEAMS RD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 635 1810 41095 Bottom 1/3 Top 1/3Percent children aged 0-6 of population 15.1% 14.8% 8.6% Higher Top 1/3 Top 1/3Fundamental Needs












Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 1% 2% 1.5% Higher Middle 1/3 Top 1/3Recent immigrants (% in previous 5 years) 3.8% 4.7% 3.6% Higher Top 1/3 Top 1/3













Percent scoring low on Social Knowledge and Competence 13.7% 14% 13.5% Higher


Percent scoring low on Emotional Maturity 13% 13.2% 13.9% Lower




Percent scoring low on Communication and General Knowledge 13% 16.5% 16.5% Equal



19. COUNTRY HILLS/HURON AREA

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

19

18

21

20

17

1416

22

33

11

1512

HURON RD

BLEAMS RDHOMER

WATSON

BLVD

OTTAW

AST

S

FISCHER-HALLMAN

RD NEW DUNDEE RD

WEBER ST E

COURTLANDAVE

E

MAN

ITOU

DR

RIVERRD

E

WESTM

OUNT

RDE

FAIRWAY RD S

KING ST E

HURON RD

KING ST E











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1065 905 41095 Middle 1/3 Middle 1/3Percent children aged 0-6 of population 9.8% 8.2% 8.6% Lower Middle 1/3 Middle 1/3Fundamental Needs












Overall

2004 2007 2004 2007













Population moved in past year (%) 14% 15.7% 15% Higher



Population not speaking either official language (%) 1.7% 1% 1.5% Lower Top 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 3.7% 3.1% 3.6% Lower Top 1/3 Middle 1/3






















20. VANIER/ROCKWAY

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

19

20

14

15

16

17

22

WEBER ST E

BLEAMS RD

KING ST E

OTTAWA ST N

COURTLANDAVE

E

RIVERRD

E

FAIRWAY RD S

HOMERW

ATSONBLVD

MAN

ITOU

DR

OTTAW

AST S

KING ST BYPASS(HWY 8) KIT BND

CONESTOGA PKY(HWY7/8) STRA BND KING ST E











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1160 1065 41095 Top 1/3 Middle 1/3Percent children aged 0-6 of population 8.2% 7.3% 8.6% Lower Bottom 1/3 Bottom 1/3Fundamental Needs












Overall

2004 2007 2004 2007













Population moved in past year (%) 19.2% 24% 15% Higher









Percent of children vulnerable – score low on 2 or more EDI domains 32.4 % 28.1% 18.6% Higher





Percent scoring low on Physical Health and Wellbeing 25.9% 25% 16.4% Higher











21. DOON/PIONEER PARK

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

33

21

19 22

32

23

18

2014

25

17

ROSEVILLE RD

KING ST E

HW

Y40

1

NEW DUNDEE RD

HOMER WATSON BLVD

HURON RD

BLEAMS RD

HWY 401 LONDON BOUND

MAN

ITOU

DR

FAIRWAY RD S

FOUNTAIN ST S

DICKIESETTLEM

ENTRD

DUMFRIES

RD

CEDAR CREEK RD


MAP

LEGR

OVE

RD

KING ST BYPASS CAMBRIDGE BOUND

HURON RD

HWY 401











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1090 1565 41095 Top 1/3 Top 1/3Percent children aged 0-6 of population 8.7% 9.5% 8.6% Higher Middle 1/3 Middle 1/3Fundamental Needs












Overall

2004 2007 2004 2007





Babies born with low birth weight (#) 4. 10 291











Population not speaking either official language (%) 0.4% 1.1% 1.5% Lower Bottom 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 1.4% 3.2% 3.6% Lower Middle 1/3 Top 1/3















Percent scoring low on Emotional Maturity 8% 12% 13.9% Lower


Percent scoring low on Language and Cognitive Skills 10.4% 9% 12.6% Lower





22. HIDDEN VALLEY/PIONEER TOWER

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

22

21

23

14

32

25

19

20

33

33

KING ST E

FOUNTAIN

STN

RIVERRD

E

FOUNTAIN ST S

BLAIR RD

HOMER WATSON BLVD


FAIRWAY RD N

MAP

LEGR

OVE

RD


NEW

DUND

EERD


HWY 401

WEBER

ST E

HURON RD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 85 220 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 9.2% 10.1% 8.6% Higher Middle 1/3 Top 1/3Fundamental Needs



Low income families with children 0-6 (%) 0% n/a n/a n/a n/a




Home spending (% of residents spending more than 30% of income on housing) 27.3% 15% 23% Lower





Overall

2004 2007 2004 2007


Babies born (#) 14 26 5129 Bottom 1/3 Bottom 1/3




Babies born with high birth weight (%) 21.4% 4% 12.4% Lower


Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 0% 12.5% 19.5% Lower






Number of licensed home child care spaces for ages 0-12 0 0 1232

Population not speaking either official language (%) 0% 0.7% 1.5% Lower Bottom 1/3 Bottom 1/3

Recent immigrants (% in previous 5 years) 0% 0.9% 3.6% Lower Bottom 1/3 Bottom 1/3

Average score on Parent Involvement with Child Index n/a ---- 2.79 ---- n/a ----

Average score on Early Learning Index n/a ---- 1.58 ---- n/a ----

Average score on Neighbourhood Social Capital Index n/a ---- 2.67 ---- n/a ----

Average score on Neighbourhood Social Cohesion Index n/a ---- 2.92 ---- n/a ----Early Learning – Early Development Instrument

Percent of children vulnerable – score low on 2 or more EDI domains ---- ---- 18.6% ---- ---- ----

Number of children vulnerable – score low on 2 or more EDI domains ---- ---- 1008 ---- ----

Percent of children most vulnerable – score on multiple challenge index ---- ---- 7.3% ---- ---- ----

Number of children most vulnerable – score on multiple challenge index ---- ---- 403 ---- ----

Average score on Physical Health & Wellbeing ---- ---- 8.69 ---- ---- ----

Percent scoring low on Physical Health and Wellbeing ---- ---- 16.4% ---- ---- ----

Average score on Social Knowledge and Competence ---- ---- 8.11 ---- ---- ----

Percent scoring low on Social Knowledge and Competence ---- ---- 13.5% ---- ---- ----

Average score on Emotional Maturity ---- ---- 7.89 ---- ---- ----

Percent scoring low on Emotional Maturity ---- ---- 13.9% ---- ---- ----

Average score on Language and Cognitive Skills ---- ---- 8.40 ---- ---- ----

Percent scoring low on Language and Cognitive Skills ---- ---- 12.6% ---- ---- ----

Average score on Communication and General Knowledge ---- ---- 7.43 ---- ---- ----

Percent scoring low on Communication and General Knowledge ---- ---- 16.5% ---- ---- ----



23. NORTH CAMBRIDGE

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

45

23 24

26

25

14

22

27

21

33

3228

31

13

HWY 401

HESPELERRD

FOUNTAIN

STN

BLAIR RD

KOSSUTH RD

KING ST E

FRANKLINBLVD

BISHOP ST N

HWY

24

MAPLE GROVE RD

VICTORIA ST N

EAGLE ST NPINEBUSH RD

SHANTZSTATION

RD

FOUN

TAIN

STS

HWY

401

LOND

ON

BOUN

D

QUEENST W

WOOLW

ICHST

S

CORONATION BLVD

RIVE

RRD

RIVERRD

E

SAMUELSON ST


EAGLE

STS

KING ST E

HWY 401











www.parentguide.ca



Overall

2004 2007 2004 2007













Overall

2004 2007 2004 2007


Babies born (#) ---- 6 5129 ---- Bottom 1/3

Mothers attending prenatal class (%) ---- 50% 43.6% Higher ----

Babies born with low birth weight (%) ---- 0% 5.7% Lower ----

Babies born with low birth weight (#) ---- 0 291 ----

Babies born with high birth weight (%) ---- 16.7% 12.4% Higher ----

Babies born with high birth weight (#) ---- 1 630 ----

Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) ---- ---- 19.5% ---- ---- ----

Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (#) ---- ---- 958 ---- ----

Mothers breastfeeding at hospital discharge (%) ---- 83.3% 65% Higher


Population moved in past year (%) 8.6% 15% 15% Equal



Population not speaking either official language (%) 0% 0.9% 1.5% Lower Bottom 1/3 Middle 1/3

Recent immigrants (% in previous 5 years) 0% 1.7% 3.6% Lower Bottom 1/3 Middle 1/3





















24. HESPELER

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

24

23

26

45

25

28

HWY 401

HESP

ELER

RD

TOW

NLINERD

KOSSUTH RD

PINEBUSH RD

EAGLE ST N

QUEEN ST W

FRAN

KLIN

BLVD

RIVE

RRD

CAN-AMERA PKY

QUEENST E

MAPLE GROVE RD

HWY 401

FRANKLINBLVD











www.parentguide.ca



Overall

2004 2007 2004 2007













Overall

2004 2007 2004 2007








Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 14% 16.2% 19.5% Lower








Population not speaking either official language (%) 0.2% 0.8% 1.5% Lower Bottom 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 1% 2.4% 3.6% Lower Bottom 1/3 Middle 1/3


Average score on Early Learning Index n/a 1.58 1.58 Equal n/a


Average score on Neighbourhood Social Cohesion Index n/a 2.92 2.92 Equal n/a







Percent scoring low on Physical Health and Wellbeing 7.1% 11% 16.4% Lower


Percent scoring low on Social Knowledge and Competence 3.9% 9% 13.5% Lower









25. CENTRAL PRESTON/PRESTON HEIGHTS

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

23

25

33

26

27

32

24

22

21

2930

BLAIR RD

HWY 401

HESPELERRD

FOUNTAIN

STN

MAPLE GROVE RD

EAGLE ST N

FOUNTAIN ST S

KING ST E

BISHOP ST N

GEORGE ST N

CONCESSIO

NRD

CORONATION BLVD

DICKIESETTLEM

ENTRD

EAGLE

STS

SPOR

TSW

ORLD

DR

SHANTZ HILL RD

KING ST W

KING ST E

HWY 401











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1165 1055 41095 Top 1/3 Middle 1/3Percent children aged 0-6 of population 8.6% 7.8 8.6% Lower Middle 1/3 Middle 1/3Fundamental Needs


Low income families (%) 9% 10% 7.5% Higher










Overall

2004 2007 2004 2007








Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 20% 27.7% 19.5% Higher








Population not speaking either official language (%) 0.6% 0.6% 1.5% Lower Middle 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 1.3% 1.5% 3.6% Lower Middle 1/3 Bottom 1/3













Percent scoring low on Social Knowledge and Competence 16% 14.5% 13.5% Higher









26. LANGS/INDUSTRIAL

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

26

24

27

28

23

25

31

33

3029

HWY 401

HESPELERRD

FRANKLINBLVD

BISHOP ST N

BLAIR RD

TOW

NLINERD

PINEBUSH RD

CAN-AMERA PKY

CLYDE RD

EAGLE ST N

GEORGE ST N

QUEEN ST W

DUNDAS ST N

CORONATION BLVD

CONCESSIO

NRD

KING ST E

WATER

STN

QUEENST E

MAPLE GROVE RD

HWY 401











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 725 715 41095 Middle 1/3 Middle 1/3Percent children aged 0-6 of population 10.3% 10% 8.6% Higher Top 1/3 Top 1/3Fundamental Needs












Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 1.2% 1.1% 1.5% Lower Middle 1/3 Middle 1/3Recent immigrants (% in previous 5 years) 1.6% 2.7% 3.6% Lower Middle 1/3 Middle 1/3






















27. NORTH GALT/ELGIN PARK

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

26

27

29

30

33

28

31

25FRANKLIN

BLVD

BLAIR RD

BISHOP ST N

HESPELERRD

MYERS RD

CEDAR ST

DUNDAS ST N

GEORGE ST N

WAT

ERST

S

CAN-AMERA PKY

MAIN ST

EAGLE ST N

STAN

DREW

SST

CLYDE RD

KING ST E

WATER

STN

CORONATION BLVD

CONCESSIO

NRD

BEVE

RLY

ST

SAMUELSON ST

CONCESSION STDUNDAS ST S

CEDAR CREEK RD

BLAIR RD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 1965 1760 41095 Top 1/3 Top 1/3Percent children aged 0-6 of population 9.6% 8.7% 8.6% Higher Middle 1/3 Middle 1/3Fundamental Needs












Overall

2004 2007 2004 2007










Mothers breastfeeding at hospital discharge (%) 49% 56.4% 65% Lower






Population not speaking either official language (%) 2.8% 2.2% 1.5% Higher Top 1/3 Top 1/3Recent immigrants (% in previous 5 years) 3.4% 3.4% 3.6% Lower Top1/3 Top 1/3

















Percent scoring low on Language and Cognitive Skills 22% 26.6% 12.6% Higher


Percent scoring low on Communication and General Knowledge 22% 25% 16.5% Higher



28. SHADES MILLS

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

828

26

27

31

33

24

FRANKLINBLVD

CLYDE RD

TOW

NLINERD

CAN-AMERA PKY

HWY 401 PINEBUSH RD

BISHOP ST N

CONCESSION 1

SAMUELSON STBE

VERL

YST

HWY 401











www.parentguide.ca



Overall

2004 2007 2004 2007


Unemployment rate (%) 5% 6.2% 5.5% Higher











Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 1.6% 2.1% 1.5% Higher Middle 1/3 Top 1/3Recent immigrants (% in previous 5 years) 2.9% 3.3% 3.6% Lower Middle 1/3 Top 1/3






















29. SOUTHWOOD/SOUTHWEST GALT

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

33

29

27

30

31

BLAIR RD

WAT

ERST

S

CEDAR ST

GEO

RG

EST

N

STAN

DREW

SST

MAIN ST

WATER

STN

DUNDAS ST N

SPRA

GUES

RD

BEVE

RLY

ST

MYERS RD

ROSEVILLE RD

CEDAR CREEK RD

CONCESSION ST











www.parentguide.ca



Overall

2004 2007 2004 2007













Overall

2004 2007 2004 2007


Babies born (#) 146 152 5129 Top 1/3 Middle 1/3














Population not speaking either official language (%) 0.7% 0.6% 1.5% Lower Middle 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 0.6% 1.6% 3.6% Lower Bottom 1/3 Bottom 1/3















Percent scoring low on Emotional Maturity 13.5% 17% 13.9% Higher







30. GALT CITY CENTRE/SOUTH GALT

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

30

31

29

33

27

MYERS RD

WAT

ERST

S

FRANKLINBLVD

DUNDAS ST N

MAIN ST

BEVE

RLY

ST

WATER

STN

GEORGEST

NBLAIR RD

CEDAR ST

CONCESSION ST

SAMUELSON ST

DUNDAS ST S

PARK HILL RD W

GEO

RG

EST

S











www.parentguide.ca



Overall

2004 2007 2004 2007














Overall

2004 2007 2004 2007








Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 22.2% 24% 19.5% Higher


Mothers breastfeeding at hospital discharge (%) 57% 62.1% 65% Lower






Population not speaking either official language (%) 3% 3% 1.5% Higher Top 1/3 Top 1/3Recent immigrants (% in previous 5 years) 1% 2.4% 3.6% Lower Middle 1/3 Middle 1/3








Percent of children most vulnerable – score on multiple challenge index 13.3% 8% 7.3% Higher







Percent scoring low on Emotional Maturity 30% 18.2% 13.9% Higher







31. SOUTH EAST GALT

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

33

31

30

28

27

29

26

CLYDE RD

MAIN ST

FRANKLINBLVD

DUNDAS ST SMYERS RD

WATER

STS

DUNDAS ST N

BRANCHTON

RD

WATER

STN BE

VERL

YST

SAMUELSON ST

CONCESSION ST

OLD BEVERLY RD

HESPELER

RD

GEO

RG

EST

N











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 800 1120 41095 Middle 1/3 Top 1/3Percent children aged 0-6 of population 9.4% 10.3% 8.6% Higher Middle 1/3 Top 1/3Fundamental Needs




Education (% people aged 25 to 64 without a highschool diploma) n/a 22% 15.6% Higher n/a


Rental housing (% of private residential dwellings rented/not owned) 34.6% 29.3% 29.3% Equal







Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 1.9% 2.7% 1.5% Higher Top 1/3 Top 1/3Recent immigrants (% in previous 5 years) 1.9% 2.3% 3.6% Lower Middle 1/3 Middle 1/3



Average score on Neighbourhood Social Capital Index n/a 2.67 2.67 Equal n/a





Percent of children most vulnerable – score on multiple challenge index 4% 7.9% 7.3% Higher














32. BLAIR

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

33

32

25

22

21

23

BLAIR RD

FOUNTAIN ST S


KING ST E

HWY

401

TORO

NTO

BOUN

D

HW

Y40

1

DICKIESETTLEM

ENTRD

FOU

NTAIN

STN

HOMER WATSON BLVD

SHANTZ HILL RD

EAGLE

STS

HWY 401

HWY 401

HWY

401











www.parentguide.ca



Overall

2004 2007 2004 2007






Family structure (% of lone parent families) 0% 13.3% 22.3% Lower

Rental housing (% of private residential dwellings rented/not owned) 5.1% 0% 29.3% Lower






Overall

2004 2007 2004 2007



Mothers attending prenatal class (%) ---- ---- 43.6% ---- ---- ----

Babies born with low birth weight (%) ---- ---- 5.7% ---- ---- ----

Babies born with low birth weight (#) ---- ---- 291 ---- ----

Babies born with high birth weight (%) ---- ---- 12.4% ---- ---- ----

Babies born with high birth weight (#) ---- ---- 630 ---- ----

Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) ---- ---- 19.5% ---- ---- ----

Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (#) ---- ---- 958 ---- ----

Mothers breastfeeding at hospital discharge (%) ---- ---- 65% ---- ---- ----

Percent of children at risk of being overweight or are overweight (%) n/a ---- 30.4% ---- ---- ----Relationships – Family & Community




Population not speaking either official language (%) 1.9% 4.2% 1.5% Higher Top 1/3 Top 1/3

Recent immigrants (% in previous 5 years) 0% 2.8% 3.6% Lower Bottom 1/3 Middle 1/3





















33. NORTH DUMFRIES/BEVERLY

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

33

45

23

18

14

21

19

24

13

26

31

7

25

22

27

5

28

29

34

16

30

6

15

32

1720

35

11

129

4

HWY 401

ROSEVILLE RD

CLYDE RD

HWY 8

HESP

ELER

RD

TRUSSLER

RD

BLAIR RD

CEDAR CREEK RD

VICTORIA ST N

FOUNTAIN

STN FRANKLIN

BLVD

HURON RD

KING ST E

KOSSUTH RD

TOW

NLINERD

BRANCHTON

RD

RIVERRD

E

SPRA

GUES

RD

NEW DUNDEE RD

DUMFRIES

RD

BLEAMS RD CONCESSION 1

MAIN ST

HWY

24

DUNDAS ST S

WRIGLEY RD

BRIDGE ST E

OLD BEVERLY RD

NORTHUM

BERLANDST

EAGLE ST N

LACKNERBLVD

KING ST W

MAN

ITOU

DR

WOOLW

ICHST

S

BEVE

RLY

ST

HWY 401 HWY 401

HWY 401

KING ST E

TRUSSLER

RD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 435 390 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 8.5% 7.4% 8.6% Lower Middle 1/3 Middle 1/3Fundamental Needs













Overall

2004 2007 2004 2007



Mothers attending prenatal class (%) 60% 30.8% 43.6% Lower









Population moved in past year (%) 6% 6.7% 15% Lower



Population not speaking either official language (%) 0.3% 0.4% 1.5% Lower Bottom 1/3 Bottom 1/3

Recent immigrants (% in previous 5 years) 0.5% 0.3% 3.6% Lower Bottom 1/3 Bottom 1/3





Percent of children vulnerable – score low on 2 or more EDI domains 20.3% ---- 18.6% ---- ----

Number of children vulnerable – score low on 2 or more EDI domains 12 ---- 1008 ----

Percent of children most vulnerable – score on multiple challenge index 3.4% ---- 7.3% ---- ----

Number of children most vulnerable – score on multiple challenge index 2 ---- 403 ----

Average score on Physical Health & Wellbeing 9.18 ---- 8.69 ---- ----

Percent scoring low on Physical Health and Wellbeing 10.2% ---- 16.4% ---- ----

Average score on Social Knowledge and Competence 7.73 ---- 8.11 ---- ----

Percent scoring low on Social Knowledge and Competence 22% ---- 13.5% ---- ----

Average score on Emotional Maturity 8.06 ---- 7.89 ---- ----

Percent scoring low on Emotional Maturity 10.2% ---- 13.9% ---- ----

Average score on Language and Cognitive Skills 8.00 ---- 8.40 ---- ----

Percent scoring low on Language and Cognitive Skills 15.3% ---- 12.6% ---- ----

Average score on Communication and General Knowledge 7.88 ---- 7.43 ---- ----

Percent scoring low on Communication and General Knowledge 16.9% ---- 16.5% ---- ----



34. AYR

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

33

34

SWAN

ST

NORTHUM

BERLANDST

TRUSSLER

RD

HWY

401

WRIGLEY RD

MAIN

ST

SCOTT ST











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 440 385 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 12.1% 10.1% 8.6% Higher Top 1/3 Top 1/3Fundamental Needs













Overall

2004 2007 2004 2007






Babies born with high birth weight (%) 15% 14% 12.4% Higher










Recent immigrants (% in previous 5 years) 1.8% 2.4% 3.6% Lower Middle 1/3 Middle 1/3





















35. NEW DUNDEE/MANNHEIM

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

35

38

1

40

18

37

4

7

2

3

11

33

9

5

10

16

13

36

12

19

8

17

42 639

15

HURON RD

BRIDGE ST

ERB'S RD

HWY 7/8

TRUSSLER

RD

NAFZIGERRD

QUEENST

OXFORD-WATERLOO RD

WEIMAR LINE

NOTREDAME

DR

ERB ST W

SNYDER'S RD E

WALKER

RD

FISCHER-HALLMANRD

GERBER RD

OTTAWA ST S

WILMOT LINE

BLEAMS RD E

ERBSVILLE RD

WILM

OT-EASTH

OPE

RD

HWY 401

WESTMOUNT RD N

HURON ST

KING ST W

WILM

OT

CENTRERD

BEARINGER RD

BLEAMS RDSNYDER'S RD W

MAIN ST

BLEAMS RD E











www.parentguide.ca



Overall

2004 2007 2004 2007






Family structure (% of lone parent families) 7.3% 11% 22.3% Lower








Overall

2004 2007 2004 2007




Babies born with low birth weight (%) 0% 5% 5.7% Lower


Babies born with high birth weight (%) 24% 10% 12.4% Lower


Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 5.9% 5% 19.5% Lower







Population not speaking either official language (%) 0% 0.5% 1.5% Lower Bottom 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 0.2% 0.2% 3.6% Lower Bottom 1/3 Bottom 1/3






















36. BADEN

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

35

38

36

37

HWY 7/8

NAFZIGERRD

BLEAMS RD E

GINGERICH RD

SNYDER'S RD W

FOUNDRY ST

SNYDER'S RD E











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 145 340 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 9.4% 12.3% 8.6% Higher Middle 1/3 Top 1/3Fundamental Needs






Rental housing (% of private residential dwellings rented/not owned) 16% 6.1% 29.3% Lower







Overall

2004 2007 2004 2007






Babies born with high birth weight (%) 0% 18.2% 12.4% Higher









Population not speaking either official language (%) 0% 0% 1.5% Lower Bottom 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 0% 0% 3.6% Lower Bottom 1/3 Bottom 1/3Average score on Parent Involvement with Child Index n/a ---- 2.79 ---- n/a ----Average score on Early Learning Index n/a ---- 1.58 ---- n/a ----Average score on Neighbourhood Social Capital Index n/a ---- 2.67 ---- n/a ----Average score on Neighbourhood Social Cohesion Index n/a ---- 2.92 ---- n/a ----Early Learning – Early Development Instrument



Percent of children most vulnerable – score on multiple challenge index 0% 0% 7.3% Lower



Percent scoring low on Physical Health and Wellbeing 0% 7% 16.4% Lower








Percent scoring low on Communication and General Knowledge 0% 14% 16.5% Lower



37. NEW HAMBURG

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

37

35

38

36

HWY 7/8

HURON RD

NAFZIGERRD

WALKER

RD

WILM

OT-EASTH

OPE

RD

HURON ST

WAT

ERLO

OST

BLEAMS RD E

SNYDER'S RD W

CONCESSION RD

PEEL ST











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 445 520 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 9.2% 7.7% 8.6% Lower Middle 1/3 Middle 1/3Fundamental Needs





Family structure (% of lone parent families) 22% 18% 22.3% Lower

Rental housing (% of private residential dwellings rented/not owned) 28% 19.8% 29.3% Lower







Overall

2004 2007 2004 2007


Babies born (#) 54 87 5129 Bottom 1/3 Middle 1/3














Population not speaking either official language (%) 0% 0.2% 1.5% Lower Bottom 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 0.3% 0.4% 3.6% Lower Bottom 1/3 Bottom 1/3











Percent scoring low on Physical Health and Wellbeing 5% 8.3% 16.4% Lower


Percent scoring low on Social Knowledge and Competence 5% 0% 13.5% Lower









38. NORTH WILMOT

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

35

38

40

41

42

1

2

37

4

3

5

9

39

10

36

11

44

8

7

18

12

BRIDGE ST

HURON RD

ERB'S RD

HWY 7/8

NAFZIGERRD

KING ST N

BLEAMS RD E

MAN

SER

RD

LOBSINGER LINE

WEIMAR LINE

QUEENST

HUTC

HISO

NRD

OXFORD-WATERLOO RD

NOTREDAME

DR

GERBER RD

SNYDER'S RD E

ERB ST W

KRES

SLER

RD

WALKER

RD

WILM

OT-EASTH

OPE

RD

MO

SER

-YO

UN

GR

D

HER

RG

OTT

RD

WILMOT LINE

ARTH

UR

STS

ERBSVILLE RD

WILLIAM HASTINGS LINEW

ESTMO

UNTRD

NHAWKESVILLE RD

WILMOT CENTRE RDWAT

ERLO

OST

SNYDER'S RD W











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 290 275 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 7.3% 7.7% 8.6% Lower Bottom 1/3 Middle 1/3Fundamental Needs













Overall

2004 2007 2004 2007








Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 0% 0% 19.5% Lower



Percent of children at risk of being overweight or are overweight (%) n/a ---- 30.4% ---- n/aRelationships – Family & Community




Population not speaking either official language (%) 0.3% 0% 1.5% Lower Bottom 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 0.3% 0.3% 3.6% Lower Bottom 1/3 Bottom 1/3






Percent of children vulnerable – score low on 2 or more EDI domains ---- 4.5% 18.6% Lower ----

Number of children vulnerable – score low on 2 or more EDI domains ---- 2 1008 ----

Percent of children most vulnerable – score on multiple challenge index ---- 2.3% 7.3% Lower ----

Number of children most vulnerable – score on multiple challenge index ---- 1 403 ----

Average score on Physical Health & Wellbeing ---- 9.23 8.69 Higher ----

Percent scoring low on Physical Health and Wellbeing ---- 2.3% 16.4% Lower ----

Average score on Social Knowledge and Competence ---- 9.18 8.11 Higher ----

Percent scoring low on Social Knowledge and Competence ---- 4.5% 13.5% Lower ----

Average score on Emotional Maturity ---- 8.67 7.89 Higher ----

Percent scoring low on Emotional Maturity ---- 2.3% 13.9% Lower ----

Average score on Language and Cognitive Skills ---- 9.17 8.40 Higher ----

Percent scoring low on Language and Cognitive Skills ---- 2.3% 12.6% Lower ----

Average score on Communication and General Knowledge ---- 8.84 7.43 Higher ----

Percent scoring low on Communication and General Knowledge ---- 4.5% 16.5% Lower ----



39. WELLESLEY VILLAGE

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

40

38

39

GERBER RD

HUTC

HISO

NRD

NAF

ZIG

ERR

D

WEIMAR LINE

QUEEN'S BUSH RD

MAN

SER

RD











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 180 260 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 10.8% 12% 8.6% Higher Top 1/3 Top 1/3Fundamental Needs












Overall

2004 2007 2004 2007
















Recent immigrants (% in previous 5 years) 0% 0.9% 3.6% Lower Bottom 1/3 Bottom 1/3





















40. WELLESLEY RURAL SOUTH

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

41

38

40

42

3537

1

239

36

43

44

3

LINE 86

MAN

SER

RD

ERB'S RD

AMENT LINE

NAFZIGERRD

HWY 7/8

WEIMAR LINE

HUTC

HISO

NRD

LOBSINGER LINE

HER

RG

OTT

RD

MO

SER

-YO

UN

GR

D

NOTREDAME

DR

GERBER RD

HURON RD

PERTH LINE

BLEAMS RD E

KRES

SLER

RD

WILMOT-EASTHOPE

RD

FLO

RAD

ALE

RD

SNYDER'S RD E

WILMOT LINE

WILLIAM HASTINGS LINE

HURON ST

WAT

ERLO

OST

FOUNDRY ST

LINE

86











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 455 415 41095 Bottom 1/3 Bottom 1/3Percent children aged 0-6 of population 12.3% 11.7% 8.6% Higher Top 1/3 Top 1/3Fundamental Needs












Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 4.5% 2.6% 1.5% Higher Top 1/3 Top 1/3Recent immigrants (% in previous 5 years) 0.7% 1.9% 3.6% Lower Bottom 1/3 Middle 1/3















Percent scoring low on Emotional Maturity 4.3% 12% 13.9% Lower







41. WELLESLEY RURAL NORTH

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

41

40

38

42

392

1

LINE 86

MAN

SER

RD

AMENT LINE

WEIMAR LINE

HUTC

HISO

NRD

HER

RG

OTT

RD

MO

SER

-YO

UN

GR

D

LOBSINGER LINE

GERBER RD

KRES

SLER

RD

PERTH LINE

WILLIAM HASTINGS LINE

NOTRE DAME DR

COUNTY RD 86

LINE

86











www.parentguide.ca



Overall

2004 2007 2004 2007








Home spending (% of residents spending more than 30% of income on housing) 8% 13% 23% Lower





Overall

2004 2007 2004 2007















Population not speaking either official language (%) 6.5% 7.6% 1.5% Higher Top 1/3 Top 1/3

Recent immigrants (% in previous 5 years) 1.5% 0.4% 3.6% Lower Middle 1/3 Bottom 1/3





Percent of children vulnerable – score low on 2 or more EDI domains 24.6% ---- 18.6% ---- ----

Number of children vulnerable – score low on 2 or more EDI domains 15 ---- 1008 ---- ----

Percent of children most vulnerable – score on multiple challenge index 9.8% ---- 7.3% ---- ----

Number of children most vulnerable – score on multiple challenge index 6 ---- 403 ---- ----

Average score on Physical Health & Wellbeing 9.04 ---- 8.69 ---- ----

Percent scoring low on Physical Health and Wellbeing 11.5% ---- 16.4% ---- ----

Average score on Social Knowledge and Competence 7.95 ---- 8.11 ---- ----

Percent scoring low on Social Knowledge and Competence 11.5% ---- 13.5% ---- ----

Average score on Emotional Maturity 7.63 ---- 7.89 ---- ----

Percent scoring low on Emotional Maturity 11.5% ---- 13.9% ---- ----

Average score on Language and Cognitive Skills 7.30 ---- 8.40 ---- ----

Percent scoring low on Language and Cognitive Skills 24.6% ---- 12.6% ---- ----

Average score on Communication and General Knowledge 3.92 ---- 7.43 ---- ----

Percent scoring low on Communication and General Knowledge 67.2% ---- 16.5% ---- ----



42. WOOLWICH RURAL NORTH

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

42

45

41

5

40 6

24

17

38

13

43

3 149 15

44

12168 23

LINE 86

KING

STN

NO

RTH

FIEL

DD

RE

FLO

RAD

ALE

RD

SAWMILL RD

VICTORIA ST N

ARTH

UR

STN

HER

RG

OTT

RD

MARYHILL RDARTHUR

STS

KRES

SLER

RD

WEBER

STN

LOBSINGER LINE

ERB ST W

BRIDGEST W

KATH

ERIN

EST

N

ERBSVILLE RD

CONESTOGAPKYW

ILMOT LINE

ST CHARLES ST W

BRIDGE ST E FOUNTAIN ST N

AMENT LINEPEEL ST

LISTOWEL RD

WESTM

OUNT

RDN

HAWKESVILLE RD

RIVER RD E

UNIVERSITY AVE E

CHURCH ST W

STCH

ARLE

SST

E

WEBERST W

SNYDER'S FLATS RD

LINE 86

LINE

86

CONESTO

GA

PKY











www.parentguide.ca



Overall

2004 2007 2004 2007






Family structure (% of lone parent families) 9.6% 12% 22.3% Lower


Home spending (% of residents spending more than 30% of income on housing) 13% 17.7% 23% Lower






Overall

2004 2007 2004 2007


Babies born (#) 65 39 5129 Middle 1/3 Bottom 1/3













Population not speaking either official language (%) 3.7% 1.6% 1.5% Higher Top 1/3 Middle 1/3

Recent immigrants (% in previous 5 years) 1.3% 0.1% 3.6% Lower Middle 1/3 Bottom 1/3







Percent of children most vulnerable – score on multiple challenge index 2% 6.3% 7.3% Lower














43. ELMIRA

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

42

43

FLO

RAD

ALE

RD

LISTOWEL RD

ARTH

UR

STN

ARTH

UR

STS

LINE 86

CHURCH ST E

CHURCH ST W

LINE 86

ARTH

UR

STS











www.parentguide.ca



Overall

2004 2007 2004 2007

Number of children aged 0-6 660 785 41095 Middle 1/3 Middle 1/3Percent children aged 0-6 of population 8.5% 9.3% 8.6% Higher Middle 1/3 Middle 1/3Fundamental Needs












Overall

2004 2007 2004 2007
















Population not speaking either official language (%) 0.3% 0.5% 1.5% Lower Bottom 1/3 Bottom 1/3Recent immigrants (% in previous 5 years) 0.3% 0.7% 3.6% Lower Bottom 1/3 Bottom 1/3






Percent of children vulnerable – score low on 2 or more EDI domains 14.5 % 23.7% 18.6% Higher













Percent scoring low on Communication and General Knowledge 6% 21.1% 16.5% Higher



44. ST. JACOBS

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

42

44

KIN

GST

N

ARTH

UR

STS

HAWKESVILLE RD

LOBSINGER LINE

SAWMILL RD

NO

RTH

SID

ED

R











www.parentguide.ca



Overall

2004 2007 2004 2007














Overall

2004 2007 2004 2007






Babies born with high birth weight (%) 40% 0% 12.4% Lower


Families considered ‘at risk’ using Parkyn Postpartum Screening Tool (%) 0% 0% 19.5% Lower


Mothers breastfeeding at hospital discharge (%) 80% 85.7% 65% Higher


Population moved in past year (%) 9% 5.6% 15% Lower




Recent immigrants (% in previous 5 years) 0% 0% 3.6% Lower Bottom 1/3 Bottom 1/3





















45. WOOLWICH RURAL EAST

42

33

41

35

38

4045

23

18

5

1

6

14

2 4

3721

19

7

24

13

26

31

3

43

2522

27

11

28

9

29

34

16

30

39

15

10

32

1720

36

12

44

8

45

42

23

14

6

13

24

15

16

19

20

2217

5

2625

7

11

12

LINE 86

VICTORIA ST N

MARYHILL RD

HWY 401

FOUNTAIN

STN

KOSSUTH RD

SAWM

ILLRD

HESP

ELER

RD

RIVERRD

E

SHANTZSTATION

RD

KING ST E

WEBER ST E

ST CHARLES ST W

COUNTY RD86

HWY 7

BRIDGE ST E

OTTAWA ST N

PEEL ST

KATH

ERIN

EST

N

MAPLE GROVE RD

OTTA

WA

STS

LACKNERBLVD

EBYCREST RD

FAIRWAY RD N

WOOLW

ICH-GUELPHTOW

NLINE

KATH

ERIN

EST

S

STCH

ARLE

SST

E

BRIDGE ST W

FRAN

KLINBLVD

LANC

ASTERST

W

QUEENST W

WOOLW

ICHST

S

FAIRWAY RD S

SNYDER'S FLATS RD

WOOLWICH ST

HWY 401Use column “Compared to Waterloo Region 2007” to see how the neighbourhood is doing on each indicator compared to the Waterloo Region average.










www.parentguide.ca



Overall

2004 2007 2004 2007













Overall

2004 2007 2004 2007



Mothers attending prenatal class (%) 75% 63% 43.6% Higher













Recent immigrants (% in previous 5 years) 0% 0% 3.6% Lower Bottom 1/3 Bottom 1/3





















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REFERENCES

SupportFamily Support

Primary caregivers, at least one of whom is a member of the child’s immediate family, consistently and predictably provide high levels of love, physical care, attention and nurturing in a way responsive to the child’s individuality.

Positive Family CommunicationPrimary caregivers communicate positively, openly and respectfully, expressing themselves in a language and style appropriate to children’s age, developmental level, and individuality.

Other Adult RelationshipsWith the support of their family, children experience interactions and relationships with non-familial adults, including caregivers, relatives, older people, and community figures. These interactions are characterized by investment, enrichment, consistency, and caring.

Caring NeighborsYoung children know neighbors that extend both the child’s network of relationships and sense of safety and protection.

Caring Alternative Care and School ClimateAlternative caregivers and teachers, whether within or outside of the home, are nurturing and accepting, and provide stability and security.

Parent Involvement in Early Care & EducationParents, teachers, and caregivers communicate with each other in order to attain a consistent and understanding approach to young children. Parents play various roles in the child care and educational setting.

EmpowermentCommunity Cherishes and Values Young Children

Communities are responsive to issues relevant to the wellbeing of young children, offering an array of activities and quality resources, including those that promote physical health, appropriate to their developmental characteristics and needs.

Young Children Receive and Are Seen as ResourcesCommunities show their caring and investment in young children’s futures through community system building and by providing families what they need to function as a “child rearing system” and alternative caregivers and child care programs with adequate financial subsidy.

Young Children are Able to Make a ContributionYoung children are provided opportunities to offer assistance and help with simple chores that bring pleasure and order to their environment, and enable them to feel valued.

Young Children Feel and Are SafeAdults, including parents, caregivers, and neighbors are able to reassure young children that their safety and well-being are a high priority, and that they are protected. The community provides physical safety, opportunity for physical development, and access to adequate health care.

Boundaries & ExpectationsFamily Boundaries

The family makes reasonable, developmentally appropriate guidelines for acceptable behavior by young children in ways that are understandable and attainable by young children.

Alternative Care or Out-of- Home BoundariesAlternative care and early education programs use positive ways of implicitly and explicitly teaching young children acceptable behavior; they avoid inappropriate and punitive methods that confuse, shame and isolate.

Neighborhood BoundariesNeighbors encourage positive and acceptable behavior in young children in a supportive, non-threatening way.

Adult Role ModelsAdults serve as role models by showing the same kind of self-regulation, empathy, acceptance of others and engagement with learning that they would expect and value in young children.

Positive Peer RelationshipsYoung children’s peers offer inclusion and acceptance, opportunity for having fun in constructive play, and opportunity for developing and practicingprosocial skills.

Positive ExpectationsAdults expect young children to behave appropriately, undertake challenging tasks with their assistance, and to do well at an activity within the child’s capacity to perform by giving encouragement; and avoid negative labeling if the child does not succeed.

Constructive Use of TimePlay and Creative Activities

Young children have daily opportunities to play with a variety of developmentally appropriate materials both structured and unstructured, that allow self-expression, physical activity, and interaction with others.

Out of Home and Community ProgramsYoung children are exposed to developmentally appropriate, out of home programs staffed with competent adults that offer a variety of well maintained, suitable materials. Children are periodically taken to community settings such as parks, museums, and theatres that offer stimulating experiences.

Religious ExperiencesYoung children participate in age appropriate spiritual activities that reflect the family’s faith and beliefs such as the role of faith in building feelings of security, optimism, and caring for others; and that address their own emerging interest in religious issues.

40 DEVELOPMENTAL ASSETS FOR EARLY CHILDHOODTime at Home

Young children spend a major portion of their time at home where they receive individual attention from primary caregivers, participate in family activities, play with a variety of materials, interact with non-family visitors of all ages, and viewTVminimally.

Commitment to LearningMotivation to Mastery

Young children respond to novelty and new experiences with interest, curiosity and energy reflective of physical wellbeing, leading to successful and pleasurable experiences.

Active Participation in Learning ExperiencesYoung children are engaged and invested in developmentally appropriate materials and experiences.

Bonding to Alternative Care ProgramsYoung children feel positive about their ongoing attendance in and out-of-home care and educational programs, and after an initial period of adjustment, attend willingly.

Home--School ConnectionYoung children experience security, connection and consistency between home and school or other out-of-home program as a result of mutual concern by adults at each site, and through sharing information about concerns, interests, and activities.

Early LiteracyYoung children increasingly show interest in print material and representational symbols (pictures, letters, numbers) as a result of being involved in language rich activities, particularly being read to frequently and being exposed to print materials.

Positive ValuesCaring

Young children begin showing empathy, understanding and awareness of others’ feelings, and make comforting and accepting gestures to peers and others in distress.

Equality and Social JusticeYoung children show concern for people who are at a disadvantage or who are excluded from activities because they are different.

IntegrityYoung children express their world views in various ways, which include asking questions, making comments, and enacting play episodes. They are also increasingly able to stand up for their own sense of justice.

HonestyYoung children come to understand the pro-social value of honesty and are truthful to the extent their construction of and perception of reality permits it.

ResponsibilityYoung children can carry out or follow through on simple tasks that help or benefit others.

Social CompetenciesInterpersonal Skills

Young children have “friendship skills”. They can play harmoniously with their peers through cooperation, give and take of ideas, increasing ability to share, and by showing interest in and awareness of the feelings of others.

Self-RegulationYoung children increasingly can identify the emotions they are feeling, are able to regulate their emotions in conflictual and stressful situations, and can focus their attention when needed on a matter at hand.

Planning & Problem SolvingYoung children can intentionally plan for the immediate future, make a choice among several options, and attempt to solve problems or surmount frustrations.

Cultural Awareness & SensitivityYoung children show positive and accepting attitudes toward people who are racially, physically, culturally or ethnically different from themselves.

Resistance SkillsYoung children have an increasingly accurate sense of danger appropriate to their expanding sense of self and environmental knowledge, seek protective help from trusted adults and resist pressure from peers to participate in unacceptable behavior.

Conflict ResolutionYoung children are increasingly able to mediate harmonious responses to conflicts by being helped to see the other person’s perspective and learning how to compromise in a mutually respectful way.

Positive IdentityPersonal Power

Young children have a sense of being able to make something happen that matters to them and to others.

Positive Self-EsteemYoung children have a growing sense that they are valued and that their presence and activities gain positive responses from others.

Positive View of Personal FutureYoung children feel a sense of optimism--that life is exciting and enjoyable, and that they have a positive place within it.

Sense of PurposeYoung children look forward to appropriate milestones that will energize and confirm their growth such as upcoming birthdays, holidays, kindergarten and school entrance.

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