nanaimo november 2016

EDI Wave 6 data: BC and Nanaimo

Trends over time

In search of explanations

Where do we go from here?

How are our children doing?

Still1 in 3.

Are we running in the right direction?

Trend

WAVE 2_x000d_2004-07

WAVE 3_x000d_2007-09

WAVE 4_x000d_2009-11

WAVE 5_x000d_2011-13

WAVE 6_x000d_2013-16

0

5

10

15

20

25

30

35 29.9 28.7

30.9 32.5 32.2

Vulnerable on one or more scales

Multiple vulnerabilities

WAVE 2 _x0 0 0 d_20 0 4 -0 7

WAVE 3 _x0 0 0 d_2 0 0 7 -0 9

WAVE 4 _x0 0 0 d_2 0 0 9 -1 1

WAVE 5 _x0 0 0 d_20 1 1 -1 3

WAVE 6 _x0 0 0 d_2 0 1 3 -1 6

0

5

10

15

20

25

30

35

13.8 13.1 13.8 14.5 13.6

Complexity of Vulnerabilities on the EDI

Perc

ent

WAVE 2 _x0 0 0 d_20 0 4 -0 7

WAVE 3 _x0 0 0 d_2 0 0 7 -0 9

WAVE 4 _x0 0 0 d_2 0 0 9 -1 1

WAVE 5 _x0 0 0 d_20 1 1 -1 3

WAVE 6 _x0 0 0 d_2 0 1 3 -1 6

0

5

10

15

20

25

30

35

13.8 13.1 13.8 14.5 13.6

Complexity of Vulnerabilities on the EDI

1

Perc

ent

WAVE 2 _x0 0 0 d_20 0 4 -0 7

WAVE 3 _x0 0 0 d_2 0 0 7 -0 9

WAVE 4 _x0 0 0 d_2 0 0 9 -1 1

WAVE 5 _x0 0 0 d_20 1 1 -1 3

WAVE 6 _x0 0 0 d_2 0 1 3 -1 6

0

5

10

15

20

25

30

35

13.8 13.1 13.8 14.5 13.6

7.0 6.9 7.2 8.0 7.7

Complexity of Vulnerabilities on the EDI

1 2

Perc

ent

WAVE 2 _x0 0 0 d_20 0 4 -0 7

WAVE 3 _x0 0 0 d_2 0 0 7 -0 9

WAVE 4 _x0 0 0 d_2 0 0 9 -1 1

WAVE 5 _x0 0 0 d_20 1 1 -1 3

WAVE 6 _x0 0 0 d_2 0 1 3 -1 6

0

5

10

15

20

25

30

35

13.8 13.1 13.8 14.5 13.6

7.0 6.9 7.2 8.0 7.7

4.1 4.1 4.5

4.6 5.1

Complexity of Vulnerabilities on the EDI

1 2 3

Perc

ent

WAVE 2 _x0 0 0 d_20 0 4 -0 7

WAVE 3 _x0 0 0 d_2 0 0 7 -0 9

WAVE 4 _x0 0 0 d_2 0 0 9 -1 1

WAVE 5 _x0 0 0 d_20 1 1 -1 3

WAVE 6 _x0 0 0 d_2 0 1 3 -1 6

0

5

10

15

20

25

30

35

13.8 13.1 13.8 14.5 13.6

7.0 6.9 7.2 8.0 7.7

4.1 4.1 4.5

4.6 5.1 2.9 2.7

3.0 3.1 3.3

Complexity of Vulnerabilities on the EDI1 2 3 4

Perc

ent

WAVE 2 _x0 0 0 d_20 0 4 -0 7

WAVE 3 _x0 0 0 d_2 0 0 7 -0 9

WAVE 4 _x0 0 0 d_2 0 0 9 -1 1

WAVE 5 _x0 0 0 d_20 1 1 -1 3

WAVE 6 _x0 0 0 d_2 0 1 3 -1 6

0

5

10

15

20

25

30

35

13.8 13.1 13.8 14.5 13.6

7.0 6.9 7.2 8.0 7.7

4.1 4.1 4.5

4.6 5.1 2.9 2.7

3.0 3.1 3.3 2.1 2.0

2.3 2.4 2.6

Complexity of Vulnerabilities on the EDI

1 2 3 4 5

Perc

ent

WAVE 2 _x0 0 0 d_20 0 4 -0 7

WAVE 3 _x0 0 0 d_2 0 0 7 -0 9

WAVE 4 _x0 0 0 d_2 0 0 9 -1 1

WAVE 5 _x0 0 0 d_20 1 1 -1 3

WAVE 6 _x0 0 0 d_2 0 1 3 -1 6

0

5

10

15

20

25

30

35

13.8 13.1 13.8 14.5 13.6

7.0 6.9 7.2 8.0 7.7

4.1 4.1 4.5

4.6 5.1 2.9 2.7

3.0 3.1 3.3 2.1 2.0

2.3 2.4 2.6

Complexity of Vulnerabilities on the EDI

1 2 3 4 5

Perc

ent

16.1%18.7%

Domains

WAVE 2_x000d_2004-

07

WAVE 3_x000d_2007-

09

WAVE 4_x000d_2009-

11

WAVE 5_x000d_2011-

13

WAVE 6_x000d_2013-

16

0

5

10

15

20

25

30

35

One or more scalesPhysicalSocialEmotionalLanguageCommunication

WAVE 2_x000d_2004-

07

WAVE 3_x000d_2007-

09

WAVE 4_x000d_2009-

11

WAVE 5_x000d_2011-

13

WAVE 6_x000d_2013-

16

0

2

4

6

8

10

12

14

16

18

Language

WAVE 2_x000d_2004-07

WAVE 3_x000d_2007-09

WAVE 4_x000d_2009-11

WAVE 5_x000d_2011-13

WAVE 6_x000d_2013-16

0

2

4

6

8

10

12

14

16

18

PhysicalSocialEmotional

WAVE 2_x000d_2004-07

WAVE 3_x000d_2007-09

WAVE 4_x000d_2009-11

WAVE 5_x000d_2011-13

WAVE 6_x000d_2013-16

0

2

4

6

8

10

12

14

16

18

PhysicalSocialEmotionalLanguage

Nanaimo• Use Nanaimo EDI slides here• These have already been shared

Searching for explanations

Socioeconomic status?Living costs?

Subscales

Language and cognitive development

Full-day

kinder-garten

?

Emotional maturity

Searching for explanations

ADHD

Neurodevelopmental mental disorderNeurological brain disorder(Social construction?)

Dysfunction of dopamine brain circuits inattention, hyperactivity

(similarity to EDI subscale)

ADHD

Epidemic during past generation

Most commonly proposed ‘cause’:Genetic predisposition

Cannot explain sudden increase.

Correlates of ADHDNutrition (prenatal, early childhood)Sugar consumption ‘Unhealthy’ fats & lack of essential omega-3 fatty acidsIron, zinc deficienciesBPA in plasticsSynthetic food colorsLead & pesticides in the environmentLack of playLack of physical activityMaternal smoking & alcoholPrenatal stress and family stressObesity

Touch

Sleep

Play

Physical activity

Nutrition

What social and environmental conditions

(have we) changed in the past generation?

< back

TDI YDI

HELP Monitoring System

0 15 years

Where can we go?

Where do we want to go?

“How will it affect the land, water, air, animals, birds, plants and the future for our children

seven generations into the future?

Seven generations principleTo live by this principle, one would ask,

prior to any undertaking:

Using this principle, and mobilizing our knowledges , do we …

… convert more streets …

… into walk & bike lanes?

More parking lots …

… into playgrounds …

… and sports fields?

Children prefer that, too. [MDI data]

And they would maybe sleep better.

Turn more back lanes …

… into community gardens?

Provide clean (lead-free) water and…

… local pesticide–free organic food?

Label plastics and chemicals …

… and % DV (daily value) for sugar …

120%

… and introduce …

… a sugar tax…

… to possibly reduce fetal sugar spectrum disorder

(Davis, 2010)?

Because ‘it doesn’t have to be the way it is’

(Evans, 2013; Evans, Hertzman, Morgan, 2007).Clyde

Thank you

Language & Cognitive DevelopmentBasic literacy

Interest in math/reading and

memoryAdvanced literacy Basic numeracy

handles a book interested in books reads simple words sorts and classifies

identifies at least 10 letters interested in reading reads complex words 1 to 1 correspondence

attach sounds to letters interested in math reads simple sentences counts to 20

rhyming awareness interested in number games writing voluntarily recognizes 1-10

take part in group reading able remember things write simple words compares numbers

write own name write simple sentences recognizes shapes

experiments writing tools time concepts

aware writing directions

Emotional MaturityProsocial and

helping behaviourHyperactive and

inattentive behaviour

Aggressive behaviour

Anxious and fearful behaviour

help someone who is hurt restless gets into fights seems unhappy/depressed

clear up mess distractible bullies or is mean fearful

stop quarrel fidgets kicks, bites, etc. worried

offers help to others impulsive takes others’ things cries a lot

comforts upset difficulty awaiting turns laughs at discomfort nervous

spontaneously helps can't settle disobedient indecisive

invite bystanders to join inattentive temper tantrums shy

helps sick children upset when left by parent

Social CompetenceOverall social competence

Respect and responsibility

Independence & adjustment

Readiness to explore new things

overall social/emotional follows rules Listens attentively curious about the world

gets along with peers respects property follows directions eager play with new toy

cooperative self-control completes work on time eager to play a new game

plays with various children respect for adults works independently eager to read new book

self-confidence respect for children works neatly

accept responsibility independent solve problems

takes care of materials follow simple instructions

tolerance for mistakes follow class routines

adjust to changes in routines

DRAFT Sept 27 2016

DRAFT Sept 27 2016

DRAFT Sept 27 2016

DRAFT Sept 27 2016

DRAFT Sept 27 2016

DRAFT Sept 27 2016