On A guide to Support Middle Years Child Development Way The images used throughout this document were drawn by children who participated in family interviews and focus groups across Ontario during the development of On MY Way. Learn more about child and youth The Ministry of Children and Youth Services development at ontario.ca/middleyears would like to extend a sincere thank you to all of ISBN 978-1-4868-0533-4 Print the artists and their families for allowing the ISBN 978-1-4868-0534-1 HTML use of their drawings in this resource. ISBN 978-1-4868-0535-8 PDF CONtents 2 Acknowledgments 3 Welcome! 3 About this Resource 4 Focusing on Middle Childhood 5 The Importance of the Middle Years 6 Bridging the Early Years and Youth 7 A Balanced and Wholistic View of Development 9 Families Matter 9 Respecting Indigenous Perspectives on Wellbeing 12 Understanding Development in the Middle Years 13 Cognitive Development 18 Physical Development 25 Emotional Development 31 Social Development 38 Communication Development 42 Mental Health in the Middle Years 44 Developmental Maps 48 Cognitive Development 52 Physical Development 55 Emotional Development 59 Social Development 64 Communication Development 66 Working Together Moving Forward 68 Endnotes 2 On MYWay · A Guide to Support Middle Years Child Development Acknowledgments The On MY Way resource was developed over the course of a year with support and input from many people, including child development experts, researchers, Indigenous partners, families, community partners, and the ministries of Children and Youth Services; Education; Tourism, Culture and Sport and Health and Long-Term Care. The Ministry of Children and Youth Services appreciates the contributions of the organizations and individuals that shared their expertise, perspectives and experiences: Dr. James Côté, University of Dr. Kim Schonert-Reichl, Families Western Ontario University of British Columbia We would like to thank the many families Dr. Jan Willem Gorter, Dr. Leena K. Augimeri, Child across the province that shared insights McMaster University Development Institute (CDI) and on parenting children in the middle years. Dr. Jennifer Connolly, York University University of Toronto The following groups and organizations Dr. Jennine S. Rawana, York University Dr. Nancy Young, Laurentian University supported outreach and helped to bring Dr. Joel Lopata, Western University, Dr. Rose Cameron, Algoma University these families together: Joel Lopata Consulting Mary Jo Wabano, Naandwechige-Gamig Bob Rumball Canadian Centre of Dr. Kate Tilleczek, University of Prince Wiikwemkoong Health Centre Excellence for the Deaf Edward Island Tina Bobinski, Dilico Anishinabek Boys and Girls Club of Thunder Bay Dr. Michelle Jetha, Cape Breton University Family Care Britannia Woods Community House Dr. Sidney J. Segalowitz, Brock University The Premier’s Council on Youth Centre Psychosocial d’Ottawa Dr. Susan Scott, Lakehead University Opportunities Dilico Child and Family Services Estelle Simard, MSW, RSW, ABD, Halton Multicultural Council Connections The Institute for Culturally Indigenous Partners Restorative Practices Toronto Kiwanis Boys and Girls Clubs Anishinabek Nation and the Union of Dr. Karen MacLeod, Lutherwood Merrymount Family Support and Ontario Indians Marni Herold, Lutherwood Crisis Centre Association of Iroquois and Dr. Angela Hovey, Lakehead University Middle Childhood Matters Coalition Allied Indians (AIAI) Dr. Les Fleischer, Lakehead University Ontario Inuit Children’s Centre Chiefs of Ontario Boys and Girls Club of Ottawa Grand Council Treaty #3 Reach Out Centre for Kids Expert advisors Independent First Nations Tungasuvvingat Inuit Andrea Breen, University of Guelph Métis Nation of Ontario Weechi-it-te-win Family Services Cindy Blackstock, First Nations Child Nishnawbe Aski Nation and Family Caring Society of Ontario Federation of Indigenous Canada, and McGill University Friendship Centres Child development Dr. Christopher Mushquash, Ontario Native Women’s Association experts and authors Lakehead University Ottawa Inuit Children’s Centre of middle years Dr. Elizabeth Lee Ford-Jones, Hospital Six Nations of the Grand River for Sick Children and University Tungasuvvingat Inuit research papers of Toronto Dr. Chunlei Lu, Brock University Dr. Jean Clinton, McMaster University Dr. Gordon Flett, York University Dr. John Cairney, University of Toronto Welcome! 3 Welcome! About this Resource Who is this for? On MY Way: A Guide to Support Middle Years Child This resource is intended for all those who play a role in or Development is a comprehensive developmental influence the lives of middle years children, including: framework to support children ages 6–12, and is based on up-to-date evidence on middle childhood development. • parents, caregivers and caring adults • Elders, Senators* and traditional knowledge keepers ** Through an emerging, growing body of research, we know • community leaders and community groups that the middle years is a critical period of transition and • educators and learning institutions development with lifelong impacts. However, the body of • agencies and organizations that serve children evidence on middle childhood development is relatively • health care providers small compared to that for the early years (from birth • planners, policy makers and decision makers to age six) and youth (ages 12-25). Further, research on • philanthropic organizations and individuals development during this period is not as widely and readily available compared to the other stages. This resource describes what the leading research tells How do I use it? us about how middle years children are changing across Child development is an interconnected and fluid process. Cognitive, Physical, Emotional, Social and Communication It is experienced through the lens of culture and identity, domains. It also considers the role that individual self, spirit, and influenced by experience and context. As a result, context and culture play in influencing these changes. development is best understood and supported with the It describes what parents, caregivers and other caring whole child in mind. adults can do to support optimal development during Accordingly, this resource is intended to be read as a middle childhood, and helps define the most critical whole. It should be viewed with the understanding that opportunities for early interventions that will have an each child’s developmental journey is unique and is impact on the future. It also supports evidence-based shaped by their experience and context, or circumstances. planning and service delivery by community partners, Reading only one section or domain within the document educators, service providers, philanthropic partners, will not present the full picture of how middle years municipal partners, and policy and decision makers — children are growing, learning and developing during all with a shared goal of supporting optimal middle this period. years child development. The reader also needs to keep in mind that child By working to connect more individuals and organizations development is dynamic, and does not move in a straight with research on what middle years children need, we line. Children move along the developmental continuum improve our collective ability to effectively support the at their own pace. wellbeing of our children. * “Senators” have a special place in Métis culture, the Métis Nation of Ontario and in its governance structure. Highly respected for their knowledge, values, and experience, Senators provide an elder’s presence at community events and meetings, and they help to keep Métis culture alive by sharing Métis traditions and ways of life (Métis Nation of Ontario). ** “Traditional knowledge keepers” include Elders, Senators and other people who pass down knowledge of Indigenous culture and traditions. 4 Focusing on Middle Childhood The middle years refer to the period in life between early childhood and adolescence. Generally, child development experts consider children between the ages of 6–12 as being in their middle years. Focusing on Middle Childhood 5 The Importance of The Middle Years Today’s middle years children Ontario is home to more than one million children ages 6–12. This number is expected to increase to 1.26 million in the next 20 years.1 Because of Ontario’s aging population, this group is becoming a smaller, yet ever more important part of our province. Middle years children in Ontario today are different from any generation before them. They are growing up in a dynamic time of rapid change. Technology plays an increasingly prominent role in children’s lives, and brings with it many new opportunities as well as challenges. Ontario’s middle years children are very diverse, with 32 per cent identified as being a visible minority and 45.5 per cent identified as first or second generation Canadians.2 While most middle years children in Ontario are thriving, some children in certain groups face greater challenges than others. A distinct and important stage of development There is new and emerging research that sheds greater light on this important developmental stage. The middle years are now understood as a key developmental turning point that set the foundation for personal identity, lifelong skills, habits and values. Middle childhood is a period when children are exploring who they are and who they want to be, establishing basic skills and health habits, grappling with puberty, physical changes and gender roles, making friendships and