that conceptualizes elements of well-being relevant for the middle childhood period, identifies potential constructs and develops criteria for indicators. Here, we follow up by identifying a set of 20 indicator constructs, half positive and half negative. Of these 20, half measure child well-being and half measure contexts that affect child development. For each construct, we discuss evidence of importance and provide, where possible, examples of measures from US surveys.
Keywords Middle childhood . Measures
BackgroundConsiderable development occurs during middle childhood; in fact, some suggest that middle-childhood characteristics may more strongly predict future outcomes than do preschool indicators (Collins 1984). Moreover, considerable research connects behavior problems during the teen years to experiences and development during the elementary school years (Huston and Ripke 2006b). However, it cannot be presumed that the trends and patterns for middle childhood 1 mirror the patterns for older or younger children. Therefore, a comprehensive set of indicators appropriate to middle childhood is necessary in order to track how consecutive cohorts of children are faring in the context of changing policy, economic, and social environments, and in order to identify whether some subgroups of children are faring Child Ind Res (2008) 1:129-155