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Search Institute
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Suite 125
Minneapolis, MN 55413

Map to Search Institute
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or
800-888-7828

40 Developmental Assets for Middle Childhood

Search Institute has identified a framework of 40 developmental assets for middle childhood (grades 4-6) based on extensive review of the theory, research, and practice base for childhood development. When linked to the Developmental Assets framework for early childhood and the well-established youth Developmental Assets framework, a powerful, practical, and unified approach to the healthy growth and well-being of young people across the first two decades of life is available.

For more information on developmental assets in middle childhood, see Coming Into Their Own: How Developmental Assets Promote Positive Growth in Middle Childhood, and Building Assets is Elementary: Group Activities for Helping Kids Aged 8-12 Succeed.
 
Asset Category Asset Name Asset Definition
EXTERNAL ASSETS    
Support 1. Family support Family life provides high levels of love and support.
  2. Positive family communication Parent(s) and child communicate positively. Child feels comfortable seeking advice
and counsel from parent(s).
  3. Other adult relationships Child receives support from adults other than her or his parent(s).
  4. Caring neighborhood Child experiences caring neighbors.
  5. Caring school climate Relationships with teachers and peers provide a caring, encouraging school environment.
  6. Parent involvement in schooling Parent(s) are actively involved in helping the child succeed in school.
Empowerment 7. Community values children Child feels valued and appreciated by adults in the community.
  8. Children as resources Child is included in decisions at home and in the community.
  9. Service to others Child has opportunities to help others in the community.
  10. Safety Child feels safe at home, at school, and in her or his neighborhood.
Boundaries and Expectations 11. Family boundaries Family has clear and consistent rules and consequences and monitors the child’s whereabouts.
  12. School boundaries School provides clear rules and consequences.
  13. Neighborhood boundaries Neighbors take responsibility for monitoring the child’s behavior.
  14. Adult role models Parent(s) and other adults in the child’s family, as well as nonfamily adults, model positive, responsible behavior.
  15. Positive peer influence Child’s closest friends model positive, responsible behavior.
  16. High expectations Parent(s) and teachers expect the child to do her or his best at school and in other activities.
Constructive Use of Time 17. Creative activities Child participates in music, art, drama, or creative writing two or more times per week.
  18. Child programs Child participates two or more times per week in cocurricular school activities or structured community programs for children.
  19. Religious community Child attends religious programs or services one or more times per week.
  20. Time at home Child spends some time most days both in high-quality interaction with parents and doing things at home other than watching TV or playing video games.
INTERNAL ASSETS    
Commitment to Learning 21. Achievement motivation Child is motivated and strives to do well in school.
  22. Learning engagement Child is responsive, attentive, and actively engaged in learning at school and enjoys participating in learning activities outside of school.
  23. Homework Child usually hands in homework on time.
  24. Bonding to adults at school Child cares about teachers and other adults at school.
  25. Reading for pleasure Child enjoys and engages in reading for fun most days of the week.
Positive Values 26. Caring Parent(s) tell the child it is important to help other people.
  27. Equality and social justice Parent(s) tell the child it is important to speak up for equal rights for all people.
  28. Integrity Parent(s) tell the child it is important to stand up for one’s beliefs.
  29. Honesty Parent(s) tell the child it is important to tell the truth.
  30. Responsibility Parent(s) tell the child it is important to accept personal responsibility for behavior.
  31. Healthy lifestyle Parent(s) tell the child it is important to have good health habits and an understanding of healthy sexuality.
Social Competencies 32. Planning and decision making Child thinks about decisions and is usually happy with results of her or his decisions.
  33. Interpersonal competence Child cares about and is affected by other people’s feelings, enjoys making friends, and, when frustrated or angry, tries to calm her- or himself.
  34. Cultural competence Child knows and is comfortable with people of different racial, ethnic, and cultural backgrounds and with her or his own cultural identity.
  35. Resistance skills Child can stay away from people who are likely to get her or him in trouble and is able to say no to doing wrong or dangerous things.
  36. Peaceful conflict resolution Child attempts to resolve conflict nonviolently.
Positive Identity 37. Personal power Child feels he or she has some influence over things that happen in her or his life.
  38. Self-esteem Child likes and is proud to be the person he or she is.
  39. Sense of purpose Child sometimes thinks about what life means and whether there is a purpose for her or his life.
  40. Positive view of personal future Child is optimistic about her or his personal future.

This list is an educational tool. It is not intended to be nor is it appropriate as a scientific measure of the developmental assets of individuals.

Copyright © 2003, 2006 by Search Institute. All rights reserved. This chart may be reproduced for educational, noncommercial use only (with this copyright line). No other use is permitted without prior permission from Search Institute, 615 First Avenue N.E., Suite 125, Minneapolis, MN 55413; 800-888-7828. See Search Institute's Permissions Guidelines and Request Form. The following are registered trademarks of Search Institute: Search Institute®, Developmental Assets® and Healthy Communities • Healthy Youth®.

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