A Cross-Cultural Comparison of Kindergarten Children's Health and

Development in BC

Presented at the 16th Annual Cross-Cultural Mental Health ConferenceOctober 6, 2011

Martin Guhn, Ph.D.Constance Milbrath, Ph.D.

Children live in Neighborhoods

Kindergarten: Early Development Instrument (EDI)

5 domains

Physical health and well being Social knowledge and competence

Emotional health and maturity Language and cognitive development

Communication skills and general knowledge

Children’s Developmental Readiness to Learn at School

• Pattern of vulnerability on the EDI for Children from different language groups suggests the influence of heritage cultures.

• Neighbourhood Characteristics influence EDI vulnerability.• SES, particularly poverty, increases

neighbourhood EDI vulnerability.• Cultural concentration of neighbourhoods can be

protective for children of some cultural groups.

English Cantonese Mandarin Punjabi Tagalog Vietnamese0%

10%

20%

30%

40%

50%

Physical well-being

Social competence

Emotional maturity

Language and cognitive development

Communication and general knowledge

Children Live in Culture Rich Neighborhoods

Culture Matters Children living in homes that speak only their

Heritage language show some significant cultural patterning in their vulnerability on the EDI Domains.

Gender (female) and knowledge of the host language are protective factors for children living in immigrant families.

At the level of the child, cultural concentration interacts with poverty to modify developmental vulnerabilities.

EDI Patterns by Home Language

Physical health and wellbeingPhysical readiness

for schoolPhysical

independenceGross and

fine motor skills

dressed inappropriately washroom proficient at holding pen

too tired hand preference manipulates objects

late well coordinated climbs stairs

hungry (sucks thumb) level of energy

    overall physical

Social competenceSocial competence

Respect and responsibility Approach to learning

Readiness to explore new things

overall soc/emotional follows rules listens curious

gets along with peers respects property follows directions eager new toy

cooperative self-controlcompletes work on

time eager new gameplays with various

children respect for adults works independently eager new book

self-confidence respect for children works neatly

tolerance for mistake accept responsibility independent solve problems

takes care of

materialsfollow simple instructions

follow class routines

adjust to change

Emotional maturityProsocial and helping

behaviourCalmness and

patience Gentleness Emotional regulation

help hurt restless gets into fights seems unhappy

clear up mess distractible bullies or mean fearful

stop quarrel fidgets kicks etc. worried

offers help impulsive takes things cries a lot

comforts upsetdifficulty awaiting

turns laughs at others nervous

spontaneously helps can't settle disobedient indecisive

invite bystanders inattentive temper tantrums shy

helps sick upset when left

Language and cognitive skillsBasic literacy

Interest in math and reading Reading and writing Numeracy

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

identifies letters interested in reading reads complex words1 to 1

correspondence

sounds to letters interested in maths reads sentences counts to 20

rhyming awarenessinterested in number

games writing voluntarily recognizes 1-10

group reading write simple words compares numbers

write own name write simple

sentences recognizes shapes

experiments writing time concepts

writing directions (remembers things)

Communicationeffective use - English

listens - English

tells a story

imaginative play

communicates needs

understands

articulates clearly

knowledge about world

Physica

l readin

ess f

or sch

ool

Physica

l inde

poen

dence

Gross

and fin

e motor

skils

Social c

omptenc

e

Respec

t and

resp

onsibi

lity

Approa

ch to

learn

ing

Readin

ess t

o explor

e new th

ings

Proso

cial a

nd he

lping be

havior

Calmne

ss an

d pati

ence

Gentle

ness

Emotiona

l regu

lation

Basic lit

eracy

Interest

in math and

read

ing

Reading an

d writi

ng

Numerac

y-0.40

-0.30

-0.20

-0.10

0.00

0.10

0.20

0.30

0.40

0.50

0.60

English

Physica

l readin

ess f

or sch

ool

Physica

l inde

poen

dence

Gross

and fin

e motor

skils

Social c

omptenc

e

Respec

t and

resp

onsibi

lity

Approa

ch to

learn

ing

Readin

ess t

o explor

e new th

ings

Proso

cial a

nd he

lping be

havior

Calmne

ss an

d pati

ence

Gentle

ness

Emotiona

l regu

lation

Basic lit

eracy

Interest

in math and

read

ing

Reading an

d writi

ng

Numerac

y-0.40

-0.30

-0.20

-0.10

0.00

0.10

0.20

0.30

0.40

0.50

0.60

Cantonese & English Cantonese

Physica

l readin

ess f

or sch

ool

Physica

l inde

poen

dence

Gross

and fin

e motor

skils

Social c

omptenc

e

Respec

t and

resp

onsibi

lity

Approa

ch to

learn

ing

Readin

ess t

o explor

e new th

ings

Proso

cial a

nd he

lping be

havior

Calmne

ss an

d pati

ence

Gentle

ness

Emotiona

l regu

lation

Basic lit

eracy

Interest

in math and

read

ing

Reading an

d writi

ng

Numerac

y-0.40

-0.30

-0.20

-0.10

0.00

0.10

0.20

0.30

0.40

0.50

0.60

Mandarin & English Mandarin

Physica

l readin

ess f

or sch

ool

Physica

l inde

poen

dence

Gross

and fin

e motor

skils

Social c

omptenc

e

Respec

t and

resp

onsibi

lity

Approa

ch to

learn

ing

Readin

ess t

o explor

e new th

ings

Proso

cial a

nd he

lping be

havior

Calmne

ss an

d pati

ence

Gentle

ness

Emotiona

l regu

lation

Basic lit

eracy

Interest

in math and

read

ing

Reading an

d writi

ng

Numerac

y-0.40

-0.30

-0.20

-0.10

0.00

0.10

0.20

0.30

0.40

0.50

0.60

Punjabi & English Punjabi

Physica

l readin

ess f

or sch

ool

Physica

l indep

oend

ence

Gross

and fin

e motor

skils

Social c

omptenc

e

Respec

t and

resp

onsibilit

y

Approac

h to le

arning

Readines

s to ex

plore

new th

ings

Proso

cial a

nd he

lping

behav

ior

Calmnes

s and p

atienc

e

Gentlen

ess

Emotiona

l regu

lation

Basic lit

eracy

Interest

in math and

read

ing

Reading a

nd writi

ng

Numerac

y-0.40

-0.30

-0.20

-0.10

0.00

0.10

0.20

0.30

0.40

0.50

0.60

Tagalog & English Tagalog

Physica

l readin

ess f

or sch

ool

Physica

l inde

poen

dence

Gross

and fin

e motor

skils

Social c

omptenc

e

Respec

t and

resp

onsibi

lity

Approa

ch to

learn

ing

Readin

ess t

o explor

e new th

ings

Proso

cial a

nd he

lping be

havior

Calmne

ss an

d pati

ence

Gentle

ness

Emotiona

l regu

lation

Basic lit

eracy

Interest

in math and

read

ing

Reading an

d writi

ng

Numerac

y-0.40

-0.30

-0.20

-0.10

0.00

0.10

0.20

0.30

0.40

0.50

0.60

Vietnamese & English Vietnamese

Thank YouSpecial Acknowledgment & thanks to

our collaborators

Jay Douillard & HELP’s Mappers&

the HELP team

constance.milbrath@ubc.camartin.guhn@ubc.ca

FSANumeracy FSA

Reading

01

2 or 34 or 5

0

10

20

30

40

50

60

70

% Not

Passing

Predicting Fourth Grade Achievement from Kindergarten Developmental Readiness with the EDI

012 or 34 or 5

EDI Scales Vulnerable

Example: Emotional maturity (Gender comparison)Differential Item (L) and Domain Functioning (R)

Source: Guhn, Gadermann, & Zumbo (2008)

Communication & General Knowledge(ESL comparison)

Differential Item and Domain Functioning

-0.4

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

0.4

English (only) speaking children (n=89,017)

Ave

rage

teac

her r

atin

gs(s

tand

ardi

zed)

Physical health & wellbeing

Socialcompetence

Emotional maturity

Cognitive development

-0.4

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

0.4

Cantonese-speaking children (n=4,688)

Ave

rage

teac

her r

atin

gs(s

tand

ardi

zed)

Physical health & wellbeing

Socialcompetence

Emotional maturity

Cognitive development

-0.4

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

0.4Mandarin-speaking children

(n=3,141) A

vera

ge te

ache

r rat

ings

(sta

ndar

dize

d)

Physical health & wellbeing

Socialcompetence

Emotional maturity

Cognitive development

-0.4

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

0.4

Tagalog-speaking children (n=1,879)

Ave

rage

teac

her r

atin

gs(s

tand

ardi

zed)

Physical health & wellbeing

Socialcompetence

Emotional maturity

Cognitive development

-0.4

-0.3

-0.2

-0.1

0.0

0.1

0.2

0.3

0.4

Punjabi-speaking children (n=7,193)

Ave

rage

teac

her r

atin

gs(s

tand

ardi

zed)

Physical health & wellbeing

Socialcompetence

Emotional maturity

Cognitive development