Using the Early Development Instrument to Support School Readiness
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Using theEarly DevelopmentInstrument to SupportSchool Readiness
NURTURING NEW ROOTSSupporting the Newcomer Family6th Ontario Professional Development Conferencefor LINC ChildmindersNovember 22, 2007
GLORY RESSLERCoordinatorUnderstanding the Early Years
TIFFANY GARTNERData Analysis CoordinatorOntario Early Years Niagara Region
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Session Description• The Early Development Instrument (EDI) and its developmentally-based school readiness components will be outlined. • Examples of how the EDI has been used to
assist parents and early learning and care professionals in improving readiness to
learn outcomes for children in the Niagara Region will be presented and discussed.
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The Early DevelopmentInstrument (EDI)
Content adapted from a presentation byDr. Magdalena Janus, McMaster University,
Offord Centre for Child Studieswww.offordcentre.com
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A large number of children at a small risk for school failure may generate a much greater burden of suffering than a small number of children with a high risk.
(Based on Rose 1992, Offord et al. 1998)
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The VisionGather population-based data that• Takes stock of how well communities are
supporting young children• Measures readiness to learn in school
across developmental domains• Inspires small changes for large numbers
of children • Brings better population wide outcomes
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The GoalsGive communities a set of factual and understandable results that can: • Predict how children will do in elementary school • Monitor groups of children over time• Plan for action• Evaluate community initiatives • Influence policy research and decision-making• Make a difference
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What is Readiness for School?Refers to the child’s ability to meet the task demands of school, such as:• being comfortable exploring and asking
questions,• listening to the teacher,• playing and working with other children,• remembering and following rules.
In short, it is the ability to benefit fromthe educational activities that are
provided by the school.
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Why School Readiness?•Based on the concept of developmental health
•Assesses context of early experiences•Reflects developmental outcomes and milestones achieved during first 4-6 years
•Measurable holistic concept spanning several developmental areas
•Looks for improvements in largest group possible
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1. Physical Health & Well-being
2. Social Competence3. Emotional Maturity4. Language &
Cognitive development
5. Communication Skills & General Knowledge
Domains of School Readiness
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EDI Information Used• Mean scores in five domains• Percent not on track & vulnerable in 1 or
more domains• Multiple Challenge Index or MCI (percent
vulnerable on 3 or more domains)
Vulnerable
< 10%
At Risk
10 – 25% 75 – 100%
NOT ON TRACK ON TRACK
25 – 75%
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• Child health (low) 2.35• Gender (boy) 2.32• Income (low) 2.02• Family status (not intact) 1.83• Age (younger half) 1.36
Source: Janus & Duku 2007
Factors Increasing Risk
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Comparison of EDI and Grade 6 Scores
in North York, Ontario
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Source: Toronto District School Board, March 2007
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Source: Toronto District School Board, March 2007
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Source: Toronto District School Board, March 2007
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• One-time data point• Small numbers of children in
neighbourhood samples• One part of the whole picture• Data can only tell us so much • Doesn’t answer ‘why?’• Best used with other reliable data
Limitations
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EDI is:• a survey,• a mobilisation tool, and• a monitoring tool.
EDI is not:• an individual assessment,• a prescription for action, or• perfect
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• Good predictor of grade 1 achievement• Children’s scores vary between and among
groups• Drilling down into data provides even more
useful information• Some things make children more vulnerable• Being vulnerable is related to future success• Some groups are more vulnerable than
others
Take-back Messages
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Take-back Messages cont’d• Neighbourhood makes a difference – not
always predictably• Access to resources also important• Interaction with young children is crucial
(talking, playing, reading…)• Low scores, differences and surprises can
inspire action and improve local understanding
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2006 EDI Sample
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2006 Overall EDIOn Track Results
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2006 Overall EDI Results
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2006 EDI Domain Comparisons
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Multi-Year Comparison of EDI Mean Scores, Niagara Region, 2002-2006
7.4
7.6
7.8
8
8.2
8.4
8.6
8.8
9
9.2
9.4
2002 2005 2006
Year
Dom
ain
Mea
n Sc
ore
Communication Skills &General KnowledgeLanguage & CognitiveDevelopmentEmotional Maturity
Social Competence
Physical Health &Well-Being
Domain Means 2002-2006
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2006 Overall EDI Vulnerability
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2006 Vulnerability by Domain
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2006 Low Score %s by Sub-domain
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2006 Vulnerability by Domain
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2006 Vulnerability by Domain
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2006 Vulnerability by Domain
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2006 Vulnerability by Domain
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National Average = 26%
2006 % Vulnerable by Municipality
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2001 Census
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2001 Census
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2001 Census
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2006 EDI
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2001 Census
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EDI Products and Activities
• Maps, Reports, Charts/Graphs, and Action Plans
• Community Updates, School Board Reports, Parent Brochures
• Research Communiqués, Articles, Specific Requested Reports
• Custom Presentations, Workshops, Community Forums, Conference Sessions, and Event Displays
• Website where all of the above can be downloaded (www.uey.eccdc.org)
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Use of EDI in Niagara Region•Professional development sessions provided•School Board and service delivery planning
influenced•Regional and neighbourhood needs identified and
used in community plans •New programs developed, existing ones revised•New resources allocated, existing re-allocated•Successful proposals, grants, and reports written•Research, event, training, and product
development partnerships formed•Community action inspired•New resources provided to parents and early
years professionals•Local and national knowledge enhanced
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Thank you!• Questions?• Comments?• How might you use the EDI to improve
school readiness?
Please complete an evaluation.~ Tiffany and Glory