Toronto region Data Analysis Coordinators (DACs) have released a report documenting how 2010-2011 EDI results were used to inform program planning. Continue reading Toronto-based report highlights community uses of EDI results
The Community Foundations of Canada and its local partners across the country have released the 2015 Vital Signs reports. Vital Signs is an annual check-up that measures the vitality of cities across Canada by examining significant social and economic trends. Continue reading 2015 Vital Signs reports released
The Early Development Instrument was used as a before-and-after assessment in a sample of 448 children attending Free Pre-School Year in Ireland in 2012/2013. Free Pre-School Year was introduced in Ireland in 2010 and provides a year of free pre-school before children start primary school. A new study published in Irish Educational Studies by Kieran McKeown, Trutz Haase, and Jonathan Pratschke found that children with more or better skills at the beginning of the study period tended to have more or better skills at the end of the study period as well. In addition, the authors found a skill gap between children at the start of the program, and this stayed the same or widened throughout the year. Finally, the authors found that the biggest influence on child outcomes was social class.
The EDI was chosen as one measure to determine the impact the Indonesia Early Childhood Education and Development project had on early achievement gaps. The EDI was used along with the Strengths and Difficulties Questionnaire, tests of executive function, drawing tasks, expressive and receptive language tasks, and demonstrations of child skills to measure child development in 3000 villages in Indonesia. The results of the study were published in the Journal of Development Effectiveness by Haeil Jung and Amer Hasan.
The Journal of Multilingual Education Research has published a new article using EDI data titled Ready for La Escuela: School Readiness and the Languages of Instruction in Kindergarten by Zoila Tazi. The paper uses EDI mean domain scores and percentage of children “very on track” in a New York school district to determine whether bilingual instruction for Spanish-speaking children was a more effective approach than solely English instruction.
A new study from Australia using national AEDC data has investigated whether English-proficiency at 4-5 years of age later predicts language and literacy skills at 10-11 years of age. The study was authored by Kamelia Dennaoui, Ruth Jane Nicholls, Meredith O’Connor, Joanne Tarasuik, Amanda Kvalsvig, and Sharon Goldfeld. The authors found that bilingual children who begin school without English proficiency are at an increased risk for later language and literacy difficulties.
Please visit Informa Healthcare to view the abstract.
A population-based, retrospective cohort study conducted in Manitoba has examined the relationship between the 5 minute Apgar score, a measure of newborn children’s health status, and developmental vulnerability at 5 years of age based on the EDI. The authors of the study include Neda Razaz, W. Thomaas Boyce, Marni Brownell, Douglas Jutte, Helen Tremlett, Ruth Ann Marrie, and K.S. Joseph. The authors found that the risk of developmental vulnerability at 5 years is inversely related with the 5 minute Apgar score, meaning the score can serve as an early population-level measure of developmental risk.
Jane Margaret McCormack and Sarah Elizabeth Verdon have published a paper mapping AEDC vulnerability against the location of paediatric speech-language pathologists (SLP) across Australia. The study, published in the International Journal of Speech-Language Pathology, found many children vulnerable in the Language and Cognitive Development and Communication Skills and General Knowledge domains did not have access to a SLP. The study raises important questions about how best to deliver needed services.
Lynn E. Cohen and Dana E. Friedman have published a book chapter titled The Early Development Instrument: A Bioecological View of School Readiness. The chapter appears in the Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice. The chapter presents EDI data from two areas in New York state—Long Island and Westbury— to highlight how the instrument can lead to connections and reciprocity across the various systems of Bronfenbrenner’s ecological model.
The City of Pasadena has released its Early Child Development Policy which includes EDI data mapped in relationship to the neighbourhood conditions in which children live. The report outlines a vision and plan for Pasadena to bring direction and a comprehensive approach to the city’s early childhood policy and services. City council has adopted the report, which shows how at a municipal level the EDI can be used to drive new city-level policies, investment, and infrastructure.