ECRQ Special Issue features EDI research

The EDI team is excited to announce the release of a new special issue of Early Childhood Research Quarterly, dedicated solely to research involving the Early Development Instrument.

The articles are available online for free through open access until July 4, 2016. Links to each individual article can be found below.


International research utilizing the Early Development Instrument (EDI) as a measure of early child development: Introduction to the Special Issue
Magdalena Janus, Linda J. Harrison, Sharon Goldfeld, Martin Guhn, Sally Brinkman

Perinatal and preschool predictors of vulnerability

A population-based analysis of factors that predict early language and cognitive development
Marni D. Brownell, Okechukwu Ekuma, Nathan C. Nickel, Mariette Chartier, Ina Koseva, Robert G. Santos

How well can poor child development be predicted from early life characteristics?: A whole-of-population data linkage study
Catherine R. Chittleborough, Amelia K. Searle, Lisa G. Smithers, Sally Brinkman, John W. Lynch

Early childhood education and care services

Preschool attendance trends in Australia: Evidence from two sequential population cohorts
Meredith O’Connor, Sarah Gray, Joanne Tarasuik, Elodie O’Connor, Amanda Kvalsvig, Emily Incledon, Sharon Goldfeld

The role of preschool in promoting children’s healthy development: Evidence from an Australian population cohort
Sharon Goldfeld, Elodie O’Connor, Meredith O’Connor, Mary Sayers, Tim Moore, Amanda Kvalsvig, Sally Brinkman

‘Dose-response’ relations between participation in integrated early childhood services and children’s early development
Sejal Patel, Carl Corter, Janette Pelletier, Jane Bertrand

Predictors of academic and social outcomes in later grades

Using the Early Development Instrument to examine cognitive and non-cognitive school readiness and elementary student achievement
Scott Davies, Magdalena Janus, Eric Duku, Ashley Gaskin

Associations of teacher-rated social, emotional, and cognitive development in kindergarten to self-reported wellbeing, peer relations, and academic test scores in middle childhood
Martin Guhn, Anne M. Gadermann, Alisa Almas, Kimberly A. Schonert-Reichl, Clyde Hertzman

EDI developmental status amongst diverse populations

Do thin, overweight and obese children have poorer development than their health-weight peers at the start of school? Findings from a South Australian data linkage study
Anna Pearce, Daniel Scalzi, John Lynch, Lisa G. Smithers

Associations between child home language, gender, bilingualism and school readiness: A population-based study
Martin Guhn, Constance Milbrath, Clyde Hertzman

Socioeconomic gradients in school readiness of Chinese preschool children: The mediating role of family processes and kindergarten quality
Patrick Ip, Nirmala Rao, John Bacon-Shone, Sophia Ling Li, Frederick Ka-wing Ho, Chun-bong Chow, Fan Jiang

Early influences on developmental outcomes among children, at age 5, in Australia’s Northern Territory
Steven Guthridge, Lin Li, Sven Silburn, Shun Qin Li, John McKensize, John Lynch