Domains and Subdomains | Early Development Instrument

Domains & Subdomains		Related EDI Questions
PHYSICAL HEALTH & WELL-BEING Includes gross and fine motor skills (e.g., holding a pencil, running on the playground, motor coordination), adequate energy levels for classroom activities, independence in looking after own needs, and daily living skills.
Physical readiness for school day Children who never or almost never experienced being dressed inappropriately for school activities, coming to school tired, late or hungry.		Since the start of school in the fall, has this child sometimes (more than once) arrived : over- or underdressed for school-related activities too tired/sick to do school work late hungry
Physical independence Children who are independent in looking after their needs, have an established hand preference, are well coordinated, and do not suck a thumb/finger.		Would you say that this child: is independent in washroom habits most of the time shows an established hand preference (right vs. left or vice versa) is well coordinated (i.e., moves without running into or tripping over things) sucks a thumb/finger
Gross and fine motor skills Children who have an excellent ability to physically tackle the school day and have excellent or good gross and fine motor skills.		How would you rate this child’s: level of energy throughout the school day proficiency at holding a pen, crayons, or a brush ability to manipulate objects ability to climb stairs overall physical development
SOCIAL COMPETENCE Includes curiosity about the world, eagerness to try new experiences, knowledge of standards of acceptable public behaviour, ability to control own behaviour, appropriate respect for adult authority, cooperation with others, following rules, and ability to play and work with other children.
Overall social competence Children with excellent or good overall social development, very good ability to get along with other children and play with various children, usually cooperative and self-confident.		How would you rate this child’s: overall social/emotional development ability to get along with peers Would you say that this child: plays and works cooperatively with other children at the level appropriate for his/her age is able to play with various children shows self-confidence
Responsibility and respect Children who always or most of the time show respect for others, and other’s property, follow rules and take care of materials, accept responsibility for actions, and show self-control.		Would you say that this child: respects the property of others follows rules and instructions demonstrates self-control demonstrates respect for adults demonstrates respect for other children accepts responsibility for actions takes care of school materials shows tolerance to someone who made a mistake (e.g., when a child gives a wrong answer to a question posed by the teacher)
Approaches to learning Children who always or most of the time work neatly, independently, and solve problems, follow instructions and class routines, easily adjust to changes.		Would you say that this child: listens attentively follows directions completes work on time works independently works neatly and carefully is able to solve day-to-day problems by him/herself is able to follow one-step instructions is able to follow class routines without reminders is able to adjust to changes in routines
Readiness to explore new things Children who are curious about the surrounding world, and are eager to explore new books, toys and games.		Would you say that this child: is curious about the world is eager to play with a new toy is eager to play a new game is eager to play with/read a new book
EMOTIONAL MATURITY Includes the ability to think before acting, a balance between too fearful and too impulsive, an ability to deal with feelings at the age-appropriate level, and empathetic response to other people’s feelings.
Prosocial and helping behaviour Children who often show most of the helping behaviours: helping someone hurt, sick or upset, offering to help spontaneously, invite bystanders to join in.		Would you say that this child: will try to help someone who has been hurt volunteers to help clear up a mess someone else has made if there is a quarrel or dispute will try to stop it offers to help other children who have difficulty with a task comforts a child who is crying or upset spontaneously helps to pick up objects which another child has dropped (e.g., pencils, books) will invite bystanders to join in a game helps other children who are feeling sick
Anxious and fearful behaviour Children who rarely or never show most of the anxious behaviours; they are happy and able to enjoy school, and are comfortable being left at school by caregivers.		Would you say that this child: is upset when left by parent/guardian seems to be unhappy, sad, or depressed appears fearful or anxious appears worried cries a lot is nervous, high-strung, or tense is incapable of making decisions is shy
Aggressive behaviour Children who rarely or never show most of the aggressive behaviours; they do not use aggression as a means of solving a conflict, do not have temper tantrums, and are not mean to others.		Would you say that this child: gets into physical fights bullies or is mean to others kicks, bites, hits other children or adults takes things that do not belong to him/her laughs at other children’s discomfort is disobedient has temper tantrums
Hyperactivity and inattentive behaviour Children who never show most of the hyperactive behaviours; they are able to concentrate, settle in to chosen activities, wait their turn, and most of the time think before doing something.		Would you say that this child: can’t sit still, is restless is distractible, has trouble sticking to any activity fidgets is impulsive, acts without thinking has difficulty awaiting turn in games or groups cannot settle to anything for more than a few moments is inattentive
LANGUAGE & COGNITIVE DEVELOPMENT Includes reading awareness, age-appropriate reading and writing skills, age-appropriate numeracy skills, ability to understand similarities and differences, and ability to recite back specific pieces of information from memory.
Basic literacy Children who have all the basic literacy skills: know how to handle a book, can identify some letters and attach sounds to some letters, show awareness of rhyming words, know the writing directions, and are able to write their own name.		Would you say that this child: knows how to handle a book (e.g., turn a page) is able to identify at least 10 letters of the alphabet is able to attach sounds to letters is showing awareness of rhyming words is able to participate in group reading activities is experimenting with writing tools is aware of writing directions in English (left to right, top to bottom) is able to write his/her own name in English
Interest literacy/numeracy and memory Children who show an interest in books and reading, math and numbers, and have no difficulty with remembering things.		Would you say that this child: is generally interested in books (pictures and print) is interested in reading (inquisitive/curious about the meaning of printed material) is able to remember things easily is interested in mathematics is interested in games involving numbers
Advanced literacy Children who have at least half of the advanced literacy skills: reading simple, complex words or sentences, writing voluntarily, writing simple words or sentences.		Would you say that this child: is able to read simple words is able to read complex words is able to read simple sentences is able to write simple words is able to write simple sentences is interested in writing voluntarily (and not only under the teacher’s direction)
Basic numeracy Children who have all the basic numeracy skills: can count to 20 and recognize shapes and numbers, compare numbers, sort and classify, use one-to-one correspondence, and understand simple time concepts.		Would you say that this child: is able to sort and classify objects by a common characteristic (e.g., shape, colour, size) is able to use one-to-one correspondence is able to count to 20 is able to recognize numbers 1 – 10 is able to say which number is bigger of the two is able to recognize geometric shapes (e.g., triangle, circle, square) understands simple time concepts (e.g., today, summer, bedtime)
COMMUNICATION SKILLS & GENERAL KNOWLEDGE Includes skills to communicate needs and wants in socially appropriate ways, symbolic use of language, storytelling, and age-appropriate knowledge about the life and world around.
Communication and general knowledge Children who have excellent or very good communication skills; can communicate easily and effectively, can participate in story-telling or imaginative play, articulates clearly, show adequate general knowledge, and are proficient in their native language.		How would you rate this child’s: ability to listen in English ability to tell a story ability to take part in imaginative play ability to communicate own needs in a way understandable to adults and peers ability to understand on first try what is being said to him/her ability to articulate clearly, without sound substitutions ability to use language effectively in English Would you say that this child: answers questions showing knowledge about the world (e.g., leaves fall in the autumn, apple is a fruit, dogs bark)