Identifying children with poor health and development early is essential for providing effective interventions capable of improving outcomes by the time children reach school age. Continue reading How early life characteristics predict later development
Tag Archives: ECRQ Special Issue
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. Continue reading ECRQ Special Issue features EDI research
Language, gender, bilingualism and school readiness
With children from immigrant families becoming a growing part of North American classrooms it is important to understand how their cultural and language backgrounds may influence their learning. Continue reading Language, gender, bilingualism and school readiness
Early influences on development in Australia’s Northern Territory
Australia’s Northern Territory has the country’s smallest population, but the highest proportion of the population living in remote or very remote areas. Continue reading Early influences on development in Australia’s Northern Territory
Preschool trends in Australia
In 2008, Australia committed to providing all children with access to 15 hours a week of high quality early childhood education for 40 weeks in the year before school. Continue reading Preschool trends in Australia
SES and Chinese EDI outcomes in Hong Kong
Inequalities starting in childhood often persist throughout life. Accordingly, researchers are interested in learning about potential ways to reduce these inequalities and give all children a more equal chance at future success. Continue reading SES and Chinese EDI outcomes in Hong Kong
Cognitive and non-cognitive skills and future school success
Early development can have a long lasting impact on a child’s life. However, apart from cognitive skills, there is no consensus on which areas of development are associated with later student achievement. Continue reading Cognitive and non-cognitive skills and future school success