9. Physical Health & Well-being
Physical readiness
for school
Physical
independence
Gross and
fine motor skills
dressed inappropriately Independent in washroom proficient at holding pen
too tired hand preference manipulates objects
late well coordinated climbs stairs
hungry sucks thumb level of energy
overall physical
10. SD 68 Physical Health & Well-being
0.0
5.0
10.0
15.0
20.0
25.0
30.0
%Vulnerable
SD 68
BC
11. Social Competence
Overall social competence Respect and responsibility Approaches to learning
Readiness to explore new
things
overall social/emotional follows rules Listens attentively curious about the world
gets along with peers respects property follows directions eager play with new toy
cooperative self-control completes work on time eager to play a new game
plays with various children respect for adults works independently eager to read new book
self-confidence respect for children works neatly
accept responsibility
independent solve
problems
takes care of materials follow simple instructions
tolerance for mistakes follow class routines
adjust to changes in routines
12. SD 68 Social Competence
0.0
5.0
10.0
15.0
20.0
25.0
30.0
%Vulnerable
SD 68
BC
13. Emotional Maturity
Prosocial and helping
behaviour
Hyperactive and inattentive
behaviour
Aggressive behaviour Anxious and fearful behaviour
help someone who is hurt restless gets into fights seems unhappy/depressed
clear up mess distractible bullies or is mean fearful
stop quarrel fidgets kicks, bites, etc. worried
offers help to others impulsive takes others’ things cries a lot
comforts upset difficulty awaiting turns laughs at discomfort nervous
spontaneously helps can't settle disobedient indecisive
invite bystanders to join inattentive temper tantrums shy
helps sick children upset when left by parent
15. Language & Cognitive Development
Basic literacy
Interest in math/reading and
memory
Advanced literacy Basic numeracy
handles a book interested in books reads simple words sorts and classifies
identifies at least 10 letters interested in reading reads complex words 1 to 1 correspondence
attach sounds to letters interested in maths reads simple sentences counts to 20
rhyming awareness interested in number games writing voluntarily recognizes 1-10
take part in group reading able remember things write simple words compares numbers
write own name write simple sentences recognizes shapes
experiments writing tools time concepts
aware writing directions
16. SD 68 Language & Cognitive Development
0.0
5.0
10.0
15.0
20.0
25.0
30.0
%Vulnerable
SD 68
BC
KEY MESSAGES
The EDI is a tool developed at McMaster University by Drs Dan Offord and Magdalena Janus
Dr Hertzman, Founding Director of HELP and others acted as advisors to its development
It has 104 items spanning 5 scales of development covering the broad domains of development (physical, cognitive, social and emotional)
K teachers complete it across BC and Canada in February, once they get a chance to know their students and the students are adjusted to the classroom environment.
The EDI was developed for teachers to use, because of their
exposure to the unique environment of the classroom
specific professional expertise
The majority of the population attends kindergarten.
It reports on child’s development at the time of completion
It has been validated locally and internationally with various populations
(e.g. urban, rural, different cultural groups)
When we talk about EDI results, we are looking at on which of those 5 scales of development an child may be vulnerable.
When we say “Vulnerable”:
We mean that without additional support and care, a child may experience future challenges in school and society.
At the start of the EDI project, clinical practitioners and developmental psychologists created a profile of a child that would be likely to experience challenges as they entered kindergarten. The profile included a range of age-appropriate indicators that reflected the development of the WHOLE CHILD: including such things as being able to hold a pencil, cooperate with their classmates, tell a short story of their day, or follow simple instructions.
After our first round of data collection across the province between 2001-2004, researchers at HELP determined the vulnerability cut-off scores to be those scores in the bottom 10%.
Over the last 10 years, our research has demonstrated that the cut-offs have tremendous predictive capability.
Being below the vulnerability cut-off in kindergarten has a direct relationship to children’s scores in the later grades.
KSR – linkage and resilience … SEL… malleable.