Transcript Update and initial findings: Early Development Instrument

Measuring early child development:
Early Development Instrument pilot in Scotland
Presenter:
Dr Rosemary Geddes
MRC Career Development Fellow, Scottish Collaboration for Public Health Research and
Policy
Contributor:
Professor John Frank
Director, Scottish Collaboration for Public Health Research and Policy
Professor and Chair, Public Health Research and Policy, University of Edinburgh
Acknowledgements:
McMaster University, Canada, who own copyright of EDI tool
Content
• Context
• What is the Early Development Instrument
(EDI)?
• Purpose of EDI
• Using EDI results for community
empowerment and action
• EDI pilot in East Lothian
Context
• International and national focus on importance of
early years intervention – Marmot review
• Equally Well national framework for action on
health inequalities
• ‘Support from the start’ - Equally Well early years
test site in East Lothian – established March 2009
• Work to improve existing service pathways
and/or develop new ones to address health
inequalities in the early years
Developed at the Offord Centre for Child
Studies, McMaster University, Canada
What is the EDI?
• The EDI is teacher-completed checklist
(taking 20 min) that assesses children’s
readiness to learn when they enter
school.
• In other words, it measures the outcomes
of children’s pre-school (0-5 years)
experiences as they influence their
readiness to learn at school.
• As a result, the EDI is able to predict
how children will do in primary school.
A Population-Based Measure
• The EDI is designed to be
interpreted at the group
level.
• The EDI does not provide
diagnostic information on
individual children.
How the EDI works
The EDI assesses children’s readiness
to learn when they enter school by
looking at five key areas of child
development:
What Does the EDI Measure?
1) Physical Health
and Well-Being
Physical Health & Well-Being
• Child’s physical readiness for the school day,
physical independence, and gross and fine
motor skills
• Example EDI Items:
Section A – Physical Well-being
Sometimes too tired to do school work
Is independent in toilet habits most of the time
Is proficient at holding a pen, crayons or a brush
yes
no
don’t know
Ο
Ο
Ο
Ο
Ο
Ο
good
average
poor
don’t know
Ο
Ο
Ο
Ο
2) Social Competence
turity
Social Knowledge & Competence
• Child’s overall social competence,
responsibility and respect, approaches to
learning, and their readiness to explore new
things
• Example EDI Items:
Section C – Social and Emotional Development
Is able to play with various children
Shows tolerance to someone who made a mistake
Works independently
Is eager to play with a new toy
often
sometimes
never
don’t know
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
3) Emotional
Maturity
Emotional Health & Maturity
• Child’s prosocial and helping behaviour,
anxious and fearful behaviour, aggressive
behaviour and hyperactivity, and inattention
• Example EDI Items:
Section C – Social and Emotional Development
Comforts a child who is crying or upset
Is upset when left by parent/guardian
Kicks, bites, hits other children and adults
Is distractible, has trouble sticking to any activity
often
sometimes
never
don’t know
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
4) Language & Cognitive
Development
Language & Cognitive
Development
• Child’s basic and advanced literacy skills,
interest in literacy/numeracy and memory,
and basic numeracy skills
• Example EDI Items:
Section B – Language and Cognitive Skills
Knows how to handle a book (e.g., turn a page)
Is able to write simple sentences
Is interested in games involving numbers
Is able to say which number is bigger of the two
yes
no
don’t know
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
5) Communication Skills
and General Knowledge
Communication Skills & General
Knowledge
• Child’s ability to communicate needs and
ideas effectively, and interest in the
surrounding world
• Example EDI Items:
Section B – Language and Cognitive Skills
Ability to tell a story
Ability to articulate clearly, without sound substitutions
good
average
poor
don’t know
Ο
Ο
Ο
Ο
Ο
Ο
Ο
Ο
often
sometimes
never
don’t know
Ο
Ο
Ο
Answers questions showing knowledge about the world Ο
(e.g. apple is a fruit, dogs bark)
Definition of vulnerable
• Score in each domain of
development for each child
• Range of scores for each
domain
• Lowest tenth for whole population = ‘low’
• Children who score ‘low’ in one or more of
the five domains of the EDI = vulnerable
How is it reported?
• Percentage of children that are ‘vulnerable’
are reported for each school,
neighbourhood, cluster, local authority
• Linked to postal codes (Scottish Index of
Multiple Deprivation or ‘SIMD’) – answers
the question: are children performing as
expected?
• User-friendly colour-coded maps provide a
visual snapshot of child development
How can EDI data and community
mapping be used?
• Helps communities measure
their capacity to support
families with young children
• Identifies strengths and where the needs are
greatest
• Strengthens community capacity to make
informed decisions about best policies and
practices for children and their families
• Assists in monitoring progress over time
On-going and Cyclical Process
2
Integration of EDI
Data with Other
Community Data
3
1
Dissemination
of Results to
Community
Provision
of
EDI Results
5
4
Effects on
Subsequent
EDI Results
Community
Action
Knowledge Mobilization:
Using the Early Development Instrument to Empower Communities
Adapted from model by Nikita Desai and Jean Varghese, Toronto
• The Early Development Instrument (EDI) is a teacher-administered
questionnaire that measures school readiness after school entry in P1.
• For effective planning EDI results must be interpreted in
the context of community data.
• EDI data is grouped by postal code
• The EDI measures children’s competence in five areas:
physical, emotional, social, literacy and communication.
• It is a population-based measure that provides a
snapshot of how children are faring in a
neighbourhood, city or across a local authority.
• Usually completed every 3 years
• Data Coordinators compile EDI data to
create reports for each cluster.
EDI
Implementa
tion
• 70 teachers trained and1200 children assessed
in East Lothian 2011/2012
• EDI cluster profiles and community
workshops encourage research
-based early years programming.
• Community partners are able to focus their
outreach and programming based on EDI
results.
Community
Action
Integration
with
community
data
• Cluster reports include
neighbourhood-specific scores with
economic, social and demographic
information as well as maps of the
areas.
Knowledge
Mobilization
• Data Coordinators conduct
workshops across the local authority
in each of the clusters.
• Community partners, school and
government representatives participate in
these workshops.
• Participants learn to read cluster profiles and
interpret EDI results.
• An extensive document is created that addresses
the needs of the community based on EDI profiles
and the planning process outlined at workshops.
• Participants are guided through a five step planning
process that informs community action.
Acknowledgments
We would like to thank the Toronto EDI Advisory Committee, all our workshop participants and the Scarborough Rouge River Early Years Centre: Malvern Family Resource Centre.
For more information on Toronto EDI, Riding Profiles, the workshops we conduct, as well as a copy of this poster please visit our website http://www.mothercraft.ca/TorontoEDI
How can EDI data be used in
planning?
Step 1: Study local authority and neighbourhood results
Step 2: Think about factors that may be contributing to
EDI scores
Step 3: List activities to help strengthen skills in domain of
concern
Step 4: Identify services, programmes and resources
already available
Step 5: Identify relevant stakeholders and partnerships in
the community
Asset Mapping
Perth East Metropolitan region, Australia
Proportion of children vulnerable on one or more domains
Muchea
Muchea
Bullsbrook
Bullsbrook
Proportion of children vulnerable
N=Percent
34.4 to 63.9
24.5 to 34.3
18.5 to 24.4
10.5 to 18.4
0 to 10.4
Gidgegannup
Gidgegannup
The
The Vines
Vines
Upper
Upper Swan
Swan
Belhus
Belhus
Ellenbrook
Ellenbrook
Darch
Darch
Henley
Henley Brook
Brook
Alexander
Alexander Heights
Heights
Marangaroo
Marangaroo
Ballajura
Ballajura
Girrawheen
Girrawheen
Koondoola
Koondoola
Balga
Balga
Mirrabooka
Mirrabooka
Westminster
Westminster
Herne
Herne Hill
Hill
Beechboro
Beechboro
Morley
Morley
Mount
Mount Hawthorn
Hawthorn
North
North Perth
Perth
Stoneville
Stoneville
West
West Swan
Swan
Middle
Middle Swan
Swan
Jane
Jane Brook
Brook
Stratton
Stratton
Caversham
Caversham
Swan View
View
Lockridge
Lockridge
Midland Swan
Midland
Eden
Eden Hill
Hill Woodbridge
Woodbridge
Greenmount
Greenmount
Guildford
Guildford
South
South Guildford
Guildford
Helena
Helena Valley
Valley
Parkerville
Parkerville
Chidlow
Chidlow
Mount
Mount Helena
Helena
Hovea
Hovea
Mahogany
Mahogany Creek
Creek
Glen
Glen Forrest
Forrest Mundaring
Mundaring
Darlington
Darlington
Sawyers
Sawyers Valley
Valley
Highgate
Highgate
East Metropolitan Perth, WA
Prepared by: AEDI National Support Centre
Source: AEDI Communities Data 2004/05
The AEDI community planning process
1. Identifying areas of particular need
2. Assessing the local distribution of children’s
developmental vulnerability
e.g. Mission Australia funds 3
year play group, language
program & mums group at
school
3. Community asset mapping
4. Mobilising
community action
EDI pilot in Scotland - main objectives
• Adapt Canadian EDI to Scottish context/school system
(phase 1)
• Implement fully in at least one local authority: East
Lothian 2011/12 (phase 2)
• Link mean scores in each developmental domain to
socioeconomic status (using SIMD*)
• Determine % ‘vulnerable’ children in each
developmental domain, and overall
• Generate reports, present results to stakeholders in LA &
to Scottish Government, using user-friendly charts &
maps
*Scottish Index of Multiple Deprivation - takes into account 38 different indicators relating to income,
employment, health, education, skills and training, housing, access and crime
EDI pilot phase 2
•
•
•
•
Approximately 1200 children and 70 teachers
Private schools included
Training day 24th October (in-service half day)
Completion day – teachers choose a time
between 10-31 January 2012)
• Supply teachers provided for ½ to 2 days
• Data entry and analysis 4 months i.e. First
reports May/June 2012
Summary - EDI can:
• Increase awareness of the importance
of early years in the community
• Be used alongside other local contextual information,
community asset mapping and consultations to inform
planning
• Provide a common language for the community to
discuss the needs of young children within schools and
communities
• Provide a basis for identifying possible actions and
resource allocation in a community
• Provide a baseline for measuring change over time
Thank you
Useful websites & references
• Scottish Collaboration for Public Health Research and Policy:
www.scphrp.ac.uk
• Offord Centre for Child Studies
http://www.offordcentre.com/index.html
• Australian Early Development Index - click on AEDI
http://www.rch.org.au/ccch/index.cfm?doc_id=10556
• British Columbia ECD mapping portal
http://www.ecdportal.help.ubc.ca/archive/faq.htm
• Hertzman C, Williams R. Making early childhood count. CMAJ. 2009 Jan
6;180(1):68-71.
• Lloyd JEV, Hertzman C. From Kindergarten readiness to fourth-grade
assessment: Longitudinal analysis with linked population data. Social
Science & Medicine. 2009;68(1):111-23.
• Hertzman C. Tackling inequality: get them while they’re young. BMJ
2010; 340:346-8
• Marmot M. Fair Society, Healthy Lives. London: University College London;
2010.