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 PolicyProfessor 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 yes no don’t know

Sometimes too tired to do school work Ο Ο ΟIs independent in toilet habits most of the time Ο Ο Ο

Is proficient at holding a pen, crayons or a brushgood average poor don’t know

Ο Ο Ο Ο

turity

2) Social Competence

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

often sometimes never don’t know Is able to play with various children Ο Ο Ο ΟShows tolerance to someone who made a mistake Ο Ο Ο ΟWorks independently Ο Ο Ο ΟIs eager to play with a new toy 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

often sometimes never don’t know Comforts a child who is crying or upset Ο Ο Ο ΟIs upset when left by parent/guardian Ο Ο Ο ΟKicks, bites, hits other children and adults Ο Ο Ο ΟIs distractible, has trouble sticking to any activity 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

yes no don’t know

Knows how to handle a book (e.g., turn a page) Ο Ο ΟIs able to write simple sentences Ο Ο ΟIs interested in games involving numbers Ο Ο ΟIs able to say which number is bigger of the two 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

good average poor don’t know Ability to tell a story Ο Ο Ο ΟAbility to articulate clearly, without sound substitutions Ο Ο Ο Ο

Answers questions showing knowledge about the world (e.g. apple is a fruit, dogs bark)

often sometimes never don’t know

Ο Ο Ο Ο

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

1Provision

ofEDI Results

2Integration of EDIData with OtherCommunity Data

4Community

Action

5Effects on

SubsequentEDI Results

3Dissemination

of Results toCommunity

Knowledge Mobilization: Using the Early Development Instrument to Empower Communities

Adapted from model by Nikita Desai and Jean Varghese, Toronto

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

Acknowledgments

• The Early Development Instrument (EDI) is a teacher-administered questionnaire that measures school readiness after school entry in P1.

• 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

• 70 teachers trained and1200 children assessedin East Lothian 2011/2012

• For effective planning EDI results must be interpreted in the context of community data.

• EDI data is grouped by postal code

• Data Coordinators compile EDI data to create reports for each cluster.

• Cluster reports include neighbourhood-specific scores with economic, social and demographic information as well as maps of the areas.

• 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.

• An extensive document is created that addresses the needs of the community based on EDI profiles and the planning process outlined at workshops.

• 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.

• Participants are guided through a five step planning process that informs community action.

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

Prepared by: AEDI National Support CentreSource: AEDI Communities Data 2004/05

MucheaMucheaMucheaMucheaMucheaMucheaMucheaMucheaMuchea

Sawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers Valley

MidlandMidlandMidlandMidlandMidlandMidlandMidlandMidlandMidland

WoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridge

Middle SwanMiddle SwanMiddle SwanMiddle SwanMiddle SwanMiddle SwanMiddle SwanMiddle SwanMiddle Swan

Swan ViewSwan ViewSwan ViewSwan ViewSwan ViewSwan ViewSwan ViewSwan ViewSwan View

Jane BrookJane BrookJane BrookJane BrookJane BrookJane BrookJane BrookJane BrookJane Brook

StrattonStrattonStrattonStrattonStrattonStrattonStrattonStrattonStratton

North PerthNorth PerthNorth PerthNorth PerthNorth PerthNorth PerthNorth PerthNorth PerthNorth Perth

Mount HawthornMount HawthornMount HawthornMount HawthornMount HawthornMount HawthornMount HawthornMount HawthornMount Hawthorn

MarangarooMarangarooMarangarooMarangarooMarangarooMarangarooMarangarooMarangarooMarangarooGirrawheenGirrawheenGirrawheenGirrawheenGirrawheenGirrawheenGirrawheenGirrawheenGirrawheen

KoondoolaKoondoolaKoondoolaKoondoolaKoondoolaKoondoolaKoondoolaKoondoolaKoondoolaBallajuraBallajuraBallajuraBallajuraBallajuraBallajuraBallajuraBallajuraBallajura

MirrabookaMirrabookaMirrabookaMirrabookaMirrabookaMirrabookaMirrabookaMirrabookaMirrabookaWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminster

BeechboroBeechboroBeechboroBeechboroBeechboroBeechboroBeechboroBeechboroBeechboro

BalgaBalgaBalgaBalgaBalgaBalgaBalgaBalgaBalga

Alexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander Heights

DarchDarchDarchDarchDarchDarchDarchDarchDarch

GuildfordGuildfordGuildfordGuildfordGuildfordGuildfordGuildfordGuildfordGuildford

CavershamCavershamCavershamCavershamCavershamCavershamCavershamCavershamCaversham

GreenmountGreenmountGreenmountGreenmountGreenmountGreenmountGreenmountGreenmountGreenmount

LockridgeLockridgeLockridgeLockridgeLockridgeLockridgeLockridgeLockridgeLockridge

Helena ValleyHelena ValleyHelena ValleyHelena ValleyHelena ValleyHelena ValleyHelena ValleyHelena ValleyHelena Valley

Eden HillEden HillEden HillEden HillEden HillEden HillEden HillEden HillEden Hill

South GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth Guildford

DarlingtonDarlingtonDarlingtonDarlingtonDarlingtonDarlingtonDarlingtonDarlingtonDarlington

Glen ForrestGlen ForrestGlen ForrestGlen ForrestGlen ForrestGlen ForrestGlen ForrestGlen ForrestGlen Forrest MundaringMundaringMundaringMundaringMundaringMundaringMundaringMundaringMundaring

Mahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany Creek

HoveaHoveaHoveaHoveaHoveaHoveaHoveaHoveaHovea

StonevilleStonevilleStonevilleStonevilleStonevilleStonevilleStonevilleStonevilleStoneville

ParkervilleParkervilleParkervilleParkervilleParkervilleParkervilleParkervilleParkervilleParkerville

Henley BrookHenley BrookHenley BrookHenley BrookHenley BrookHenley BrookHenley BrookHenley BrookHenley Brook

Herne HillHerne HillHerne HillHerne HillHerne HillHerne HillHerne HillHerne HillHerne Hill

West SwanWest SwanWest SwanWest SwanWest SwanWest SwanWest SwanWest SwanWest Swan

MorleyMorleyMorleyMorleyMorleyMorleyMorleyMorleyMorley

HighgateHighgateHighgateHighgateHighgateHighgateHighgateHighgateHighgate

ChidlowChidlowChidlowChidlowChidlowChidlowChidlowChidlowChidlow

Upper SwanUpper SwanUpper SwanUpper SwanUpper SwanUpper SwanUpper SwanUpper SwanUpper Swan

EllenbrookEllenbrookEllenbrookEllenbrookEllenbrookEllenbrookEllenbrookEllenbrookEllenbrook

BelhusBelhusBelhusBelhusBelhusBelhusBelhusBelhusBelhus

The VinesThe VinesThe VinesThe VinesThe VinesThe VinesThe VinesThe VinesThe Vines

Mount HelenaMount HelenaMount HelenaMount HelenaMount HelenaMount HelenaMount HelenaMount HelenaMount Helena

GidgegannupGidgegannupGidgegannupGidgegannupGidgegannupGidgegannupGidgegannupGidgegannupGidgegannup

BullsbrookBullsbrookBullsbrookBullsbrookBullsbrookBullsbrookBullsbrookBullsbrookBullsbrook

Proportion of children vulnerableN=Percent

34.4 to 63.924.5 to 34.318.5 to 24.410.5 to 18.4

0 to 10.4

East Metropolitan Perth, WA

3. Community asset mapping

The AEDI community planning process

1. Identifying areas of particular need

e.g. Mission Australia funds 3 year play group, language program & mums group at school

4. Mobilising community action

2. Assessing the local distribution of children’s

developmental vulnerability

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 Studieshttp://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 portalhttp://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.