Early Development Instrument


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What is the EDI?
• The EDI is teacher‐completed (20 minutes)
checklist that assesses children’s readiness to
learn when they enter school.
• It measures the outcomes of children’s preschool
(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.
• The EDI does not report information about
individual children’s development, rather
groups of children.

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Early Development Instrument

  1. 1. Members’ Library Service Request FormDate of Document 14/10/10Originator Stephen WrayOriginator’s Ref (if any)Document Title Equally WellPlease indicate if access to the document is to be “unrestricted” or “restricted”, with regard tothe terms of the Local Government (Access to Information) Act 1985. Unrestricted RestrictedIf the document is “restricted”, please state on what grounds (click on grey area for drop-down menu): For PublicationPlease indicate which committee this document should be recorded into (click on grey areafor drop-down menu): East Lothian CouncilAdditional information: Background reports referred to in Council paper entitled Equally Well, dated 14/10/10, for the meeting of Council on 26 October 2010. Authorised By Don Ledingham Designation Head of Educ & Childrens Services Date 14/10/10 For Office Use Only: Library Reference 213/10 Date Received 14/10/10 Bulletin Oct 2010
  2. 2. Measuring Early Child Development in  g y p Scotland: Introducing the Early Development Instrument Introducing the Early Development InstrumentDr Rosemary GeddesDr Rosemary GeddesCareer Development Fellow, MRC Human Genetics Unit, Scottish Collaboration for Public Health Research and PolicyProfessor John FrankDirector, Scottish Collaboration for Public Health Research and PolicyDirector Scottish Collaboration for Public Health Research and PolicyProfessor and Chair, Public Health Research and Policy, University of Edinburgh
  3. 3. Today s presentation Today’s presentation• Early child development l hild d l• Health inequalities q• Measuring child development• Early Development Instrument Early Development Instrument• Tool for community change• How other countries do this• Our project Our project• Timescales and steps involved
  4. 4. EARLY YEARS MATTER:They set the stage for further  development
  5. 5. `Sensitive periods’ in early brain developmentHigh “Pre‐school” years School years `Numbers’ Peer social skills Conceptualization p Language Habitual ways of responding Emotional control Vision Hearing Low 0 1 2 3 4 5 6 7 YearsGraph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.) 
  6. 6. What determines early child  development?• Genetics i• Environmental factors – the world around Breastfeeding Sensitive nurturing Sensitive nurturing Reading and activities Healthy diet Healthy diet Being treated with care and respect by those  around you around you Good parental role models
  7. 7. Life Course Problems Related to Early Life  Life Course Problems Related to Early Life 2nd 3rd/4th 5th/6th Old Age Decade Decade Decade• School Failure • Obesity • Coronary Heart •Premature Disease Aging• Teen Pregnancy • Elevated Blood Pressure • Diabetes • Memory Loss• Criminality • Depression • Addictions Source: Clyde Hertzman, Early Child Development: A powerful equalizer.
  8. 8. Health inequalities in Scotland Outcome Most deprived Least deprived Smoking during pregnancy¹ 38% 13% Stillbirth 5.9/1000 live births 3.8/1000 live births 46 Language development concerns² 26% 12% m Behaviour to other children 24% 10% Total difficulties (on SDQ) 20% 7% Dental i D t l caries age 5 years³ (odds) 5 ³ ( dd ) 4.6 46 1 Teenage pregnancy⁴ 3 x higher Death in 15‐44 year olds Death in 15 44 year olds⁵ 5 x higher 5 x higher 45‐74  Death due to CHD 3.8 x more likely year  Death due to cancer 2.3 x more likely y olds ld Alcohol deaths 12.3 x more likely Under‐75 year old deaths 3.6 x more likelySources : 1. Gray R, Bonellie SR, Chalmers J, Greer I, Jarvis S, Kurinczuk JJ, et al. 2009. 2. Scottish Government. Growing Up in Scotland: Health inequalities in the early years. 2010.  3. Levin KA, Davies CA, Topping GV, Assaf AV, Pitts NB. 2009. 4. Scottish Government 2003. 5. Scottish Government Health Analytical Services Division 2008.
  9. 9. In Scotland babies born into these circumstances live,  on average, 12 years less than …
  10. 10. … babies born into these circumstances babies born into these circumstances.
  11. 11. Measuring child development Measuring child development• No standardized way of measuring child  p development• Health Visitor 6‐8 weeks, next stop is school• S h l School measures  ‐ h i h height, weight, vision i h ii• No idea if children are ready for school y• No idea if the 0‐5 year old environments are  providing children with the support and  idi hild ith th t d stimulation they need to be ready for school
  12. 12. What is the EDI?What is the EDI?• The EDI is teacher‐completed (20 minutes)  checklist that assesses children’s readiness to  learn when they enter school.  p• 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.• The EDI does not report information about  individual children’s development, rather  groups of children.
  13. 13. What Does the EDI Measure?
  14. 14. 1) Physical Health  and Well‐Being and Well‐BeingPhysical readiness for school day‐ e.g., arriving to school hungryPhysical independence‐ e.g., having well‐coordinated movementsGross and fine motor skills‐ e.g., being able to manipulate objects
  15. 15. 2) Social CompetenceO e a soc a co pe e ceOverall social competence‐ e.g., ability to get along with other childrenResponsibility and respectResponsibility and respect‐ e.g., accept responsibility for actions turityApproaches to learning‐ e g working independently e.g., working independentlyReadiness to explore new things‐ e.g., eager to explore new items 3) Emotional Maturity Pro‐social and helping behaviour Pro‐social and helping behaviour ‐ e.g., helps other children in distress Anxious and fearful behaviour ‐ e.g., appears unhappy or sad h d Aggressive behaviour ‐ e.g., gets into physical fights Hyperactivity and inattention ‐ e.g., is restless
  16. 16. 4) Language & Cognitive DevelopmentBasic literacy‐ e.g., able to write own nameInterest in literacy/numeracy and memory‐ e.g., interested in games involving numbersAdvanced literacy d a ced e acy‐ e.g., able to read sentencesBasic numeracy‐ e g able to count to 20 e.g., able to count to 20
  17. 17. 5) Communication Skills  ) and General Knowledge((No subdomains) )‐ Ability to clearly communicate one’s own needs and understand others‐ Clear articulation Clear articulation‐ Active participation in story‐telling (not necessarily with good grammar and syntax)‐ Interest in general knowledge about the world
  18. 18. Purposes of the EDI Purposes of the EDI• Tells us what % of children are “vulnerable” in our  communities and in which development areas • Provides picture of what early learning looks like at  p y g the community level• Reports on populations of children in different Reports on populations of children in different  communities over time• Identifies strengths and where the needs are greatest• One predictor of how children will do in primary  p p y school• Identifies gaps in programmes and services Identifies gaps in programmes and services
  19. 19. Benefits of EDI• paints a picture ‐ EDI results yield neighbourhood profiles of early childhood for  every community in the district y y• building more bridges – agencies that serve infants, toddlers & preschoolers  have an opportunity to plan and enhance their services including parenting  programmes• planning – assists principals, schools and school boards to look forward to adjust  school programmes to meet the needs of incoming students• takes a village – emphasizes the role of the community before the child reaches  school• teachers tell us – doing the EDI helps focus their thoughts for report card  writing, parent/teacher meetings and programme planning• Look forward – adjust school programmes to meet the current needs of  incoming students (schools).• Look backward – adjust early childhood programmes to help ensure children are  ready to learn and make it easier for them to make the transition to school  d l d k f h k h h l (community).
  20. 20. In terms of what we can influence Early Developmental Success inexperiences outcomes school Inform EDI Predict results
  21. 21. Example of community action from Example of community action from down under
  22. 22. Asset Mapping  Perth East Metropolitan region, 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 Vines The Vines Upper Swan pp pp Upper Swan Belhus Belhus Ellenbrook Ellenbrook Darch Darch Alexander Heights Alexander Heights Henley B k H ll Brook H B k Henley Brook Marangaroo Marangaroo Herne Hill Herne Hill Girrawheen Girrawheen Ballajura Ballajura Koondoola Koondoola West Swan West Swan Stoneville Stoneville Balga Balga Chidlow Chidlow Jane Brook Jane Brook Parkerville Mount Helena Mirrabooka Mirrabooka Middle Swan Middle Swan Parkerville Mount Helena Beechboro Beechboro Westminster Westminster Stratton Stratton Caversham Caversham Hovea H ovea Hovea H Lockridge Lockridge Midland Swan View Midland Swan View Morley Morley Eden Hill Eden Hill Woodbridge Woodbridge Guildford Guildford Greenmount Greenmount Mahogany Creek Mahogany Creek Mount Hawthorn Mount Hawthorn South Guildford South Guildford Helena Valley Helena Valley Glen Forrest Mundaring Glen Forrest Mundaring Sawyers Valley Sawyers Valley North Perth North Perth Darlington Darlington g g Highgate Highgate Prepared by: AEDI National Support CentreEast Metropolitan Perth, WA Source: AEDI Communities Data 2004/05
  23. 23. The AEDI community planning process 2. Assessing the local distribution of children’s 1. Id tif i 1 Identifying areas of particular need f ti l d developmental vulnerability 3. Community asset mapping e.g. Mission Australia funds 3 year play group, language program & mums group at school 4. Mobilising community action
  24. 24. Mirrabooka C4C - Change in AEDI Results from 2003-2009 60 50 ableProportio of Childr Vulnera 40 Phys ren Soc Emot 30 Lang Comm on 20 Low 1+ 10 0 2003 ( (n=538) ) 2004 ( (n=354) ) 2008 ( (n=228) ) 2009 ( (n=589) ) Year
  25. 25. WHO IS USING IT?
  26. 26. Conclusion• EDI provides communities with the opportunity EDI provides communities with the opportunity  to better understand how they can allocate  resources & concentrate their efforts to work  towards improving outcomes for children. • EDI is inexpensive & has been well‐validated and  used internationally with success di i ll i h• EDI covers more domains of child development  than most other similar instruments th t th i il i t t• This ‘joined‐up’ standardized holistic  measurement of child outcomes provides an  measurement of child outcomes provides an opportunity for information sharing and  subsequent planning by all stakeholders in a local  subsequent planning by all stakeholders in a local authority 
  27. 27. EDI pilot project: East Lothian EDI pilot project: East Lothian• Preschool nursery schools h l h l• Assess children at end of nurseryy• Phase 1: smaller group of 20 teachers  assessing 220 children  test the Canadian EDI  assessing 220 children – test the Canadian‐EDI for language, content, user‐friendliness• Adapt Canadian EDI to a Scottish EDI Adapt Canadian‐EDI to a Scottish‐EDI• Phase 2: larger pilot which assesses all  (approximately 1000) preschool nursery  children in the year before P1
  28. 28. Logistics  LogisticsTimelines Stakeholders• Phase 1: Dec 2010 to March  • Community leaders 2011 • Parent representatives• Phase 2: June 2011 • Local authority leaders y• Reporting back to  • Preschool and school  stakeholders: October 2011 representatives • Education authorities • Health authorities • Voluntary organisations  operating in East Lothian
  29. 29. Managers’ BriefingWhat is Support from the Start?East Lothian is one of eight ‘test sites’ for the Scottish Government’sstrategy for tackling health inequality – Equally Well. The status oftest site was announced in October 2008 and Support from the Startwas launched in March of 2009 by the Chief Medical Officer forScotland at a conference in Musselburgh.What is it all about?ELC, NHS and community organisations working together to improve access to supportand services which will help close the health gap that begins in the early years of life.What does that mean? • It is not a one-off project or short term initiative • The aim is for sustainable improvements in services and involving local people in shaping services that improve health and well being • Building understanding and supporting joint working between agencies and community organisations on health inequality is critical • Supporting and encouraging innovative approachesHow have we gone about this so far? • Built leadership through a network of service, community and strategic champions • Created space for learning and reflection through action learning, seminars and conferences • Fostered dialogue among professionals and with local communities through a civic conversation process • Supported development of appropriate local projects • Developed understanding of how services delivery can impact on health inequality and where service redesign is needed • Identified long, medium and short term outcomes for tackling health inequality in the early years of lifeWhat difference has it made so far? • Redesign of early years play in one community • Redesign of oral health promotion in two communities • Planning for a multi-agency early intervention pilot • Targeting of breakfast provision • Capacity building through champions network • Staff trained as ‘forest school’ leaders • In service training on emotional well being • Support for gardening as a learning activity • Health story sack project at Whitecraig • Active schools team are developing an outdoor extra curricular resource for early years • Introducing early development instrument to develop information about readiness to learn pre-school • Introduce Place to Be into six East Lothian schools • Targeting of free school meals in P1-P3 • Introduction of Creating Confident Kids • Roll out of Play@home
  30. 30. Who is responsible for Support from the Start?All services are required to play their part in closing the gap in health outcomes acrossour communities. A multi-agency planning board chaired by Don Ledingham, Director ofEducation & Children’s Services, provides strategic leadership for the test site. Inaddition to the planning board, day to day direction is provided by a lead officer and anoperational steering group. (Contact details below)What is my role in Support from the Start? • Support the identified ‘champion’ for your area? • Work with the planning board, operational group and champions’ network to create leadership, involvement and learning about how services can best tackle health inequality. • Ensure your service is planning for playing its part in addressing the health and well being gap within our communitiesHow can I find out more information?Activity and discussion is regularly posted to the web log link below:http://edubuzz.org/blogs/equallywell/Operational steering group membersSteven Wray – lead officer swray@eastlothian.gov.uk, tel. 01620 827509Marion Wood - East Lothian Council Children’s Services mwood@eastlothian.gov.ukEamon John - Healthy Living Manager, East Lothian Council. ejohn@eastlothian.gov.ukKaren Holmes - Integration Manager East Lothian Community Health Partnershipkaren.holme@luht.scot.nhs.ukJohn Boyce, Public Health Practitioner, john.boyce@nhslothian.scot.nhs.uk tel. 0131536 8106Professor Susan Deacon, External Advisor, sdeacon@eastlothian.gov.uk tel 01620827509