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Early Development Instrument data set

Data source: Human Early Learning Partnership

 

Date range

1999 onwards > more details

Description

The Early Development Instrument (EDI) is a questionnaire designed to measure children’s development in kindergarten. Designed by Drs. Dan Offord and Magdalena Janus of McMaster University, the EDI is a checklist that kindergarten teachers complete for each child in their class. It is a holistic measure of children's development across five areas: (1) physical health and well-being; (2) social competence; (3) emotional maturity; (4) language and cognitive development; and (5) communication skills. Teachers complete the EDI in February, after they have had several months of interaction with their Kindergarten class.

For further information on EDI, aggregate data inquiries or published information on the EDI visit: http://www.earlylearning.ubc.ca/research/initiatives/early-development-instrument/

Inclusions
  • The EDI questionnaire is completed by kindergarten teachers from across BC for all children in their classes. This is done in 3 year waves. Each wave represents as close as possible a complete province wide survey of all BC school districts.
Exclusions
  • Since EDI data is collected in three year waves, it is important to note that not every child who attends kindergarten in a given year in BC will be captured in the EDI dataset. For example, a child attending kindergarten in Vancouver in 2008 would not be included in the EDI data as data was not being collected in that particular geographic region of BC in 2008.
Conditions for access to EDI data

For access to EDI data from 1999 until 2010 (through Population Data BC) researchers must meet all of the following conditions:

  • The researcher must be from The University of British Columbia, the Human Early Learning Partnership (HELP), or an affiliate or partner of HELP.
  • The researcher must complete a form (in addition to completion of a Data Access Request (DAR)), which outlines how the researcher project relates to the Early Childhood Development Program of Research. The EDI/HELP Data Steward will have decision-making authority on the relevance to the ECDMP. Researchers will have to provide an explanations of one or more of the following:
    • Explain their project's relevance for the overall ECDMP.
    • Does the project contribute in some manner to the psychometrics of EDI?
    • Does the project expand our understanding of ECD relevant for the ECDMP?
    • Does the project contribute in a unique manner that is not identified here?
  • Researchers are required to share their results with HELP in order to ensure that their project will contribute to the ongoing work of the program of research.

Fields available

Demographic Section

Field Name

Note

Date Available

wave

Wave of data

 

waveyr

Wave year/kindergarten year

 

cycleyr

Year of data collection

 

doc

Date of completion

 

child_id

Child - Number - placement on the class list

 

sch_name

School - Name Research rationale describing why this field is required must be supplied before it will be considered for release.

 

sch_dist

School District Number

 

sch_dist_na

School Distrct Name

 

minicode

School - Code assigned by the Ministry of Education (8 digits) Research rationale describing why this field is required must be supplied before it will be considered for release.

 

sch_city

School - City Research rationale describing why this field is required must be supplied before it will be considered for release.

 

sch_pstl

 

 

School - Postal code

OR

School - Postal code (6 digits) Research rationale describing why this field is required must be supplied before it will be considered for release.

 

age

Age (indicated child's age at completion of form)

 

chl_gend

Child - Gender

 

chl_tmschl

Child - Less than 1 month in current school or moved out of school/class

 

cls_id

Class - Class number in school

 

cls_time

Classs - Time of class

 

cls_jksk

Class - Class assignment

2001 forward

cls_type

Class - Type of class

 

chl_esl

Child - ESL (English as a second language)

 

chl_esd

Child - Special needs status

 

indep

Independent school - Based on school board data

 

sch_franco

School - Francophone school

 

cls_frimm

Class - French immersion class in Anglophone school

 

cls_oimm

Class - Other immersion class in Anglophone school

 

chl_lang

Child - First language

 

chl_lang1

Child - Language code 1

 

chl_lang2

Child - Language code 2

 

chl_comadeq

Child - Communicates adequately in first language

2005 forward

chl_repeargr

Child - Repeating the grade

2005 forward

Teacher Information

Field Name

Note

Date Available

tea_id

Teacher - ID number

 

tea_stud

Teacher - Number of students in this class

2005 forward

tea_gen

Teacher - Gender

2005 forward

tea_age

Teacher - Age

2005 forward

tea_exp

Teacher - Experience in months

2005 forward

tea_sch

Teacher - Experience in this school in months

2005 forward

tea_prim

Teacher - Experience at this grade level in months

2005 forward

tea_clas

Teacher - Experience for this class in months

2005 forward

tea_ed01

Teacher - Completed some coursework towards a Bachelor's degree

2005 forward

tea_ed02

Teacher - Completed a teaching certificate, diploma, or license

2005 forward

tea_ed03

Teacher - Completed a Bachelor's degree

2005 forward

tea_ed04

Teacher - Completed a Bachelor of Education degree

2005 forward

tea_ed05

Teacher - Completed some post-baccalaureate coursework

2005 forward

tea_ed06

Teacher - Completed a post-baccalaureate diploma or certificate

2005 forward

tea_ed07

Teacher - Completed some coursework towards a Master's degree

2005 forward

tea_ed08

Teacher - Completed a Master's degree

2005 forward

tea_ed09

Teacher - Completed some coursework towards a Doctorate degree

2005 forward

tea_ed10

Teacher - Completed a Doctorate degree

2005 forward

tea_ed11

Teacher - Completed other level of education

2005 forward

tea_edi1

Is this first time completing EDI?

2009 forward

tea_edi2

Number of times completed the EDI?

2009 forward

tea_edi3

Attended teacher training

2009 forward

tea_edi4

Number of times attended training

2009 forward

tea_edi5

Teacher training for this implementation

2009 forward

tea_edi6

How useful was it?

2009 forward

tea_edi7A

Yes, I used the Guide and found it helpful

2009 forward

tea_edi7c

Yes, I used the Guide but didn't find it helpful

2009 forward

tea_edi7g

Other

2009 forward

tea_edig_txt

Other text

2009 forward

tea_edi7b

No, I didn't use the Guide, I didn't find it helpful

2009 forward

tea_edi7d

No, I didn't use the Guide, I didn't have one

2009 forward

tea_edi7e

No, I didn't use the Guide, didn't have enough time

2009 forward

tea_edi7f

No, I didn't use the Guide, I'm already familiar with it

2009 forward

Questionnaire A: Physical Well-being

Field Name

Note

Date Available

qa1

Days of absence

 

qa2

Dressed inappropriately

 

qa3

Too tired

 

qa4

Late

 

qa5

Hungry

 

qa6

Washroom

 

qa7

Hand preference

 

qa8

Well coordinated

 

qa9

Proficient at holding pen

 

qa10

Manipulates objects

 

qa11

Climbs stairs

 

qa12

Level of energy

 

qa13

Overall physical

 

Questionnaire B: Language and Cognitive Skills

Field Name

Note

Date Available

qb1

Effective use - English

 

qb2

Listens - English

 

qb3

Tell a story

 

qb4

Imaginative play

 

qb5

Communicates needs

 

qb6

Understands

 

qb7

Acticulates clearly

 

qb8

Handles a book

 

qb9

Interested in books

 

qb10

Interested in reading

 

qb11

Identifies letters

 

qb12

Sounds to letters

 

qb13

Rhyming awareness

 

qb14

Group reading

 

qb15

Reads simple words

 

qb16

Reads complex words

 

qb17

Reads sentences

 

qb18

Experiments writing

 

qb19

Writing directions

 

qb20

Writing voluntarily

 

qb21

Writes own name

 

qb22

Writes simple words

 

qb23

Writes simple sentences

 

qb24

Remembers things

 

qb25

Interested in math

 

qb26

Interested in number games

 

qb26

Sorts and classifies

 

qb28

1 to 1 correspondence

 

qb29

Counts to 20

 

qb30

Recognises 1-10

 

qb31

Compares numbers

 

qb32

Recognises shapes

 

qb33

Time concepts

 

qb34

Special numeracy

 

qb35

Special literacy

 

qb36

Special visual arts

 

qb37

Special music

 

qb38

Special athletics/dance/drama

 

qb39

Special problem solving

 

qb40

Special other

 

qb40_tx

Special other text

 

qb41

Adequately native

prior to 2005

qb42

English native

prior to 2005

Questionnaire C: Social and Emotional Development

Field Name

Note

Date Available

qc1

Overall social/emotional

 

qc2

Gets along with peers

 

qc3

Cooperative

 

qc4

Plays with various children

 

qc5

Follows rules

 

qc6

Respects property

 

qc7

Self-control

 

qc8

Self-confidence

 

qc9

Repect for adults

 

qc10

Respect for children

 

qc11

Accepts responsibility

 

qc12

Listens

 

qc13

Follows directions

 

qc14

Completes work on time

 

qc15

Independent

 

qc16

Takes care of materials

 

qc17

Works neatly

 

qc18

Curious

 

qc19

Eager - new toy

 

qc20

Eager - new game

 

qc21

Eager - new book

 

qc22

Independently solves problems

 

qc23

Follows simple instructions

 

qc24

Follows class routines

 

qc25

Adjusts to change

 

qc26

Knowledge about world

 

qc27

Tolerance for mistakes

 

qc28

Helps hurt

 

qc29

Clears up mess

 

qc30

Stops quarrel

 

qc31

Offers help

 

qc32

Comforts upset

 

qc33

Spontaneously helps

 

qc34

Invites bystanders to join

 

qc35

Helps sick

 

qc36

Upset when left

 

qc37

Gets into fights

 

qc38

Bullies or is mean

 

qc39

Kicks etc.

 

qc40

Takes things

 

qc41

Laughs at others

 

qc42

Restless

 

qc43

Distractable

 

qc44

Fidgets

 

qc45

Disobedient

 

qc46

Temper tantrums

 

qc47

Impulsive

 

qc48

Difficulty awaiting turns

 

qc49

Can't settle

 

qc50

Inatentive

 

qc51

Seems unhappy

 

qc52

Fearful

 

qc53

Worried

 

qc54

Cries a lot

 

qc55

Nervous

 

qc56

Indecisive

 

qc57

Shy

 

qc58

Sucks thumb

 
Questionnaire D: Special Problems

Field Name

Note

Date Available

qd

Does this child have a problem?

2005 onwards

qd1

Physical disability

 

qd2

Visual impairment

 

qd3

Hearing impairment

 

qd4

Speech impairment

 

qd5

Learning disability

 

qd6

Emotional problem

 

qd7

Behavioural problem

 

qd8

Home problem

 

qd8i

Chronic medical/health concern

2009 forward

qd8j

Unaddressed dental needs

2009 forward

qd9

Other problem

 

qd9_tx1

Other problem text

 

qd9_tx1

Other problem text

 

qd_code

Special concern codes

2009 forward

qd_4

School based support - special concerns

2009 forward

Qd5a

Receiving assessment - special concerns

2009 forward

qd5b

On a wait list - assessment - special concerns

2009 forward

qd10

Needs assessment

 

qd10_tx1

Needs assessment test

 

qd10_tx2

Needs assessment test

 

qd10_tx3

Needs assessment description

 

Questionnaire E: Additional Questions

Field Name

Note

Date Available

qe1

Early intervention

not available 06/07, 07/08

qe1_tx

Early intervention description

not available 06/07, 07/08

qe2

Non -parental care

not available 06/07, 07/08

qe2a

Centre-based, licensed

not available 06/07, 07/08

qe2b

Family child care, licensed

not available 06/07, 07/08

qe2c

Other home-based, unlicensed, non-relative

not available 06/07, 07/08

qe2d

Other home-based, relative

not available 06/07, 07/08

qe2e

Child's home, non-relative

not available 06/07, 07/08

qe2f

Child's home, relative

not available 06/07, 07/08

qe2g

Other

not available 06/07, 07/08

qe2h

Care time-base

not available 06/07, 07/08

qe3

Language/religion classes

not available 06/07, 07/08

qe3_tx

Language religion description

not available 06/07, 07/08

qe5

Attended junior kindergarten

not available 06/07 onwards

Questionnaire General Comments

Field Name

Note

Date Available

g_comm1

General comments

 

g_comm2

General comments

 

g_comm3

General comments

 

g_comm4

General comments

 
Questionnaire Derived: EDI Variables Calcuated from Item Level Responses

Field Name

Note

Date Available

nskills

Number of special skills

 

nprobs

Number of special problems

 

phnm

Number missing physical health scale

 

scnm

Number missing in social competence scale

 

emnm

Number missing in emotional maturity scale

 

lcnm

Number missing in language cognition scale

 

cgnm

Number missing in general knowledge comm scale

 

ssnm

Number missing in special skills scale

 

spnm

Number missing in special problems scale

 

totalnm

Total number missing

 

phmiss

Physical health scale missing or not

 

scmiss

Social competence scale missing or not

 

emmiss

Emotional maturity scale missing or not

 

lcmiss

Language cognition scale missing or not

 

cgmiss

General knowledge comm scale missing or not

 

miss

Number missing scales (0-5)

 

phy

Physical well-being mean

 

soc

Social competence mean

 

emo

Emotional maturity mean

 

lan

Language and cognitive development mean

 

com

Communication and general knowledge mean

 

tot

Total mean

 

phyrisk2

Physical well-being bottom - vulnerable (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

socrisk2

Social competence - vulnerable (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

emorisk2

Emotional maturity - vulnerable (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

lanrisk2

Language and cognition development - vulnerable (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

comrisk2

Communication and general knowledge - vulnerable (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

totrisk2

Total subscales - vulnerable (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

everisk2

Vulnerable on one or more scales (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

low2

Vulnerable on two or more scales (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

totrisknc

Total four subscales (no communication) - vulnerable,  (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

everisknc

Vulnerable on one or more scales (4 - no communicatio), (based on BC-Provincial cut-offs, Wave 1 bottom 10%)

 

phythrive

Physical well-being - thriving (based on BC-Provincial cut-offs, Wave 1 top 25%)

 

socthrive

Social competence - thriving (based on BC-Provincial cut-offs, Wave 1 top 25%)

 

emothrive

Emotional maturity - thriving (based on BC-Provincial cut-offs, Wave 1 top 25%)

 

lanthrive

Language and cognition development - thriving (based on BC-Provincial cut-offs, Wave 1 top 25%)

 

comthrive

Communication and general knowledge - thriving (based on BC-Provincial cut-offs, Wave 1 top 25%)

 

totthrive

Total number of domains thriving

 

evethrive

Thriving in at least one domain

 

phy_1

Subdomain 1 (phy) - mean score of physical readiness for school work

 

phy_2

Subdomain 2 (phy) - mean score of physical independence

 

phy_3

Subdomain 3 (phy) - mean score of gross and fine motor skills

 

soc_1

Subdomain 4 (soc) - mean score of overall social competence with peers

 

soc_2

Subdomain 5 (soc) - mean score of respect and responsibility

 

soc_3

Subdomain 6 (soc) - mean score of approaches to learning

 

soc_4

Subdomain 7 (soc) - mean score of readiness to explore new things

 

emo_1

Subdomain 8 (emo) - mean score of prosocial and helping behaviour

 

emo_2

Subdomain 9 (emo) - mean score of anxious and fearful behaviour

 

emo_3

Subdomain 10 (emo) - mean score of aggressive behaviour

 

emo_4

Subdomain 11 (emo) - mean score of hyperactive and inattentive behaviour

 

lan_1

Subdomain 12 (lan) - mean score of basic literacy

 

lan_2

Subdomain 13 (lan) - mean score of interest in literacy/numeracy and memory

 

lan_3

Subdomain 14 (lan) - mean score of advanced literacy

 

lan_4

Subdomain 15 (lan) - mean score of basic numeracy

 

com_1

Subdomain 16 (com) - mean score of communication skills

 

phwb_1

Subdomain 1  (phy) - physical readiness for school work (MCI - readiness category)

 

phwb_2

Subdomain 2  (phy) - physical independence (MCI - readiness category)

 

phwb_3

Subdomain 3  (phy) - gross and fine motor skills (MCI - readiness category)

 

sc_1

Subdomain 4  (soc) - overall social competence with peers (MCI - readiness category)

 

sc_2

Subdomain 5  (soc) - respect and responsibility (MCI - readiness category)

 

sc_3

Subdomain 6  (soc) - approaches to learning (MCI - readiness category)

 

sc_4

Subdomain 7  (soc) - readiness to explore new things (MCI - readiness category)

 

em_1

Subdomain 8  (emo) - prosocial and helping behaviour (MCI - readiness category)

 

em_2

Subdomain 9  (emo) - anxious and fearful behaviour (MCI - readiness category)

 

em_3

Subdomain 10  (emo) - aggressive behaviour (MCI - readiness category)

 

em_4

Subdomain 11  (emo) - hyperactive and inattentive behaviour (MCI - readiness category)

 

lcd_1

Subdomain 12  (lan) - basic literacy (MCI - readiness category)

 

lcd_2

Subdomain 13  (lan) - interest literacy/numeracy and memory (MCI - readiness category)

 

lcd_3

Subdomain 14  (lan) - advanced literacy (MCI - readiness category)

 

lcd_4

Subdomain 15  (lan) - basic literacy (MCI - readiness category)

 

cgk_1

Subdomain 16  (com) - communication skills and general knowledge (MCI - readiness category)

 

nsd_low

Number of subdomains low

 

MCIvalid

EDI subgroup valid for MCI analysis

 

mci

Multiple Challenges Index

 
Geographic Codes: Based on Postal Codes

Field Name

Field Name

Date Available

geo-pc3

 

 

geo_pc6

Geographic - Postal code of child's residence (first 3 characters of postal code)

OR

Geographic - Postal code of child's residence (6-digit postal code) Research rationale describing why this field is required must be supplied before it will be considered for release.

 

geo_sd

Geographic - School district of child's residence

 

geosd_na

Geographic - School district name of child's residence

 

nh

Geographic - Neighbourhood number

 

neighname

Geographic - Neighbourhood name (most current version)

 

sch_neigh

School Neighborhood Code

 

sch_neigh_na

School Neighbourhood Name

 

lha

Local Health Area

 

lha_name

Local Health Area Name

 

hsda

Health Service Delivery Area

 

hsda_name

Health Service Delivery Area Name

 

ha

Health Area

 

ha_name

Health Area Name