Data source: Human Early Learning Partnership
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://earlylearning.ubc.ca/edi/
- 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 Calculated 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