 Understanding
the EDI results/General
Results/Special Skills
The general results cover the findings of the EDI for the children
attending senior
kindergarten at one of the four publicly funded school boards
in the 2005/2006
school year in Ottawa. The following results include the information
for the 7578
children who’s EDIs were valid and were not identified
as having special needs.
A separate section will outline the findings of the 285 children
who were
identified as having special needs.
Overall, children in Ottawa are doing very well with regards
to school readiness
to learn. Ottawa children scored significantlyiv higher (p<0.05)
than the
normative samplev on four of the five EDI domains. More specifically,
they
scored higher on the Physical Health and Well-Being, Social
Competence,
Emotional Maturity and Language and Cognitive Development domains.
Ottawa also had a significantly lower percentage of children
with multiple
challenges than the normative sample (3.4% versus 4.3%).
Given these encouraging results, it is interesting to note that,
significantly more
children in Ottawa were considered “vulnerable”
(scored below the 10th percentile
for all Ottawa children) in at least one school readiness domain
compared to the
normative sample (27.0% vs. 25.9%) and that 13.3% of Ottawa
children scored
low on at least two school readiness domains, which is slightly
higher than the
normative sample (12.9%) though not statistically significant.
Physical Health and Well-Being
top
The Physical Health and Well-Being domain of the EDI has three
sub-domains
which include: 1) physical readiness for school, 2) physical
independence and 3)
gross and fine motor skills. A description of children who are
“on track” (very
ready for school) and “not on track” (at-risk and
vulnerable) within each sub-domain
can be found in Table 7.
As can be seen in Table 6, children in Ottawa scored significantly
higher than the
normative sample on the Physical Health and Well-Being domain
of the EDI.
2715 (35.9%) children were considered “very ready for
school” and 824 (10.9%)
children were considered “vulnerable” on this domain.
Of the 824 children who
were considered “vulnerable”, 89.0% were vulnerable
on the gross and fine motor
skills sub-domain, 45.0% were vulnerable on the physical independence
subdomain
and 35.1% were vulnerable on the physical readiness for school
day subdomain.
Social Competence
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The Social Competence domain of the EDI has four sub-domains
which include:
1) overall social competence, 2) responsibility and respect,
3) approaches to
learning and 4) readiness to explore new things. A description
of children who
are “on track” (very ready for school) and “not
on track” (at-risk and vulnerable)
within each sub-domain can be found in Table 8.
As can be seen in Table 6, children in Ottawa scored significantly
higher than the
normative sample on the Social Competence domain of the EDI.
1547 (20.4%)
children were considered “very ready for school”
and 757 (10.0%) children were
considered “vulnerable” on the Social Competence
domain. Of the 757 children
who were considered “vulnerable”, 61.2% were vulnerable
on the approaches to
learning sub-domain, 54.8% were vulnerable on the overall social
competence
sub-domain, 39.4% were vulnerable on the responsibility and
respect subdomain
and 20.8% were vulnerable on the readiness to explore new things
subdomain.
Emotional Maturity
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The Emotional Maturity domain of the EDI has four sub-domains
which include:
1) prosocial and helping behaviour, 2) anxious and fearful behaviour,
3)
aggressive behaviour, and 4) hyperactivity and inattention.
A description of
children who are “on track” (very ready for school)
and “not on track” (at-risk and
vulnerable) within each sub-domain can be found in Table 9.
As can be seen in Table 6, children in Ottawa scored significantly
higher than the
normative sample on the Emotional Maturity domain of the EDI.
1838 (24.7%)
children were considered “very ready for school”
and 798 children were considered
“vulnerable” on the Emotional Maturity domain. Of
the 798 (10.7%) children who
were considered “vulnerable”, 88.8% were vulnerable
on the prosocial and
helping behaviour sub-domain, 70.2% were vulnerable on the hyperactivity
and
inattention sub-domain, 42.2% were vulnerable on the aggressive
behaviour subdomain
and 10.0% were vulnerable on the anxious and fearful behaviour
subdomain.
Language and Cognitive Development
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The Language and Cognitive Development domain of the EDI has
four subdomains
which include: 1) basic literacy, 2) interest in literacy/numeracy
and
memory, 3) advanced literacy, and 4) basic numeracy A description
of children
who are “on track” (very ready for school) and “not
on track” (at-risk and vulnerable)
within each sub-domain can be found in Table 10.
As can be seen in Table 6, children in Ottawa scored significantly
higher than the
normative sample on the Language and Cognitive Development domain
of the
EDI. 1824 (24.1%) children were considered “very ready
for school” and 661 (8.7%)
children were considered “vulnerable” on the Language
and Cognitive
Development domain. Of the 661 children who were considered
“vulnerable”,
83.9% were vulnerable on the interest in literacy/numeracy and
memory subdomain,
79.3% were vulnerable on the advanced literacy sub-domain, 78.2%
were vulnerable on the basic literacy sub-domain and 72.5% were
vulnerable on
the basic numeracy sub-domain.
Communication Skills and General Knowledge
top
The Communications Skills and General Knowledge domain of the
EDI has one
sub-domain named communication skills and general knowledge
A description
of children who are “on track” (very ready for school)
and “not on track” (at-risk and
vulnerable) within each sub-domain can be found in Table 11.
As can be seen in Table 6, children in Ottawa scored slightly
higher, though not
significantly, than the normative sample on the Communication
Skills and
General Knowledge domain of the EDI. 2797 (36.9%) children were
considered
“very ready for school” and 914 (12.0%) children
were considered “vulnerable” on
the Communications Skills and General Knowledge domain. Of the
914 children
who were considered “vulnerable”, 100.0% were vulnerable
on the
communication skills and general knowledge sub-domain.
Understanding
the EDI results/General
Results/Special Skills
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