Special Problems/Group Comparisons/Description of 2005-2006 Ottawa EDI Cohor

Group comparisons were conducted on the Ottawa EDI data for 2005/2006. The
following is a summary of the comparative analysis:

• Girls scored significantly higher than boys on all five EDI domains. This
finding is consistent with all EDI sites.

• Older children scored significantly higher than younger children on all five EDI domains which is also consistent across all EDI sites.

• Children with ESL/FSL status scored significantly lower on all five EDI domains than children who did not have ESL/FSL status.

• Children with English as a first language scored significantly higher on the Emotional Maturity, Language and Cognitive Development and Communications Skills and General Knowledge domains than those with other first languages.

• Children with English as a first language scored significantly lower on the Physical Health and Well-Being domain than those with other first languages. Children with French as a first language scored significantly higher on the Physical Health and Well-Being, Social Competence and Communications Skills and General Knowledge domains than those with other first languages.

• Children with French as a first language scored significantly lower on the Emotional Maturity domain than those with other first languages.

• Children who were enrolled in French immersion scored significantly higher than those who were not in four of the five domains. The four domains were: Social Competence, Emotional Maturity, Language and Cognitive Development and Communication Skill and General Knowledge.

• Children who attended language or religion classes scored significantly higher than those who did not on Physical Health and Well-Being, Social Competence and Language and Cognitive Development.

• Children who attended part-time preschool scored significantly higher on all five EDI domains than children who did not.

• Children who attended junior kindergarten scored significantly higher on all five EDI domains than children who did not.

• There were no significant differences between children who attended fulltime non-parental child care and those who attended part-time nonparental child care on four of the five EDI domains. For the Emotional Maturity domain, children who attended full-time non-parental care scored significantly lower than those who attended part-time non-parental care.

• Children who attended “senior kindergarten-only” classes scored significantly higher on three of the five EDI domains than children in other types of classes (e.g., JK/SK). The domains were Physical Health and Well-Being, Language and Cognitive Development and Communication Skills and General Knowledge.

Special Problems/Group Comparisons/Description of 2005-2006 Ottawa EDI Cohor