Empfohlen
Weitere ähnliche Inhalte
Ähnlich wie SD68 Nanaimo EDI Presentation 2016
Ähnlich wie SD68 Nanaimo EDI Presentation 2016 (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
SD68 Nanaimo EDI Presentation 2016
- 1. Nanaimo (SD 68) – EDI Wave 6 November 2016 Dr. Martin Guhn
- 3. The Early Development Instrument
- 4. To be vulnerable means that a child is at increased risk of encountering difficulties in the school years and beyond.
- 7. Nanaimo
- 8. SD 68 (Nanaimo) TRENDS IN EDI VULNERABILITY
- 9. Physical Health & Well-being Physical readiness for school Physical independence Gross and fine motor skills dressed inappropriately Independent in washroom proficient at holding pen too tired hand preference manipulates objects late well coordinated climbs stairs hungry sucks thumb level of energy overall physical
- 10. SD 68 Physical Health & Well-being 0.0 5.0 10.0 15.0 20.0 25.0 30.0 %Vulnerable SD 68 BC
- 11. Social Competence Overall social competence Respect and responsibility Approaches to learning Readiness to explore new things overall social/emotional follows rules Listens attentively curious about the world gets along with peers respects property follows directions eager play with new toy cooperative self-control completes work on time eager to play a new game plays with various children respect for adults works independently eager to read new book self-confidence respect for children works neatly accept responsibility independent solve problems takes care of materials follow simple instructions tolerance for mistakes follow class routines adjust to changes in routines
- 12. SD 68 Social Competence 0.0 5.0 10.0 15.0 20.0 25.0 30.0 %Vulnerable SD 68 BC
- 13. Emotional Maturity Prosocial and helping behaviour Hyperactive and inattentive behaviour Aggressive behaviour Anxious and fearful behaviour help someone who is hurt restless gets into fights seems unhappy/depressed clear up mess distractible bullies or is mean fearful stop quarrel fidgets kicks, bites, etc. worried offers help to others impulsive takes others’ things cries a lot comforts upset difficulty awaiting turns laughs at discomfort nervous spontaneously helps can't settle disobedient indecisive invite bystanders to join inattentive temper tantrums shy helps sick children upset when left by parent
- 14. SD 68 Emotional Maturity 0.0 5.0 10.0 15.0 20.0 25.0 30.0 %Vulnerable SD 68 BC
- 15. Language & Cognitive Development Basic literacy Interest in math/reading and memory Advanced literacy Basic numeracy handles a book interested in books reads simple words sorts and classifies identifies at least 10 letters interested in reading reads complex words 1 to 1 correspondence attach sounds to letters interested in maths reads simple sentences counts to 20 rhyming awareness interested in number games writing voluntarily recognizes 1-10 take part in group reading able remember things write simple words compares numbers write own name write simple sentences recognizes shapes experiments writing tools time concepts aware writing directions
- 16. SD 68 Language & Cognitive Development 0.0 5.0 10.0 15.0 20.0 25.0 30.0 %Vulnerable SD 68 BC
- 17. COMMUNICATION SKILLS & GENERAL KNOWLEDGE English language communication skills Awareness of the world
- 18. SD 68 Communication Skills & General Knowledge 0.0 5.0 10.0 15.0 20.0 25.0 30.0 %Vulnerable SD 68 BC
- 19. SD 68 Results in Provincial Context
Hinweis der Redaktion
- KEY MESSAGES The EDI is a tool developed at McMaster University by Drs Dan Offord and Magdalena Janus Dr Hertzman, Founding Director of HELP and others acted as advisors to its development It has 104 items spanning 5 scales of development covering the broad domains of development (physical, cognitive, social and emotional) K teachers complete it across BC and Canada in February, once they get a chance to know their students and the students are adjusted to the classroom environment. The EDI was developed for teachers to use, because of their exposure to the unique environment of the classroom specific professional expertise The majority of the population attends kindergarten. It reports on child’s development at the time of completion It has been validated locally and internationally with various populations (e.g. urban, rural, different cultural groups)
- When we talk about EDI results, we are looking at on which of those 5 scales of development an child may be vulnerable. When we say “Vulnerable”: We mean that without additional support and care, a child may experience future challenges in school and society. At the start of the EDI project, clinical practitioners and developmental psychologists created a profile of a child that would be likely to experience challenges as they entered kindergarten. The profile included a range of age-appropriate indicators that reflected the development of the WHOLE CHILD: including such things as being able to hold a pencil, cooperate with their classmates, tell a short story of their day, or follow simple instructions. After our first round of data collection across the province between 2001-2004, researchers at HELP determined the vulnerability cut-off scores to be those scores in the bottom 10%. Over the last 10 years, our research has demonstrated that the cut-offs have tremendous predictive capability. Being below the vulnerability cut-off in kindergarten has a direct relationship to children’s scores in the later grades. KSR – linkage and resilience … SEL… malleable.
- W5 2011/12 – 2012/-13
- W5 2011/12 – 2012/-13
- W5 2011/12 – 2012/-13
- W5 2011/12 – 2012/-13