FOR THE USE OF THE EARLY DEVELOPMENT INSTRUMENT
The Early Development Instrument
is an approximately 100-question behavioural checklist
designed at the Offord Centre for Child Studies,
(OCCS), McMaster University, to measure readiness
to learn at school of children between 4 and 6
years of age. It was designed primarily for use
with whole populations of children (based on geographical
or administrative boundaries) and cannot be interpreted
at an individual level for a diagnostic purpose.
It can, however, be used as a research tool.
The first set of general guidelines below refers
to the use at both levels: the community-wide implementation
and the research use, and it is followed by additional
specific ones for either community-wide or research
- The data collected with the EDI is shared
with the OCCS (an electronic copy of the raw
data is shared with the OCCS), following a signed agreement.
- The data is collected in the spring of the
kindergarten year (JK or SK-level), no earlier
and no later than April.
- The EDI data is never used at an individual level for any diagnostic purposes (e.g., one cannot use the EDI questionnaire to indicate that a child has a learning disability). It could be used for matching data from other sources (e.g., birth weight information, or results from other school-directed testing), but only if the resulting analyses are based on group comparisons, and the anonymity of the EDI scores is preserved.
- If the EDI
data is linked with any other data for research
purposes, the OCCS is
advance of such a project, and a copy
of the report outlining the results is sent
to the OCCS.
- The database with the EDI
data should also include: child’s date
of birth, gender, and postal code, unique school
and teacher identification
numbers, and time of class. The database
does not include students’ names.
- Individual students are not identified
in any way.
- A copy of any research
paper or any other publication including data
the EDI will be sent
Community-wide implementation additional guidelines:
- If requesting implementation directed from
OCCS, the intention is declared by contacting
Readiness to Learn Project Team no later
than September 30th of the school year
is going to take place.
- If the reporting
services are not requested from OCCS for population-wide
any reports sent to schools and community
must be accompanied by interpretation
guidelines. A copy of the reports will be shared
- Supporting materials (available
from OCCS) will be used to inform teachers
representatives. The updated version of
the EDI Guide will be provided
- If it is used for the population-level
reporting on children’s school readiness,
the groups for which the EDI is implemented
logical groups for whom meaningful conclusions
can be drawn, i.e. the populations are
based on geographical (city, region) or
(school board, family of schools).
smallest level of data aggregation is either
school or census tract area,
with an extreme caution
applied in interpretation of data for groupings
where 10 or less children contribute to
- If using the data for population-wide
reporting, we recommend that percent of
ready to learn” is the percent of
children who score in the lowest 10th percentile
one or more scales. The latest cohort distribution
of scores in all sites in Canada can be
obtained from OCCS.
Research project additional guidelines:
the EDI is used for a research project, a
list of all other measures used that
may potentially be linked with the EDI
- Major analysis is always done
using the five predefined domains. As of
our of the five domains have been identified,
and are available for using in analyses.
If any other
subscales are reported, they have to
be scientifically justified, and their internal
to be examined.
- If using the data for
research purposes only, the time of implementation
the timing of data collection in relation
to the school year has then to be
in the brief research description sent
to the OCCS.
If you plan to implement the EDI, please contact