Early Childhood Development
Definition:
Percentage of children who are vulnerable on at least one or more of the five scales of the Early Development Instrument (EDI). Children captured by this measure may be vulnerable on only one scale, or may be experiencing vulnerabilities on two, three, four or all five scales of the EDI.
Measurement and Limitations:
Visit https://earlylearning.ubc.ca/school-district/comox-valley/ for full information, including population counts and breakdown by each of the five EDI scales. Across the province and in the Comox Valley, the “social competence” and “emotional maturity” development scales are where the most vulnerabilities exist for young children. Without support, vulnerability on these scales has been shown to influence the probability of later mental health challenges.
THE FIVE SCALES OF THE EDI:
- Physical health & wellbeing. Children’s gross and fine motor skills, physical independence and readiness for the school day such as, motor control, energy level, daily preparedness for school and washroom independence.
- Social competence. Children’s overall social competencies, capacity for respect and responsibility, approaches to learning, and readiness to explore new things.
- Emotional maturity. Children’s prosocial and helping behaviours, as well as hyperactivity and inattention, and aggressive, anxious and fearful behaviour.
- Language and cognitive development. Children’s basic and advanced literacy skills, numeracy skills, interest in math and reading, and memory.
- Communication skills and general knowledge. Children’s English language skills and general knowledge, such as their ability to clearly communicate one’s own needs, participate in story-telling, and general interest in the world.
Source:
University of British Columbia. Human Early Learning Partnership Early Development Instrument
Early Childhood Development in the Sustainable Development Goals
Click on the SDG to reveal more information
4. Ensure inclusive and quality education for all and promote lifelong learning
Obtaining a quality education is the foundation to improving people’s lives and sustainable development. Major progress has been made towards increasing access to education at all levels and increasing enrolment rates in schools particularly for women and girls. Basic literacy skills have improved tremendously, yet bolder efforts are needed to make even greater strides for achieving universal education goals. For example, the world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education.