3rd special issue on the EDI
3rd Special Issue on the EDI
We have been invited to prepare a Special Issue on the Early Development Instrument for the journal Early Childhood Research Quarterly.
The anticipated publication date is 2015/2016.
The special issue will present findings from EDI research, including longitudinal studies, cross-cultural comparisons, and socioeconomic gradient analyses.
2nd Special Issue on the EDI
We published our 2nd special issue on the EDI in 2011. The articles are vailable online on the website of the journal Social Indicators Research.
Title of special issue
Guhn, M., Zumbo, B. D., Janus, M., & Hertzman, C. (Eds.) (2011). Special issue: Validation theory and research for a population-level measure of children’s development, wellbeing, and school readiness. Social Indicators Research, 103, 179-325.
The special issue features articles by
- Guhn, Zumbo, Janus, & Hertzman
- Guhn & Goelman
- Hubley & Zumbo
- Forer & Zumbo
- Hymel, Le Mare, & McKee
- Janus, Brinkman, & Duku
- Muhajarine, Puchala, & Janus
- Sam
Our 1st special issue on the EDI was published in Early Education & Development in 2007.
Abstract
This invited special issue of Early Education and Development presents research related to the Early Development Instrument (EDI; Janus & Offord, 2007), a community tool to assess children’s school readiness at a population level. In this editorial introduction, we first sketch out recent trends in school readiness research that call for a contextual and whole-child assessment of school readiness. Then we provide an overview of the EDI, including a discussion of its purpose and development, as well as its large-scale international use as a community tool to monitor children’s developmental outcomes at population levels. Finally, we introduce the special issue’s articles, all of which present research findings from ongoing community research projects that employ the EDI to assess children’s school readiness. These articles are grouped into the following thematic themes: (a) individual-level validity of the EDI, (b) school and neighborhood effects and population-level validity of the EDI, and (c) program implementation and evaluation using the EDI.