This service helps the community assess how well we are looking after our children i.e. it assesses community outcomes for children with respect to health, learning and behaviour.
Data Analysis & Coordination provides information on early childhood development and reports, at a community population level, on how well children in our community are doing i.e. areas of strengths and weaknesses. This information is shared with the community so it can be used by agencies to plan appropriate and needed community programs and services.
In addition, a key component of this role is to use the data as a catalyst to bring together agencies and community members to work together to continuously improve programs and services for families and children.
How are Our Children Doing?
How well children are prepared for school is directly related to their early experiences and impacts their later overall success in school. The Early Development Instrument (EDI) is the first systematic method for measuring whether a community’s children are prepared to learn and succeed in their first years of schooling. Although it is completed for individual children the results are compiled and interpreted for groups of children living within a particular geographic area such as a neighbourhood or town. As such, the EDI is known as a population-based measure and is not a diagnostic tool nor is it an indication of a school’s performance.
The EDI is a teacher assessment of SK children’s readiness to learn in 5 developmental domains:
physical health and well-being; social competence; emotional maturity; language and cognitive development; and, communication skills and general knowledge.
The Kindergarten Parent Survey (KPS) is completed in the same school year as the EDI; it is a survey completed by parents which collects information on children’s preschool experiences in 7 domains. The KPS is also compiled and interpreted for groups of children within a particular geographic area, similar to the EDI.
The Data Analysis Coordinators (DACs) work to promote the EDI and KPS to local school boards and train Senior Kindergarten teachers on how to use the instrument. Once the data have been collected the DACs, in conjunction with other community partners, analyze, interpret and map the data. The EDI data is used in conjunction with other relevant data sources to develop an evidence-based approach to program planning.
The How Well Are Our Children Developing in the Kenora and Rainy River Districts Results of the 2005-2012 EDI Report provides information on the EDI results for Senior Kindergarten children in communities across the Kenora and Rainy River Districts.
How are Our Communities Doing?
Many of our communities in the Kenora and Rainy River Districts are affected by the upswings and downswings of economies which rely heavily on natural resources and typically go through “boom and bust” cycles. The advantages and challenges affecting our communities provide the environment in which our children grow and influences their development. In short, child development reflects the broader social dynamics through which the entire population organizes itself economically, culturally and socially.
The Early Years Community Snapshots listed below provide information on community demographics and socio-economic status; birth data; health and safety data and early learning outcomes which provide a picture or ‘snapshot’ of the health of the community at that time.
Community Early Years Snapshots
The Early Years ‘A Foundation for Life’ Infographics
The Early Years ‘A Foundation for Life’ infographics listed below visually depict information on vulnerabilities and school readiness of senior kindergarten students in our communities.