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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/32196

Title: The Early Development Instrument as an evaluation and improvement tool for school-based, integrated services for young children and parents: The Toronto First Duty Project
Authors: Corter, Carl
Patel, Sejal
Pelletier, Janette
Bertrand, Jane
Keywords: integrated early childhood services
Toronto First Duty
Early Development Instrument
EDI
children's development
Issue Date: 2008
Publisher: Early Education and Development
Citation: Corter, C., Patel, S., Pelletier, J., & Bertrand, J. (2008). The Early Development Instrument as an evaluation and improvement tool for school-based, integrated services for young children and parents: the Toronto First Duty Project. Early Education and Development.19(5), 1-22.
Abstract: Integrated services for young children and families are part of the new policy landscape in early childhood, but there is limited evidence on the effectiveness of these programs and how they develop on the ground. This study examined the use of the Early Development Instrument (EDI) as both a summative program evaluation tool and as a formative program improvement tool supporting practitioners in Toronto First Duty, an integrated services demonstration project that combined kindergarten, child care and parenting supports in public schools. Pre-post comparisons at community demonstration sites and comparisons with matched community sites using the EDI suggested that the demonstration program was associated with modest improvements in emotional and social domains of children’s development. Mixed methods and multiple measures were used to contextualize summative findings in case studies across demonstration sites. The case studies explored how integration was implemented at different sites and how dimensions of enacted integration might contribute to positive outcomes for children and families. A case study of one site showed how an integrated staff team used EDI school-level profiles, along with formative feedback on program quality, to target and improve programming. Over the course of implementation, the integrated program environment quality ratings and EDI scores improved in relevant areas assessing quality of interaction and social-emotional development. Findings are discussed in terms of the role of the EDI in program evaluation and in improvement of practice. The potential value of integrated early childhood services and the challenges of evaluating complex community initiatives is also discussed.
URI: http://hdl.handle.net/1807/32196
ISSN: 1040-9289
Appears in Collections:Faculty (HDAP)

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