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

Autor/inn/en	Corter, Carl; Patel, Sejal; Pelletier, Janette; Bertrand, Jane
Titel	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
Quelle	In: Early Education and Development, 19 (2008) 5, S.773-794 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Integrated Services; Program Evaluation; Program Improvement; Demonstration Programs; Young Children; Program Effectiveness; Case Studies; Emotional Development; Foreign Countries; Kindergarten; Child Care; Public Schools; Comparative Analysis; Social Development; Child Development; Outcomes of Education; Educational Quality; Educational Environment; Interaction; School Readiness; Physical Health; Well Being; Language Acquisition; Communication Skills; Cognitive Development; At Risk Students; Canada; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Frühe Kindheit; Case study; Fallstudie; Case Study; Gefühlsbildung; Ausland; Kinderfürsorge; Kinderbetreuung; Public school; Öffentliche Schule; Soziale Entwicklung; Kindesentwicklung; Lernleistung; Schulerfolg; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Readiness for school; School ability; Schulreife; Gesundheitszustand; Well-being; Wellness; Wohlbefinden; Sprachaneignung; Spracherwerb; Kommunikationsstil; Kognitive Entwicklung; Kanada
Abstract	Research Findings: Integrated services for young children and families are part of the new policy landscape in early childhood, but there is limited evidence of 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. Practice or Policy: 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 are also discussed. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10