ABSTRACT

This study explores the utility of the Early Development Instrument (EDI) as a population-based measure of school readiness in Crete, Greece, during times of economic austerity. It is unique in that no similar investigation examining school readiness for grade one has been conducted in this country. More specifically, it identifies kindergarten children who are vulnerable (fail to meet age-appropriate developmental expectations), at risk (not in the vulnerable range, but still score lower than expected for their age), and on track (all others) for success in grade one. It also investigates demographic factors associated with children’s higher odds of vulnerability. Participants include 954 children (mean: 5.7 years) from 63 kindergarten schools. Results demonstrate that 26.4% of the sample are developmentally vulnerable, 27.5% are at risk, and 46.1% are on track. Additionally, children with special needs vs. those without, males vs. females, younger vs. older cohorts, and those in rural vs. urban areas are associated with higher odds of developmental vulnerability. This study shows that the EDI can be an effective tool to help guide Greek policy development in early childhood education and care, inform key programming decisions, and introduce timely interventions that will help improve vulnerable children’s chances for school success.

摘要

本研究探讨了早期发展工具 (EDI) 在经济紧缩时期作为希腊克里特岛入学准备情况的人口衡量指标的效用。其独特之处在于，该国尚未对一年级入学准备情况进行过类似的调查。更具体地说，它识别出处于弱势（未能达到与年龄相适应的发展预期）、处于危险之中（不在弱势范围内，但仍低于其年龄预期的得分）以及有望取得成功的幼儿园儿童（所有其他儿童）在一年级。它还调查了与儿童易受伤害几率较高相关的人口统计因素。参与者包括来自 63 所幼儿园学校的 954 名儿童（平均：5.7 岁）。结果表明，26.4% 的样本在发育方面处于脆弱状态，27.5% 处于危险之中，46%。1% 正在走上正轨。此外，有特殊需求的儿童与没有特殊需求的儿童、男性与女性、年轻与年长的群体、农村与城市地区的儿童与发育脆弱性的几率更高有关。这项研究表明，EDI 可以成为帮助指导希腊幼儿教育和保育政策制定的有效工具，为关键的规划决策提供信息，并引入有助于提高弱势儿童在学校成功机会的及时干预措施。