Validation study of the Chinese Early Development Instrument (CEDI)

Patrick Ip · Sophia Ling Li · Nirmala Rao · Sharon Sui Ngan Ng · Winnie Wai Sim Lau · Chun Bong Chow

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Early Childhood Education and Development Infant Development and Preterm Care Health Education and Validation

Abstract

BACKGROUND: The Early Development Instrument (EDI) is a comprehensive instrument used to assess school readiness in preschool children. This study was carried out to evaluate the psychometric properties of the Chinese version of the EDI (CEDI) in Hong Kong. METHODS: One hundred and sixty-seven children were purposefully sampled from kindergartens in two districts with very different socioeconomic statuses. The CEDI was assessed for concurrent validity, internal consistency and test-retest reliability. The developmental vulnerability identified using the CEDI scores was further examined in relation to the socioeconomic status of the district and family. RESULTS: The CEDI displayed adequate internal consistency, with Cronbach's alphas ranging from 0.70 to 0.95 on its five domains. Concurrent validity was supported by moderate and significant correlations (0.25 to 0.49) on the relevant domains between the CEDI and a comparable measure. The level of test-retest reliability was good, with a kappa statistic of 0.89. In general, girls outperformed boys, particularly in the social, emotional and communication/general knowledge domains. After controlling for the uneven distribution of sex, children from socioeconomically disadvantaged districts and families were found to be at greater risk of developmental vulnerability than their more advantaged counterparts. CONCLUSION: The evidence gathered in this study supports the CEDI's use as a valid and reliable instrument in assessing school readiness and identifying developmentally vulnerable children in Chinese populations. Its preliminary findings on the socioeconomic gradients of child development suggest that the CEDI is a promising tool for leveraging evidence-based, context-sensitive policies and practices to foster the development of all children.

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1989Health Measurement Scales: A Practical Guide to Their Development and Use 2002Socioeconomic Status and Child Development 2000From Neurons to Neighborhoods 2001From Neurons to Neighborhoods: The Science of Early Childhood Development 2002School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.2010Health Measurement Scales--A Practical Guide to Their Development and Use 2004Adapting Educational and Psychological Tests for Cross-Cultural Assessment 2003Resilience and Vulnerability: Adaptation in the Context of Childhood Adversities

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