Profiles of School Readiness of Preschool Children in Greece as Assessed by the Early Development Instrument

Autor/inn/en	Polyzoi, Eleoussa; Matsopoulos, Anastassios; Acar, Elif; Babb, Jeff
Titel	Profiles of School Readiness of Preschool Children in Greece as Assessed by the Early Development Instrument
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 4, S.584-601 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1809577
Schlagwörter	Foreign Countries; School Readiness; Preschool Children; Kindergarten; At Risk Students; Test Validity; Educational History; Physical Health; Well Being; Interpersonal Competence; Emotional Development; Cognitive Development; Language Skills; Communication Skills; Test Reliability; Greece + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Testvalidität; History of education; Bildungsgeschichte; Gesundheitszustand; Well-being; Wellness; Wohlbefinden; Interpersonale Kompetenz; Gefühlsbildung; Kognitive Entwicklung; Language skill; Sprachkompetenz; Kommunikationsstil; Testreliabilität; Griechenland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01