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Preliminary Findings of the Early Development Instrument for Metis Kindergarten Children

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Preliminary Findings of the Early Development Instrument for Metis Kindergarten Children (from EdCan Network News)

A recent study conducted by the Institute of Urban Studies at the University of Winnipeg examined how Metis children fare on the Early Development Instrument (EDI) in comparison to children who are not Metis.  

The EDI assesses readiness for school in Kindergarten and consists of five domains:  physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills and general knowledge.  Key findings revealed that more than one-third of Metis children are not ready for school in comparison to other children in Manitoba.  

In addition, geography, sex and income influenced school readiness, such that boys and children from lower income neighbourhoods were less likely to be ready.  The study calls for further research to assess whether lower EDI scores result in lower educational outcomes.

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