Validation Theory and Research for a Population-Level Measure of Children's Development, Wellbeing, and School Readiness
This paper delineates general validity and research questions that are underlying an ongoing program of research pertaining to the Early Development Instrument (EDI, Janus and Offord 2007), a population-level measure, on which teachers rate kindergarten children's developmental outcomes in the...
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| Veröffentlicht in: | Social indicators research 2011-09, Vol.103 (2), p.183-191 |
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| creator | Guhn, Martin Zumbo, Bruno D. Janus, Magdalena Hertzman, Clyde |
| description | This paper delineates general validity and research questions that are underlying an ongoing program of research pertaining to the Early Development Instrument (EDI, Janus and Offord 2007), a population-level measure, on which teachers rate kindergarten children's developmental outcomes in the social, emotional, physical, cognitive, and communicative domains. It describes the large-scale research projects that are using the EDI to measure children's developmental outcomes for entire populations (e. g., provinces, cities). Given the uniqueness of the EDI's use as monitoring tool, or social indicator, for children's developmental health at an early age, we spell out the opportunities and challenges that these projects provide with regard to validation research. The article sets the stage for the special issue, as it is dedicated to showcase the different aspects of the conceptual, theoretical, and empirical validation research as well as the collaborative community-based projects that are currently being undertaken with respect to the EDI. |
| doi_str_mv | 10.1007/s11205-011-9841-6 |
| format | Article |
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It describes the large-scale research projects that are using the EDI to measure children's developmental outcomes for entire populations (e. g., provinces, cities). Given the uniqueness of the EDI's use as monitoring tool, or social indicator, for children's developmental health at an early age, we spell out the opportunities and challenges that these projects provide with regard to validation research. 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It describes the large-scale research projects that are using the EDI to measure children's developmental outcomes for entire populations (e. g., provinces, cities). Given the uniqueness of the EDI's use as monitoring tool, or social indicator, for children's developmental health at an early age, we spell out the opportunities and challenges that these projects provide with regard to validation research. The article sets the stage for the special issue, as it is dedicated to showcase the different aspects of the conceptual, theoretical, and empirical validation research as well as the collaborative community-based projects that are currently being undertaken with respect to the EDI.</description><subject>Academic readiness</subject><subject>Analysis</subject><subject>Child Development</subject><subject>Child neglect</subject><subject>Child. Socialization</subject><subject>Children</subject><subject>Cognition</subject><subject>Cognitive Development</subject><subject>Cooperation</subject><subject>Data analysis</subject><subject>Developmental psychology theories</subject><subject>Educational Research</subject><subject>Emotional Development</subject><subject>Empirical evidence</subject><subject>Health</subject><subject>History, theory and methodology</subject><subject>Human Geography</subject><subject>Kindergarten</subject><subject>Mental Health</subject><subject>Methodology</subject><subject>Microeconomics</subject><subject>Physical Development</subject><subject>Population</subject><subject>Psychometrics</subject><subject>Public Health</subject><subject>Quality of Life Research</subject><subject>R&D</subject><subject>Research & development</subject><subject>Research Methodology</subject><subject>Research methods</subject><subject>Research projects</subject><subject>School Readiness</subject><subject>Schooling</subject><subject>Social Development</subject><subject>Social Indicators</subject><subject>Social research</subject><subject>Social Sciences</subject><subject>Sociology</subject><subject>Sociology of the family. Age groups</subject><subject>Studies</subject><subject>Teacher Attitudes</subject><subject>Teachers</subject><subject>Test theory</subject><subject>Validation studies</subject><subject>Validity</subject><subject>Well Being</subject><subject>Wellbeing</subject><issn>0303-8300</issn><issn>1573-0921</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>BHHNA</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNp9kV2L1DAUhosoOK7-AEEhCLJebPWcfLTNpYzrFyOKrnpZMunJTodOMiatuP_ezHYZwYu9CuF98uQc3qJ4jPASAepXCZGDKgGx1I3EsrpTLFDVogTN8W6xAAGibATA_eJBSlsAUFLJRfHnhxn6zox98OxiQyFeMeM79pUSmWg3zIXIDPsS9tNwDZUr-k0D-0QmTZFYcGy56Ycukj9N7M0hC_sd-fGM_aRhWFPvL8-ujd_sJoQhi03Xe0rpYXHPmSHRo5vzpPj-9vxi-b5cfX73Yfl6VVrZqLG0tQJdacvzdtIh71ChQ0sCkPM1WJdvXYfGdTqj2nG5RlBOrqmulbIgTorT2buP4ddEaWx3fbJ5NuMpTKltGtlIiagz-eJWEgXnNVbAq4w--w_dhin6vEf2gVAKlMoQzpCNIaVIrt3HfmfiVYvQHkpr59LaXFp7KK09iJ_fiE2yZnDReNun40MuRY0aZeaezBzF3h7j849aSKWaHPM5TjnylxT_zXfb30_nR9s0hniUSpR1pbASfwGEFrg9</recordid><startdate>20110901</startdate><enddate>20110901</enddate><creator>Guhn, Martin</creator><creator>Zumbo, Bruno D.</creator><creator>Janus, Magdalena</creator><creator>Hertzman, Clyde</creator><general>Springer</general><general>Springer Netherlands</general><general>Springer Nature B.V</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7U4</scope><scope>7WY</scope><scope>7WZ</scope><scope>7XB</scope><scope>87Z</scope><scope>88B</scope><scope>88C</scope><scope>88G</scope><scope>88J</scope><scope>8BJ</scope><scope>8C1</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8FL</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>BEZIV</scope><scope>BHHNA</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWI</scope><scope>DWQXO</scope><scope>FQK</scope><scope>FRNLG</scope><scope>FYUFA</scope><scope>F~G</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>JBE</scope><scope>K60</scope><scope>K6~</scope><scope>L.-</scope><scope>M0C</scope><scope>M0P</scope><scope>M0T</scope><scope>M2M</scope><scope>M2O</scope><scope>M2R</scope><scope>M2S</scope><scope>MBDVC</scope><scope>PQBIZ</scope><scope>PQBZA</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>WZK</scope></search><sort><creationdate>20110901</creationdate><title>Validation Theory and Research for a Population-Level Measure of Children's Development, Wellbeing, and School Readiness</title><author>Guhn, Martin ; Zumbo, Bruno D. ; Janus, Magdalena ; Hertzman, Clyde</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c485t-c750969c22054f12d151f1ce30122b0cf1f1dd1afd9c759f24b105f4be7755c03</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Academic readiness</topic><topic>Analysis</topic><topic>Child Development</topic><topic>Child neglect</topic><topic>Child. 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Res</stitle><date>2011-09-01</date><risdate>2011</risdate><volume>103</volume><issue>2</issue><spage>183</spage><epage>191</epage><pages>183-191</pages><issn>0303-8300</issn><eissn>1573-0921</eissn><coden>SINRDZ</coden><abstract>This paper delineates general validity and research questions that are underlying an ongoing program of research pertaining to the Early Development Instrument (EDI, Janus and Offord 2007), a population-level measure, on which teachers rate kindergarten children's developmental outcomes in the social, emotional, physical, cognitive, and communicative domains. It describes the large-scale research projects that are using the EDI to measure children's developmental outcomes for entire populations (e. g., provinces, cities). Given the uniqueness of the EDI's use as monitoring tool, or social indicator, for children's developmental health at an early age, we spell out the opportunities and challenges that these projects provide with regard to validation research. The article sets the stage for the special issue, as it is dedicated to showcase the different aspects of the conceptual, theoretical, and empirical validation research as well as the collaborative community-based projects that are currently being undertaken with respect to the EDI.</abstract><cop>Dordrecht</cop><pub>Springer</pub><doi>10.1007/s11205-011-9841-6</doi><tpages>9</tpages></addata></record> |
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| subjects | Academic readiness Analysis Child Development Child neglect Child. Socialization Children Cognition Cognitive Development Cooperation Data analysis Developmental psychology theories Educational Research Emotional Development Empirical evidence Health History, theory and methodology Human Geography Kindergarten Mental Health Methodology Microeconomics Physical Development Population Psychometrics Public Health Quality of Life Research R&D Research & development Research Methodology Research methods Research projects School Readiness Schooling Social Development Social Indicators Social research Social Sciences Sociology Sociology of the family. Age groups Studies Teacher Attitudes Teachers Test theory Validation studies Validity Well Being Wellbeing |
| title | Validation Theory and Research for a Population-Level Measure of Children's Development, Wellbeing, and School Readiness |
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