The Canadian-based Early Development Index (EDI) defines school readiness within five developmental domains: physical health and wellbeing: social competence; emotional maturity; language and cognitive skills and communication skills and general knowledge. Based on other early development indices and trials within Canada, the EDI uses over one hundred indicators to determine 'whether a child is "performing well", average or "developmentally vulnerable." From its introduction to Australia in 2003 and subsequent modifications for an Australian audience, the Australian Early Development Index (AEDI) has been used in over 50 communities throughout Australia to collect data on school readiness for school, community and government use. However, the definition of school readiness is still a debate in schools, early childhood centres and homes nationwide. It is a question I asked of early childhood educators in a region where the AEDI results were recently announced. Their responses went beyond the child skills articulated in the AEDI to include the child's social context and relationships as components of school readiness.
Available at: http://works.bepress.com/reesasorin/26/