A Community
Fit for Children
Interim Update Results of the 2010 Early Development Instrument and Kindergarten Parent Survey
for Waterloo Region
A B OU T T H I S R E P O R T
T
his report paints a picture of how well Senior Kindergarten children are doing in Waterloo Region. It focuses on data gathered through the Early Development Instrument (EDI) and the Kindergarten Parent Survey (KPS), and compares the results of 2004, 2007 and 2010 data. This report is intended to be used as an update to the EDI and KPS data published in the Community Fit for Children 2nd Edition report 2009, which contains additional data from Statistics Canada, Region of Waterloo Public Health, Region of Waterloo Social Services, libraries, Family and Children’s Services of Waterloo Region and many other community partners. This Interim Update serves our community during the interim period between the 2009 release of the Community Fit for Children 2nd Edition report (containing 2006 Census data) and the availability of the 2011 Census data. Community Fit for Children reports focus on the region’s 45 neighbourhoods rather than individual children or schools in order to emphasize the importance of community responsibility for supporting young children. A basic layout of neighbourhoods is provided in the “Report Notes” section of the report, while the neighbourhood profiles found on pages 63-151 of the Community Fit for Children 2nd Edition report outline Waterloo Region’s neighbourhood boundaries in detail. The neighbourhood boundaries remain the same in this Interim Update. The Community Fit for Children 2nd Edition report can also be found online at http://www. ykids.ca/en/EYDataAnalysis.asp.
EDI Explained The Early Development Instrument portion of this report describes “school readiness to learn” of Senior Kindergarten children in Waterloo Region. The EDI is a population measure designed to indicate a community’s capacity to prepare children for school. A child who is ready for school is one who is able to meet the task demands at school, and to benefit from the educational activities provided by the school. The EDI measures readiness to learn in five domains of child development: physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills and general knowledge. These five domains are most often reported as a percentage scoring below the 10th percentile (scoring low). The higher the percentage of children scoring low, the more vulnerable that group of children is to difficulties at school. Each domain is made up of subdomains which refer to specific groups of skills and abilities. Subdomains are reported as either “ready”, “middle” or “not ready”. This report takes a strengthbased approach by illustrating the percentage of children in Waterloo Region who are “ready” in each subdomaini. When a star is found ( ) between two bars on a graph, this is an indicator that the change between the two is statistically significantii. If a change is statistically significant, it means that it did not likely happen by chance, and these are the changes we may want to pay attention to. The EDI is completed every three years in Waterloo Region. In 2010, it was completed by teachers for almost all SK students attending schools in the Waterloo Region District School Board, Waterloo Catholic District School Board, Conseil scolaire de district catholique Centre-Sud and Conseil scolaire Viamonde. EDI data of 5197 children is included in this analysis of 2010 data. The majority of school boards across Canada use the EDI to measure school-readiness, and this allows us to measure differences between communities, as well as identify communities which demonstrate higher needs. The data is useful for those who plan programs and policies as well as community groups and advocates. This report compares 2004, 2007, 2010 and Ontario data, using the Ontario baseline cut-offs, set out by the Offord Centre for Child Studies. 2010 EDI data is suppressed in six neighbourhoods due to having fewer than 30 EDIs completed in those neighbourhoods.
KPS Explained The Kindergarten Parent Survey portion of this report summarizes what parents said about their children, families, experiences and activities before their Senior Kindergarten children entered school. The KPS asks parents about their child’s health and development, child care and pre-kindergarten experiences, activities, neighbourhoods and family demographics. It is sent home to families every three years in Waterloo Region, during the same year that the EDI takes place. In 2010, surveys went home to families of all Senior Kindergarten children who participated in the EDI, along with a free children’s book and an envelope to return the survey in. Participation was voluntary, with a response rate of 58% (3081 surveys) in 2010. Surveys were offered in Arabic, Simplified Chinese, Spanish, Serbian, and Urdu to families who indicated they used the language at home. French surveys were given to parents of children attending French language schools. i- % “not ready” in each subdomain is available from the Data Analysis Coordinator upon request. ii- P-value of 0.05% was used. Those differences with a p-value less than 0.05% were deemed statistically significant.
01
E D I : P HY S IC A L H E A L T H & W E LL B E I NG Percentage of Children Who Scored Low in the Physical Health & Well-Being Domain
Percentage of Children Scoring Low in the Physical Health and Well-Being Domain, by Neighbourhood
20 16.4
Percentage of Children Scoring Low
16.3
15 % Children
43
41
12.9
5.2 - 11.6 11.7 - 15.8 15.9 - 19.8 19.9 - 31.5 Data Suppressed
42
11
44 6
10
2
39 1
4 3 8 10
38
5
45
5
40
36
13
7
15
9 12 11
14
16
22
19
18
23
20
17
25 21
37
24
26
32
27
35 29
2010
Ontario
Fig. A2-01
Entire Domain The physical health and well-being domain (Fig. A2-01) of the EDI measures children’s overall physical ability to participate in and accomplish the physical tasks that school presents to them. Between 2004 and 2007 the percentage of children scoring low on this domain increased significantly, but there was no significant change in 2010. The percentage of children scoring low in 2010 was significantly higher than that of Ontario as a whole.
Subdomains Whether or not a child arrives hungry, late, tired, sick or inappropriately dressed is considered in the physical readiness subdomain (Fig. A2-02). In 2007, the percentage of children ready in this subdomain decreased significantly from 2004. It remained relatively unchanged in 2010. In comparison to Ontario as a whole, Waterloo children were much more physically ready for school than their peers across Ontario. Physical independence (Fig. A2-03) includes skills such as the ability to use the washroom without assistance and run without losing balance. In 2010, there was a statistically significant increase in the percentage of children considered ready in this subdomain, and the percent ready was almost equal to that of Ontario. The gross and fine motor skills subdomain (Fig. A2-04) includes coordination in activities such as holding a pen and climbing stairs. The percentage of children who were ready in this subdomain decreased significantly from 2004 to 2007, but did not change significantly between 2007 and 2010. However, there is a significantly smaller percentage of children in Waterloo Region who are ready in this subdomain when compared to Ontario overall.
Early Development Instrument, 2010
34
The map on this page illustrates, by neighbourhood, the percentage of children who scored low (below the 10th percentile) in the physical health and well-being domain. In the neighbourhoods where there is a high percentage of children scoring low (the darker purple shaded areas), there are more children vulnerable to difficulties in physical health and well-being.
Physical Readiness 100
97.1
96.2
Physical Independence 100
96
80
73
60
40
20
0
2004
2007
2010
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A2-02
Gross & Fine Motor Skills
% Children Who Are Ready
2007
% Children Who Are Ready
2004
Waterloo Region 2004 - 2010 vs. Ontario
31 30
33
88
88
2004
2007
91.1
91
2010
Ontario
80
60
40
20
0
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A2-03
Remember…
100
% Children Who Are Ready
0
28
80
72.3 56.8
60
50.8
49.2
2007
2010
40
20
0
2004
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
For the graphs illustrating the percentage of children scoring low (the first graph on each page featuring an EDI domain), a decreasing number is most desirable. For the graphs illustrating the percentage of children who are “ready” (the subdomain graphs), an increasing number is most desirable.
Fig. A2-03
02
E DI : S O C I A L C O M P E T E N C E Percentage of Children Who Scored Low in the Social Competence Domain
Percentage of Children Scoring Low in the Social Competence Domain, by Neighbourhood
20 Percentage of Children Scoring Low
15
43
41
42
% Children
12.2 10.8
10.5
44
9.3
10
2.2 - 6.5 6.6 - 10.1 10.2 - 14.4 14.5 - 20.2 Data Suppressed
6 40
1
4 3 8 10
38
5
45
5 2
39
36
13
7
15
9 12 11
14
16
22
19
18
23
20
17
25 21
37
24
26
32
27
35 29
2007
2010
Ontario
Fig. A3-01
Entire Domain The social competence domain (Fig. A3-01) of the EDI measures children’s abilities to appropriately manage social interactions. The percentage of children scoring low increased significantly from 2004 to 2007, then showed a significant decrease in 2010. The percentage of children who scored low in Waterloo Region remained significantly higher than the percentage in Ontario overall.
Subdomains The overall social competence with peers subdomain (Fig. A3-02) refers to skills such as cooperating with peers, showing self-confidence and playing with a variety of children. The percentage of children who are ready in this subdomain decreased significantly from 2004 to 2007, but remained the same from 2007 to 2010. Since 2004, there has been a consistently smaller percentage of children who are ready in comparison to Ontario as a whole. The responsibility and respect subdomain (Fig. A3-03) includes skills such as the ability to demonstrate respect for adults and peers, follow rules and show tolerance towards others’ mistakes. The percentage of children who were ready in this subdomain increased significantly from 2004 to 2007, but did not change significantly in 2010 or differ significantly in comparison to the Ontario average.
Early Development Instrument, 2010
34
from 2004 to 2007, but increased significantly in 2010. It is significantly higher than the Ontario average. The map on this page illustrates, by neighbourhood, the percentage of children who scored low (below the 10th percentile) in the social competence domain. In the neighbourhoods where there is a high percentage of children scoring low, (the darker blue shaded areas), there are more children vulnerable to difficulties in social competence.
Overall Social Comptence with Peers
Approaches to Learning
100
100
80
80
62.7 60
56 44.2
44.2
40
20
0
2004
2007
2010
% Children Who Are Ready
2004
Waterloo Region 2004 - 2010 vs. Ontario
The readiness to explore new things subdomain (Fig. A305) includes eagerness to read a new book or play a new game, and be curious about the world. The percentage of children ready in this subdomain decreased significantly
59.9
2004
2007
65
Responsibility & Respect
20
2010
Fig. A3-03
Readiness to Explore New Things 100
77.9
77.4
78.6
78.8
60
40
20
0
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
% Children Who Are Ready
80
62.5
40
0
Ontario
60.2
Fig. A3-02
% Children Who Are Ready
The approaches to learning subdomain (Fig. A3-04) is comprised of the ability to work independently, listen attentively and problem-solve, amongst other skills. The percentage of children who were ready in this subdomain was significantly higher in 2010 than in 2007, as well as significantly higher than the rest of Ontario.
60
Waterloo Region 2004 - 2010 vs. Ontario
100
03
31 30
33
% Children Who Are Ready
0
28
2004
2007
2010
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A3-04
80
74.1
77.9
76.7
2010
Ontario
71
60
40
20
0
2004
2007
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A3-05
E DI : E M O T I O N A L M A T U R I T Y Percentage of Children Who Scored Low in the Emotional Maturity Domain
Percentage of Children Scoring Low in the Emotional Maturity Domain, by Neighbourhood
20
Percentage of Children Scoring Low
15
1.1 - 6.7 6.8 - 10.9 11 - 13.9 14 - 20.8 Data Suppressed
43
13.8
41
42
% Children
12.1 10.9
44
10.3
6
10
40
1
4 3 8 10
38
5
45
5
2
39
7
15
9 12 11
14
16
22
19
25 21
37
24
23
20
17 18
36
13
32
26 28
27
35
31 29
Ontario
Fig. A4-01
Entire Domain The emotional maturity domain (Fig. A4-01) of the EDI measures how well a child responds and relates emotionally to situations and others. The percentage of children scoring low increased significantly from 2004 to 2007, and decreased significantly in 2010. There is no significant difference between the percentage of children scoring low in 2010 and in Ontario as a whole.
Subdomains The prosocial and helping behaviour subdomain (Fig. A4-02) includes inviting bystanders to join a game, comforting another who is crying or upset, or helping when there is a mess to clean up or another is hurt. The percentage of children ready in this domain decreased significantly from 2004 to 2007, however increased significantly in 2010 and remains significantly higher than the Ontario baseline. Anxious and fearful behaviour is a subdomain (Fig. A4-03) that includes items such as crying often, being upset when left by a parent/caregiver, being, nervous or incapable of decision-making. The percentage of children ready in this subdomain has not changed significantly since 2004, and does not differ significantly from the Ontario baseline. *** The aggressive behaviour subdomain (Fig. A4-04) includes factors such as getting into physical fights, laughing at the discomfort of others, bullying or being disobedient. The percentage of children ready in this subdomain increased significantly between 2007 and 2010, and in 2010 was not significantly different from the Ontario baseline. *** The hyperactivity and inattention subdomain (Fig. A4-05) includes characteristics such as distractibility, restlessness, impulsive behaviour and difficulty taking turns. The per*** Less likely to display these characteristics
Early Development Instrument, 2010
34
centage of children ready in this domain increased significantly from 2007 to 2010, and is also significantly higher than the Ontario baseline. *** The map on this page illustrates, by neighbourhood, the percentage of children who scored low (below the 10th percentile) in the emotional maturity domain. In the neighbourhoods where there is a high percentage of children scoring low (the darker green shaded areas), there are more children vulnerable to difficulties in physical health and well-being.
Prosocial & Helping Behaviour
Aggressive Behaviour
100
100
80
80
60
40
36.2
37.6 31.3
34.5
20
0
2004
2007
2010
% Children Who Are Ready
2010
84.2
85.5
84.8
2004
2007
2010
Ontario
40
20
0
Ontario
85.1
60
Waterloo Region 2004 - 2010 vs. Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A4-02
Anxious & Fearful Behaviour
Fig. A4-03
Hyperactivity & Inattention
100
100 86.8
86.7
87.6
88
80
% Children Who Are Ready
2007
% Children Who Are Ready
2004
Waterloo Region 2004 - 2010 vs. Ontario
30
33
% Children Who Are Ready
0
60
40
20
0
2004
2007
2010
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A4-04
80
76.6 70.5
70.8
2004
2007
73.2
60
40
20
0
2010
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A4-05
04
E D I : L ANGUAGE & C OGNIT IVE DE VELOPMENT Percentage of Children Who Scored Low in the Percentage of Children Scoring Low in the Language & Language & Cognitive Development Domain Cognitive Development Domain, by Neighbourhood 20
Percentage of Children Scoring Low
% Children
15
0 - 6.4 6.5 - 7.9 8 - 10.1 10.2 - 17.7 Data Suppressed
43 42
41
12
12.5 44 6
9.6
10
40
8.3
45
5 2
39 1
4 3 8 10
38
15 12
11
5
13
7 9
14
16
23
20
17
22
19
36
25
18
37
21
32
24 26 28 27
35
31 29 30
0
2004
2007
2010
33
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Early Development Instrument, 2010
Fig. A5-01
34
Entire Domain
cantly, and in 2010 was significantly higher than the Ontario baseline.
The language and cognitive development domain (Fig. A501) measures the literacy, numeracy, and memory skills of children. The percentage of children scoring low on this domain decreased significantly from 2007 to 2010. In 2010 there were significantly less children scoring low than in Ontario as a whole.
The map on this page illustrates, by neighbourhood, the percentage of children who scored low (below the 10th percentile) in the language and cognitive development domain. In the neighbourhoods where there is a high percentage of children scoring low (the darker orange shaded areas), there are more children vulnerable to difficulties in language and cognitive development.
Subdomains
Basic numeracy skills (Fig. A5-05) includes the ability to count to 20, to sort and classify objects, and understand simple time concepts. Since 2004, the percentage of children ready in this subdomain has increased signifi-
80.5 72.4
74.3
73.7
60
40
20
0
2004
2007
2010
80
71
2004
2007
76
74.5
2010
Ontario
40
20
0
Ontario
70.2
60
Waterloo Region 2004 - 2010 vs. Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A5-02
Interest in Letters, Numbers & Memory
Fig. A5-03
Basic Numeracy Skills
100
80
100
73.6
78.1 72.1
74.7
60
40
20
0
2004
2007
2010
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A5-04
05
% Children Who Are Ready
80
100
% Children Who Are Ready
Interest in letters, numbers and memory is a subdomain (Fig. A5-04) that includes the display of interest in games involving numbers, interest in reading books, and the ability to remember things easily. The percentage of children ready in this domain decreased significantly from 2004 to 2007, but increased significantly from 2007 to 2010 and is significantly higher than the Ontario baseline.
Advanced Literacy Skills
100
% Children Who Are Ready
The advanced literacy skills subdomain (Fig. A5-03) includes the ability to read and write simple sentences, complex words, and an interest in writing without the direction of the teacher. The percentage of children ready increased from 2007 to 2010 and is higher than the Ontario baseline.
Basic Literacy Skills
% Children Who Are Ready
The basic literacy skills subdomain (Fig. A5-02) includes things such as the ability to identify at least ten letters of the alphabet, write one’s own name and show an awareness of rhyming words. The percentage of children who were ready in this subdomain increased significantly from 2004 to 2007 and to 2010. There was a significantly higher percentage of children ready on this subdomain in Waterloo Region than in Ontario as a whole.
80
78.8
79.3
2004
2007
83.6
82.3
2010
Ontario
60
40
20
0
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A5-05
E D I : C OMMU NICAT ION & GE NER A L K NOWLE DGE Percentage of Children Who Scored Low in Communication & General Knowledge
Percentage of Children Scoring Low in the Communication & General Knowledge Domain, by Neighbourhood
20
Percentage of Children Scoring Low
16.4
% Children
15
2.2 - 10.6 10.7 - 13.6 13.7 - 19.4 19.5 - 37.8 Data Suppressed
15.3 43 41
42
12.1
11.8
44 6
10
45
5
40
2
39 1
4 3 8 10
38
5
13
7 9
15 12
11
14
16
22
19
36
25
18
37
21
32
35
0
24
23
20
17
26 28
27 29
31 30
33
2004
2007
2010
Ontario
Waterloo Region 2004 - 2010 vs. Ontario
Fig. A6-01
Entire Domain The communication skills and general knowledge domain (Fig. A6-01) measures how well a child communicates and interacts with the world around them. It includes the ability to listen and speak, participate in imaginative play, communicate their needs and answer questions which display knowledge about the world. The percentage of children scoring low on this domain increased significantly from 2004 to 2007, but did not significantly change between 2007 and 2010. There was a significantly higher percentage of children scoring low in 2010 than in Ontario as a whole.
Early Development Instrument, 2010
34
The Communication Skills and General Knowledge domain of the EDI does not divide further into specific subdomains. The map on this page illustrates, by neighbourhood, the percentage of children who scored low (below the tenth percentile) in the communication and general knowledge domain. In the neighbourhoods where there is a high percentage of children scoring low (the darker red shaded areas), there are more children vulnerable to difficulties in communication skills and general knowledge.
Did you know… …that community agencies, groups and organizations are able to request city, township and/or neighbourhood-level data for Waterloo Region from the Data Analysis Coordinator? The Data Analysis Coordinator is available to assist with the provision of EDI and KPS data that can be used in research or reports with the goal of improving child well-being, and to inform decision-making or advocacy work across our Waterloo Region community. Some of this data can also be plotted onto a map in order to illustrate the data visually. The forms for requesting data and maps are available on Waterloo Region’s Ontario Early Years website, earlyyearsinfo. ca, under the “Community Fit for Children” tab. The “Data Available” document, under the same tab, outlines which EDI and KPS data is available in order to allow those seeking data to utilize it as widely as possible. A list of EDI domains and subdomains is provided, as well as a list of topics explored by the KPS.
06
V U L N E R AB I L I T Y Percentage of Children Who Scored Low in Two or More Domains 20
15.7
15
15
13.8 % Children
% Children
20
18.2
15
10
5
0
Percentage of Children on the Multiple Challenge Index (MCI)
10 6.6 5
2004
2007
2010
0
Ontario
Fig. A7-01
Waterloo Region 2004 - 2010 vs. Ontario
5.1
2004
4.8
2007
4.2
2010
Ontario
Fig. A7-02
Waterloo Region 2004 - 2010 vs. Ontario
Scoring Low on 2 or more Domains
Multiple Challenge Index (MCI)
Children who score low on two or more domains of the EDI are considered less ready to learn and thus vulnerable (Fig. A7-01) to having difficulties in school. The higher the percentage of children scoring low, the more vulnerable a population is. Between 2004 and 2007, there was an increase in the percentage of children scoring low on two or more domains. In 2010, the percentage of those scoring low on two or more domains decreased, but remained higher than the percentage scoring low in Ontario as a whole.
The Multiple Challenge Index (MCI) (Fig. A7-02) measures the percentage of children who scored low (below the 10th percentile) on three or more domains of the EDI. In other words, children who are considered to have multiple challenges scored low in over half of the skills required to be ready for school. The percentage of children who scored on the MCI increased between 2004 and 2007, then decreased in 2010. It is higher than the percentage in Ontario as a whole.
Percentage of Children Scoring Low in Two or More Domains, by Neighbourhood
Percentage of Children on the Multiple Challenge Index, by Neighbourhood
Percentage of Children Scoring Low
43 41
Percentage of Children on MCI
4.4 - 9 9.1 - 15 15.1 - 19.6 19.7 - 29.6 Data Suppressed
42
43 42
41
44
44 6
40 2 1
3
7 9
11 18
36
1
15 12
14
16 17
2
39
13
23
20 22
19 21
37
32
35
25
26 28
27 29
31
4 3 8 10
38
24
45
5
40
4
8 10
38
6
45
5
39
0 - 3.1 3.2 - 4.5 4.6 - 6 6.1 - 12.8 Data Suppressed
7 9
15 12
11
36
13
17 18
14
16
22
19 21
37
30
34
The map above illustrates, by neighbourhood, the percentage of children who scored low (below the 10th percentile) on two or more domains. These are the neighbourhoods where children are vulnerable to difficulties in school.
07
25 32
35
24 26
28
27 29 30
33
Early Development Instrument, 2010
23
20
31
33
Early Development Instrument, 2010
34
The map above illustrates, by neighbourhood, the percentage of children who score on the MCI. These are the neighbourhoods where children are experiencing difficulties in many areas of their development. They are considered the most vulnerable.
K P S : C H I L D HE AL T H & D E V E L OP MEN T hildren’s age, height and weight were used to calculate their Body Mass Indexes (BMI). The BMI tells us whether or not a child is at a healthy weight for their age. Of the SK students included, there was a slightly higher percentage (4.2%) of females who were in the “healthy” weight category than there were males (Fig. B1-01). There was 1.7% less boys in the “overweight” category than girls, however, there were 3.9% more boys considered “obese” than girls. 86% of SK children eat breakfast every day (Fig. B102), while another 9.9% eat breakfast most of the time. One quarter of SK children eat the recommended 4 servings of fruit and vegetables per day, while about half of SK children fulfill these requirements almost every day. Slightly less than a quarter of these children do not eat four servings per day. Three quarters of SK children consume the recommended number of dairy products per day, with another 21.6% doing so most of the time. Almost 60% of SK children always eat meals with their family, and another 35.3% eat with their families most of the time. Fruit and vegetable consumption is the area where children in Waterloo Region could improve upon the most.
BMI Categories of Male and Female SK Children 80
Male 70
60
50 40
20
13
14.9
10 0
Underweight Healthy
12.510.8
15.4 11.5
Overweight
Obese
Weight Categories
Fig. B1-01
Eating Patterns of SK Children 100 Always
86.1
% Children
80
Most of the Time
73.7
59.2
60
Sometimes
52.7
Never 40
35.3
58.7
25.5 19.5
20 50
21.6
9.9 3.8
0
40 % Children
Female
58.8
30
The Child Nutrition Score was calculated by summing the breakfast, fruit/vegetable, and dairy intake of each child. 58.7% have good nutritional intake (Fig. B1-03), slightly over one third score in the middle, and 6.3% have poor nutritional intake.
Nutrition Scores of SK Children
63
60
% Children
C
34.9
4.3
Eat Eat Veg/Fruit Drink Milk Breakfast Eating Pattern
5.4
Eat With Family Fig. B1-02
30 20 10 0
6.3
Good
Middle Nutrition Score
Poor Fig. B1-03
The Data Analysis Coordinator can be reached at 519-741-8585 x225 or oeycdac@ckwymca.ca.
08
K P S : C H I LD C AR E Type of Child Care Accessed, by Age Category
Hours Spent in Child Care, by Age
100
100 Parent Care
Parent Care 80
Licensed Centre Licensed Home
60
% Children
% Children
80
Paid Unlicensed 40
<20 hours 21-30 hours
60
31-40 hours 40 >40 hours
Unpaid Unlicensed 20
20
0
0-12 mos 12 mos- 1.5-2.5 yrs 2.5-4 yrs 1.5 yrs Age of Children
0
4-6 yrs
0-12 mos 12 mos- 1.5-2.5 yrs 2.5-4 yrs 1.5 yrs Age of Children
4-6 yrs
Fig. B2-01
Fig. B2-02
A
t all ages, children were cared for by parents most often (Fig. B2-01). For those being cared for by a non-parent before the age of 18 months, paid unlicensed care was most common, followed by unpaid unlicensed care. There were the same percentage of children in licensed centre-based care as in unlicensed home care at age 1.5. At age 2.5 and older, the percentage of children cared for in licensed centres was more than double that of children in licensed home care. Paid unlicensed care was consistently accessed more than paid licensed home care. Most infants (0-12 months) did not spend time in child care (Fig. B2-02). Of the children aged 12 months to 4 years, 31-40 hours per week was the most common amount of time spent in care. School-age children spent less time in child care. Between 12 and 18 months old, children were more often cared for by a non-parent who was not an Early Childhood Educator (ECE) (Fig. B2-03). At 1.5-2.5 years old, the same percentage of children were cared for by ECE caregivers as were cared for by non-ECE caregivers. As preschoolers
Education of Care Provider
Factors Influencing Child Care Decisions For Parents Who Did Not Access Child Care 100
53.1
50.3
ECE No ECE
60 94.6
40
Don't Know 14.4
20
22.6 1.8 2.6 1
5.2
20.9
28.5
25
21
18.5
19
5
5.3
80
Not Important
60
40
5.7
0
4-6 yrs
Fig. B2-03
Not Important
60
40
20
20
1-12 mos 12 mos- 1.5-2.5 yrs 2.5-4 yrs 1.5 yrs Age of Children
80
% Parents
47.6 57.8
Important
Important
% Parents
80
% Children
****Actual values available from the Data Analysis Coordinator
100 Parent
09
Parents who accessed child care indicated that the reputation and the location of the provider were the most important factors influencing their decision (Fig. B2-04). Those who did not access child care indicated that this choice was most influenced by their preference to be the care provider for their children (Fig. B2-05). The second most important influence was the cost of child care, which families indicated was too expensive.
Factors Influencing Child Care Decisions For Parents Who Accessed Child Care
100
0
and school age children, they were more likely to be in the care of ECEs. During the toddler years, children were more likely to have a care provider who was not an Early Childhood Educator, while from age 2.5 years and older, those who accessed care out of the home had ECE providers more often than not.
Cost
Location
0
Spaces Curriculum Reputation
Child Care Factors
Fig. B2-04
Too Prefer Self Doesnâ&#x20AC;&#x2122;t No Spaces Expensive Care Fit Schedule
No Special Needs Culturally Info Not Met Inappropriate
Child Care Factors
Fig. B2-05
PAR E N T S , CH I L DR E N & PRE - KINDERGA RT E N E X PE R I E NCE S Parenting Program Attendance
Children’s Participation in Community Activities/Programs 100
80 63.6
80
60
74.2
50 40
% Children
% Parents
Once/Month
86.6
70
36.4
30
Not at All
60 44.8
40
20
37.4
40.4
27.2
10
20
0
Yes
Once/Week
34
15.8
15.8
13.7
12 7.6
No
32.1
31.8 27.7
26.4
8.6
7.3
2.4
0
Response
8.3 4.4
Play-Based Literacy Children's Music/ Public Book Store Cultural Program Program Club Arts/Dance Library Program
Community Activities
Fig. B3-01
Fig. B3-02
Children’s Participation in Activities Before Entering Kindergarten
17.3 35.1
47.6
25.8
7.6 42.8
27.1
65.3
31.4
Math Games
20.1 45.9
Song/Rhymes
27.8
33.9
Arts/Crafts/ Drawing % Children:
42.5
21.1 41.7 37.3
29.7 Letter Sounds
Never/Once or Twice
Read Story
Many Times
Printing Letters/ Numbers Every Day
Fig. B3-03
10
Play-based programs and music/arts/dance programs were those most commonly attended once per week or more, and over half of children participated in them once per month or more (Fig. B3-02). Public libraries and book stores were most often attended by children on a once per month basis. Attending play-based programs and using public libraries were the only community activities that over half of children participated in at least once per month. Childrenâ&#x20AC;&#x2122;s clubs and cultural programs were less attended by children of parents who responded to the survey. Over half of parents indicated that they read a story with their children every day (Fig. B3-03). Playing math games is an activity that children and parents were less likely to do together on a daily basis, but almost half of respondents played math games many times. Printing letters and numbers was the activity that more respondents indicated they never or very rarely engaged in with their child before Senior Kindergarten, however, in all categories, over half of parents engaged in these activities every day or many times. Almost two thirds of parents indicated that they had participated in a program intended to help them in their role as a parent (Fig. B3-01).
N E I G H B OU R H OO D S pproximately 87% of respondents said they feel their neighbourhood is safe for children and that there are safe spaces, such as parks and playgrounds (Fig. B4-01). 28% however, do not feel as though their neighbourhood is safe at night. Almost 70% of respondents felt as though there were adult role models in their neighbourhood, that neighbours help each other, and that people watch out for trouble when other neighbours are away (Fig. B4-03). Respondents were less likely to feel like people in their neighbourhood watch out for children, and even less likely to feel that neighbours deal with problems together.
Feeling Safe in the Neighbourhood 100
80
% Families
A
Access to Public Facilities 100
95.8
90.8
Safe for Children
Safe Spaces
71.6
60
40
94.9 0
84.2
Safe at Night
Feelings of Safety
80
% Families
86.8
20
96.5
91.3
86.8
60
Relationships with Neighbours 80
40
68.6
70
69.6
0 Fig. B4-02
Park
Library
Mall/Plaza Community Centre
School Grocery Store
Public Places
Most families indicated that they have access to public facilities, with community centres being the community resource that approximately 15% of respondents did not have access to (Fig. B4-02).
% Families
20
50
67 59.8
60 44.5
40 30 20 10 0
Deal with Problems
Role Model for Children
Help Neighbours
Watch Children
Positive Relationships
11
Fig. B4-01
Watch Home When Away
Fig. B4-03
FAMILY DEMOGRAPHICS
A
pproximately three quarters of KPS respondents were born in Canada (Fig. B5-01). More than half of the remaining respondents who had immigrated have lived in Canada for more than ten years. The remaining 10% have been in Canada for ten years or less. Almost half of respondents had lived at their current address for four years or less, and 11.8% had lived at their current address for more than ten years (Fig. B5-02).
Family Length of Time in Canada
5.7
% Families
2.6 1.5 0.3
Less than 1 year
13.3
1-2 years 3-5 years
Languages Spoken at Home 80
6-10 years
Number of Respondents
70 60 50
61
76.6
More than 10 years
50
Always
40 30
30
26
26
Punjabi
Urdu
Fig. B5-01
20 10 0
Spanish Chinese
Serbian
Number of Years at Current Address
Fig. B5-02
Language
The top five languages (other than English) used in the homes of KPS respondents are Spanish, Chinese, Serbian, Urdu and Punjabi (Fig. B5-02). There were 29 languages represented in total.
11.8
10.2
% Families Less than 1 year
8.3% of SK children lived in one-parent homes (Fig. B504). Of all homes, 10.2% had from 3 to 6 adults living in the home. Most homes had two to three children, while 7.4% of homes had 4 to 8 children. The Yearly Household Income graph outlines the income ranges of those who responded to the Kindergarten Parent Survey (Fig. B5-05). The Disposable Income graph indicates how often respondents have money left over after paying for necessities such as housing, hydro, food, etc. (Fig. B5-06). 45.3% of KPS respondents do not have disposable income on a consistent basis, meaning that these families of Senior Kindergarten children cannot rely on having the funds to save or use in an emergency.
Family Composition
1-4 years 5-10 years 39.1
38.8
More than 10 years
Fig. B5-03
Yearly Household Income Before Taxes 30
30
28.9
28.4
4.1 25
25
One Parent Two Parent
20
17.3
15
12.6
11.3 10
% Respondents
21.5 % Respondents
8.3
Disposable Income
20
18.3
19.9
20.7
15 10 7.1
Other
5 0
87.6
Fig. B5-04
5.2
5.6
5
3.1
Less than $17 000- $30 000- $50 000- $75 000Over Chose Not $17 000 $30 000 $50 000 $75 000 $100 000 $100 000 to Answer
Yearly Household Income
Fig. B5-05
0
Never
Not Often About Half of the Time
Often
Always
Chose Not to Answer
Monthly Disposable Income
Fig. B5-06
12
REPORT NOTES Inclusion of Children with Special Needs The Ontario-level EDI data (Ontario baselines) used in this report does not include students with Special Needs. The Waterloo Region data, however, does include children with special needs; a decision that was made by multiple partner organizations in our community. While this does call for caution when comparing Waterloo Region results to Ontario results, we felt that it was important to include all children in region-wide EDI reporting. Differences in 2004/2007 EDI Data While EDI’s were completed for 5319 children in 2010, only 5197 EDI’s were valid and therefore included in this report. One of the criteria for validity was that the data include the child’s postal code in order to ensure that the child lived in Waterloo Region, in an identifiable neighbourhood. Since this report features comparisons between 2004, 2007 and 2010 data, 2004 and 2007 data was reanalyzed according to the same criteria in order to make it consistent with 2010 data. This produced some slight differences in data released in previous reports, but made comparison possible. Body Mass Index Calculation In this report, the BMI was calculated for Senior Kindergarten children born in 2004 only, in order to be as accurate as possible with calculating the BMI percentile ranges that Waterloo Region’s Senior Kindergarten children fall into. Data used to calculate BMIs was collected from parent responses to the Kindergarten Parent Survey. Of the 3081 families who responded to the KPS, there was complete age/weight/height data available for 2011 children born in 2004, making BMI calculation possible for these children. 974 females and 1037 males were included the analysis of BMI. Child Nutrition Score The Child Nutrition Score includes the breakfast, fruit/vegetable and dairy consumption habits of Senior Kindergarten children. Scores ranged from 3 to 9, with 3 being those children who consume breakfast, as well as the recommended servings of fruit/vegetables and dairy every day, and 9 being those who do so only sometimes. Children with a score of 3 or 4 were considered to have “good” nutrition, 5-6 were “moderate”, and 7-9 were considered to have “poor” nutrition.
An Overview of the Neighbourhoods in Waterloo Region
43 42
41
44 6
40 2
39 1
Cambridge Kitchener
37
4 3 8 10
38 Waterloo Region Cities and Townships Legend
45
5 7 9
13 15
12 16
11
17
14 23
20 22
19
36
18
21
25 32
33
Wellesley
13
27 29 30
Waterloo
Woolwich
26
35
North Dumfries
Wilmot
24
34
28 31
1. West Waterloo 2. Lakeshore North/Conservation 3. Beechwood 4. Columbia/Lakeshore 5. Lincoln/Dearborn 6. Eastbridge/Lexington 7. Central Waterloo 8. Westvale 9. Westmount 10. Highland West 11. Forest Heights/Forest Hill/ Lakeside 12. Victoria Hills/Cherry Hill/ Grand River Hospital 13. Bridgeport/Breithaupt/ Mt. Hope 14. Grand River/Stanley Park/ Chicopee 15. Frederick/Rosemount/ Auditorium 16. Downtown Kitchener & Area 17. Alpine/Laurentian 18. Southwest Kitchener 19. Country Hills/Huron Area 20. Vanier/Rockway 21. Doon/Pioneer Park
22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45.
Hidden Valley/Pioneer Tower North Cambridge Hespeler Central Preston/ Preston Heights Langs/Industrial North Galt/Elgin Park Shades Mills Southwood/Southwest Galt Galt City Centre/South Galt South East Galt Blair North Dumfries/Beverly Ayr New Dundee/Mannheim Baden New Hamburg North Wilmot Wellesley Village Wellesley Rural South Wellesley Rural North Woolwich Rural North Elmira St. Jacobs Woolwich Rural East
R E P O R T S UM MAR Y EDI In comparison to Ontario: In 2010, Waterloo Region’s children were faring well in the Emotional Maturity and Language and Cognitive Development domains, with a lower percentage of children scoring low in comparison to the Ontario baseline. However, in the remaining three domains (Physical Health and Well-Being, Social Competence and Communication and General Knowledge), there was a significantly higher percentage of Waterloo Region’s children scoring low in comparison to the Ontario baseline. Waterloo Region had a significantly higher percentage of children considered “ready” in all subdomains except Gross and Fine Motor Skills and Overall Social Competence with Peers, in comparison to the Ontario Baseline. While it is important to remember that some of these differences may be due to the exclusion of children with special needs in the Ontario data (see also Report Notes), these are the areas which our community might choose to focus on in order to aim towards bringing Waterloo Region’s EDI results in line with the Ontario baseline. In comparison to 2007: In 2010, the results of the Social Competence, Emotional Maturity and Language and Cognitive Development domains improved, as the percentage of children scoring low was smaller than in 2007. While there was no significant change between 2007 and 2010 in the Physical Health and Wellbeing or the Communication Skills and General Knowledge domains, the percentage of children scoring low remained high based on 2004 scores. While the percentage of children scoring low on two or more domains, as well as the percentage of children who have multiple challenges decreased since 2007, they still remain higher than the Ontario baseline. Lowering the percentage of children scoring low and who have multiple challenges to the Ontario baseline average or below it would improve the school-readiness of children in our community. The maps in this report are useful in illustrating the neighbourhoods where there is the highest need for improvements in specific areas of child development, and where children are well-prepared for school. This knowledge can be used to help our community make informed decisions about where to invest in programs and services aimed to strengthen developmental outcomes of young children.
KPS The KPS illustrated to us that a greater proportion of children eat well and have healthy Body Mass Indexes than those who do not. However, there are significant improvements that can be made on consistent fruit/ vegetable consumption. Furthermore, over one third of age five children do not fall within a healthy BMI category. Based on what parents/caregivers told us about their Senior Kindergarten child’s experiences prior to school entry, parents are actively involved in various activities with their children. Families feel safe in their neighbourhoods and while less than half get together to solve problems with their neighbours, two thirds have good relationships with their neighbours. Understanding the demographics of families with children in Senior Kindergarten helps us to know who we are addressing when we discuss young children in our community.
This report has provided an outline of results of the 2010 EDI and KPS. It is intended to inform the community about how well Senior Kindergarten children are doing, and to be used in continuing to improve child outcomes in Waterloo Region. The community is welcome to request more specific neighbourhood-level data from the Data Analysis Coordinator to assist with projects which work towards this goal.
14
This report was produced by Amy Romagnoli, the Data Analysis Coordinator at the YMCA Ontario Early Years Centre in Waterloo. EDI and KPS data collection would not have been possible without the active participation of Senior Kindergarten teachers in the Waterloo Region District School Board, Waterloo Catholic District School Board, Conseil scolaire de district catholique Centre-Sud and Conseil scolaire Viamonde. The Offord Centre for Child Studies at McMaster University in Hamilton also provided support with analysis and the Ontario baselines, making it possible to compare Waterloo Region to the province as a whole. The Ministry of Children and Youth Services also supported this project. Special thanks to the parents of Senior Kindergarten children who completed the KPS, providing the community with knowledge on their experiences with young children.