This PowerPoint was developed by ECMap to be used as a framework by coalitions and communities in presenting their community profile results.

Understanding your community early development profile Compiled by the Early Child Development Mapping Project (ECMap) June 2014

The report profiles Alberta’s 100 ‘early childhood development’ (ECD) communities

4 Working together in Alberta

ECD communities in Alberta Edmonton Calgary

Why focus on the early years? 0 to 5 most critical for development Lay the foundation for everything that follows Impact lifelong health learning, behaviour and well-being

7 Children grow up in an environment of relationships Families play a primary role.

 safe, walkable  well-designed playgrounds, recreational facilities and green spaces  quality, accessible child care and early learning opportunities  access to affordable, nutritious food  supportive social networks  welcoming & inclusive 8 Importance of communities

 comprehensive, accessible health care,  good parental leave policies  family friendly employment standards  job training and adequate wages, so parents can look after their families  high quality early care and learning standards  coordinated services for young children and families 9 Impact of society

Weighing the benefits of positive development school success better jobs earn more physically and mentally healthier stable relationships better parent better coping skills struggle in school high school dropout lower paying jobs acute and chronic illnesses commit crime addictions + _

Why is it important to have data on how young children are doing? Understanding → Action

Putting together the data Socio- Economic Status Community Resources EDI Community Maps and Reports

The EDI Population-based measure Surveys how children are doing in communities and across Alberta Not about individual children Questionnaires filled out by kindergarten teachers

EDI: 5 areas of development Emotional Maturity Communication Skills & General Knowledge Social Competence Physical Health & Well-being Language & Thinking Skills

EDI categories Developing appropriately: most or all developmental skills appropriate by kindergarten; above the 25 th percentile or top 75 per cent Experiencing difficulty: probable delays in some areas of development; between the 10 th and 25 th percentile Experiencing great difficulty: significant delays in development; below the 10 th percentile or bottom 10 per cent

EDI: 2009 to 2013  gathered twice by 135 school authorities  approximately 1,100 schools involved  86,564 questionnaires collected; 70,206 questionnaires usable  two rounds collected in each community and merged to form baseline results

Five areas of development Alberta EDI results ( ), ECMap 70,206 questionnaires Please note: Percentages may not always add up to exactly 100% due to rounding or missing data. June 2014 (Updated)

in ALL FIVE areas of development Alberta Developing appropriately 18 Alberta EDI data ( ), ECMap 16.4% Communities Lowest community ALBERTAHighest community 46.4%

Great difficulty in ONE or more areas of development Great difficulty in TWO or more areas of development Alberta Canada Alberta compared to the rest of Canada Alberta EDI results ( ), ECMap 19

 Studies show a strong link between SES and early childhood development.  SES measured using Stats Canada data.  ECMap research shows a connection between high SES and high EDI results and poor SES and poor EDI.  Wide disparity in SES among communities and subcommunities. 20 Socio-economic status

ECD community resources  include programs and services, informal supports and physical features  identified by coalitions  total: 23,600

Community resources and early development  How do they impact EDI results?  Is there a difference in the quantity and type of resources in communities with different SES?  Can they compensate for low socio-economic status (SES)?  Are there gaps in resources?

Community results Your community results can be inserted here. Go to ECMap website at and pull PPT slides from Findings and Maps, Community Results.

Who needs to know?  Who are the people in our community that need to know this information?  Who are the people that we should talk to first?  What is the most effective way of reaching them?  What are the key messages that we want to communicate?

25 How can these results be useful?

For further information: list your contact information Other information 2014