Manitoba’s francophone children: what determines EDI scores?

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dc.contributor.authorde Rocquigny, Janelle Yvette
dc.contributor.examiningcommitteeChartier, Mariette (Community Health Sciences) Rivard, Léonard (Education, Université de St. Boniface)en_US
dc.contributor.supervisorRoos, Noralou (Community Health Sciences)en_US
dc.date.accessioned2014-08-27T13:30:06Z
dc.date.available2014-08-27T13:30:06Z
dc.date.issued2014-08-27
dc.degree.disciplineCommunity Health Sciencesen_US
dc.degree.levelMaster of Science (M.Sc.)en_US
dc.description.abstractLittle research exists on early childhood development in Manitoba’s Francophone community. The objective was to investigate whether children in the Division scolaire franco-manitobaine (DSFM) were different from other children in Manitoba on Early Development Instrument (EDI) outcomes, when controlling for neighbourhood, family and individual factors. Using multilevel modelling, 944 DSFM children were compared to 25,950 children from other schools. DSFM children scored higher on physical health and well-being, and scored lower on language and cognitive development, and communication and general knowledge compared to other children. DSFM children living in communities with a high proportion of Francophones scored higher on four of the five EDI domains, compared to other DSFM children. DSFM children whose first language was not French had significantly lower scores on all domains. Results demonstrate the importance of developing the French language in the home and the need for the Francophone community to provide support for child development.en_US
dc.description.noteOctober 2014en_US
dc.identifier.urihttp://hdl.handle.net/1993/23895
dc.language.isoengen_US
dc.rightsopen accessen_US
dc.subjectEDIen_US
dc.subjectearly childhood developmenten_US
dc.subjectFrancophonesen_US
dc.titleManitoba’s francophone children: what determines EDI scores?en_US
dc.typemaster thesisen_US
local.subject.manitobayesen_US
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