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a toolkit for change chapter 21. Physical health and well-being• fine and gross motor development• levels of energy• daily preparedness for school (tired, late, hungry)• washroom independence• established handedness2. Social competence• co-operation and respect for others (children and adults)• ability to work within the school environment• socially appropriate behaviour during school activities• self-control, self-confidence3. Emotional maturity• pro-social behaviour: helping, tolerance, empathy• aggressive behaviour• anxiety, hyperactivity, inattention, impulsiveness• informal, peer-to-peer interaction4. Language and cognitive development• interest in books, reading, language-related activities (rhyming,group reading)• literacy: ability to recognize letters, read and write simple words• interest in simple math-related activities• numeracy: ability to recognize and compare numbers, count, sort, etc.5. Communication skills and general knowledge• ability to clearly communicate one’s own needs and understand othersin English• clear articulation• active participation in storytelling (not necessarily with good grammarand syntax)• interest in and general knowledge about the worldThere are also a number of subscales contained within each of the five primary scalesof the EDI (see Table 1). Analysis of the subscales allows for a more focused analysis ofspecific aspects of children’s development.11