In recent years, several measures of children’s early childhood development (ECD) status have been developed for large-scale use. Presently, however, no measures of population-level ECD have been validated specifically for children ages 0 to 3 across developing countries, making cross-national comparisons of developmental status and progress for the youngest – and potentially most vulnerable – children impossible. The CREDI addresses this gap by providing the first population-level measure of ECD for children from birth to age three.
The CREDI focuses on measuring children’s early skills and behaviors in four primary domains: motor, cognitive, language, and social-emotional development. The CREDI includes a Short Form for use in global monitoring, as well as a Long Form for use in international ECD research. So far, the CREDI has been used to measure the development of more than 15,000 children living in 25+ countries around the world:
For More Information
To download either version of the CREDI and all accompanying materials, please click here.
McCoy, D. C., Seiden, J., Waldman, M., & Fink, G. (2021). Measuring early childhood development: considerations and evidence regarding the Caregiver Reported Early Development Instruments. Annals of the New York Academy of Sciences.
Waldman, M., McCoy, D. C., Seiden, J., Cuartas, J., CREDI Field Team, & Fink, G. (2021). Validation of motor, cognitive, language, and socio-emotional subscales using the caregiver reported early development instruments: An application of multidimensional item factor analysis. International Journal of Behavioral Development.
Altafim, E. R. P., McCoy, D. C., Brentani, A., Escobar, A., Grisi, S., & Fink, G. (2020). Measuring early childhood development in Brazil: Validation of the Caregiver Reported Early Development Instruments (CREDI). Jornal de Pediatria, 96, 66-75.
McCoy, D. C., Waldman, M., CREDI Field Team, & Fink, G. (2018). Measuring early childhood development at a global scale: Evidence from the Caregiver-Reported Early Development Instruments. Early Childhood Research Quarterly, 45, 58-68.