Table 4.
Summary of the exploratory factor analyses
| Domain | Factor | EDIa | GEDI |
|---|---|---|---|
| subdomain label | subdomain label | ||
| N of items | N of items | ||
| (range) | (range) | ||
| internal consistency (⍺) | internal consistency (⍺) | ||
| PHY | physical readiness for school work | physical well-being and readiness for school work | |
| 1 | 4 | 6 (2 items < 0.3) | |
| (0.640–0.773) | (0.206–0.628) | ||
| 0.715 | 0.565 | ||
| physical independence | |||
| 2 | 4 | ||
| (0.401–0.657) | |||
| 0.256 | |||
| gross & fine motorskills | physical development and gross & fine motor skills | ||
| 3 | 5 | 6 (1 item < 0.3) | |
| (0.763–0.897) | (0.251–0.797) | ||
| 0.918 | 0.759 | ||
| N item total | 13 | 12 | |
| SOC | overall social competence with peers | overall social competence with peers | |
| 4 | 5 | 5 (1 item < 0.3) | |
| (0.576–0.754) | (0.235–0.796) | ||
| 0.862 | 0.754 | ||
| respect and responsibility | respect and responsibility | ||
| 5 | 8 | 8 | |
| (0.623–0.823) | (0.394–0.786) | ||
| 0.921 | 0.813 | ||
| independence and adjustment | independence and adjustment | ||
| 6 | 9 | 9 (1 item < 0.3) | |
| (0.504–0.778) | (0.295–0.831) | ||
| 0.911 | 0.854 | ||
| readiness to explore new things | readiness to explore new things | ||
| 7 | 4 | 4 | |
| (0.677–0.892) | (0.591–0.857) | ||
| 0.863 | 0.758 | ||
| N item total | 26 | 26 | |
| EMO | prosocial and helping behavior | prosocial and helping behavior | |
| 8 | 8 | 9 | |
| (0.777–0.881) | (0.354–0.843) | ||
| 0.944 | 0.88 | ||
| anxious and fearful behavior | anxious and fearful behavior | ||
| 9 | 8 | 7 | |
| (0.513–0.822) | (0.402–0.804) | ||
| 0.808 | 0.784 | ||
| aggressive behavior | aggressive behavior | ||
| 10 | 7 | 8 | |
| (0.542–0.795) | (0.401–0.737) | ||
| 0.862 | 0.836 | ||
| hyperactive and inattentive behavior | hyperactive and inattentive behavior | ||
| 11 | 7 | 6 | |
| (0.559–0.833) | (0.430–0.789) | ||
| 0.921 | 0.834 | ||
| N item total | 30 | 30 | |
| LAN | basic literacy | basic literacy and numeracy / resources to learn those abilities are provided in German preschools | |
| 12 | 8 | 9 | |
| (0.043–0.477) | (0.495–0.886) | ||
| 0.751 | 0.899 | ||
| interest and memory | interest and curiosity in basic literacy and numeracy | ||
| 13 | 5 | 8 | |
| (0.383–0.757) | (0.404–0.786) | ||
| 0.779 | 0.834 | ||
| complex literacy skills | cognitive abilities | ||
| 14 | 6 | 6 | |
| (0.541–0.766) | (0.397–0.728) | ||
| 0.808 | 0.735 | ||
| basic literacy and numeracy | complex literacy skills / resources to learn those abilities are not provided in German preschools | ||
| 15 | 7 | 3 | |
| (0.409–0.749) | (0.706–1.004) | ||
| 0.802 | 0.836 | ||
| N item total | 26 | 26 | |
| COM | communication skills | communication skills | |
| 16 | 8 | 8 | |
| (0.279–0.924) | (0.525–0.829) | ||
| 0.931 | 0.877 | ||
PHY physical health and well-being, SOC social competence, EMO emotional maturity, LAN language and cognitive development, COM communication and general knowledge
aJanus et al. 2005: Early Development Instrument: Factor structure, sub-domains and multiple challenge index