Australian Early
Development Census
(AEDC)
Prepared by
Gail Clark, WA AEDC Coordinator
Our Children • Our Communities • Our Future
The AEDC is a
population
measure of early
childhood
development
Background to the AEDC
The Australian Early Development Census:
• is an Australian adaptation of the Canadian
Early Development Instrument (EDI);
• was piloted in Australia in 60 communities
between 2004 and 2008; and
• is endorsed by the Council of Australian
Governments (COAG) as a national progress
measure of early childhood development.
Background continued
• Australian Government funds the program.
• The Department of Education leads the
implementation of the AEDC in Western
Australia, in collaboration with the WA
Coordinator and Coordinating Committee.
The AEDC measures the proportion of children
developmentally on-track, at risk and vulnerable
across five domains.
Physical Health
and wellbeing
Social
competence
Emotional
wellbeing
Child is healthy,
independent,
ready each day.
Child gets along
with others and
shares, is self
confident.
Child is able to
concentrate,
help others, is
patient, not
aggressive or
angry.
Language and
cognitive skills
Child is
interested in
reading or
writing, can
count and
recognise
numbers and
shapes.
Communication
skills and general
knowledge
Child can tell a
story,
communicate
with adults and
children,
articulate
themselves.
• The AEDC results provide
important information about the
development of Australia’s children
as they start full-time school.
• At the local level, it helps
communities understand how their
children are doing in comparison
with other children nationally.
Key outcomes of early brain development
Genes
Stability,
attachment
Family
Violence
Lack of affection
Good friends
Support
networks
Peers
Isolation
Accessible
services
Community
Socio-economic
disadvantage
Lack of support
Environment
0 – 5-years-old
Child and
family friendly
policies
Broader
environment
Unstable
economics
How is information collected?
•
Teachers complete the Australian version of
the Early Development Instrument for
children enrolled in Pre-primary in WA.
•
The Instrument is part of a secure, web-based
data entry system.
National Data Collections
• The AEDC takes place every three years.
• Commencing in 2009, three data collections
have taken place: 2009, 2012 and 2015.
• Data is collected across all education sectors;
public, independent and catholic.
• We thank schools and teachers, who are
instrumental in providing this important data.
• With each successive data
collection (2009 + 2012 + 2015)
there is an opportunity to track
how children are progressing
over time
2009, 2012, 2015 comparative results
If children are doing better...
2009
AEDC domain
score
On track
Developmentally
at risk
Developmentally
Vulnerable
2015
Larger proportion
of children are on
track
On track
Developmentally
at risk
Vulnerable
Cut off same as 2009
Smaller proportion
of children are
Cutdevelopmentally
off same as 2009
vulnerable
Where can I find my results?
• Results are publicly reported
via:
– National and state report
– Online maps
– Community Profiles
• School have access to their:
– School Profiles.
• For your results visit:
www.aedc.gov.au
How can the AEDC support
communities and schools?
It can help to:
• understand how children are developing;
• pinpoint where communities are doing well
and where they can improve to better support
children;
• plan initiatives to support early childhood
development;
• support more effective use of resources, such
as playgroups, health centres and libraries; and
• evaluate efforts.
10 ways schools can use the AEDC data?
1. Review your school AEDC results: 2009, 2012, 2015.
2. Download the AEDC Community Profile and reflect on
results of the suburbs/towns your school draws
children from.
3. Reflect on the local neighbourhood – what do you
know about the community where children live?
4. Look at the needs of children entering your school –
kindergarten/pre-primary.
5. Review AEDC school/community results alongside
other data: attendance, On-entry, NAPLAN, ESL
Progress Maps, socio-demographic and community
information.
continued
6.
Identify learning environments and pedagogical strategies
that are responsive to the needs of children, to address
issues raised by the AEDC and which work to their
strengths (refer to EYLF/AC/NQS).
7.
Inform whole of school planning and transition programs
between home, playgroups, childcare, and schools.
8.
Connect with local early childhood education and care
services.
9.
Raise awareness about the importance of the early
years staff, parents (e.g. school newsletters).
10. Initiate conversations and partnerships with agencies and
services in the community.
Our Children
Our Communities
Our Future
Our school and community
AEDC results
About your
<insert community/school>
• Background
• Demographics
• Location etc.
Comparing AEDC results over time: emerging trends
School
On track
2009
Physical Health
and wellbeing
Social
Competence
Emotional
maturity
Language and
Cognitive
General
knowledge &
Communication
skills
2012
At risk
2015
2009
2012
Vulnerable
2015
2009
2012
2015
Comparing results over time: emerging trends
<insert.>
Primary School
2009
2012
2015
Number of children
<insert>
Number of children
<insert>
Number of children
<insert>
Number
Developmentally
vulnerable in one
or more domain(s)
Developmentally
vulnerable in two
or more domain(s)
%
Number
%
Number
%
Mapped AEDC results for <Community (s)>
Comparing results:
developmentally vulnerable
Australia, state/territory and community
Domain
Physical health and
wellbeing
Social competence
Emotional maturity
Language and cognitive
skills (school-based)
Communication skills
and general knowledge
Vulnerable on one or
more domain/s
Vulnerable on two or
more domains
Australia
<Western
Australia
<AEDC
Community>
Insert results
Insert results
Insert results
<Local Government Area>
AEDC results
AEDC Domain
Physical health and
wellbeing
Social competence
Emotional maturity
Language and
cognitive
skills (school-based)
Communication skills
and
general knowledge
% of
children
on track
% of
children
at risk
Number of
% of children
children
developmentally
developmentally
vulnerable
vulnerable
<Local Community or suburb>’s AEDC results>
AEDC Domain
Physical health and
wellbeing
Social competence
Emotional maturity
Language and
cognitive
skills (school-based)
Communication skills
and
general knowledge
% of
children
on track
% of
children
at risk
Number of
% of children
children
developmentally
developmentally
vulnerable
vulnerable
Discussion
• How do our school results compare with the
community results?
• On which domains were children more likely to be
vulnerable?
• On which domains were children doing well in?
• What questions do the AEDC results raise?
• What are the strengths in the school/community?
• Who in your school and community needs to
know about the AEDC?
Knowledge to action
• What do the AEDC results show about children entering
your school?
• Do the results mirror other data and information available
to the school?
• How will your school use these results to:
⁻ compare to other school data sets and information
⁻ understand child development at school entry
⁻ inform early intervention and prevention initiatives,
and
⁻ inform whole school planning?
• How do the AEDC results compare to previous AEDC
results? If there are variations, what could account for
this?
For further information
visit: www.aedc.gov.au
or contact:
Gail Clark
WA AEDC Coordinator
[email protected]
Our Children • Our Communities • Our Future