Australian Early Development Census
Australian Early Development Census
City of Greater Geelong
What do the results tell us about how
Geelong’s children are going?
Frank Giggins
Coordinator Family Services Planning
City of Greater Geelong
Keeping in Mind the Objective
“A society that is good to
children is one with the smallest
possible inequalities for children,
with the vast majority of them
having the same opportunities
from birth for health, education,
inclusion and participation.”
(Stanley, Richardson & Prior, 2005)
State of Geelong’s Children Report Card
Thirty-two selected local data indicators – key health, early
development, education, family, and social measures:
11 (34.4%) performing well
8 (25%) consistent with Victorian State average
13 (40.6%) requiring improvement – below
average
Local Data Indicators Requiring Improvement
Above average rates:
Children reported to be overweight
Children reported recently bullied at
school
Children reported to have asthma
Rate of children in out of home care
Children reported to have difficulties
with speech and language
Rate of children on Child Protection
Orders
Parents concerned about children’s
behaviour
One parent families with dependent
children
Families experiencing high levels of
stress
Families with children and no parent
in paid employment
Students not meeting national
literacy standards (Yr 3)
Core activity need for assistance –
additional needs (5-14 years)
Students reporting not being
connected to their schools
Note: Data based on 2011 or most recent available data
Influences on Children’s Early Development
Economic, policy,
political, social &
environmental
factors
Community and
formal services
Family & informal
social networks
Child
The Australian Early Development Census
The Australian Early Development Census (AEDC) results
provide important information about the development
of Australia’s children as they start school.
The AEDC is a relative population measure of how young
children are developing in different communities based
on a teacher-completed checklist (the AEDC Checklist)
for children at Prep-entry level.
What Does the AEDC Measure - Key Domains
Emotional
Maturity
Communication
and General
Knowledge
Social
Competence
The 5
Domains
of the
AEDC
Language &
Cognitive
Physical
Health &
Wellbeing
What Does the AEDC Measure - Key Domains
Each of these five domains is broken down into subdomains.
For example, the Language and cognitive skills (school
based) domain has four sub-domains:
1. Basic literacy
2. Interest in literacy, numeracy and memory
3. Advanced literacy
4. Basic numeracy
Australian Early Development Census - Background
 Australia is the first country in the world to collect national data
on the developmental health and wellbeing of all children
starting school.
 Australian adaptation of the Canadian Early Development
Instrument (EDI)
 First national roll-out in 2009 followed by 2012 and 2015.
 Comprehensive data now enables evaluation over time to
identify emerging trends and critical changes.
Greater Geelong Support for the AEDC
2005: One of the initial pilot sites selected to trial implementation of
the AEDI in Australia. Council provided local coordination, funding and
project management.
2008: Represented Victorian Local Governments on Victorian AEDI
Steering Committee
2009: First national data collection – local facilitation
2012: Council support for the 2nd national AEDI data collection
2015: National Engagement Survey, Community Pilot Research Profile,
and 3rd national data collection
Multiple Local, State, and National Workshop Presentations
The Benefit and Value of the AEDC

The AEDC shows how local children are doing relative to (compared
to) other children surveyed both within their local community and
also across Australia.

The AEDC results pinpoint where communities are doing well and
where they can improve to better support children.

The AEDC also identifies what specific areas of support or
intervention maybe required.

The AEDC provides evidence that can be used to support policy,
planning and action for health, education and community support.

With each successive AEDC data collection (2009, 2012, 2015) there
is an opportunity to evaluate over time and consider emerging
trends that show how children are developing in each community.
The Value of the AEDC for Educators and Organisations
The AEDC helps early childhood educators and services to:
 Raise awareness of the importance of the early years within early
childhood education services, families, schools and the broader
community.
 Understand and reflect on developmental vulnerability within their
community and centres.
 Support children before and throughout school in partnership with
schools and local early years services.
 Complete reporting requirements and undertake quality
improvement planning.
 Promote the developmental aspects of early childhood education in
line with the EYLF and NQF.
 Identifies key local curriculum priorities.
 And reflects Children’s Readiness for School
How are the AEDC results measured?
Developmentally vulnerable: Children who score in the
lowest 10% when compared to the national AEDC
population. These children demonstrate much lower than
average developmental competencies as measured in that
domain.
Developmentally at risk: Children who score between the
10th and 25th percentile when compared to the national
AEDC population.
On track: Children who score above the 25th percentile (in
the top 75%) when compared to the national AEDC
population.
Australian Early Development Census Data Validation
Data reports are based on where children live not where
they attend school.
Data for communities with fewer than 15 children not
shown but included in total data for LGA (e.g. Lovely Banks).
Necessary for at least two teachers to contribute to the data
collection and 80% of the estimated population of children
within the survey area.
Extensively researched and validated - closely aligns with
other data sources and surveys.
Understanding AEDC Data Reports and Profiles
It is important to consider both the proportion of children
developmentally vulnerable and the actual number of children
this represents.
A high proportion of developmentally vulnerable children does
not necessarily mean a large number of children.
Equally, a low proportion in a large community may still equate
to a large number of children who may be developmentally
vulnerable
Understanding AEDC Data – Critical Difference
The critical difference is the minimum percentage point
change required between collection cycles (2009, 2012
and 2015) for the results to represent a ‘significant change’
for communities of different sizes in children’s
development.
The critical difference calculation takes into account the
number of children included in the AEDC data collections
and variation between teachers in the way they assess
children.
Critical Difference - Children Classified On-Track
2012
2015
2012-2015
change in
percent on
track
Critical
difference
Developmentally on track
Developmentally on track
Number of
children
% of
children
Number of
children
% of
children
Physical health and wellbeing
2007
81.1
2061
82.1
1.0
1.4
Social competence
1965
79.8
1972
78.6
-1.3
1.1
Significant
decrease
Emotional maturity
1928
78.9
1966
78.4
-0.5
1.1
No significant
change
Language and cognitive skills
(school-based)
2087
84.4
2192
87.4
3.0
1.1
Significant
increase
Communication skills and general
knowledge
1955
79.1
2001
79.7
0.7
1.2
No significant
change
AEDC domain
Significant change
No significant
change
Critical Difference - Children Classified At Risk
2012
AEDC domain
2015
Developmentally at risk
Developmentally at risk
2012-2015
change in
percent on
track
Critical
difference
Significant change
Number of
children
% of
children
Number of
children
% of
children
Physical health and wellbeing
252
10.2
256
10.2
0.0
1.5
No significant
change
Social competence
317
12.9
344
13.7
0.8
1.3
No significant
change
Emotional maturity
326
13.3
362
14.4
1.1
1.4
No significant
change
Language and cognitive skills
(school-based)
250
10.1
175
7.0
-3.1
1.4
Significant
decrease
Communication skills and general
knowledge
334
13.5
347
13.8
0.3
1.5
No significant
change
Critical Difference - Children Classified As Vulnerable
AEDC domain
2012
2015
Developmentally
vulnerable
Developmentally
vulnerable
2012-2015
change in
percent on
track
Critical
difference
Significant change
Number of
children
% of
children
Number of
children
% of
children
Physical health and wellbeing
215
8.7
193
7.7
-1.0
1.2
No significant
change
Social competence
179
7.3
194
7.7
0.5
0.8
No significant
change
Emotional maturity
191
7.8
180
7.2
-0.6
0.9
137
5.5
142
5.7
0.1
0.9
184
7.4
162
6.5
-1.0
1.0
Language and cognitive skills
(school-based)
Communication skills and general
knowledge
No significant
change
No significant
change
No significant
change
How Results for Greater Geelong Compares
In Victoria 19.9% of children developmentally vulnerable on
one or more domain, and 8.7% are developmentally
vulnerable on two or more domains
Results for City of Greater Geelong in general compare
favourably against both the National and Victorian
benchmarks.
Locally, 17.8% children are identified as developmentally
vulnerable on one or more domains, and 8.7% of children
developmentally vulnerable on two or more domains.
Demographic Profile – Greater Geelong AEDC
Demographics
2009
2012
2015
Total number of children included
2443
2630
2689
Schools contributing to the results
78
84
83
Teachers contributing to the results
156
170
167
Mean age of children at completion
5.9
5.8
5.9
Indigenous children
1.8
1.9
2.0
Children born in another country
3.3
3.8
4.9
Demographic Profile – Greater Geelong AEDC
Demographics
2009
2012
2015
Children with special needs status
5.3
5.6
6.6
Children needing further assessment (e.g. medical,
9.6
8.8
10.3
Attended preschool/kindergarten *
82.8
85.7
93.3
Children who speak a language other than English at
home and who ARE proficient in English
5.0
5.2
6.9
physical, behaviour management, emotional, cognitive development)
*
Not official kindergarten participation data used for the purpose of reporting kindergarten participation rates in Victoria.
Emerging Trends - Proportion of Children Vulnerable
2009
2012
2015
20
18
16
14
12
10
8
6
4
2
0
Physical
Social
Emotional
Language
Communication
Vulnerable 1
Vulnerable 2
Physical Health and Wellbeing Domain
Greater Geelong 7.7% local
children vulnerable (VIC 7.9%)
Significant Increase in Developmental
Vulnerability between 2009-2015
This domain looks at whether a child is healthy,
independent, ready each day. This includes:
• Gross and fine motor skills
• Holding a pencil
• Running in the playground
• Motor coordination
• Adequate energy levels for classroom
activities
• Independence in looking after own needs
• Daily living skills
Emerging Trends - Proportion of Children Vulnerable
Physical Health and Wellbeing Sub-domains
Sub-domains
2009
2012
2015
(% of
children)
(% of
children)
(% of
children)
'Physical readiness for school day‘ subdomain
9.8
11.0
11.3
'Physical independence'
sub-domain
7.3
7.5
6.8
'Gross and fine motor skills'
sub-domain
5.4
6.5
6.7
Developmentally vulnerable
Social Competence Domain
Greater Geelong 7.7% local
children vulnerable (VIC 8.7%)
No Significant Change in Developmental
Vulnerability between 2009-2015
This area looks at how a child plays, gets
along with others and shares, is selfconfident. This includes:
• Curiosity about the world
• Eagerness to try new experiences
• Knowledge of standards and acceptable
behaviour in a public place
• Ability to control own behaviour
• Appropriate respect for adult authority
• Cooperation with others
• Following rules
• Ability to play and work with other children
Emotional Maturity Domain
Greater Geelong 7.2% local
children vulnerable (VIC 8.0%)
No Significant Change in Developmental
Vulnerability between 2009-2015
This area looks at whether a child is able to
concentrate, help others, is patient, not
aggressive or angry. This includes:
•Ability to reflect before acting
•Balance between being too fearful and too
impulsive
•Ability to deal with feelings at an ageappropriate level
•Empathetic response to other people's
feelings
Language and Cognitive Skills Domain
Greater Geelong 5.7% local
children vulnerable (VIC 6.3%)
No Significant Change in Developmental
Vulnerability between 2009-2015
This area looks at whether a child is interested
in reading and writing, can count and
recognise numbers and shapes. This includes:
• Reading awareness
• Age-appropriate reading and writing skills
• Age-appropriate numeracy skills
• Board games
• Ability to understand similarities and
differences
• Ability to recite back specific pieces of
information from memory
Communication Skills and General
Knowledge Domain
Greater Geelong 6.5% local
children vulnerable (VIC 7.6%)
Significant Decrease in Developmental
Vulnerability between 2009-2015
This area looks at whether a child can tell a
story, communicate with adults and
children, articulate themselves. This
includes:
• Skills to communicate needs and wants in
socially appropriate ways
• Symbolic use of language
• Story telling
• Age-appropriate knowledge about life and
the world around
Developmentally Vulnerable on One or
more Domain
Greater Geelong 17.8% local
children vulnerable (VIC 19.9%)
No Significant Change in Developmental
Vulnerability between 2009-2015
%
Wittington
60.0
Norlane/North Shore
39.0
South Geelong/Breakwater
37.8
Anakie/Balliang
33.3
Corio
31.8
Newcomb/Moolap
30.5
Bell Post Hill
27.0
Bell Park
26.7
Grovedale/Marshall
25.1
St Albans Park
20.5
North Geelong/Drumcondra
18.8
Developmentally Vulnerable on Two or
more Domains
Greater Geelong 8.7% local
children vulnerable (VIC 9.9%)
No Significant Change in Developmental
Vulnerability between 2009-2015
%
Wittington
47.5
Norlane/North Shore
23.2
South Geelong/Breakwater
18.9
North Geelong/Drumcondra
18.8
Corio
17.9
Newcomb/Moolap
13.6
Bell Post Hill
10.8
Grovedale/Marshall
10.5
Suburbs Above Average Local, State and National
AEDC Benchmarks
Percentage of children developmentally vulnerable (%)
Greater Geelong
Australia
Victoria
Greater Geelong
No. of
children
Physical health
Social
and wellbeing ⱡ competence
Emotional
maturity
Language and
cognitive skills
(school-based)
Communication Vulnerable on Vulnerable on
one or more two or more Vul 1 or
skills and
general
domains of
domains of
more
knowledge
the AEDC
the AEDC
Vul 2 or
more
9.7
9.9
8.4
6.5
8.5
22.0
11.1
7.9
7.7
8.7
7.7
8.0
7.2
6.3
5.7
7.6
6.5
19.9
17.8
9.9
8.7
NSC
NSC
48
47.5
42.5
40.0
32.5
35.0
60.0
47.5
SI +
SI +
99
23.2
19.5
8.5
19.5
17.1
39.0
23.2
SI +
SI +
39
5.4
13.5
13.5
24.3
8.1
37.8
18.9
NSC
NSC
16
0.0
20.0
13.3
6.7
6.7
33.3
6.7
SI +
NSC
224
12.4
14.9
15.4
11.4
13.9
31.8
17.9
NSC
SD -
64
16.9
13.6
10.2
3.4
8.5
30.5
13.6
NSC
NSC
37
2.7
13.5
13.5
8.1
0.0
27.0
10.8
NSC
SD -
35
13.3
6.7
3.3
6.7
3.3
26.7
6.7
NSC
NSC
186
10.5
12.9
10.5
4.1
5.8
25.1
10.5
SI +
SI +
50
13.6
6.8
9.3
2.3
11.4
20.5
7.0
NSC
NSC
38
12.5
6.3
9.4
12.5
15.6
18.8
18.8
SD -
NSC
2,689
Local Community
Whittington
Norlane/North Shore
South Geelong/Breakwater
Anakie/Balliang
Corio
Newcomb/Moolap
Bell Post Hill
Bell Park
Grovedale/Marshall
St Albans Park
North Geelong/Drumcondra
Total Children
836
Comparative Rates of Change 2009-2015 by Suburb
Vulnerable on One or More Domain
30
Legend:
25
20
15
10
5
0
-5
-10
-15
-20
Significant
increase
No significant
change
Significant
decrease
Comparative Rates of Change 2009-2015 by Suburb
Vulnerable on Two or More Domain
25
Legend:
20
15
10
5
0
-5
-10
-15
Significant
increase
No significant
change
Significant
decrease
Actual Population of Children by Suburb
Vulnerable on One or More Domain
70
60
50
40
30
20
10
0
Linking AEDC Data – Longitudinal Trajectory Research
Research evidence identifies that students who are
classified as developmentally vulnerable on the
AEDC language and cognitive domain, or on the
communication and general knowledge domain,
have lower NAPLAN numeracy and reading test
scores in year 3 and generally do not catch up by
year 7. Telethon Kids Institute 2015
Building Evidence for Early Childhood Educators
The AEDC provides evidence to support all priorities and activities that
work towards the National Early Childhood Development Strategy,
including:
 National Quality Framework
 Early Years Learning Framework
 Quality Improvement Plans
 Strategic Plans
 Curriculum Planning
 Funding Applications (e.g. mandatory criteria Children’s Capital Grants)
Alignment with EYLF and National Quality Standards
(NQS) Requirements
Developmental
area
Early Years Learning
Framework and NQS
AEDC domains
Physical
EYLF Outcome 3
NQS Areas: 1, 2, 3, 5, 6
Social
ELYF Outcome 1
NQS Areas: 1, 5, 6
Emotional
EYLF Outcome 2
NQS Areas: 1, 2, 5, 6
Emotional Maturity
Cognitive
EYLF Outcome 5
NQS Areas: 1, 5
Language and cognitive skills
(school-based)
Language
EYLF Outcome 5
NQS Areas: 1, 5, 6, 7
Communication skills and
general knowledge
Physical Health and Wellbeing
Social Competence
Questions for Reflection and Discussion
 How will you use the AEDC results for your community in
relation to current program planning and practice?
 What would high rates of developmental vulnerability in
children’s physical health and wellbeing mean for your
program planning and practice?
 Apply the same question to social competence?
 Have you discussed the AEDC results for your community
with your educators and/or local schools?
 What feedback do you receive from your local schools
about children’s readiness?
More Information visit AEDC Data Explorer
Many resources are available on
the AEDC website:
www.aedc.gov.au