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.

Communication and General Knowledge Physical Health & Wellbeing What Does the AEDC Measure - Key Domains Emotional Maturity Language & Cognitive Communication and General Knowledge Social Competence Physical Health & Wellbeing The 5 Domains of the AEDC

Each of these five domains is broken down into sub- domains. What Does the AEDC Measure - Key Domains Each of these five domains is broken down into sub- domains. For example, the Language and cognitive skills (school based) domain has four sub-domains: Basic literacy Interest in literacy, numeracy and memory Advanced literacy 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.

2012-2015 change in percent on track Critical Difference - Children Classified On-Track AEDC domain 2012 2015 2012-2015 change in percent on track Critical difference Significant change Developmentally on track Number of children % of children Physical health and wellbeing 2007 81.1 2061 82.1 1.0 1.4 No significant change Social competence 1965 79.8 1972 78.6 -1.3 1.1 Significant decrease Emotional maturity 1928 78.9 1966 78.4 -0.5 Language and cognitive skills (school-based) 2087 84.4 2192 87.4 3.0 Significant increase Communication skills and general knowledge 1955 79.1 2001 79.7 0.7 1.2

2012-2015 change in percent on track Critical Difference - Children Classified At Risk AEDC domain 2012 2015 2012-2015 change in percent on track Critical difference Significant change Developmentally at risk Number of children % of children Physical health and wellbeing 252 10.2 256 0.0 1.5 No significant change Social competence 317 12.9 344 13.7 0.8 1.3 Emotional maturity 326 13.3 362 14.4 1.1 1.4 Language and cognitive skills (school-based) 250 10.1 175 7.0 -3.1 Significant decrease Communication skills and general knowledge 334 13.5 347 13.8 0.3

2012-2015 change in percent on track Critical Difference - Children Classified As Vulnerable AEDC domain 2012 2015 2012-2015 change in percent on track Critical difference Significant change Developmentally vulnerable 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 0.5 0.8 Emotional maturity 191 7.8 180 7.2 -0.6 0.9 Language and cognitive skills (school-based) 137 5.5 142 5.7 0.1 Communication skills and general knowledge 184 7.4 162 6.5 1.0

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 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, physical, behaviour management, emotional, cognitive development) 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 * Not official kindergarten participation data used for the purpose of reporting kindergarten participation rates in Victoria.

Emerging Trends - Proportion of Children Vulnerable

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

Physical Health and Wellbeing Sub-domains Emerging Trends - Proportion of Children Vulnerable Physical Health and Wellbeing Sub-domains Sub-domains 2009 2012 2015  Developmentally vulnerable (% of children) 'Physical readiness for school day‘ sub- domain 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

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 self- confident. 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 age-appropriate 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 Greater Geelong No. of children Percentage of children developmentally vulnerable (%)   Physical health and wellbeing ⱡ Social competence Emotional maturity Language and cognitive skills (school-based) Communication skills and general knowledge Vulnerable on one or more domains of the AEDC Vulnerable on two or more domains of the AEDC Vul 1 or more Vul 2 or more Australia 9.7 9.9 8.4 6.5 8.5 22.0 11.1 Victoria 7.9 8.7 8.0 6.3 7.6 19.9 2,689 7.7 7.2 5.7 17.8 NSC Local Community Whittington 48 47.5 42.5 40.0 32.5 35.0 60.0 SI + Norlane/North Shore 99 23.2 19.5 17.1 39.0 South Geelong/Breakwater 39 5.4 13.5 24.3 8.1 37.8 18.9 Anakie/Balliang 16 0.0 20.0 13.3 6.7 33.3 Corio 224 12.4 14.9 15.4 11.4 13.9 31.8 17.9 SD - Newcomb/Moolap 64 16.9 13.6 10.2 3.4 30.5 Bell Post Hill 37 2.7 27.0 10.8 Bell Park 35 3.3 26.7 Grovedale/Marshall 186 10.5 12.9 4.1 5.8 25.1 St Albans Park 50 6.8 9.3 2.3 20.5 7.0 North Geelong/Drumcondra 38 12.5 9.4 15.6 18.8 Total Children 836

Comparative Rates of Change 2009-2015 by Suburb Vulnerable on One or More Domain Legend: Significant increase No significant change Significant decrease

Comparative Rates of Change 2009-2015 by Suburb Vulnerable on Two or More Domain Legend: Significant increase No significant change Significant decrease

Actual Population of Children by Suburb Vulnerable on One or More Domain

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)

Early Years Learning Framework and NQS 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 Physical Health and Wellbeing Social ELYF Outcome 1 NQS Areas: 1, 5, 6 Social Competence 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 NQS Areas: 1, 5, 6, 7 Communication skills and general knowledge

Apply the same question to 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