1. Our Children Our Communities Our Future Australian Early Development Census (AEDC) Prepared by Gail Clark, WA AEDC Coordinator

2. The AEDC is a population measure of early childhood development

3. 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.

4. 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.

5. 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 Language and cognitive skills Communication skills and general knowledge 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. Child is interested in reading or writing, can count and recognise numbers and shapes. Child can tell a story, communicate with adults and children, articulate themselves.

6. 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.

7. Environment Stability, attachment Family Violence Lack of affection Good friends Support networks Peers Isolation Lack of support Accessible services Community Socio-economic disadvantage Child and family friendly policies Broader environment Unstable economics risk protective Genes 0 – 5-years-old Key outcomes of early brain development

8. 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.

9. 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.

10. With each successive data collection (2009 + 2012 + 2015) there is an opportunity to track how children are progressing over time

11. 2009, 2012, 2015 comparative results If children are doing better... On track Developmentally Vulnerable Developmentally at risk On track Vulnerable Developmentally at risk Cut off same as 2009 20152009 Larger proportion of children are on track Smaller proportion of children are developmentally vulnerable AEDC domain score

12. 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

13. 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.

14. 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.

15. 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.

16. Our Children Our Communities Our Future Our school and community AEDC results

17. About your Background Demographics Location etc.

18. SchoolOn trackAt riskVulnerable 200920122015200920122015200920122015 Physical Health and wellbeing Social Competence Emotional maturity Language and Cognitive General knowledge & Communication skills Comparing AEDC results over time: emerging trends

19. Comparing results over time: emerging trends Primary School 200920122015 Number of children Number of children Number of children Number% % % Developmentally vulnerable in one or more domain(s) Developmentally vulnerable in two or more domain(s)

20. Mapped AEDC results for

21. DomainAustralia<Western Australia Physical health and wellbeing Insert results 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 Comparing results: developmentally vulnerable Australia, state/territory and community

22. AEDC results AEDC Domain % of children on track % of children at risk % of children developmentally vulnerable Number of children developmentally vulnerable Physical health and wellbeing Social competence Emotional maturity Language and cognitive skills (school-based) Communication skills and general knowledge

23. ’s AEDC results> AEDC Domain % of children on track % of children at risk % of children developmentally vulnerable Number of children developmentally vulnerable Physical health and wellbeing Social competence Emotional maturity Language and cognitive skills (school-based) Communication skills and general knowledge

24. 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? Discussion

25. 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?

26. Our Children Our Communities Our Future For further information visit: www.aedc.gov.au or contact: Gail Clark WA AEDC Coordinator gail.clark@education.wa.edu.au