1. 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

2. 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)

3. 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

4. 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

5. Influences on Children’s Early Development
Economic, policy, political, social & environmental factors
Community and formal services
Family & informal social networks
Child

6. 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.

7. 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

8. 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

9. 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.

10. 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

11. 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.

12. 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

13. 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.

14. 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.

15. 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

16. Understanding AEDC Data – Critical Difference
The critical difference is the minimum percentage point change required between collection cycles (2009, 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.

17. 2012-2015 change in percent on track
Critical Difference - Children Classified On-Track
AEDC domain
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

18. 2012-2015 change in percent on track
Critical Difference - Children Classified At Risk
AEDC domain
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

19. 2012-2015 change in percent on track
Critical Difference - Children Classified As Vulnerable
AEDC domain
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

20. 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.

21. 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

22. 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.

23. Emerging Trends - Proportion of Children Vulnerable

24. Physical Health and Wellbeing Domain
Greater Geelong 7.7% local children vulnerable (VIC 7.9%)
Significant Increase in Developmental Vulnerability between
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

25. 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

26. Social Competence Domain
Greater Geelong 7.7% local children vulnerable (VIC 8.7%)
No Significant Change in Developmental Vulnerability between
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

27. Emotional Maturity Domain
Greater Geelong 7.2% local children vulnerable (VIC 8.0%)
No Significant Change in Developmental Vulnerability between
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

28. Language and Cognitive Skills Domain
Greater Geelong 5.7% local children vulnerable (VIC 6.3%)
No Significant Change in Developmental Vulnerability between
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

29. Communication Skills and General Knowledge Domain
Greater Geelong 6.5% local children vulnerable (VIC 7.6%)
Significant Decrease in Developmental Vulnerability between
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

30. Developmentally Vulnerable on One or more Domain
Greater Geelong 17.8% local children vulnerable (VIC 19.9%)
No Significant Change in Developmental Vulnerability between %
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

31. Developmentally Vulnerable on Two or more Domains
Greater Geelong 8.7% local children vulnerable (VIC 9.9%)
No Significant Change in Developmental Vulnerability between %
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

32. 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

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

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

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

36. 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

37. 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)

38. 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

39. 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?

40. More Information visit AEDC Data Explorer
Many resources are available on the AEDC website: