Reload images

Reload Images

Understanding the AEDI resultsBlue Mountains LGA – Key Stakeholders16 September 2013

The AEDI results provide important information

about the development of Australia’s children as they

start school.

How can we make a difference?

Teachers complete a checklist for children in their first year of formal full-time school.

The checklist measures five key areas, or domains, of child development:• physical health and wellbeing • social competence• emotional maturity • language and cognitive skills (school-based)• communication skills and general knowledge.

For a full description of the AEDI visit www.aedi.org.au

How is the information collected?

An AEDI score (0 – 10) is allotted for each domain which will place each child in the following categories relative to other children in Australia in 2012:• Developmentally ‘on track’• Developmentally ‘at risk’• Developmentally ‘vulnerable’

For this reason the AEDI is a relative measure

How are AEDI results calculated?

Understanding the AEDI: numbers and proportions

• Numbers: the actual number of children developmentally vulnerable (e.g. 10 children)

• Proportion: a percentage of children developmentally vulnerable (e.g. 10 children out of 20 = 50%)

• Why is it important to consider both the proportion of children developmentally vulnerable and the number of children this represents?

• A high proportion does not necessarily mean a large number of children.

• Similarly, a low proportion in a large community may still equate to a large number of children.

Understanding the 2012 AEDI results

The best way to understand the 2012 AEDI results is to compare how well children in a community are doing relative to other children both within their community and across Australia.

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

2009 – 2012 comparative resultsIf children are doing better...

On track

DevelopmentallyVulnerable

Developmentallyat risk

On track

Vulnerable

Developmentallyat risk

Cut off same as 2009

Cut off same as 2009

20122009 Larger proportion of children are on

track

Smaller proportion of children are

developmentally vulnerable

AEDI domain score

289,973 children

16,425 teachers

7,417 schools

Overall, the majority of Australian children are doing well on each of the five developmental domains.

22.0% (23.6% - 2009) of children vulnerable on one or more domains.

• NSW – 19.9% (21.3% - 2009)

10.8% (11.8% - 2009) of children vulnerable on two or more domains.

• NSW – 9.2% (10.3% - 2009)

National results

2009 & 2012 comparative results2009 2012

National developmental vulnerability on one or more domain/s

23.6% 22.0%

Indigenous developmental vulnerability on one or more domain/s

47.4% 43.2%

Developmentally vulnerable boys 30.2% 28.2%

Developmentally vulnerable girls 16.8% 15.7%

Developmental vulnerability on language and cognitive skills domain

8.9% 6.8%

Summary ResultsLocalof

Significant decrease in vulnerability Decrease in vulnerability but not significant

Significant increase in vulnerability Increase in vulnerability but not significant

No change in vulnerability

Domain 2009 2012Comparative

result

Physical health and wellbeing 8.7 8.3

Social competence 8.8 8.5

Emotional maturity 7.4 6.2

Language and cognitive skills (school-based)

5.9 4.8

Communications and general knowledge

9.1 8.5

Vulnerable on 1 or more domains 21.3 19.9

Vulnerable on 2 or more domains 10.3 9.2

Comparative domain results NSW

Five domains of development

Comparative Results for All Developmental Domains and DV1/DV2 – Blue Mountains

Blue Mountains Local DistrictOverview

Domain Percentage of children on track %

2012 2009

Percentage of children developmentally

vulnerable 2012 2009

Physical health and wellbeing 87.7% 802 (82.3%) 667 5.0% 45 (5.5%) 45

Social competence84.3% (84.4%) 4.8% 44 (4.7%) 38

Emotional maturity85.6% (82.2%) 4.2% 38 (6.1%) 49

Language and cognitive skills (school-based)

92.8% (90.9%) 2.1% 19 (3.5%) 28

Communication skills and general knowledge

87.5% (84.3%) 2.9% 27 (3.6%) 29

BLUE MOUNTAINSSummary of 2012 (2009) AEDI results for Blue Mountains Community- 956 (900) ch’n surveyed(NOTE: Consider % of children Developmentally AT Risk for more detailed analysis)

2012 Summary Table for Blue Mountains

2009 Summary Table for Blue Mountains

Mount Victoria/ Mount Wilson was not reported in 2012 due to failure to meet privacy guidelines (i.e. > 15 chn, > 2 teachers, 80% of ERP)

2009

Local Communities – Blue Mountains Snapshot

Graph – Blue Mountains LGA: Katoomba ABS Variables

Mapped AEDI results for Blue MountainsEmotional Maturity

Consider other data: ABS – proportion of the labour force unemployed

Comparative AEDI results Tool – Blue Mountains% developmentally vulnerable on emotional maturity

Where we were ……. where we are now!

Using the AEDI Website

Information for Communities

http://www.rch.org.au/aedi/Communities/Using_the_AEDI/

How is the AEDI being used to improve outcomes for children & families?

South Australia: Hearing children’s voices

http://ww2.rch.org.au/aedi/resources_vd1.cfm?height=410&width=727

Fathers Need Play Time Too

http://ww2.rch.org.au/aedi/resources_vd3.cfm?height=412&width=729

What has been tried and has it worked?

Examples of strategies developed in these and other communities

• Bankstown/Fairfield/Liverpool - Booklets

• San Remo/Kariong - invitations

• Northern Sydney – Neurons to Naplan & Beyond

• Other states – DVD Healthy Brain Healthy Child • www.aedi.org.au

Where can I find the results?

AEDI results are publicly reported via:

National report

Online maps

Community Profiles

School Profiles – go to

http://www.rch.org.au/aedi/Schools/AEDI_School_Profile/

Australian Early Development Index

www.aedi.org.au

For further information, please visit…

suzie.gorman@det.nsw.edu.au(02)9244 5032 / 0457 530 959