Transcript Slide 1

Understanding the AEDI results
Blue Mountains LGA – Key Stakeholders
16 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?
How is the information collected?
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 are AEDI results calculated?
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
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 results
If children are doing better...
2009
AEDI domain
score
On track
Developmentally
at risk
Developmentally
Vulnerable
2012
Larger proportion
of children are on
track
On track
Developmentally
at risk
Vulnerable
Cut off same as 2009
Smaller proportion
of children are
Cutdevelopmentally
off same as 2009
vulnerable
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)
2009 & 2012 comparative results
2009
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%
Domain
2009
2012
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 result
Significant decrease in vulnerability
Decrease in vulnerability but not significant
Significant increase in vulnerability
Increase in vulnerability but not significant
No change in vulnerability
Five domains of development
Comparative Results for All Developmental Domains and
DV1/DV2 – Blue Mountains
Blue Mountains Local District
Overview
BLUE MOUNTAINS
Summary 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)
Domain
Percentage of children
on track %
2012
2009
Percentage of children
developmentally
vulnerable
2012
2009
87.7% 802 (82.3%) 667 5.0% 45
(5.5%) 45
84.3%
(84.4%)
4.8% 44
(4.7%) 38
85.6%
(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
Physical health and wellbeing
Social competence
Emotional maturity
2012 Summary Table for Blue Mountains
2009 Summary Table for Blue Mountains
2009
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)
Local Communities – Blue Mountains Snapshot
Graph – Blue Mountains LGA:
Katoomba ABS Variables
Mapped AEDI results for Blue Mountains
Emotional 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?heigh
t=410&width=727
Fathers Need Play Time Too
http://ww2.rch.org.au/aedi/resources_vd3.cfm?heigh
t=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/
For further information,
please visit…
www.aedi.org.au
[email protected]
(02)9244 5032 / 0457 530 959
Australian Early Development
Index