www.australianedi.org.au
www.australianedi.org.au
www.australianedi.org.au
What is the Early Development Index (EDI)?
• Originally developed in Canada by Dan Offord and Magdalena Janus at the Offord Centre for Child Development, Mc Master University
• It is a teacher completed questionnaire consisting of over 100 questions assessing five areas of child development relevant to children’s readiness for learning at school
• It provides a community level measure of the % of children whose earlychild development has equipped them to make a successful transition into their first full-time year of formal learning
www.australianedi.org.au
What does the EDI measure?
• Physical health and well-being - The child is healthy, independent, ready for school each day
• Social competence - The child plays, gets along with others and shares, is self-confident
• Emotional maturity - The child is able to concentrate, help others, is patient, not aggressive or angry
• Language and cognitive development - The child is interested in reading and writing, can count and recognize numbers and shapes
• Communication skills and general knowledge – The Child can tell a story, communicate with adults and children, and articulate their basic needs
It provides a measure of the % of children within a specific community who arrive at school ready to learn in terms of their:
Birth
Early Infancy
Late Infancy
Early Toddler
Late Toddler
Early Preschool
Late Preschool
Reading to child
Pre-school
Age6 mo 12 mo 18 mo 24 mo 3 yrs 5 yrs
Re
ad
y t
o le
arn
Strategies to Improve
School Readiness Trajectories
Appropriate Discipline
Poverty
Lack of health services
Family DiscordSocial-emotional, Physical
Cognitive, Language
function
Lower trajectory:
With diminished
function
Parent education
Emotional literacyEDI
Sensitive Periods in Early Brain Development
Vision
0 1 2 3 7654
High
Low
Years
Habitual ways of responding
Emotional control
Symbol
Peer social skillsNumbers
Hearing
Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)
Pre-school years School years
Language
EDI
www.australianedi.org.au
A partnership between
An Australian Government Initiative
under the
Supported by
Paper for the 2005 AIFS Conference “Families Matter”
Title: The Australian Early Development Index: Building Better
Communities for Children project
Authors: Mary Sayers, Dr Sharon Goldfeld, Prof Sven Silburn, Melissa Coutts
and the Australian Early Development Index Partnership*
(*Prof Frank Oberklaid, Dr Sharon Goldfeld, Mary Sayers, Melissa Coutts from the
Centre for Community Child Health, Prof Sven Silburn from the Telethon Institute for
Child Health Research, Dr Bret Hart and Sally Brinkman from the North Metropolitan
Area Health Service)
www.australianedi.org.au
Low HighOutcome measure
% o
f C
hil
dre
n
Vulnerability
threshold
www.australianedi.org.au
Low High
% o
f C
hil
dre
n
Gap narrows
Targeted
strategies
decrease curve
for vulnerable
Universal strategies-entire
population moves
Outcome measure
What does it take to reduce inequality?
Disadvantaged Advantaged
Highvulnerability
Lowvulnerability
SES
EDI
Disadvantaged AdvantagedSES
EDI
Highvulnerability
Lowvulnerability
Vulnerability may be reduced for targeted groups
Majority of vulnerable children receive no benefit
Targeted programs?
Disadvantaged Advantaged
Highvulnerability
Universal programs?
Potential to steepen the gradient
Lowvulnerability
SES
EDI
Barriers to access mayprevent all from benefiting
Disadvantaged Advantaged
Highvulnerability
Lowvulnerability
SES
EDI
Proportionate UniversalityUniversal access at a scale and intensity that
addresses barriers at every level
Gradient flattened at both ends of the SES spectrum, but proportionate to level of risk
Barriers to access
10 -15%
2009 snapshot of Australia’s children
27,579
55,449
87,168
3,255
16,208
61,196
4,432
5,916
Total
= 261,203 children
= 98% (est popn)
= A developmental
census of five year olds
AEDI CENSUS
Search for
community
Communities for Children Site
Mirrabooka,
Western Australia
Case Story 1
Community
How the Smith Family has used the AEDI?
• As a benchmark to help us:
– Understand the effectiveness of past interventions
(including identifying best practice)
– Focus our limited resources on the areas of greatest
vulnerability
– Determine the kind of support that is needed in the
future
– Influence and mobilise resources from the local
community
Asset Mapping Perth East Metropolitan region, Proportion of children vulnerable on one or more domains
Prepared by: AEDI National Support Centre
Source: AEDI Communities Data 2004/05
MucheaMucheaMucheaMucheaMucheaMucheaMucheaMucheaMuchea
Sawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers ValleySawyers Valley
MidlandMidlandMidlandMidlandMidlandMidlandMidlandMidlandMidland
WoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridgeWoodbridge
Middle SwanMiddle SwanMiddle SwanMiddle SwanMiddle SwanMiddle SwanMiddle SwanMiddle SwanMiddle Swan
Swan ViewSwan ViewSwan ViewSwan ViewSwan ViewSwan ViewSwan ViewSwan ViewSwan View
Jane BrookJane BrookJane BrookJane BrookJane BrookJane BrookJane BrookJane BrookJane Brook
StrattonStrattonStrattonStrattonStrattonStrattonStrattonStrattonStratton
North PerthNorth PerthNorth PerthNorth PerthNorth PerthNorth PerthNorth PerthNorth PerthNorth Perth
Mount HawthornMount HawthornMount HawthornMount HawthornMount HawthornMount HawthornMount HawthornMount HawthornMount Hawthorn
MarangarooMarangarooMarangarooMarangarooMarangarooMarangarooMarangarooMarangarooMarangaroo
GirrawheenGirrawheenGirrawheenGirrawheenGirrawheenGirrawheenGirrawheenGirrawheenGirrawheenKoondoolaKoondoolaKoondoolaKoondoolaKoondoolaKoondoolaKoondoolaKoondoolaKoondoola
BallajuraBallajuraBallajuraBallajuraBallajuraBallajuraBallajuraBallajuraBallajura
MirrabookaMirrabookaMirrabookaMirrabookaMirrabookaMirrabookaMirrabookaMirrabookaMirrabookaWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminsterWestminster
BeechboroBeechboroBeechboroBeechboroBeechboroBeechboroBeechboroBeechboroBeechboro
BalgaBalgaBalgaBalgaBalgaBalgaBalgaBalgaBalga
Alexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander HeightsAlexander Heights
DarchDarchDarchDarchDarchDarchDarchDarchDarch
GuildfordGuildfordGuildfordGuildfordGuildfordGuildfordGuildfordGuildfordGuildford
CavershamCavershamCavershamCavershamCavershamCavershamCavershamCavershamCaversham
GreenmountGreenmountGreenmountGreenmountGreenmountGreenmountGreenmountGreenmountGreenmount
LockridgeLockridgeLockridgeLockridgeLockridgeLockridgeLockridgeLockridgeLockridge
Helena ValleyHelena ValleyHelena ValleyHelena ValleyHelena ValleyHelena ValleyHelena ValleyHelena ValleyHelena Valley
Eden HillEden HillEden HillEden HillEden HillEden HillEden HillEden HillEden Hill
South GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth GuildfordSouth Guildford
DarlingtonDarlingtonDarlingtonDarlingtonDarlingtonDarlingtonDarlingtonDarlingtonDarlington
Glen ForrestGlen ForrestGlen ForrestGlen ForrestGlen ForrestGlen ForrestGlen ForrestGlen ForrestGlen Forrest MundaringMundaringMundaringMundaringMundaringMundaringMundaringMundaringMundaring
Mahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany CreekMahogany Creek
HoveaHoveaHoveaHoveaHoveaHoveaHoveaHoveaHovea
StonevilleStonevilleStonevilleStonevilleStonevilleStonevilleStonevilleStonevilleStoneville
ParkervilleParkervilleParkervilleParkervilleParkervilleParkervilleParkervilleParkervilleParkerville
Henley BrookHenley BrookHenley BrookHenley BrookHenley BrookHenley BrookHenley BrookHenley BrookHenley Brook
Herne HillHerne HillHerne HillHerne HillHerne HillHerne HillHerne HillHerne HillHerne Hill
West SwanWest SwanWest SwanWest SwanWest SwanWest SwanWest SwanWest SwanWest Swan
MorleyMorleyMorleyMorleyMorleyMorleyMorleyMorleyMorley
HighgateHighgateHighgateHighgateHighgateHighgateHighgateHighgateHighgate
ChidlowChidlowChidlowChidlowChidlowChidlowChidlowChidlowChidlow
Upper SwanUpper SwanUpper SwanUpper SwanUpper SwanUpper SwanUpper SwanUpper SwanUpper Swan
EllenbrookEllenbrookEllenbrookEllenbrookEllenbrookEllenbrookEllenbrookEllenbrookEllenbrook
BelhusBelhusBelhusBelhusBelhusBelhusBelhusBelhusBelhus
The VinesThe VinesThe VinesThe VinesThe VinesThe VinesThe VinesThe VinesThe Vines
Mount HelenaMount HelenaMount HelenaMount HelenaMount HelenaMount HelenaMount HelenaMount HelenaMount Helena
GidgegannupGidgegannupGidgegannupGidgegannupGidgegannupGidgegannupGidgegannupGidgegannupGidgegannup
BullsbrookBullsbrookBullsbrookBullsbrookBullsbrookBullsbrookBullsbrookBullsbrookBullsbrook
Proportion of children vulnerableN=Percent
34.4 to 63.924.5 to 34.318.5 to 24.410.5 to 18.40 to 10.4
East Metropolitan Perth, WA
• A universal early literacy project
• A targeted indigenous playgroup
• A community park project focusing upon physical and social
development
• Expanded playgroup provision in local schools with a school
readiness focus
• Scholarships for primary aged children
• Changed public transport routes
Responding to the challenge
Mirrabooka C4C - Change in AEDI Results from 2003-2009
0
10
20
30
40
50
60
2003 (n=538) 2004 (n=354) 2008 (n=228) 2009 (n=589)
Year
Pro
po
rtio
n o
f C
hild
ren
Vu
lne
rab
le
Phys
Soc
Emot
Lang
Comm
Low 1+
Todd River,
Northern Territory
Case Story 2
Remote Indigenous
Community
© Anne Hanning-Kngwarreye
Which Environments Matter?
Community Children’s Centres
38 Centres across
South Australia
Case Story 3
State/Provincial
Fraser Mustard – “thinker in residence”
What is a Children’s Centre?
Vision
Children’s Centres for Early Childhood
Development and Parenting support children and
families to achieve the best possible learning,
health and wellbeing outcomes in a universal
setting with targeted responses for families who
may require additional support.
Children’s Centre ModelCare and education from birth through to the early years of
school which may include:
• Playgroup or crèche
• Child care - either long day care or occasional care
• Preschool
• First years of school
• Community development, parenting programs
• Family support and service coordination
• Learning Together (where possible)
• Health promotion and services
• Early identification and support for children with additional needs,
including learning difficulties
ScopeLocation
• On school sites with child care, family support, health and other community services on site, connected through visiting services or supported by local agreements
Focus
• Providing services to children and families who are enrolled in education & care services at the centre or who are living in the local community
Service Types
• Universal services (prevention & early intervention), community development, childhood immunisation, playgroups, child care and preschool
• Targeted services (key worker models) i.e. parenting programs, key worker support, family support services, allied health and bilingual support
• Referral intensive services i.e. child protection mental health programs.
% vs no. for LGAs
SEIFA disadvantage
Pe
rce
nt
vu
lne
rab
le
Who delivers the services?Director Early Childhood Education & Care
Leadership of education, care programs and staff for B-5
year old children
Community Development Coordinator
Coordinates the delivery of services, programs & projects
Family Services Coordinator (if applicable)
Builds local networks and connect families with services
Allied Health and health services
Early intervention, assessment, support and referral
Learning Together (if applicable)
Program focussing on early literacy – B-3 in particular
Partner Agencies & NGOs
Community Development
Coordinator
• Connects local families
• Facilitates services, programs and projects
• Engages families in governance and advisory roles
• Engages families in volunteering and peer support
• Networks with local government, other community services, NGO’s and care providers
• Engages all sectors of the community inc Aboriginal, new arrivals, and culturally diverse families
• Leads and develops community profile
Working in PartnershipThe key to successful partnerships include:
• Understanding, respecting, and caring for children,
parents, staff and the community
• Communication, positive relationships & flexibility
• Individual passion
• Constructive relationships & supportive leaders
• Understanding of each other’s role & contribution
• Learning from the rich legacy of work
• Commitment to underlying principles
What makes it work?• Commitment to underlying principles
• Ability to work in partnership for children & families
• Shared vision and outcomes
• Individual and shared leadership, management and
accountability
• Processes and systems that comply with
government rules, while being flexible & effective
• Coherent governance that strengthens partnerships,
joint planning and decision-making
• Shared accountabilities and commitments
(Statement of Purpose)
Integrated Local Governance
The Enabling GroupPurpose
Establish and monitor mechanisms for family and community consultation and participation in the Children’s Centre
Decision-making focus• instigates processes for interagency collaboration• sets up a range of community participation procedures• promotes the involvement of other partners.
Membership• Director Education & Care/Head of Early Years• School Principal CYWHS• DFC Local Government • Dept of Health DECS (Regional & Central)• NGOs Governing Council• CDC and/or FSC Childcare Director
The Partnership GroupPurpose
• brings agencies together to provide integrated services organised around the child, family, and community
Decision-making focus
• develops the Children’s Centre vision, values, Statement of Purpose and MOUs as required
• develops an annual Outcomes Framework implementation plan and achievement report
• advises the Children’s Centre Operations Group of operational issues
and barriers to integration
Membership• Director Education & Care• School Principal CYWHS• DFC Local Government • Dept of Health DECS (Regional & Central)• NGOs Governing Council• CDC Childcare Director
The Parent Advisory GroupPurpose
• provides opportunities for family and community members to have
input into the future directions of the Children’s Centre based on
community strengths and needs.
Advisory focus
• connects with families and the community to obtain their views on services and other matters
• provides advice to the Leadership Team on services
• advises the Leadership Team on strategies for encouraging family & community participation and engagement.
Membership
• Families using the children’s Centre from a broad cross section of the community
• Community Development Coordinator and Family Services Coordinator
Outcomes FrameworkVision
PrinciplesPopulation outcomes
Performance outcomes
Objectives
Strategies
Indicators
Population outcomes1) Children have optimal health and
development2) Parents provide strong foundations3) Communities are child and family
friendly4) Aboriginal children are safe healthy,
culturally strong and confident
There is no single model…
The best approaches are:
• built on local strengths, opportunities and
priorities
• use research best practices
• include key program elements built up over
time.
Primary outcome measure is the EDI.
National EDI census 2009, 2012, 2015,
2018……….(every three years, with
sample collection in between years).
Evaluation
Every community will
have strong advocacy,
leadership and
partnerships for young
children and their
families
Vision for the future
Strong inter-sectoral leadership
Lessons Learned
Focus on EDI outcomes
Alignment with school system
Lessons Learned
Focus on facilitators to enable equitable access
to high quality programming
Build data systems for monitoring/evaluation/advocacy