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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


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


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)


Low HighOutcome measure

% o

f C

hil

dre

n

Vulnerability

threshold


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?


Highvulnerability

Universal programs?

Potential to steepen the gradient

Lowvulnerability

SES

EDI

Barriers to access mayprevent all from benefiting


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

Health & Medicine

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