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Data resource profile: the Australian early development index (AEDI).

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The Australian Government developmental census tracks early childhood development every three years. This large-scale study collects teacher-reported data on children

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Area of Science:

  • Child development research
  • Educational psychology
  • Public health surveillance

Background:

  • The Australian Government initiated a triennial developmental census for children entering their first year of full-time schooling.
  • The census aims to gather comprehensive data on child development and early education.

Purpose of the Study:

  • To establish a national baseline for child development at school entry.
  • To monitor developmental trends and identify children with special needs.
  • To understand the impact of early education and care arrangements on development.

Main Methods:

  • Nationwide census of children aged 5 years, conducted every three years starting in 2009.
  • Teacher-completed questionnaires based on at least one month's observation of the child.
  • Inclusion of data on physical, social, emotional, language, and cognitive development.
  • Collection of information on special needs, care arrangements, and early education attendance.
  • Recording of individual and area-level demographic and geographical data.

Main Results:

  • High participation rates achieved (97.5% in 2009, 96.5% in 2012) across large child cohorts.
  • Comprehensive data collected on multiple developmental domains and contextual factors.
  • Established a robust dataset for longitudinal analysis of child development in Australia.

Conclusions:

  • The developmental census provides a valuable, population-level dataset for understanding child development.
  • Findings can inform policy and practice related to early childhood education and support services.
  • The census methodology ensures reliable data for monitoring developmental trajectories and disparities.