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Data resource profile: the Australian early development index (AEDI)
Sally A Brinkman1, Tess A Gregory2, Sharon Goldfeld2
1Fraser Mustard Centre, Telethon Institute for Child Health Research, University of Western Australia, Perth, Australia, School of Population Health, University of Adelaide, Adelaide, Australia, Centre for Community Child Health, Royal Childrens Hospital, Melbourne, Australia, Murdoch Childrens Research Institute, University of Melbourne, Melbourne, Australia, School of Social and Community Medicine, University of Bristol, Bristol, UK and Department of Education, Australian Government, Canberra, AustraliaFraser Mustard Centre, Telethon Institute for Child Health Research, University of Western Australia, Perth, Australia, School of Population Health, University of Adelaide, Adelaide, Australia, Centre for Community Child Health, Royal Childrens Hospital, Melbourne, Australia, Murdoch Childrens Research Institute, University of Melbourne, Melbourne, Australia, School of Social and Community Medicine, University of Bristol, Bristol, UK and Department of Education, Australian Government, Canberra, Australia sallyb@ichr.uwa.edu.au.
Insights
The Australian Government developmental census tracks early childhood development every three years. This large-scale study collects teacher-reported data on children
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.
Abstract:
Every 3 years, the Australian Government conducts a developmental census across the entire population of children in their first year of full-time schooling (median age 5 years). The first developmental census was conducted in 2009, including 261,147 children, and in 2012 data were collected on 289,973 children-representing 97.5% and 96.5% of the estimated eligible population, respectively. The questionnaire is completed by teachers on the basis of at least 1 month's knowledge of the child, including aspects of physical, social, emotional, language and cognitive development, as well as data on special needs. Teachers are also asked to include details of the child's care arrangements and attendance in early education programmes in the years preceding school. Demographic and geographical data are recorded at the individual and area levels.
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