1 / 50

Emerging results from the AEDI: implications for Australia's children

Emerging results from the AEDI: implications for Australia's children. Associate Professor Sharon Goldfeld Paediatrician and Research Fellow Centre for Community Child Health, Royal Children's Hospital Murdoch Childrens Research Institute sharon.goldfeld@rch.org.au.

yukio
Download Presentation

Emerging results from the AEDI: implications for Australia's children

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Emerging results from the AEDI: implications for Australia's children Associate Professor Sharon Goldfeld Paediatrician and Research Fellow Centre for Community Child Health, Royal Children's Hospital Murdoch Childrens Research Institute sharon.goldfeld@rch.org.au

  2. “A society that is good to children is one with the smallest possible inequalities for children, with the vast majority of them having the same opportunities from birth for health, education, inclusion and participation.” (Stanley, Richardson & Prior, 2005)

  3. Overview • Why early childhood matters • Why literacy matters • Why data matter • Health and developmental inequalities in Australia: the results of the AEDI • Community as a potential platform for change

  4. Why early childhood matters

  5. Brain development

  6. Building strong foundations Getting the foundations right is important – healthy brain development is a prerequisite for future health and wellbeing.

  7. Key experiences shaping health & developmentEarly language and cognitive stimulation

  8. Life course

  9. Developmental health opportunity Ideal child-development trajectory Opportunity Current practice At-risk child-development trajectorywithout intervention Age

  10. The ecology of child development

  11. Economics of human capital

  12. Return on investment in the early years Reference: Cunha et. al., 2006.

  13. Impact of adversity early in life Hackman D, Farah M, Meaney M. Socio economic status and the brain: mechanistic insights from human and animal research. Neuroscience. Vol11 2010; 651-659

  14. Why literacy matters

  15. The Current SituationThe Australian Context

  16. Australia in the international context

  17. Language, literacy and social differences in Australia

  18. AEDI Domain comparison – vulnerability by SEIFAN=261,000

  19. Disadvantage begins early in life ….

  20. 69% of NT Indigenous children score belownational minimum standard

  21. Targeting low-ses students v. targeting low performing students Source: Masters (2009) using PISA data

  22. Why data matter

  23. Creating sustainable policy: Recognition of the problem Identification of the solution through policy Evidence based policy Data Children on the policy agenda Political imperative Kingdon J. Agendas, Alternatives and Public Policies. 2nd ed. New York: Harper Collins College Publishers, 1995

  24. Health and developmental inequalities in Australia: the results of the AEDI

  25. About the AEDI

  26. The AEDI is a relative population measure of how young children are developing in different Australian communities.

  27. The AEDI looks at how groups of children are developing and reports back on how groups of children are developing. It gathers information on each child…

  28. What is the aim of the AEDI? To measure the health and development of populations of young children to assist communities and governments to plan and assess the effectiveness of their efforts in supporting young children and their families.

  29. National implementation: • National data collection from 1 May to 31 July 2009 • Data collected by teachers through a secure web based data entry system • Schools provided with funding of 1 hour for teacher training and 30 minutes per completed checklist • Data analysed and reported based on where children live • AEDI were re-run in small communities in 2010.

  30. 2009 snapshot of Australia’s children: Northern Territory: 3,255 Queensland: 55,449 WA: 27,579 NSW: 87,168 SA: 16,208 ACT: 4,432 Victoria: 61,196 Tasmania: 5,916 Total = 261,203 children (97.5% of estimated population)

  31. National Numbers Data collected on 261, 203 children (97.5%). 15,528 teachers from 7,423 schools (95.6% of all schools) participated. Teacher feedback (86.4% of all teachers, n=13,815): 90.1% found AEDI easy to complete 63.9% thought AEDI will be beneficial to their work 74.8% felt the AEDI will assist their community to better understand the health and development of children in their area

  32. Demographic information

  33. Key Findings Percentage of children developmentally vulnerable (DV) across Australia by jurisdiction

  34. Sub-population results

  35. Socio-economic disadvantage

  36. Australian Indigenous children and SEIFA: Percentage developmental vulnerability Green = Vulnerable on one or more domains Yellow = No vulnerability

  37. Australian Indigenous children and SEIFA: Number developmentally vulnerable Green = Vulnerable on one or more domains Yellow = No vulnerability

  38. Results: gender

  39. Results: gender

  40. Results: language diversity

  41. Results: language diversity

  42. Results: ATSI

  43. Results: ATSI

  44. Results: SES

  45. Results

More Related