Data Resource Profile: The Australian Early Development Index (AEDI)

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.

Planned Birth Before 39 Weeks and Child Development: A Population-Based Study

“…23 Each domain contains a number of related but distinct developmental subdomains. The AEDC instrument has been through extensive development and testing and shown to be reliable and valid.…”

“…The primary study outcome was children who were DHR, defined as being DV on ≥2 of the 5 main domains. 23 DV for selected domains and subdomains was considered a priori as separate secondary study outcomes and included the physical health and well-being domain, the language and cognitive development domain, and the gross and fine motor skills, basic literacy, and basic numeracy subdomains.…”

Learning Trajectories of Children With Special Health Care Needs Across the Severity Spectrum

“…11 In this study, we capitalized on the unique opportunity provided by the Longitudinal Study of Australian Children (LSAC), 21 combined with teacher report from the Australian Early Development Index (AEDI), a population measure of early childhood development, 22 to examine the learning and academic pathways of children with SHCN across the elementary school period. We hypothesized that children with both established and emerging SHCN would be overrepresented in trajectories characterized by weaker academic skill development.…”

“…25 Here we focus on a subsample of 720 children from the K cohort (4-and 5-year-olds) who also had data on SHCN collected through the Australian Early Development Index (AEDI). 22 The AEDI is an Australian adaptation of the Canadian Early Development Instrument (EDI); it is a relative population measure of young children's development completed by teachers. 22 This subsample consisted of all the children in LSAC who resided in the states of Queensland, Victoria, or Western Australia.…”

Rethinking Assessments: Creating a New Tool Using the Zone Of Proximal Development within a Cultural-Historical Framework

“…This provides a snapshot of child development in Australia to governments, policy makers and school leaders etc., which in part evaluates the efficacy of prior ECE. School teachers are required to complete an online questionnaire (both nominal and Likert Scales) of approximately 100 questions related to physical health and wellbeing; social competence; emotional maturity; language and cognitive skills; communication skills and general knowledge [7]. The results of this index provide a snapshot derived from 'development' being condensed into a Likert Scale.…”