The EDI in Australia: Changing the social discourse on early - PowerPoint PPT Presentation

The EDI in Australia: Changing the social discourse on early childhood Professor Sharon Goldfeld Deputy Director, Centre for Community Child Health, Royal Children's Hospital Co-Group Leader, Policy and Equity, Murdoch Childrens Research Institute

Royal Children’s Hospital, Melbourne

“A so c ie ty that is g o o d to c hildre n is o ne with the smalle st po ssib le ine q ualitie s fo r c hildre n, with the vast majo rity o f the m having the same o ppo rtunitie s fro m b irth fo r he alth, e duc atio n, inc lusio n and partic ipatio n.” (Stanle y, Ric hardso n & Prio r, 2005)

How can we keep populations of children healthy and developing well?

Overview 1. Data and policy context 2. The EDI in Australia 3. EDI tells the story of children 4. Geographic and service inequities 5. How can place change children’s chances?

Data and policy context

Importance of early childhood development

Adult problems with roots in early childhood Mental health problems Family violence and anti-social behaviour Crime Poor literacy Chronic unemployment and welfare dependency Substance abuse Obesity Cardiovascular disease Diabetes

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

Creating sustainable policy Identification of Recognition of the the solution problem through policy DATA Kee eeping the he pol policy window ndow open en for childr dren en Political imperative Kingdon ngdon J. Agendas ndas, Alter ernat natives es and Publ blic Policies es. 2nd ed. New York: Harper per Collins ns College ege Publ blisher hers, 1995

National policy context: data • Council Of Australian 1. Smoking in Pregnancy 2. Infant Mortality Governments (COAG): 3. Birth Weight – Human Capital 4. Breastfeeding 5. Immunisation Reform agenda 6. Overweight and Obesity (2006) 1 7. Dental Health 8. Social and Emotional Well-Being – The AEDI is a national 9. Injuries progress measure of 10. Attending Early Childhood Education Programs early childhood 11. Transition to Primary School development 12. Attendance at Primary School 13. Literacy 14. Numeracy • Headline Indicators for 15. Teenage Births Australia’s Children 16. Family Economic Situation (2008) 2 : 17. Shelter 18. Child Abuse and Neglect 19. Family Social Network 1. www.coag.gov.au 2. http://www.aihw.gov.au/chi/index.cf m

National policy context: data • Council Of Australian 1. Smoking in Pregnancy 2. Infant Mortality Governments (COAG): 3. Birth Weight 4. Breastfeeding – Human Capital 5. Immunisation Reform agenda (2006) 6. Overweight and Obesity 7. Dental Health – The AEDI is a national 8. Social and Emotional Well-Being 9. Injuries progress measure of 10. Attending Early Childhood early childhood Education Programs 11. Transition to Primary School development 12. Attendance at Primary School 13. Literacy 14. Numeracy Headline Indicators for • 15. Teenage Births 16. Family Economic Situation Australia’s Children 17. Shelter (2008): 18. Child Abuse and Neglect 19. Family Social Network

National policy context: data • Council Of Australian 1. Smoking in Pregnancy 2. Infant Mortality Governments (COAG): 3. Birth Weight – Human Capital Reform 4. Breastfeeding agenda (2006) 5. Immunisation 6. Overweight and Obesity – The AEDI is a national 7. Dental Health progress measure of early 8. Social and Emotional Well-Being childhood development 9. Injuries 10. Attending Early Childhood Education Programs Headline Indicators for • 11. Transition to Primary School 12. Attendance at Primary School Australia’s Children: 13. Literacy – Proportion of children 14. Numeracy entering school with the 15. Teenage Births 16. Family Economic Situation basic skills for life and 17. Shelter learning (AEDI) 18. Child Abuse and Neglect 19. Family Social Network

The EDI in Australia: Putting ECD on the map

Acknowledgments….foundational members • EDI • AEDI • FAHCSIA Dan Offord Brett Hart • DEEWR Magdalena Janus Sally Brinkman • DET Clyde Hertzman Fiona Stanley Joanne Schroeder Sven Silburn Steve Zubrik Frank Oberklaid Mary Sayers John Ainley Ken Rowe

The AEDI/C • The AEDI/C is an Australian adaptation of the Canadian Early Development Instrument (EDI) • It is a relative population measure of how young children are developing in different Australian Communities • Completed by teacher report of children in their first year of fulltime schooling

Understanding Early Childhood Development in Australia 2002-2003 North Metro Perth EDI Study (2002 n=200, 2003 n=4500) • • 2003 National meeting of experts to consider whether Australia needed an individual measure or a population measure of ECD. Resounding endorsement for a population measure • 2004-2007 Development and piloting of the AEDI, overwhelming success for communities (n=40,000) • 2007-2008 Agreement by COAG for the AEDI as a national progress measure of ECD for Australia 2009/12/15/18 National AEDI Census in recognition of the need for all communities • to have local ECD information to improve outcomes for children

National implementation: • National data collection every 3 years 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

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

National Numbers

National Numbers • 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

Demographic information NSW National Number of children surveyed 87,169 261,203 Aboriginal and Torres Strait Islander 4.6% 4.8% children LBOTE 23.1% 18.0% (who speak languages other than or additional to English at home, or are reported by teachers to have ESL status) Children with special needs status 4.4% 4.4% (chronic physical, intellectual and medical needs) Children identified by teachers as 10.1% 10.5% requiring further assessment 2015 AEDC National Report

EDI tells the story of children

How can we keep populations of children healthy and developing well?

‘Once a child falls behind, he or she is likely to remain behind. …. Impoverished early environments are powerful predictors of adult failure on a number of social and economic dimensions.’ (James Heckman, 2006)

AEDI/C research team • Joanne Tarasuik Sarah Gray • • Elodie O’Connor • Amanda Kvalsvig • Meredith O’Connor • Jayne Ballingall • Alana Deery • Karen Villanueva • Stefanie Rosema • Jun Guo Shiau Chong •

EDI tells the story: Mental health competence

O’Connor, E, O’Connor, M., Gray, S., Goldfeld S Profiles of Mental Health Competence and Difficulties as Predictors of Children’s Early Learning. School Health (2018)

EDI tells the story: Children with additional health and developmental needs

Children starting school in 2015 • 1 in 5 had some additional support Established Emerging special needs needs needs 5% 17% • Of these, a small proportion had formally recognised special needs • A much higher proportion of children experience emerging needs Standard population 78%

Stable trend over AEDC cohorts 20 % of children with AHDN 15 10 5 0 2009 2012 2015 Emerging needs Established needs O'Connor, M., O'Connor, E., Quach, J., Vashishtha, R., & Goldfeld, S. (Submitted and under review). Trends in the prevalence of special health care needs from 2009 to 2015.

Children with additional needs are at risk for poorer learning outcomes Mean NAPLAN Reading score (Grade 3) 460 450 440 430 420 410 400 390 380 Established needs Emerging needs Standard population O'Connor, M., Chong, S., Quach, J., & Goldfeld, S. (Submitted). Learning outcomes of children with special health care needs in a full population.

Combined impact of additional needs and disadvantage 4 Relative risk (RR) of having 3.5 low reading score 3 2.5 Mother above HS High education 2 Mother HS or below Low education 1.5 1 0.5 Standard Emerging needs Established needs population O'Connor, M., Chong, S., Quach, J., & Goldfeld, S. (Submitted). Learning outcomes of children with special health care needs in a full population.