What the AEDC means for schools

Findings from the AEDC can help schools identify areas where children and families in their community require additional support to achieve positive outcomes. The AEDC can be used to start conversations that raise awareness of the importance of the early years, develop relationships with local early childhood education services and assist with the understanding of vulnerability and protective factors in the community.

What is the school’s role in the AEDC data collection?

Without the commitment and support of all schools across Australia, the AEDC would not be possible.

Schools play a vital role in the collection of accurate and relevant data that provides the first insight into whether or not children in their early years are on track.

In 'Schools' section:
  • Principals’ role in the AEDC
    School principals are instrumental in ensuring that their school community, including teachers and parents, is prepared to support AEDC data collection
  • Teachers and the AEDC data collection
    Teacher observations of the children in their class are the cornerstone of the AEDC. By completing a structured series of validated questions, teachers use their professional knowledge and expertise to provide an insight into five key areas of early childhood development.
  • Understanding the AEDC
    AEDC data was collected in 2009 and 2012 about Australian children in their first year of full-time school. Information on five domains of early childhood development is provided by teachers and reported at a community level.
  • School stories
    Educators share their reflections on and responses to AEDC findings for their schools.