Information for schools
Schools have a significant role to play in the early years. Current policy for schools reflects this, such as the Melbourne Declaration on Educational Goals for Young Australians and the National Education Agreement.
The AEDC provides evidence to support governments that are focused on investing in the early years. In recognising the value of the early years, governments have incorporated early childhood development outcomes into broader federal policies for school education, health, community and family services, disability, Aboriginal and Torres Strait Islander peoples, and housing.
The AEDC provides data for governments to plan and map universal and targeted initiatives to meet the varying developmental needs of children across Australia. Policy makers can use research generated from AEDC data to develop initiatives that are effective and responsive to the needs of Australian children now.
For monitoring and evaluation, the AEDC can provide a national progress measure on the state of children’s development across Australia.
The AEDC provides important contextual information about children arriving at school to support schools in completing their School Annual Report.
About the resources for schools
The resources in this page are intended specifically for schools. It includes printable documents and videos providing information on how schools can use the AEDC data to further early childhood development across Australia.
Other AEDC publications and resources are available elsewhere on this site; and most can be accessed directly from the Resources menu at the top of the page.
Value of AEDC data for teachers, schools and beyond
The Queensland Department of Education has worked with the Telethon Kids Institute and the University of Queensland to develop a series of resources specifically tailored for schools seeking to strengthen their transition to school strategies by responding to their local AEDC data. These resources, at http://education.qld.gov.au/schools/aedcqueensland/ were developed in consultation with three Queensland schools who took part in an extensive action research process that involved analysing their AEDC data in partnership with the local community, and developing informed, responsive plans for children's transition to school.