Sally

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Sally

  1. 1. www.australianedi.org.au
  2. 2. What is the Early Development Index (EDI)?• Originally developed in Canada by Dan Offord and Magdalena Janus at the Offord Centre for Child Development, Mc Master University• It is a teacher completed questionnaire consisting of over 100 questions assessing five areas of child development relevant to children’s readiness for learning at school• It provides a community level measure of the % of children whose early child development has equipped them to make a successful transition into their first full-time year of formal learning www.australianedi.org.au
  3. 3. What does the EDI measure?It provides a measure of the % of children within a specific communitywho arrive at school ready to learn in terms of their:• Physical health and well-being - The child is healthy, independent, ready for school each day• Social competence - The child plays, gets along with others and shares, is self-confident• Emotional maturity - The child is able to concentrate, help others, is patient, not aggressive or angry• Language and cognitive development - The child is interested in reading and writing, can count and recognize numbers and shapes• Communication skills and general knowledge – The Child can tell a story, communicate with adults and children, and articulate their basic needs www.australianedi.org.au
  4. 4. Strategies to Improve School Readiness Trajectories Family Discord Social-emotional, Physical Lack of health services Cognitive, Language function Poverty Lower trajectory:Ready to learn With diminished Pre-school function Appropriate Discipline Reading to child Parent education EDI Emotional literacy Birth Late Infancy Late Toddler Late Preschool 6 mo 12 mo 18 mo 24 mo 3 yrs 5 yrs Age Early Infancy Early Toddler Early Preschool
  5. 5. Sensitive Periods in Early Brain DevelopmentHigh Pre-school years School years Numbers Peer social skills Symbol Language Habitual ways of responding Emotional control Vision Hearing Low 0 1 2 3 4 5 6 7 Years EDIGraph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)
  6. 6. Paper for the 2005 AIFS Conference “Families Matter”Title: The Australian Early Development Index: Building BetterCommunities for Children projectAuthors: Mary Sayers, Dr Sharon Goldfeld, Prof Sven Silburn, Melissa Couttsand the Australian Early Development Index Partnership*(*Prof Frank Oberklaid, Dr Sharon Goldfeld, Mary Sayers, Melissa Coutts from theCentre for Community Child Health, Prof Sven Silburn from the Telethon Institute forChild Health Research, Dr Bret Hart and Sally Brinkman from the North MetropolitanArea Health Service)A partnership between An Australian Government Initiative Supported by under the www.australianedi.org.au
  7. 7. Vulnerability threshold% of Children Low Outcome measure High www.australianedi.org.au
  8. 8. Universal strategies-entire population moves% of Children Targeted strategies decrease curve for vulnerable Gap narrows Low Outcome measure High www.australianedi.org.au
  9. 9. What does it take to reduce inequality? Highvulnerability EDI Lowvulnerability Disadvantaged SES Advantaged
  10. 10. Targeted programs? High Vulnerability may bevulnerability reduced for targeted groups Majority of vulnerable children receive no benefit EDI Lowvulnerability Disadvantaged SES Advantaged
  11. 11. Universal programs? High Barriers to access mayvulnerability prevent all from benefiting EDI Potential to steepen the gradient Lowvulnerability Disadvantaged SES Advantaged
  12. 12. Proportionate Universality Universal access at a scale and intensity that addresses barriers at every level Highvulnerability Barriers to access Gradient flattened at both ends of the SES spectrum, but proportionate EDI to level of risk 10 -15% Lowvulnerability Disadvantaged SES Advantaged
  13. 13. 2009 snapshot of Australia’s children 3,255 Total = 261,203 children = 98% (est popn) = A developmental census of five year olds 55,449 87,16827,579 AEDI CENSUS 16,208 4,432 61,196 5,916
  14. 14. Search forcommunity
  15. 15. Case Story 1 CommunityCommunities for Children Site Mirrabooka, Western Australia
  16. 16. How the Smith Family has used the AEDI?• As a benchmark to help us: – Understand the effectiveness of past interventions (including identifying best practice) – Focus our limited resources on the areas of greatest vulnerability – Determine the kind of support that is needed in the future – Influence and mobilise resources from the local community
  17. 17. Asset Mapping Perth East Metropolitan region, Proportion of children vulnerable on one or more domains Muchea Muchea Bullsbrook Bullsbrook Proportion of children vulnerable N=Percent 34.4 to 63.9 24.5 to 34.3 18.5 to 24.4 10.5 to 18.4 0 to 10.4 Gidgegannup Gidgegannup The Vines The Vines Upper Swan Upper Swan Belhus Belhus Ellenbrook Ellenbrook Darch Darch Alexander Heights Alexander Heights Henley Brook Henley Brook Marangaroo Marangaroo Herne Hill Herne Hill Girrawheen Girrawheen Ballajura Ballajura Koondoola Koondoola West Swan West Swan Stoneville Stoneville Balga Balga Chidlow Chidlow Jane Brook Jane Brook Parkerville Mount Helena Mirrabooka Mirrabooka Middle Swan Middle Swan Parkerville Mount Helena Beechboro Beechboro Westminster Westminster Stratton Stratton Caversham Caversham Hovea Hovea Lockridge Lockridge Midland Swan View Midland Swan View Morley Morley Eden Hill Eden Hill Woodbridge Woodbridge Guildford Guildford Greenmount Greenmount Mahogany Creek Mahogany Creek Mount Hawthorn Mount Hawthorn South Guildford South Guildford Helena Valley Helena Valley Glen Forrest Mundaring Glen Forrest Mundaring Sawyers Valley Sawyers Valley North Perth North Perth Darlington Darlington Highgate Prepared by: AEDI National Support Centre HighgateEast Metropolitan Perth, WA Source: AEDI Communities Data 2004/05
  18. 18. Responding to the challenge• A universal early literacy project• A targeted indigenous playgroup• A community park project focusing upon physical and social development• Expanded playgroup provision in local schools with a school readiness focus• Scholarships for primary aged children• Changed public transport routes
  19. 19. Mirrabooka C4C - Change in AEDI Results from 2003-2009 60 50Proportion of Children Vulnerable 40 Phys Soc Emot 30 Lang Comm 20 Low 1+ 10 0 2003 (n=538) 2004 (n=354) 2008 (n=228) 2009 (n=589) Year
  20. 20. Case Story 2Remote Indigenous Community Todd River, Northern Territory
  21. 21. © Anne Hanning-Kngwarreye
  22. 22. Which Environments Matter?
  23. 23. Case Story 3 State/ProvincialCommunity Children’s Centres 38 Centres across South Australia
  24. 24. Fraser Mustard – “thinker in residence”
  25. 25. What is a Children’s Centre?VisionChildren’s Centres for Early ChildhoodDevelopment and Parenting support children andfamilies to achieve the best possible learning,health and wellbeing outcomes in a universalsetting with targeted responses for families whomay require additional support.
  26. 26. Children’s Centre Model Care and education from birth through to the early years of school which may include:• Playgroup or crèche• Child care - either long day care or occasional care• Preschool• First years of school• Community development, parenting programs• Family support and service coordination• Learning Together (where possible)• Health promotion and services• Early identification and support for children with additional needs, including learning difficulties
  27. 27. ScopeLocation• On school sites with child care, family support, health and other community services on site, connected through visiting services or supported by local agreementsFocus• Providing services to children and families who are enrolled in education & care services at the centre or who are living in the local communityService Types• Universal services (prevention & early intervention), community development, childhood immunisation, playgroups, child care and preschool• Targeted services (key worker models) i.e. parenting programs, key worker support, family support services, allied health and bilingual support• Referral intensive services i.e. child protection mental health programs.
  28. 28. % vs no. for LGAsPercent vulnerable SEIFA disadvantage
  29. 29. Who delivers the services?Director Early Childhood Education & CareLeadership of education, care programs and staff for B-5year old childrenCommunity Development CoordinatorCoordinates the delivery of services, programs & projectsFamily Services Coordinator (if applicable)Builds local networks and connect families with servicesAllied Health and health servicesEarly intervention, assessment, support and referralLearning Together (if applicable)Program focussing on early literacy – B-3 in particularPartner Agencies & NGOs
  30. 30. Community Development Coordinator• Connects local families• Facilitates services, programs and projects• Engages families in governance and advisory roles• Engages families in volunteering and peer support• Networks with local government, other community services, NGO’s and care providers• Engages all sectors of the community inc Aboriginal, new arrivals, and culturally diverse families• Leads and develops community profile
  31. 31. Working in PartnershipThe key to successful partnerships include:• Understanding, respecting, and caring for children, parents, staff and the community• Communication, positive relationships & flexibility• Individual passion• Constructive relationships & supportive leaders• Understanding of each other’s role & contribution• Learning from the rich legacy of work• Commitment to underlying principles
  32. 32. What makes it work?• Commitment to underlying principles• Ability to work in partnership for children & families• Shared vision and outcomes• Individual and shared leadership, management and accountability• Processes and systems that comply with government rules, while being flexible & effective• Coherent governance that strengthens partnerships, joint planning and decision-making• Shared accountabilities and commitments (Statement of Purpose)
  33. 33. Integrated Local Governance
  34. 34. The Enabling GroupPurpose Establish and monitor mechanisms for family and community consultation and participation in the Children’s CentreDecision-making focus • instigates processes for interagency collaboration • sets up a range of community participation procedures • promotes the involvement of other partners.Membership • Director Education & Care/Head of Early Years • School Principal CYWHS • DFC Local Government • Dept of Health DECS (Regional & Central) • NGOs Governing Council • CDC and/or FSC Childcare Director
  35. 35. The Partnership GroupPurpose • brings agencies together to provide integrated services organised around the child, family, and communityDecision-making focus • develops the Children’s Centre vision, values, Statement of Purpose and MOUs as required • develops an annual Outcomes Framework implementation plan and achievement report • advises the Children’s Centre Operations Group of operational issues and barriers to integrationMembership • Director Education & Care • School Principal CYWHS • DFC Local Government • Dept of Health DECS (Regional & Central) • NGOs Governing Council • CDC Childcare Director
  36. 36. The Parent Advisory GroupPurpose • provides opportunities for family and community members to have input into the future directions of the Children’s Centre based on community strengths and needs.Advisory focus • connects with families and the community to obtain their views on services and other matters • provides advice to the Leadership Team on services • advises the Leadership Team on strategies for encouraging family & community participation and engagement.Membership • Families using the children’s Centre from a broad cross section of the community • Community Development Coordinator and Family Services Coordinator
  37. 37. Outcomes FrameworkVisionPrinciples Population outcomes Performance outcomes Objectives Population outcomes 1) Children have optimal health and development 2) Parents provide strong foundations Strategies 3) Communities are child and family friendly 4) Aboriginal children are safe healthy, culturally strong and confident Indicators
  38. 38. There is no single model…The best approaches are:• built on local strengths, opportunities and priorities• use research best practices• include key program elements built up over time.
  39. 39. EvaluationPrimary outcome measure is the EDI.National EDI census 2009, 2012, 2015,2018……….(every three years, withsample collection in between years).
  40. 40. Vision for the future Every community will have strong advocacy, leadership and partnerships for young children and their families
  41. 41. Lessons LearnedStrong inter-sectoral leadership Alignment with school system Focus on EDI outcomes
  42. 42. Lessons Learned Build data systems formonitoring/evaluation/advocacyFocus on facilitators to enable equitable access to high quality programming

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