2018 AEDC data collection overview

It is critical that all Victorian schools participate and complete the Australian Early Development Census (AEDC) for their Foundation Year/Prep-aged students.

This year will be the fourth nation wide AEDC data collection. We thank schools across Victoria for their participation.

Data collection will take place from 1 May to 3 August 2018.

Roles

Principals activate schools and nominate an AEDC Co-ordinator to oversee the conduct of the AEDC, see Principal’s role in the AEDC​.

Teachers register and complete the AEDC online for each Foundation Year/Prep-aged child, see Teachers and the data collection.

Participating schools

All Victorian schools are expected to participate in the AEDC data collection.

Research using AEDC data confirms that one-fifth of Australian children have additional health and developmental needs: 4% with formally diagnosed conditions and 18% with undiagnosed emerging problems. See AEDC Research Snapshot: Shaping learning trajectories for children with additional health and developmental needs.

Funding

Schools are provided with funding to allow Foundation Year/Prep teachers time away from the classroom to participate in the AEDC. Funding is also available for Aboriginal and Torres Strait Islander Cultural Consultants who assist teachers in completing the census for Aboriginal and Torres Strait Islander children.

The invoice can be generated and submitted within the online AEDC data collection system by the principal, AEDC co-ordinator​ or a nominated financial manager after all teachers have finalised their involvement in the AEDC. 

Professional development

Every teacher undertaking the AEDC is eligible to record this as continuing professional development. The one hour training aligns with five of the Australian Professional Standards for Teachers. For more information see Victorian Institute of Teaching

Why schools should participate

Teacher evaluations show that teachers value having time to reflect on their student’s development, and this reflection assists them in many ways, including:

  • providing impetus to raise issues of concern with parents
  • providing opportunities to consider individual children in the context of their home/school/community
  • understanding the value of play-based learning
  • understanding the effects of intentional learning prior to school entry.

How the data is used

The Australian Early Development Census (AEDC) data provides a snapshot of children’s development at the time they start school. The publicly available data can be used by government and local communities to support the planning and delivery of children’s early years services, see AEDC community Profiles.

For Victorian case examples of how communities in your area are using the AEDC and other data to improve children’s outcomes, see Using the AEDC: community case studies.

AEDC results for your school

​Principals can access School Profiles and School Summaries from the 2015 collection by contacting: