Although ‘a fair go’ is a cherished Australian ideal, recent Early Childhood Development data suggests it is not universally achieved. The importance of early life cognitive and non-cognitive abilities for healthy development through childhood and into adult life is well established, yet not all children equally receive opportunities to fulfill their potential. The provision of early childhood health, education and care provides an opportunity to reduce socio-economic disadvantages early in life. To understand these needs the Australian Early Developmental Census has collected data on a three yearly basis since 2009 to assess children’s development, as they enter school. The most recent was in 2024 and results have not yet been released.
What Did They Find?
Five domains are assessed including physical health and well-being, social competence, emotional maturity, language and cognitive skills, communication skills and general knowledge. Based on an allocated score, children are assessed as developmentally ‘on track’, ‘at risk’ or ‘vulnerable’.
Comparing five data sets from 2009 shows an increase in vulnerability of 0.3% to 22% in 2021, in one or more domains, a comparable result to 2012 and 2015. Most children were on track in all five domains across each collection, but for the first time the percentage dropped 0.6%, to 54.8%, lower than the highest score in 2018.
Who are Most Vulnerable?
Aboriginal and Torres Strait Islander Children, developmentally vulnerable in one domain increased in 2021to 42.3% and for those exhibiting two or more domains to 26.5%. Children in socioeconomically disadvantaged areas are twice as likely to show vulnerability as more advantaged peers while those who live in regional and remote areas had rates of developmental vulnerability increasing the further they lived from a metropolitan center. Children with diverse language backgrounds showed the lowest rates of vulnerability but poorer results in the domains of language skill and general knowledge.
Why the Downturn?
While Australia was fortunate in that severe illness from COVID-19 in young children was rare, indirect impacts can be seen in this data. Social isolation from family and friends, reduced access to early learning and care services in addition to job losses, financial instability and general fear increased parental stress and anxiety and for some, affected their mental health. These wider stressors are known to impact children’s development, and it is not surprising they reflect in the results. While these effects are less than may have been expected they were felt most powerfully by those already most disadvantaged, Aboriginal and Torres Strait Islander children and those living in the most disadvantaged areas.
Where to Now?
While some areas had shown improvement pre-pandemic, others had shown no change or had worsened. Western Australia and Queensland both reported reduction in developmental inequality, however the ACT had recorded an increase. The stated objective for Aboriginal and Torres Strait Islander children to attain a goal of 55% on all five domains by 2031 is still distant, despite steady improvement from 2009 to 2018. Notwithstanding disappointments, the data is invaluable as it provides a shared basis ‘from which key stakeholders can work together, enabling governments at all levels, policy makers and communities to form partnerships to plan and implement activities, programs and services to help shape the future and wellbeing of children in Australia.’
Australian Early Development Census National Report 2021 Early Childhood Development in Australia
Collier, L., Gregory, T., Harman-Smith, Y., Gialamas, A., Brinkman, S. Inequalities in child development at school entry: A repeated cross-sectional analysis of the Australian Early Development Census 2009–2018 The Lancet Regional Health – Western Pacific 4 (2020) 100057
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