Exploration of the Australian Early Development Index for children with language backgrounds other than English

Kline, Jodie, Brinkman, Sally and Guhn, Martin 2009, Exploration of the Australian Early Development Index for children with language backgrounds other than English, in ECER 2009 : Theory and evidence in European educational research programme : European Conference on Educational Research. Conference, European Educational Research Association, Berlin, Germany, pp. 1-1.

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Title Exploration of the Australian Early Development Index for children with language backgrounds other than English
Author(s) Kline, Jodie
Brinkman, Sally
Guhn, Martin
Conference name European Conference on Educational Research (2009 : Vienna, Austria)
Conference location Vienna, Austria
Conference dates 28-30 Sep. 2009
Title of proceedings ECER 2009 : Theory and evidence in European educational research programme : European Conference on Educational Research. Conference
Editor(s) [unknown]
Publication date 2009
Conference series European Conference on Educational Research
Start page 1
End page 1
Total pages 1
Publisher European Educational Research Association
Place of publication Berlin, Germany
Keyword(s) Australian Early Development Index (AEDI)
developmental capacity
Language Background Other Than English (LBOTE)
validity
cultural variety
behaviours
learning
Summary The Australian Early Development Index (AEDI) is a teacher-administered measure that indicates if children are starting school with the developmental capacity to take advantage of the school learning environment. A key question that arises for schools, communities, and policy makers is how valid the AEDI is for children from a Language Background Other Than English (LBOTE). This study investigated how adequately the AEDI captures the cultural variety of different behaviours and different ways of learning. The study also examined the cultural inclusivity and relevance of the AEDI materials (e.g., teacher training guidelines; administration manual). Ten focus groups (n=84) and various community consultations were conducted with early childhood education and development professionals, representing key service providers, and school personnel. The findings from these studies led to the following recommendations: For LBOTE children, the AEDI should ideally be completed in collaboration, for example, between the child’s teacher and a multicultural consultant. The teacher guidelines for the AEDI need to be enhanced with respect to issues pertaining to LBOTE children, and the AEDI should include additional domains, such as cultural competence and home based/first language skills. Finally, teacher preparation and the AEDI administration guidelines need to clarify and emphasize the intent of the AEDI.
Language eng
Field of Research 130102 Early Childhood Education (excl Maori)
Socio Economic Objective 939999 Education and Training not elsewhere classified
HERDC Research category EN Other conference paper
Persistent URL http://hdl.handle.net/10536/DRO/DU:30063372

Document type: Conference Paper
Collection: Centre for Research in Educational Futures and Innovation
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Created: Tue, 20 May 2014, 16:46:59 EST by Jodie Kline

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