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

conference contribution
posted on 2009-01-01, 00:00 authored by Jodie Kline, S Brinkman, M Guhn
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.



European Conference on Educational Research (2009 : Vienna, Austria)


1 - 1


European Educational Research Association


Vienna, Austria

Place of publication

Berlin, Germany

Start date


End date




Publication classification

EN Other conference paper

Title of proceedings

ECER 2009 : Theory and evidence in European educational research programme : European Conference on Educational Research. Conference