The release of the 2024 Australian Early Development Census (AEDC) National Report has indicated increasing numbers of developmental vulnerability and a disparity across children entering their first year of full-time school in Australia. At ECMS, we're deeply committed to interpreting and responding to these findings to enhance our practices and support the objectives of the Victorian Government's Best Start, Best Life reforms.
The 2024 AEDC data collection encompassed 288,483 children across 7,368 schools, providing insights into five key domains of early childhood development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. Notably, the report indicates an increase in developmental vulnerability across all five domains since 2021. For instance, the percentage of children developmentally vulnerable in two or more domains rose from 11.4% in 2021 to 12.5% in 2024, marking the highest level recorded to date (Australian Early Development Census, 2025).
This national data also highlighted disparities between groups. Children from language backgrounds other than English (LBOTE) experienced a decrease in being developmentally on track across all five domains, from 50.3% in 2021 to 48.0% in 2024. AEDC also highlighted that developmental outcomes for First Nations children remained relatively stable, with 33.9% on track across all five domains (Australian Early Development Census, 2025).
This data is both a call for reflection and a call to action. It reminds us of the shared responsibility we hold to nurture children’s wellbeing, learning and identity, and to do so in ways that are deeply relational, culturally responsive and grounded in what we know matters most: strong relationships, thoughtful teaching, and equitable opportunities to thrive.
As an organisation committed to pedagogies of care, connection and curiosity, we're taking responsive action that honours our responsibilities to children, families, and communities:
Supporting children’s emotional wellbeing and social growth: The rise in vulnerability in emotional maturity reinforces the importance of creating safe, predictable and emotionally rich environments. We are continuing to strengthen our teaching approaches that support emotional regulation, peer relationships and secure attachments - foundational to every child’s sense of belonging and learning.
Uplifting children from linguistically diverse backgrounds: We recognise that language is more than communication - it’s culture, identity and a powerful tool for connection. Our ongoing investment in culturally responsive pedagogies and language support ensures that children learning English as an additional language are supported in ways that affirm who they are and what they bring, while maintaining their home language in ways that matter to them.
Walking alongside families and communities: Children flourish when the relationships between home, early learning and community are strong. We are deepening our partnerships with families and local communities, centring their voices, wisdom and aspirations as we co-create the conditions for learning, wellbeing and inclusion.
At ECMS, we wholeheartedly support the Victorian Government’s Best Start, Best Life reforms. These reforms affirm what we deeply believe, that every child deserves access to rich, responsive, and high-quality early learning as the foundation for a thriving future.
Our response is relational, place-based and grounded in the knowledge that children learn best in environments where they are known, valued and supported. In alignment with these reforms, we are committed to:
Expanding access to early learning for all children: We're working to remove barriers and open more doors - ensuring that every child, in every community, has access to early learning experiences that nurture identity, curiosity, and connection.
Growing our people, growing our impact: High-quality teaching begins with well-supported educators. We are investing deeply in our people - their learning, leadership and wellbeing - to strengthen practice across all settings and ensure children’s learning is grounded in strong pedagogy and relationship.
Creating learning environments that reflect our communities: Our places of learning aren’t just buildings, we want to design spaces that reflect the children, families and communities they serve. We are expanding and adapting our spaces to meet the needs of diverse and growing communities, now and into the future.
As Emma Forsyth, Head of Pedagogy highlights, “this data confirms what we already know: that the early years matter deeply. Our work, grounded in relational pedagogy and collective responsibility, is more important than ever. Together, we remain anchored in our vision that every child is seen, supported and celebrated - every day.”
References:
Australian Early Development Census. (2025). 2024 AEDC National Report. Retrieved from https://www.aedc.gov.au/data-hub/public-data/2024-aedc-results
Australian Early Development Census. (2025). AEDC Key Findings 2024. Retrieved from https://www.aedc.gov.au/docs/default-source/default-document-library/aedc_key-findings-24_fs_mar25_da7.pdf