New AEDC data signals rising developmental vulnerability in children: what it means for ECEC

One in five Australian children are beginning school without the foundational skills they need to thrive, according to the latest Australian Early Development Census (AEDC) results. The findings carry significant implications for early childhood education and care (ECEC) services nationwide.

The 2024 AEDC results, released this week, reveal persistent gaps in children’s readiness for school particularly in communities with limited access to early learning services. The data shows that approximately 22 per cent of children are developmentally vulnerable in at least one domain, such as physical health, social competence, emotional maturity, language skills or and general knowledge.

While modest improvements were observed in language and cognitive development, other domains especially physical and social-emotional remain stagnant or are worsening in some communities. Children living in so-called “childcare deserts” are disproportionately affected, with vulnerability rates often well above the national average.

ECEC services at the frontline of change

For ECEC professionals, the AEDC data reaffirms their critical role in supporting children’s development well before formal schooling. Services are not simply care providers they are foundational educational settings that reduce vulnerability through intentional practice, play-based learning and community partnerships.

A study cited in ABC News reporting showed that children who attended preschool in Queensland were less likely to be developmentally vulnerable, reinforcing the link between early learning access and improved school readiness outcomes.

Addressing gaps through practice and policy

ECEC leaders can respond to the AEDC findings in several ways:

• Target programming to strengthen social-emotional learning, outdoor play and fine motor skills domains identified as areas of concern.
• Use local AEDC data to inform Quality Improvement Plans (QIPs) and shape family engagement strategies.
• Support educator workforce development, especially in communities where access to experienced staff is limited.
• Collaborate with councils and community partners to advocate for greater investment in early learning infrastructure, particularly in under-served and regional areas.

The broader policy context

The release of the AEDC data comes as the sector continues to navigate reform from the rollout of the updated Early Years Learning Framework (EYLF V2.0) to pending changes to the National Quality Framework around child safety and digital documentation.

As governments seek to improve outcomes through universal access and targeted support, the AEDC offers essential insights into where attention and resources are most urgently needed.

Looking forward

Australia’s developmental vulnerability rate has remained persistently high for more than a decade. For real progress, access to quality early learning must be recognised as a national priority not only for economic growth or workforce participation, but for the wellbeing and equity of children.

ECEC services are uniquely positioned to lead that change one relationship, one play experience, and one learning opportunity at a time through strong relationships, everyday learning experiences and community impact.

This article draws on publicly available reporting from ABC News: “Childcare deserts and delayed development: A fifth of children not ready for school,” published 19 June 2025. The original article can be accessed here. Content is used under fair reporting principles. See the ABC’s Terms of Use for details.