How does the AEDI influence planning and policy?
The AEDI can influence planning and policy by: • Providing an evidence base for the development of community initiatives that support healthy child development. • Supporting more effective allocation of existing resources. • Encouraging schools, early childhood services and local agencies to explore new ways of working together to ensure children get the best possible start. • Providing schools with the opportunity to reflect on the development of children in the community as they enter school and to consider and plan for optimal school transition. • Providing teachers with the opportunity to reflect on all aspects of children’s development in the first year of school. • Supporting efforts to reorient community services and systems towards children. • Increasing awareness of the crucial importance of the early years for children. • Facilitating the development and evaluation of effective community-based responses.
The AEDI can influence planning and policy by: • Providing an evidence base for the development of community initiatives that support healthy child development. • Supporting more effective allocation of existing resources. • Encouraging schools, early childhood services and local agencies to explore new ways in of working together to ensure children get the best possible start. • Providing schools with the opportunity to reflect on the development of children in the community as they enter school and to consider and plan for optimal school transition. • Providing teachers with the opportunity to reflect on all aspects of children’s development in the first year of school. • Supporting efforts to reorient community services and systems towards children. • Increasing awareness of the crucial importance of the early years for children. • Facilitating the development and evaluation of effective community-based responses.
The AEDI can influence planning and policy by: • Providing an evidence base for the development of community initiatives that support healthy child development. • Supporting more effective allocation of existing resources. • Encouraging schools, early childhood services, and local agencies to explore new ways of working together to ensure children get the best possible start. • Providing schools with the opportunity to reflect on the development of children in the community as they enter school and to consider and plan for optimal school transition. • Providing teachers with the opportunity to reflect on all aspects of children’s development in the first year of school. • Supporting efforts to reorient community services and systems towards children. • Increasing awareness of the crucial importance of the early years for children. • Facilitating the development and evaluation of effective community-based responses.
