1. EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) CHECKLIST

2. Kids In School Think Fast!

3. Teacher: Why are you late?
Abe: Because of the sign.
Teacher: What sign?
Abe : The one that says, "School Ahead, Go Slow."

4. Teacher: Joy, why are you doing your math multiplication on the floor?
Joy: You told me to do it without using tables!

5. Teacher: John, how do you spell "crocodile?"
John: “K-R-O-K-O-D-A-I-L"
Teacher: No, that's wrong
John: Maybe it's wrong, but you asked me how I spell it!

6. Teacher: What is the chemical formula for water?
Sarah: H I J K L M N O!!
Teacher: What are you talking about?
Sarah: Yesterday you said it's H to O!

7. Teacher: George, go to the map and find North America.
George: Here it is!
Teacher: Correct. Now class, who discovered America?
Class: George!

8. Teacher: Ellen, give me a sentence starting with "I."
Ellen: I is...
Teacher: No, Ellen..... Always say, "I am."
Ellen: All right.. "I am the ninth letter of the alphabet."

9. Teacher: Desmond, your composition on "My Dog" is exactly the same as your brother's. Did you copy his?
Manuel: No, teacher, it's the same dog!

10. Teacher: What do you call a person who keeps on talking when people are no longer interested?
Pupil: A teacher.

11. Sylvia: Dad, can you write in the dark?
Father: I think so. What do you want me to write?
Sylvia: Your name on this report card.

12. Teacher: "Can anybody give an example of COINCIDENCE?"
Mario: "Sir, my Mother and Father got married on the same day, same time."

13. Childhood Care and Development.
Read the statement carefully. Put a check(/) if the statement is correct and cross (X) if not.
_____1. ECCD stands for Early
Childhood Care and Development.
_____ 2. The Checklist can be administered
in a setting not familiar to the
respondents.

14. method we employ in the administration of ECCD Checklist.
_____3. Observation is the most common
method we employ in the administration of ECCD Checklist.
_____ 4. The examiner must refrain from
“teaching” the correct answer .
_____ 5. We use comments like “correct”' “very
good”, “wrong” during the administration
of items.

15. do not know how to do that?” is a form of humiliation that must be
_____6. “You are so big already and you still
do not know how to do that?” is a
form of humiliation that must be
avoided.
_____ 7. The evaluation may be deferred for
another day if the child is sick and
not feeling well.
_____8. The checklist is divided into 5 domains.

16. _____9. If the behavior is present, the examiner place a check, if the behavior is not yet present, the examiner place a comma.
_____ 10. ECCD checklist should be administered twice a year.

17. What is ECCD Checklist?

18. Testing Considerations:
Physical Conditions
The Checklist can be administered in a setting familiar to the respondents.

19. Testing Considerations:
Standard Procedures
  The examiner can employ various methods
to determine if the child exhibits specified
behavior.
* Observation
* Direct Elicitation of the behavior from
the child
* Interview of the parents

20. Testing Considerations:
Administration Time
Each form of the revised ECD Checklist should not take more than 45 minutes to administer.

21. Testing Considerations:
Fundamentals in Administration Rapport-building is very important
The examiner must emphasize that there are neither right or wrong answers

22. The examiner must refrain from “teaching”
the correct answer .
Answer that do not seem to exactly
correspond to the intent of an item are
to be written in the “Comments” column
of the tool.

23. HOW TO ADMINISTER THE ITEMS
Teaching and giving feedback
be careful not to teach the item and not to make
comments like “correct”' “very good”, “wrong”'
etc. or show via facial expression or gestures
that a child is doing well or not very well.
Eliciting Behavior
Sometimes the child can actually do an activity
but just needs a little coaching.

24. HOW TO ADMINISTER THE ITEMS
Make sure you avoid the following:
Making remarks that will embarrass or humiliate the child like, “You are so big already and you still do not know how to do that?”
Comparing him to his friends or other children in the group.
Threatening him if he does not comply like saying, “I will tell your mommy that you do not want to do what I am asking you.””

25. HOW TO ADMINISTER THE ITEMS
Deferring the evaluation
The evaluation may be deferred for another day for the following reasons:
The child is sick and not feeling well.
The child is crying and not disposed to cooperate.

26. The checklist is divided into 7 domains
1. Gross Motor Domain
2. Fine Motor Domain
3. Self-Help Domain
4. Receptive Language Domain
5. Expressive Language Domain
6. Cognitive Domain
7. Social-Emotional Domain
The examiner may demonstrate skills
parental report will suffice or in some items the examiner must try to elicit the
skill

27. Testing Materials: Form 1 Materials: Any toy (clean)
Any dangling object
Mirror
2 small toys
any large object
food: bread, biscuit, raisin, individually wrapped candy
container with screw on top
paper
crayon
pencil
drinking cup and water
rattle
1 picture book
cloth (handkerchief or face towel)
2 balls
2 spoons
2 blocks
doll
toy car
carrying case

28. Testing Materials: toy car shoestring small shirt with button
3 pairs of different colored crayons
3 pairs of picture cards
4 pairs of different shapes with same color and size
4 pairs of same shapes but different size and color
6 pieces color paper
4 pieces graduated sizes of circle and square
4-6 piece puzzle
2 picture cards depicting 2 incongruous activities
carrying case
Form 2 Materials:
 small toy
2 balls
food; bread, biscuit, raisin, individually wrapped candy
any dangling object
container with screw on top
paper
crayon/ pencil
drinking cup and water
1 picture book
2 blocks
2 spoons
cloth
doll

29. Completing the record forms
Compute the child's age by subtracting the date he was born from the test that was administered.
For example: Date of Exam: 2012 – 03 – 12
Date of Birth : 2007 – 05 – 17
4 – 09 – 25
( Y – M – D )
Hence, in this example the child's age is 4.9 years. There is no rounding off.
Please note that each month consists of 30 days.

30. COMPUTATION OF THE CHILD’S AGE
Year
Month
Date
Examiner’s Name
1st
Assess
Date Tested
2012 06 04
Child’s Date of Birthday
2007 07 28
Child’s Age 4 10 6
2nd 27 5 2 29
3rd
2013 02

31. SAMPLE ITEM: Check or Hypen: P O R 1.Umaakyat ng mga silya
na walang tulong.
2. Lumalakad nang
paurong.

32. Expressive Language (8) 2 Cognitive (21) 18 20 Social-Emotional (24)
DOMAIN
AGE
1st Evaluation Date
Child’s Age: _____
2nd Evaluation Date
3rd Evaluation Date
Raw Score
Scaled Score
Gross Motor (13) 5 1 8 13
Fine Motor (11) 9 10 11
Self-help (27) 19 22 25
Receptive Language (5) 3 6 4
Expressive Language (8) 2
Cognitive (21) 18 20
Social-Emotional (24) 23
Sum of Scaled Score 42
Standard Score 56
Interpretation
Significant delay

33. HOW TO SCORE
1.Tally the number of check marks ( / ) in each domain and record all this in the section labeled “Total Score”. (RAW SCORE)
2.Transfer the raw score for each domain in the table below. Using the Scaled Score Equivalent of Raw Scores Table,

34. HOW TO SCORE
3.Change raw scores into scaled scores a. After you have derived the raw scores for each domain, refer to the Scaled Score Conversation Tables. Locate the table for the age of the child. Look for the raw score he obtained in each domain. The corresponding Scaled Score for this printed in the column labeled “ Scaled Scores.”

35. b .After you have obtained the child's Scaled Score for each of the 7 domains, enter these in the designated boxes in the Checklist's cover sheet.
c. Plot these on the graph as well. Make sure you use the columns Designated for the child's age.

36. Deriving the Standard Score or Development Index
Add the Scaled Score of each of the seven domains. This is called the sum of the Scaled Scores. Theoretically the sum cannot be less than 7 or more than 133. Turn the Table of Standard Scores in the manual. Locate the Sum of Scaled Scores that you arrived at, and then find the corresponding Standard Score for this which is printed in the column labelled “Standard Scores.”
Standard Scores have a mean of 100 and a standard deviation of They are interpreted as follows:

37. INTERPRETATION OF THE SCORE
Scaled Scores
Scaled Scores range from 1 – 19 with a mean of 10 and a
standard deviation of 3. They are interpreted as follow:
Table 6. Interpretation of the Scaled Scores .
Scaled Score
Interpretation
1 - 3
Suggest significant delay in overall development
4 - 6
Suggest slight delay in overall development
7 - 13
Average development
Suggest slightly advanced development
Suggest highly advanced development

38. Interpretation of Standard Score or Development Index
Standard Score
Interpretation
69 and below
Suggest significant delay in overall development
Suggest slight delay in overall development
Average overall development
Suggests slightly advanced development
130 and above
Suggest highly advanced development

39. If you have a kid who goes to kindergarten and doesn't know what a circle is, doesn't know what red and green are, and doesn't know what right and left are, by the time he learns those things, the rest of the class is far ahead of him.
C. Everett Koop

40. Thank you