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# EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) CHECKLIST

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EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) CHECKLIST

Kids In School Think Fast!

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

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

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!

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!

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

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."

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!

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

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.

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

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.

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.

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.

_____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.

What is ECCD Checklist?

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

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

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

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

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.

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.

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.””

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.

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

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

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

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.

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

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

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

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,

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.”

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.

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:

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

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

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

Thank you

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