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 wrongJohn: 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 EarlyChildhood Care and Development._____ 2. The Checklist can be administeredin a setting not familiar to therespondents.
14 method we employ in the administration of ECCD Checklist. _____3. Observation is the most commonmethod we employ in the administration of ECCD Checklist._____ 4. The examiner must refrain from“teaching” the correct answer ._____ 5. We use comments like “correct”' “verygood”, “wrong” during the administrationof 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 stilldo not know how to do that?” is aform of humiliation that must beavoided._____ 7. The evaluation may be deferred foranother day if the child is sick andnot 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.
18 Testing Considerations: Physical ConditionsThe Checklist can be administered in a setting familiar to the respondents.
19 Testing Considerations: Standard Procedures The examiner can employ various methodsto determine if the child exhibits specifiedbehavior.* Observation* Direct Elicitation of the behavior fromthe child* Interview of the parents
20 Testing Considerations: Administration TimeEach 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 importantThe 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 exactlycorrespond to the intent of an item areto be written in the “Comments” columnof the tool.
23 HOW TO ADMINISTER THE ITEMS Teaching and giving feedbackbe careful not to teach the item and not to makecomments like “correct”' “very good”, “wrong”'etc. or show via facial expression or gesturesthat a child is doing well or not very well.Eliciting BehaviorSometimes the child can actually do an activitybut 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 evaluationThe 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 Domain2. Fine Motor Domain3. Self-Help Domain4. Receptive Language Domain5. Expressive Language Domain6. Cognitive Domain7. Social-Emotional DomainThe examiner may demonstrate skillsparental report will suffice or in some items the examiner must try to elicit theskill
27 Testing Materials: Form 1 Materials: Any toy (clean) Any dangling objectMirror2 small toysany large objectfood: bread, biscuit, raisin, individually wrapped candycontainer with screw on toppapercrayonpencildrinking cup and waterrattle1 picture bookcloth (handkerchief or face towel)2 balls2 spoons2 blocksdolltoy carcarrying case
28 Testing Materials: toy car shoestring small shirt with button 3 pairs of different colored crayons3 pairs of picture cards4 pairs of different shapes with same color and size4 pairs of same shapes but different size and color6 pieces color paper4 pieces graduated sizes of circle and square4-6 piece puzzle2 picture cards depicting 2 incongruous activitiescarrying caseForm 2 Materials: small toy2 ballsfood; bread, biscuit, raisin, individually wrapped candyany dangling objectcontainer with screw on toppapercrayon/ pencildrinking cup and water1 picture book2 blocks2 spoonsclothdoll
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 – 12Date of Birth : 2007 – 05 – 174 – 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 YearMonthDateExaminer’s Name1stAssessDate Tested20120604Child’s Date of Birthday20070728Child’s Age41062nd2752293rd201302
31 SAMPLE ITEM: Check or Hypen: P O R 1.Umaakyat ng mga silya na walang tulong.2. Lumalakad nangpaurong.
32 Expressive Language (8) 2 Cognitive (21) 18 20 Social-Emotional (24) DOMAINAGE1st Evaluation DateChild’s Age: _____2nd Evaluation Date3rd Evaluation DateRaw ScoreScaled ScoreGross Motor (13)51813Fine Motor (11)91011Self-help (27)192225Receptive Language (5)364Expressive Language (8)2Cognitive (21)1820Social-Emotional (24)23Sum of Scaled Score42Standard Score56InterpretationSignificant delay
33 HOW TO SCORE1.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 SCORE3.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 ScoresScaled Scores range from 1 – 19 with a mean of 10 and astandard deviation of 3. They are interpreted as follow:Table 6. Interpretation of the Scaled Scores.Scaled ScoreInterpretation1 - 3Suggest significant delay in overall development4 - 6Suggest slight delay in overall development7 - 13Average developmentSuggest slightly advanced developmentSuggest highly advanced development
38 Interpretation of Standard Score or Development Index Standard ScoreInterpretation69 and belowSuggest significant delay in overall developmentSuggest slight delay in overall developmentAverage overall developmentSuggests slightly advanced development130 and aboveSuggest 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
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