Here's an important Checklist that will be beneficial to monitor the developmental milestone of your Children for identification of red flags or possible delays.
Chapter 5 Positive Guidance & Discipline Strategies: Direct GuidanceMichelle Cottrell
Ā
The document discusses positive guidance strategies for young children. It describes 18 strategies for guiding children's behavior in constructive ways, including teaching helpful behaviors, setting up practice sessions, giving cues, redirecting to safer activities, active listening, conflict resolution, and helping children manage strong emotions. The strategies are meant to teach skills, prevent problems, and resolve issues respectfully without punishment.
1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
This document discusses differentiated instruction strategies for teaching math. It defines differentiated instruction as proactively planning to meet diverse student needs by focusing on learning outcomes and adjusting the content, process, or product based on student readiness, interests, and learning profiles. Examples of strategies discussed include using learning stations, the anticipation guide pre-assessment technique, and determining student learning styles. The "new math" approach emphasizes exploring problems, reflecting on different strategies, and having students explain their reasoning over traditionally teaching a single procedure.
The document discusses the development of early mathematical concepts in young children. It explains that math skills like classification, seriation, number sense, and spatial reasoning emerge from concrete experiences with objects. These include sorting objects, ordering items, counting small quantities, and understanding spatial relationships. For math skills to develop, early childhood environments should provide opportunities for children to explore, compare, and manipulate a variety of materials through activities focused on patterning, measurement, and logical reasoning.
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
Multigrade teaching towards an international research and policy agenda lit...Andres GarcĆa PeƱa
Ā
This document discusses multigrade teaching, where teachers are responsible for instructing students across two or more grade levels. It explores the meaning and conditions under which multigrade teaching arises in developing and industrialized countries. The conditions include low student populations, population decline/growth, teacher shortages, and pedagogical choice. The document then summarizes existing research on multigrade teaching practices and strategies. Finally, it proposes an international agenda for future research and policy work on multigrade teaching to better support teachers and achieve Education For All goals.
Chapter 5 Positive Guidance & Discipline Strategies: Direct GuidanceMichelle Cottrell
Ā
The document discusses positive guidance strategies for young children. It describes 18 strategies for guiding children's behavior in constructive ways, including teaching helpful behaviors, setting up practice sessions, giving cues, redirecting to safer activities, active listening, conflict resolution, and helping children manage strong emotions. The strategies are meant to teach skills, prevent problems, and resolve issues respectfully without punishment.
1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
This document discusses differentiated instruction strategies for teaching math. It defines differentiated instruction as proactively planning to meet diverse student needs by focusing on learning outcomes and adjusting the content, process, or product based on student readiness, interests, and learning profiles. Examples of strategies discussed include using learning stations, the anticipation guide pre-assessment technique, and determining student learning styles. The "new math" approach emphasizes exploring problems, reflecting on different strategies, and having students explain their reasoning over traditionally teaching a single procedure.
The document discusses the development of early mathematical concepts in young children. It explains that math skills like classification, seriation, number sense, and spatial reasoning emerge from concrete experiences with objects. These include sorting objects, ordering items, counting small quantities, and understanding spatial relationships. For math skills to develop, early childhood environments should provide opportunities for children to explore, compare, and manipulate a variety of materials through activities focused on patterning, measurement, and logical reasoning.
This document discusses terminology and categories related to learners with exceptionalities. It defines key terms from the World Health Organization like impairment, disability, and handicap. It also outlines categories of exceptionalities including cognitive/academic difficulties, social/emotional/behavioral difficulties, physical disabilities, sensory impairments, and giftedness. Specific conditions are described within each category like dyslexia, ADHD, autism, and visual impairments. Approaches for supporting learners with exceptionalities are also mentioned such as people-first language, instructional accommodations, consultation, encouragement, and patience.
Multigrade teaching towards an international research and policy agenda lit...Andres GarcĆa PeƱa
Ā
This document discusses multigrade teaching, where teachers are responsible for instructing students across two or more grade levels. It explores the meaning and conditions under which multigrade teaching arises in developing and industrialized countries. The conditions include low student populations, population decline/growth, teacher shortages, and pedagogical choice. The document then summarizes existing research on multigrade teaching practices and strategies. Finally, it proposes an international agenda for future research and policy work on multigrade teaching to better support teachers and achieve Education For All goals.
Space awareness is important to avoid collisions with others while moving. There are different types of spaces - self space is your own personal space, while general space is a shared space where locomotor skills can be performed. Direction refers to the path of movement, which can be forward, backward, sideways, up, or down. Pathways include straight, curved, and zigzag lines. Movements occur at different levels - low near the floor, medium, or high in the air.
The document provides an overview of early childhood education including the roles and needs of young children, appropriate practices, and components of quality childcare programs. It discusses developmental indicators and milestones from infancy through preschool age. Strengths and weaknesses are identified through observations of infant/toddler and preschool classrooms as well as family childcare centers. Requirements for staffing ratios are also outlined.
The document outlines the importance of music and movement in early childhood education. It discusses how music and movement activities promote development across domains like cognitive, language, social-emotional, and physical skills. The document provides examples of music and movement activities for different age groups. It also emphasizes the teacher's role in facilitating music, ensuring accessibility to musical instruments, and incorporating diversity and various cultures through music.
The document discusses theories of musical development in early childhood. It covers Jerome Bruner's three cognitive stages of development and how music and movement activities relate to each stage. It also discusses the history of early childhood music education and approaches from thinkers like Rousseau and Montessori. Additionally, it outlines the role of music and movement in child development and how music programs can be created and presented in a developmentally appropriate way.
This document provides a teaching guide for a physical education class for grade 1 students. It outlines 4 modules that will be covered in the first quarter which focus on body awareness, action songs, confidence in movement, and exploring personal and general space. Each module provides learning objectives, procedures for lessons, worksheets, and a knowledge check. The goal is for students to develop understanding and skills in body management, rhythm, fitness, and locomotor movements.
1. Use less energy by turning off lights and electronics when not in use, using more efficient bulbs like CFLs, taking shorter showers, and using appliances like dishwashers and microwaves efficiently.
2. Do not burn wastes and instead dispose of them properly through composting, mulching yard waste, or using waste collection and recycling programs.
3. Reduce waste through choices like using reusable bags and containers, borrowing items, starting a compost bin, printing only what is needed, and turning off lights and water when not in use.
This document summarizes key points about how children learn science and how science should be taught. It discusses that children enter school with substantial knowledge and are not concrete thinkers. The National Curriculum Framework recommends that primary students explore the world joyfully and engage in hands-on activities. At upper primary level, students should learn science principles through familiar experiences. Good science teaching requires more than just content knowledge and should involve hands-on experiences, developmentally appropriate topics, and opportunities for students to think and engage in meaningful tasks. Science classrooms need to allow students to observe, record data, develop concepts and arguments, and learn process skills like comparing and predicting. The teacher's role is to guide without dictating and help students learn through participation
The lesson plan describes a science lesson on the five senses - sight, smell, hearing, taste, and touch. The teacher will motivate students with questions about the senses and present a story about Helen Keller to introduce the topic. Students will learn about each sense organ and its function through pictures and discussion. To review and reinforce the concepts, students will participate in a game where they must correctly arrange puzzle words related to each sense.
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
This document discusses positive guidance and discipline strategies for children. It begins by explaining that positive discipline strategies focus on adult behaviors like setting clear limits and teaching appropriate behaviors. It then provides several strategies for implementing positive discipline, including developing reasonable limits, stating limits effectively, helping children accept limits, communicating limits to others, and periodically reviewing limits. The document emphasizes setting developmentally appropriate limits, stating limits positively, giving reasons for rules, and ignoring minor misbehaviors.
This document outlines the key science processes that should be developed in students from elementary to secondary levels. These include observing, comparing, classifying, measuring, inferring, predicting, controlling variables, interpreting data, and experimenting. Developing skills in each process is important as it helps students think scientifically, follow the scientific method, make careful observations and analyses, and solve problems systematically. Teachers are encouraged to provide ample practice and guidance for students to master each process through hands-on activities and problem-based lessons.
Children need discipline to learn self-control, acceptable social behaviors, and limits. Effective discipline involves setting clear rules, positive reinforcement of good behaviors, consistency, and using techniques like timeout proportionate to the child's age and misbehavior. Punishment should not replace encouragement, and parents should agree on discipline and be respectful role models. Positive discipline teaches alternatives to misbehavior and respects the child.
The document discusses understanding child development. It explains that to properly care for children, it is important to understand their development, including physical, social/emotional, communication, and intellectual skills. It notes that development occurs in stages from birth through age 16 and will cover principles of development, developmental milestones, and factors that influence growth. The goal is for learners to understand child development and how to support children's needs.
Space awareness is important to avoid collisions with others while moving. There are different types of spaces - self space is your own personal space, while general space is a shared space where locomotor skills can be performed. Direction refers to the path of movement, which can be forward, backward, sideways, up, or down. Pathways include straight, curved, and zigzag lines. Movements occur at different levels - low near the floor, medium, or high in the air.
The document provides an overview of early childhood education including the roles and needs of young children, appropriate practices, and components of quality childcare programs. It discusses developmental indicators and milestones from infancy through preschool age. Strengths and weaknesses are identified through observations of infant/toddler and preschool classrooms as well as family childcare centers. Requirements for staffing ratios are also outlined.
The document outlines the importance of music and movement in early childhood education. It discusses how music and movement activities promote development across domains like cognitive, language, social-emotional, and physical skills. The document provides examples of music and movement activities for different age groups. It also emphasizes the teacher's role in facilitating music, ensuring accessibility to musical instruments, and incorporating diversity and various cultures through music.
The document discusses theories of musical development in early childhood. It covers Jerome Bruner's three cognitive stages of development and how music and movement activities relate to each stage. It also discusses the history of early childhood music education and approaches from thinkers like Rousseau and Montessori. Additionally, it outlines the role of music and movement in child development and how music programs can be created and presented in a developmentally appropriate way.
This document provides a teaching guide for a physical education class for grade 1 students. It outlines 4 modules that will be covered in the first quarter which focus on body awareness, action songs, confidence in movement, and exploring personal and general space. Each module provides learning objectives, procedures for lessons, worksheets, and a knowledge check. The goal is for students to develop understanding and skills in body management, rhythm, fitness, and locomotor movements.
1. Use less energy by turning off lights and electronics when not in use, using more efficient bulbs like CFLs, taking shorter showers, and using appliances like dishwashers and microwaves efficiently.
2. Do not burn wastes and instead dispose of them properly through composting, mulching yard waste, or using waste collection and recycling programs.
3. Reduce waste through choices like using reusable bags and containers, borrowing items, starting a compost bin, printing only what is needed, and turning off lights and water when not in use.
This document summarizes key points about how children learn science and how science should be taught. It discusses that children enter school with substantial knowledge and are not concrete thinkers. The National Curriculum Framework recommends that primary students explore the world joyfully and engage in hands-on activities. At upper primary level, students should learn science principles through familiar experiences. Good science teaching requires more than just content knowledge and should involve hands-on experiences, developmentally appropriate topics, and opportunities for students to think and engage in meaningful tasks. Science classrooms need to allow students to observe, record data, develop concepts and arguments, and learn process skills like comparing and predicting. The teacher's role is to guide without dictating and help students learn through participation
The lesson plan describes a science lesson on the five senses - sight, smell, hearing, taste, and touch. The teacher will motivate students with questions about the senses and present a story about Helen Keller to introduce the topic. Students will learn about each sense organ and its function through pictures and discussion. To review and reinforce the concepts, students will participate in a game where they must correctly arrange puzzle words related to each sense.
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
This document discusses positive guidance and discipline strategies for children. It begins by explaining that positive discipline strategies focus on adult behaviors like setting clear limits and teaching appropriate behaviors. It then provides several strategies for implementing positive discipline, including developing reasonable limits, stating limits effectively, helping children accept limits, communicating limits to others, and periodically reviewing limits. The document emphasizes setting developmentally appropriate limits, stating limits positively, giving reasons for rules, and ignoring minor misbehaviors.
This document outlines the key science processes that should be developed in students from elementary to secondary levels. These include observing, comparing, classifying, measuring, inferring, predicting, controlling variables, interpreting data, and experimenting. Developing skills in each process is important as it helps students think scientifically, follow the scientific method, make careful observations and analyses, and solve problems systematically. Teachers are encouraged to provide ample practice and guidance for students to master each process through hands-on activities and problem-based lessons.
Children need discipline to learn self-control, acceptable social behaviors, and limits. Effective discipline involves setting clear rules, positive reinforcement of good behaviors, consistency, and using techniques like timeout proportionate to the child's age and misbehavior. Punishment should not replace encouragement, and parents should agree on discipline and be respectful role models. Positive discipline teaches alternatives to misbehavior and respects the child.
The document discusses understanding child development. It explains that to properly care for children, it is important to understand their development, including physical, social/emotional, communication, and intellectual skills. It notes that development occurs in stages from birth through age 16 and will cover principles of development, developmental milestones, and factors that influence growth. The goal is for learners to understand child development and how to support children's needs.
This document outlines developmental milestones for infants from birth to 18 months. It notes that while development varies individually, guidelines can help parents understand realistic expectations. For premature infants, milestones should be measured based on their corrected age. The document then lists typical developmental milestones in 3-month intervals, noting skills babies may acquire in areas like motor skills, social interaction, and communication. Parents are advised to monitor development and seek guidance if children fall outside typical ranges.
This document provides guidelines for activities and accommodations for infants and toddlers with various disabilities or developmental needs. It is divided into several sections:
The first section describes how activities should be designed for different age ranges of infants and toddlers (birth to 9 months, 8 to 18 months, 16 to 36 months) and considerations for adapting activities based on a child's abilities or disabilities.
The second section lists the goal areas for infant/toddler activities: social awareness, language/communication, cognitive development, sensory motor skills, and creative development. It provides tables cross-referencing activities with goal areas and age ranges.
The third section gives guidelines for adapting activities for various regulatory, communication, or physical
The document provides information about typical development milestones for a 2-month old baby. It notes that babies at this age may begin to smile at people, briefly calm themselves by sucking on their hands, try to look at parents, coo and make gurgling sounds, turn their head towards sounds, pay attention to faces, and begin to follow things with their eyes. It also mentions that babies should be able to hold their head up and begin pushing up when lying on their tummy. The document encourages parents to track their baby's development and discuss any concerns with their pediatrician.
The document provides instructions for administering a revised Early Childhood Development Checklist. It discusses testing considerations like physical conditions and standard procedures. It recommends building rapport with children by playing with them first before testing. The examiner should not teach answers or compare children. The document lists materials needed to test various skills in domains like gross motor, fine motor, language, and social-emotional development. Administration should take around 45 minutes. Scores are tallied in each domain and testing may be deferred if a child is unwell or unwilling to cooperate.
The document provides information on normal growth and development from newborn to infant stages. In the newborn stage, which lasts the first 4 weeks, physical growth includes weight gain and increases in height and head circumference. Reflexes and vital signs are also described. The infant stage lasts from 1 month to 12 months, where rapid growth occurs. Weight triples and length increases. Motor development milestones at different months are outlined. Emotional and social development also progresses as infants learn to trust caregivers.
Human Development-Chapter 7-Physical Development of Infantsbartlettfcs
Ā
This document provides an overview of physical development in infants during the first year. It discusses growth in areas such as weight, length, motor skills, senses, and health. The development follows basic patterns from head to toe, near to far, and simple to complex movements. Caregivers can support healthy development by meeting nutritional needs, ensuring safety, responding to cries, and attending regular checkups.
This document describes pediatric development from 12-24 months. It covers physical measurements, motor skills, language development, behavior patterns, and neurological exams for infants at different ages. Key developments include walking independently around 12 months, 10 words on average by 18 months, and putting 3 words together by 24 months. Diets at this stage should include whole milk, iron-fortified cereals, chopped table foods, and limited caffeine. Neurological exams assess reflexes, motor skills, and language comprehension.
The document discusses assessments that are performed on newborn babies, including Apgar scoring, birth weight measurements, physical measurements, a physical exam assessing different body systems, and the Dubowitz/Ballard exam used to assess gestational age. Key reflexes in newborns are also outlined, such as the rooting, suck, Moro, tonic neck, grasp, Babinski, and stepping reflexes. The assessments and exams help doctors evaluate the health and development of newborns.
Developmental Screening test (Denver II - Overview) Azad Haleem
Ā
The document provides information about the Denver-II developmental screening test, including its history, administration, scoring, and interpretation. Some key points:
- The Denver-II screens children ages 0-6 and assesses personal-social, fine motor, language, and gross motor development. It identifies potential developmental delays.
- The test consists of 125 items across the four developmental domains. It is administered through child activities and caregiver reports.
- Responses are scored as pass, fail, no opportunity, or refusal. Delays or multiple cautions on the scoring sheet may indicate need for further assessment.
- Interpretation categories are normal, suspect, or untestable. Referral is considered for
Growth and development in children progresses through distinct stages from infancy to adolescence. In the newborn stage, physical growth is rapid as weight doubles by 4-5 months. Infants develop motor skills like sitting, crawling, and walking between 6-15 months. Toddlers, aged 1-3 years, continue to gain weight and height steadily while developing fine motor abilities such as stacking blocks and coloring. Each stage is characterized by improvements in physical, cognitive, emotional, and social capabilities.
This document discusses the stages of cognitive development in infants and toddlers according to Piaget's theory. It outlines 6 sub-stages from birth to 24 months: 1) simple reflexes from birth to 6 weeks, 2) first habits and primary circular reactions from 6 weeks to 4 months, 3) secondary circular phase from 4 to 8 months, 4) coordination of reactions stage from 8 to 12 months, 5) tertiary circular reactions, novelty, and curiosity from 12 to 18 months, and 6) internalization of schemes from 18 to 24 months. At each stage, infants develop new cognitive abilities as their coordination, understanding of means-ends, curiosity, and ability to use symbols increases.
The document provides information on physical development during an infant's first year. It discusses how infants develop motor skills from head to toe and near to far over the year. Key milestones include lifting the head, sitting, crawling, standing, and beginning to walk. It also covers growth in weight, height, vision, hearing, voice, teething and nutrition including introducing solids and self-feeding. The document provides tips for bathing, dressing, diapering and establishing sleep routines for infants.
A 12-month-old girl is not yet walking, which concerns her parents. She can pull herself up and stand while holding furniture but does not cruise. Her development was previously assessed as normal. Development is assessed across five domains: gross motor, fine motor, language, social, and self-help skills. Milestones for a 12-month-old include walking, pincer grasp, and social skills like joint attention. Screening tests could further assess her development. Developmental delay is defined as skills significantly below what is expected for age.
This document outlines motor development milestones from birth to 6 years of age. It provides descriptions of physical skills infants and toddlers should meet at various ages, such as raising the head, grasping objects, sitting up, crawling, walking, running and jumping. It also lists visual and auditory milestones. For each age range, it identifies signs that could indicate developmental delays and recommends consulting a pediatrician if any of these signs are present. The milestones provide parents with a general guide to monitor children's progress but also emphasize each child develops at their own pace.
The document discusses the stages and milestones of human growth and development from infancy through childhood, including physical, motor, cognitive, and social/emotional development. It outlines the principles of growth, defines growth and development, and provides examples of typical development in each domain at different ages from newborn through preschool age. The importance of developmental assessment is also mentioned.
The document provides information about typical development in babies at various ages from 2 months to 9 months. It includes milestones for social/emotional development, language/communication, cognitive development, and movement/physical development. It also suggests activities parents can do with their babies at each age to help support learning and development. Checklists are included for parents to track the milestones their baby has reached at 2, 4, 6, and 9 months.
Similar to CHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptx (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyās response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Ā
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
Ā
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Ā
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Ā
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Ā
IvƔn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Ā
CHECKLIST FOR 0-3 YEARS OLD CHILDREN.pptx
1. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 1
Childās Handedness (Check appropriate Box) right
both
left
not yet established
Is the child presently studying? (Check appropriate Box) Yes No
If Yes, write name of childās school / learning center / day care:
Fatherās Name: Fathers Age:
Fatherās Occupation: Fatherās Educational Attainment:
Motherās Name: Motherās Age:
Motherās Occupation: Motherās Educational Attainment:
Childās Number of Siblings Childās Birth Order (1st, 2nd, 3rd, etc.):
(Brother/s and Sister/s):
Sociodemographic Profile
Indicate the complete sociodemographic profile of the child.
Childās Name: Sex: Date of Birth:
month day year
Address:
Barangay Municipality/City Province Region
2. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
2
Assessment
No. Year Month Day Examinerās Name
0-4
months
Date Tested
Childās Date of Birth
Childās Age
5-8
months
Date Tested
Childās Date of Birth
Childās Age
9-12
months
Date Tested
Childās Date of Birth
Childās Age
13-18
months
Date Tested
Childās Date of Birth
Childās Age
19-24
months
Date Tested
Childās Date of Birth
Childās Age
25-36
months
Date Tested
Childās Date of Birth
Childās Age
Introducing the Checklist
Introduce the Checklist to the parent/caregiver bysaying the following:
We are here to help you find out how your child is developing by asking you some questions about the
things he is able to do or having your child do some activities. There is no pass or fail score. This is just a
checklist. Some of the questions are for children older than your child so I do not expect him to be able to
do all the things I will be asking.
We plan to administer this Checklist several times until your child is 6 years old. So please do not teach
or coach him because it is important to know just what he can and cannot do at this age.
Later on we will share the results with you and give suggestions on what else you can do to stimulate your
childās development.
Afterrapport has been established, introduce the Checklist to the child aged 1.0 year or older bysaying the
following:
I will be asking you to do some things for me today. Some of them will be very easy. Some of them may be
a little hard for you. Do not worry if you cannot do them all because some of the activities are for children
who are a little older than you. So I do not expect you to be able to do everything I ask. Just try your best.
It is recommended that the Checklist be administered to the child at six intervals.
Once every four months from ages 0 to 12 months; and once every six months from
ages 13 to 36 months (1 year 1 month to 3.0 years).
Computation of the Childās Age
After verifying the dates, compute the childās age by subtracting his birthday from the date the test is administered. Assume that
each month is composed of 30 days. Therefore, do not round off the months or years. Write the examinerās name each time the
test is administered.
3. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 3
This form can be used for six separate evaluations of the same child so it will be easy for you to see
howhe is developingas he grows older. TheāPresentā portion ofthis Form has 6 columns where you
are to mark the childās skills and behavior each time you assess him. If the child exhibits the skill or
behavior, put a check (ļ¼) in the designated column. If the child does not, put a hyphen (-) and
write additional information in the āCommentsā column explaining why.
Whereto start andstop
Forinfants aged 0 month to 1.0 year:
The first fewitems in each domain pertains to infants or children from 0 to 1.0 year. These are those
in the āInfants Section.ā Administer all these items. Then continue administering the rest of the
items in the domain, including those in the Section labeled āOptional starting point for children aged
1 year and 1 month to 3.0 yearsā .
Stop only after five consecutive items in each domain havebeen marked withahyphen (-).
Forchildren aged 1 year 1 month to 3.0 years:
Youmaystart with the section labeled āOptional starting point for children aged 1 year and 1 month
to 3.0 yearsā if the child is 1 year and 1 month old or older and youobserve that he is able to do all
the items enumerated in the āInfants Section.ā But if he is not yet able to do the Infant items, then
always start with Item # 1 of each domain.
Administer all the items in this āOptionalā section.
Howto score
Tally the number of check marks (ļ¼) in each domain and record this in the section
labeled āTotal Score.ā If you choose to skip the Infants Section, you still have to place a
check on the items in that section. They are to be counted when you add up the scores
for each domain.
How to Administer
4. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
4
Gross Motor Domain
A.Infants Section (Ages 0 month - 1.0 year)
Gross Motor Material/Procedure Present Comments
1. Infant lifts head
when held standing
PROCEDURE:
Hold the child in an upright position and
carefully remove your hand from the childās
neck according to his ability to lift his head
and keep it erect. Credit if the child
occasionally lifts his head free of support.
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
2. Infant tries to lift
head when lying on
stomach
PROCEDURE:
Place the child on his stomach on a flat
surface. Credit if the child at least
momentarily lifts his head so that the chin
is off the surface. Parental report will
suffice.
3. Infant holds head
uprighton his own
when lyingon
stomach
PROCEDURE:
Place the child on his stomach on a flat
surface. Credit if the child lifts his head
and chestup sothathisfacemakes a90Ā°
angle w/ the surface for at least several
seconds.Parentalreport will suffice.
4. Infant holds head
steadily
Parental report will suffice.
5. Infant rolls over from
his backto his
stomach with
assistance
PROCEDURE:
Placethechildonhisbackonaflatsurface.
Encourage him to roll over to his stomach,
providing some assistance to do so. Credit
if he eventually rolls over. Parental
reportwill suffice.
6. Infant turns from his
sideto hisback
withoutassistance
PROCEDURE:
Roll the child from his back to his side.
Make sure he is not restricted b
y his clothes
and his arm is not caught under his torso.
Credit if the child actively turns from his
side to his back. Parental report will
suffice.
7. Infant sits well with
support, leaning on
hands ifplaced on
hardsurface
PROCEDURE:
Hold the child in a sitting position on the
table and slowly remove your hand from the
child making sure that he does not fall.
Credit if the child sits alone and puts his
hands on his legs or on the table for
support. Parental report will suffice.
5. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 5
Gross Motor Material/Procedure Present Comments
8. Infant bounces
when held standing,
brieflybearing
weightonlegs
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
9. Infant sitsalone
steadily
PROCEDURE:
Hold the child in a sitting position on the
table and slowly remove your hand from him
making sure that he does not fall. Credit if
the child sits alone steadily without
support, keeping his back fairly straight.
Parental report will suffice.
10. Infant moves from
sitting to creeping/
crawling position
MA
TERIA
L
:any toy
PROCEDURE:
Seatthe child onthe floor. Placea toyon
the floor, in front of the child, but not
withinhis reach. Observe howthe child
moves fromsittingto creeping position
and the type ofmovement he makes to
reach for the toy. Credit if the child
moves forward about 9 inches ormore,
using either of the following: hands and
knees, stomach and arms, hands and
feet. Parental report will suffice.
11. Infant pullsself
from sitting to
standing position
with minimal
assistance
PROCEDURE:
Withthe child in a sitting position, hold
bothhis hands and havehimpullhimself
up with onlyminimal assistance from the
adult. Credit if the child can stand up.
Parental report will suffice.
12. Standswith
minimum support
MA
TERIA
L
:elevated pieceoffurniture
PROCEDURE:
Credit ifthe child holds on to a piece of
furniture with bothhands and bears weight
on bothfeet. Parental report will
suffice.
6. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
6
B. Optionalstartingpointforchildrenaged1year1month-3.0years
Gross Motor Material/Procedure Present Comments
13. Holdsfurniture with
both hands and
walkssideways
M
A
TE
R
I
A
L
: toy
PROCEDURE:
Whilethe childis standing, observeifhe
movesfromone point to another by
walking sideways.Hemaysupporthimself
byholdingon to furniture. Hecan be
encouragedto walk byplacinga toyon
the furniture near the child but just
outside hisreach so he must walk to
reach the toy.Credit if the child walks
sideways while holding on to furniture
for support and balance. Parental
report will suffice.
1st 2nd 3rd 4th 5th 6th
14. Walkswith both
hands held
PROCEDURE:
Observethechild ifhe walkswhen both
hands are held byan adult. Credit if the
child takes coordinated walking steps
with only slight support from the adult.
Parental report will suffice.
15. Climbsonchair or
anotherelevated
pieceoffurniture
like a bed without
help
Parental report will suffice.
16. Walksalone,rarely
falls
PROCEDURE:
Observethechildifhe walks aloneacross
the room. Credit if the child walks
alone with good balance without
tripping and rarely falling. Parental
report will suffice.
17. Walksbackwards PROCEDURE:
Askthe child to walk backwards by
demonstrating it. Credit if the child is
able to walk backwards without falling
and holding on to anything. Parental
report will suffice.
18. Runs without
tripping or falling
M
A
TE
R
IA
L
: ball
PROCEDURE:
Encourage the child to run byrollinga
ballacross the floor. Credit if the child
can run fast and smoothly without
tripping or falling.
19. Walksdownstairs, 2
feet oneach step,
with one hand held
Parental report will suffice.
7. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 7
Gross Motor Material/Procedure Present Comments
20. Walksupstairs
holding handrail, 2
feet oneach step
M
A
TE
R
IA
L
: toy
PROCEDURE:
Placea toyin the middle ofthe step and
ask the child to walk up the stairs to get
the toy. Credit if the child walks up the
stairs using the handrail or wall for
support and places both feet on each
step before stepping on the next one.
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
21. Walksupstairs with
alternate feet
without holding on
to the handrail
M
A
TE
R
IA
L
: toy
PROCEDURE:
Placea toyin the middle ofthe step and
ask the childto walk upstairs to getthe toy.
Credit if the child walks upstairs,
alternatinghis feet as he steps on each
successive step without holding on to
the handrail or wall for support.
Parental report will suffice.
22. Walksdownstairs
withalternate feet
without holding
ontoa handrail
M
A
TE
R
I
A
L
: toy
PROCEDURE:
Placea toyat the bottomofthe stairs and
ask thechildto walk downstairstogetthe
toy. Credit if the child walks downstairs,
alternatinghis feet as he steps on each
successive step without holding on to
the handrail or wall for support. Donot
give credit if the child places both feet
on the step or uses the handrail or wall
for support.
Parental report will suffice.
TOTAL SCORE
8. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
8
Fine Motor Material/Procedure Present Comments
1.
Hands of infant are
kept open most of
the time
PROCEDURE:
Observethe infantās hands. Creditif his
hands are open most of the time.
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
2.
Infant wavesarms,
moves body at the
sight of a dangling
object/toy
MA
TERIA
L
:dangling object/toy
This must be elicited by the
interviewer.
PROCEDURE:Dangle the toyin front of
the child
3.
Infant brings both
handstogether
toward dangling
object/toy
MA
TERIA
L
:dangling object/toy
This must be elicited by the
interviewer.
4.
Infant reaches for
and holds small toy/
spoon
MA
TERIA
L
S:small toy/spoon
PROCEDURE:
Holda small toy/spoonin your hand and
urge the infant to getit.
This must be elicited by the
interviewer.
Fine Motor Domain
A.Infants Section (Ages 0 month - 1.0 year)
B. Optional starting point for children aged 1year 1 month - 3.0
years
Fine Motor Material/Procedure Present Comments
5. Usesallfivefingers to
get food/toys placed
onflatsurface
MA
TERIA
L
:any small toy/object
PROCEDURE:
Seatthe childon the parentās lap with his
elbows at level with the tabletopand his
hands onthe table or flat surface. Dropa
small toyin front ofhimand attract his
attentionbypointingto the toyor tapping
the table/flatsurface. Credit if the child
picks up the toy, using all five fingers
as if raking.
1st 2nd 3rd 4th 5th 6th
6. Picks up objectswith
thumb and index
finger
M
A
TE
R
IA
L
:anysmall toyor food
PROCEDURE:
Placea toy/food in front ofthe child and
within hisreach. Attracthisattention by
tapping near the toy/food. Credit if the
child uses the pads of his thumb and
index or forefinger to pick up the toy/
food.
7. Pullstoywith string M
A
TE
R
IA
L
:toywith string
This must be elicited by the
interviewer.
9. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 9
Fine Motor Material/Procedure Present Comments
8. Displaysadefinite
hand preference
M
A
TE
R
IA
L
: toy
PROCEDURE:
Placethe toydirectlyin front ofthe child at
midline (not to his left or his right) and
ask himto reach for this. Creditif he
uses the same hand two out of three
times. Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
9. Graspsandtransfers
objectsfrom hand
to hand
MA
TERIA
L
S:2 small toys
PROCEDURE:
Observeifthechildtransfers asmalltoy
fromone hand to the other. Encourage this
bygivingthe child a toyand then present-
ing another toyto the same hand. Credit if
the child transfers a toy from one hand
to the other without using his mouth or
body.
10. Pushesor pullsa
largeobject
M
A
TE
R
IA
L
:Interviewerās kitor some large
object
PROCEDURE:
Demonstratepushingor pulling alarge
object.
This must be elicited by the inter-
viewer.
11. Putssmall objects
in/out of container
MA
TERIA
L
S:small objects and container
This must be elicited by the
interviewer.
12. Holdscrayon with
allthe fingers ofhis
hand making a fist
(i.e., palmargrasp)
M
A
TE
R
IA
L
:crayon
PROCEDURE:
Present childwitha crayon and have him
getthis. Creditifhe holdsitbywrapping
allfivefingers around asifmaking a fist.
AutomaticallyCreditthis item ifhe uses the
tipsofallfivefingers or thetipsofhis
thumb, index, and middle fingers.
This must be elicited by the
interviewer.
13. Unscrews lidof
container or
unwraps food
MA
TERIA
L
S:Container with screw-on top
orwrappedcandy.
This must be elicited by the
interviewer.
14. Scribbles
spontaneously
MA
TERIA
L
S:paper, pencil/crayon
PROCEDURE:
Placea paper and pencil/crayonon the
tableand ask the child to drawanything he
wants without showinghimwhat to do.
Credit if the child uses the tips of his
thumb and any of his other fingertips to
grasp the pencil/crayon and makes
purposeful scribbling marks on the
paper (not accidental marks).
TOTAL SCORE
10. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
10
Self-Help Material/Procedure Present Comments
4. Holdsbottleall by
himself
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
5. Feedsselfwith
finger food(e.g.,
biscuits,bread)
usingfingers
MA
TERIA
L
S:bread, biscuits
This must be elicited by the
interviewer.
6. Helpsholda cup
fordrinking
Note: Thecup should not have a lid or
spout.
7. Feedsselfusing
fingers toeat rice/
viandswithspillage
Parental report will suffice.
8. Drinksfroma cup
without help
M
A
T
E
R
IA
L
S
: drinking cup, water
This must be elicited by the
interviewer.
9. Feedsselfusinga
spoonwithspillage
Parental report will suffice.
10. Getsa drink for
himself without any
help
Parental report will suffice.
TOTAL SCORE
Self-Help Material/Procedure Present Comments
1. Infant sucks and
swallows milkfrom
breast or bottle
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
2. Infant begins to take
solid foods
Askthe caregiver ifthe childcan take
semi-solid or mashed foods.Credit if the
caregiverreports that the child tolerates
these. Write āNoopportunityā in the
comment section if the child has not
been introduced to solid foods.
3. Chewssolid food
well
Parental report will suffice.
Self-Help Domain
A.Infants Section (Ages 0 month - 1.0 year)
B.Optional starting point for children aged 1 year 1 month - 3.0 years
11. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 11
ReceptiveLanguage Material/Procedure Present Comments
1. Infant startles to
loudsounds
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
2. Infant turns eyes/
headtoward sound
M
A
TE
R
IA
L
:rattle
PROCEDURE:
Carrythe child on his backwith one hand
andwiththe other shake a rattle outofhis
range ofvision6 inches fromhis ear.Do
thiscontinuously for 3 secondsand
observewhether hecanturn towardsthe
sound. Credit if the child widens or
moves his eyes from side to side in
search of the sound.
3. Infant watches
mother intently as
she speaks to him
Parental report will suffice.
4. Infant smiles at a
familiar voice, like
when hismother
talks to him.
Parental report will suffice.
5. Infant stopscrying
when sung to
Parental report will suffice.
6. Turnsheadwhen
calledbyname,
makeseyecontact
PROCEDURE:Gobehind the child a few
feet awayand call out his name. Observe if
the child can lookfor youand smile.
Parental report will suffice.
7. Understands ānoā PROCEDURE:Shake your head and finger
andsayāNo-noā. Thensee whether the
child understands this. Credit if the child
stops what he is doing. Parental
report will suffice.
8. Imitates adultsā
playful sounds like
coughing, lip
smacking
PROCEDURE:Place the child on the
caregiverās lapwithyoufacingthechild.
Thenmake the followingsounds:cough,
smack lips. Credit if the child makes the
same sound or even just the lip
movements.
9. Followsone step-
command (e.g. give)
whengesturesare
used
MA
TERIA
L
:spoon or any object
PROCEDURE:
Withthe child seated in front ofyou, give
hima spoon then ask for the spoon back
bysayingāGIVEMETHE_(object) .ā
with your hand (palm up) toward him.
Credit if the child looks at the object
and hands it over to you even if he
doesnot releasethis immediately.
Receptive Language Domain
A.Infants Section (Ages 0 month - 1.0 year)
12. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
12
Re ceptiveLanguage Material/Procedure Present Comments
10. Follows one step-
command without
needforgestures
M
A
TE
R
IA
L
: toy
PROCEDURE:
Placethe toyon the floor and ask the
child to pick this up without pointing to
the toyor using anyother gesture. Credit
if the child picks up the toy.
1st 2nd 3rd 4th 5th 6th
11. Pointsto a family
member when
asked to do so
PROCEDURE:
Askthe child to point to his mother/
caregiver. Creditif hedoesso.
B. Optional starting point for children aged 1year 1 month - 3.0
years
Rec eptiveLanguage Material/Procedure Present Comments
12. Pointsto fivebody
parts onhimself
whenasked to do
so
PROCEDURE:
Havethe childpoint to hiseyes, nose,
mouth, hands and feet. Credit if he can
point to all these.
1st 2nd 3rd 4th 5th 6th
13. Pointsto five
namedpictured
objects whenasked
to do so
MA
TERIA
L
:picture book 1
PROCEDURE:
Showthe childa picture book(two
pictures per page) and ask himto pointto
thepicture bysayingāWhereāsthe
?āCredit if the child can use
his finger to point to at least five
pictures.
14. Follows one-step
instructionsthat
include simple
prepositions(e.g.,
in, on, under, etc.)
M
A
TE
R
IA
L
: block/toy
PROCEDURE:
Askthe child to put a block/toy under the
table;on the table; in the bag. Donot
pointor use gestures when givingthe
instruction. Credit if the child is ableto
follow at least one of the instructions.
15. Follows two-step
instructionsthat
include simple
prepositions
M
A
TE
R
IA
L
: block/toy
PROCEDURE:
Askthe child to geta block/toy from
under the table and then place it on the
table. Donotpointor use gestures when
givingthe instruction. Credit if the child
is able to follow.
TOTAL SCORE
13. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 13
Expressive Language Domain
A.Infants Section (Ages 0 month - 1.0 year)
Ex pressiveLanguage Material/Procedure Present Comments
1. Infant vocalizes (e.g.,
gurgles, coos,grunts)
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
2. Infant vocalizestoexpress
pleasureordispleasure
Parental report will suffice.
3. Infant shouts to attract
the attentionof the
caregiver
Parental report will suffice.
4. Infant laughs out loud
andsqueals
Parental report will suffice.
5. Infant vocalizes different
vowel sounds (e.g., ahh,
oooh)
Parental report will suffice.
6. Infant vocalizes other
soundsthat do not mean
anything
PROCEDURE:
Askcaregiver ifthe child can make
two different sounds apart from
crying likeāgooāand āerā. Take
note of the sounds. Parental
report will suffice.
7. Infant babbles
continuously to amuse
selfor attract attention
Parental report will suffice.
8. Infant tries to imitate the
caregiverās vocalizations
Parental report will suffice.
9. Infant uses body
movements/gestures to
make wantsknown (e.g.,
stretches armstoindicate
whathewants)
Parental report will suffice.
B. Optional starting point for children aged 1 year 1month - 3.0 years
Ex pressiveLanguage Material/Procedure Pr es ent Comments
10. Repeats vowel-
consonant combinations
withoutreferring to
anything or anyone (e.g.,
baba, mama, dada)
Parental report will suffice.
11.
.
Usessoundsmeaningfully
torefer tospecific
objects/persons (e.g.
āMamaāfor his mother;
āmamamā forwater)
Parental report will suffice.
14. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
14
Ex pressiveLanguage Material/Procedure Present Comments
12. Chatters in a
conversational tone
withoutusingreal words.
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
13. Triesto imitatereal
wordsofadult
Parental report will suffice.
14. Combinessingle words
and gesturesto make
wants known (e.g., āoutā
while pointingto the
door)
Parental report will suffice.
15. Uses 5 to20
recognizable words
PROCEDURE: A
sk the caregiver if the
child can clearly say five to six words
aside from mama and papa. This will
be the minimum number.
16. Uses pronouns (e.g. I,
me, ako, akin)
Parental report will suffice.
17. Uses two- to three-word
verb-noun combinations
(e.g., hingi gatas)
Parental report will suffice.
18. Names objects in
pictures
MA
TERIA
L
:picture book
PROCEDURE:Showthe child a
picture book, point to an object in
the book, then ask himto name this
(e.g., Ano ito?). Credit if the child
can say the correct name of at
least four objects. Parental
report will suffice.
19. Speaksingrammatically
correct two-tothree-
wordsentences
Parental report will suffice.
20. Asksāwhatā questions Parental report will suffice.
21. Asks āwhoā andāwhyā
questions
Parental report will suffice.
22. Givesaccountofrecent
experiences (with
prompting)in order of
occurrence using past
tense
PROCEDURE:
Askthe caregiver ifthe child can
recountrecent experiences in correct
sequenceandusingpasttenses
correctly.Thecaregiver can prompt
himso he can complete what he is
talking about (e.g., Tapos ano pang
nangyari?). Parental report will
suffice.
TOTALSCORE
15. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 15
Cognitive Material/Procedure Present Comments
1. Infant inspects
surroundings
Credit if the infant looks around the
room.
1st 2nd 3rd 4th 5th 6th
2. Infant gazesslowly at
moving objects/
people
Parental report will suffice.
3. Infant turns head to
brightcolored
objects
Parental report will suffice.
4. Infant changes face
whenhe doesnot
like the tasteofhis
food
Parental report will suffice.
5. Infant exploresand
manipulates objects
bybiting, holding,
and looking at them
MA
TERIA
L
:clean toy/object
PROCEDURE:
Givethe child a clean toyor objectand
observeifhe brings itto his mouth to bite
orchew.
6. Infant shakes toy
deliberatelyto make
thissound
M
A
TE
R
IA
L
:rattle
PROCEDURE:
Givethe childa rattle and observeifhe
can make it sound. Credit if the child
can hold a rattle and shake it for a few
seconds, hit it on the mat or wave it.
7. Infant eventuallygets
used to irritatingor
bothersome
environmental
sounds(e.g.,
tricycle, crowing of
cock)
PROCEDURE:
Askthe caregiver ifthechildeventually
gets used to environmental sounds like
that ofa tricycle/other vehicles, sound of
animals (chicken, dogs) that mayhave
woken, bothered or irritated himearlier.
Parental report will suffice.
8. Infant reacts to cloth
placedoverhisface
MA
TERIA
L
:cloth (handkerchief or face
towel)
PROCEDURE:
Withthe child lying on his back, gently
coverhis face witha paper/cloth and
observe ifhe tries to remove this or pull it
away.
Cognitive Domain
A.Infants Section(Ages 0 month - 1.0 year)
16. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
16
Cognitive Material/Procedure Present Comments
9. Looksin the
direction ofa fallen
object
M
A
TE
R
IA
L
: spoon/ball
PROCEDURE:
Withthe child seated, get his attention and
drop a spoon/ball in front ofhim. Then
observeifhiseyeslookdownasthe object
falls. Credit if the child can bring his eyes
and head down as the object falls.
1st 2nd 3rd 4th 5th 6th
10. Displaysapreference
for certain objectsby
reaching for these
morereadilythan
others
Parental report will suffice.
11. Pushes the ballto
make itroll
M
A
TE
R
IA
L
: ball
This must be elicited by the
interviewer.
12. Repeatedly drops or
throws objects
M
A
TE
R
IA
L
: toy
PROCEDURE:
Whilecarrying the child, hand himthe toy
and see ifhe dropsor throws this as if
fascinated withthe act ofdoingso.
Parental report will suffice.
13. Looksforapartially
hidden object
MA
TERIA
L
S:ball, small towel/cloth
PROCEDURE:
Withthe child facing you, partiallyhide a
ballbehind a small toweland observeifhe
will look for it and find it. Credit if the
child pulls the towel and gets the hidden
ball.
14. Imitatesbehavior
seen justafew
minutes earlier
Parental report will suffice.
15. Offers object but will
notrelease it
Parental report will suffice.
16. Looksforcompletely
hidden object
MA
TERIA
L
S:ball, small towel/cloth
PROCEDURE:
Withthe child facing you,hide a ball
completelyunder a small toweland observe
ifhe willlookunder the towel. Credit if he
looks under the towel and gets the hidden
ball.
B.Optional starting point for children aged 1 year 1 month - 3.0 years
17. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 17
Cognitive Material/Procedure Present Comments
17. Exhibitssimple
pretendplay(feeds,
puts dollto sleep)
MA
TERIA
L
S:doll or toycar/block
PROCEDURE:
Ifthe childis a girl, carrythedolland tryto
rock itto sleep. Ifthe childisa boy,move
the toycar/block back and forth. Credit if
the child can imitate this.
1st 2nd 3rd 4th 5th 6th
18. Matches objects M
A
T
E
R
IA
L
S
: pairs of spoons, balls, blocks
PROCEDURE:
Place one spoon, one ball, and one block
on the table. Give the child the other set of
objectsarranged in randomorder.
Demonstrate amatching response(e.g.,
spoon to spoon) then return the objects to
the child. Say,āPuteach objecton the one
that is just like it.ā Credit if the child can
match the objects correctly.
TOTAL SCORE
B.Optional starting point for children aged 1 year 1 month - 3.0 years
18. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
18
Social-Emotional Material/Procedure Present Comments
1. Infant stops crying
when mother picks
him
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
2. Infant smiles in
response to the
caregiver
Parental report will suffice.
3. Infant reacts to
familiar situations
like bathing or
feeding (e.g.,
thrashes about,sucks
vigorouslyatthe sight
ofbottle)
Parental report will suffice.
4. Infant lifts arms to
greet familiarpeople
Parental report will suffice.
Social-Emotional Domain
A.Infants Section (Age 0 months - 1.0 years)
Social-Emotional Material/Procedure Present Comments
5. Crieswhencaregiver
leaves
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
6. Enjoyswatching
activities ofnearby
people or animals
Parental report will suffice.
7. Smilesplayfullyat
mirror image
M
A
TE
R
IA
L
:mirror
PROCEDURE:
Withthe child in a sitting position, place
a mirror in front ofhimand observeifhe
stares ator tries togetthemirror or pats
it. Credit if the child can look or smile
at the mirror, kiss or pat it with his
hand or just turn it around.
8. Friendlywith
strangersbut initially
mayshowslight
anxietyorshyness
Parental report will suffice.
9. Playsalone but likes
tobenear familiar
adultsorbrothers
andsisters
Parental report will suffice.
10. Laughsorsqueals
aloud in play
Parental report will suffice.
B. Optional starting point for children aged 1 year and 1 month to 3.0
years
19. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 19
Social-Emotional Material/Procedure Present Comments
11. Plays peek-a-boo
(bulaga)
Parental report will suffice.
1st 2nd 3rd 4th 5th 6th
12. Rollsball
interactively with
caregiver/examiner
Parental report will suffice.
13. Hugsor cuddlestoys Parental report will suffice.
14. Respondswith
pleasure tofriendly
people
Parental report will suffice.
TOTAL SCORE
20. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
20
Nameofexaminer :
Date administered :
Place where testisadministered :
Tothe examiner :
Please fill outthe spacesbelowfor additionalinformation. Thankyouverymuch.
Writedown your notes, descriptions and observations on the followingpoints:
Childās background (ex. behavior/health/etc.)
Familyenvironment (ex. Health offamily members/family problems/economic conditions/etc.)
Parentsā stimulating activities for the child (Whatare the activities/thingsthat the parents do to help stimulate the childās develop-
ment?)
Home environment (ex. Facilities/type ofhouse/ household items/ interaction/etc.)
Others
21. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1 21
Domain
Age
1st Evaluation Date:
Childās Age
2nd Evaluation Date:
Childās Age
3rd Evaluation Date:
Childās Age
Raw Score Scaled Score Raw Score Scaled Score Raw Score Scaled Score
Gross Motor
Fine Motor
Self-Help
Receptive Language
Expressive Language
Cognitive
Social- Emotional
Sum of Scaled Scores
Standard Score
Interpretation
Domain
Age
4th
Evaluation Date:
Childās Age
5th Evaluation Date:
Childās Age
6th Evaluation Date:
Childās Age
Raw Score Scaled Score Raw Score Scaled Score Raw Score Scaled Score
Gross Motor
Fine Motor
Self-Help
Receptive Language
Expressive Language
Cognitive
Social- Emotional
Sum of Scaled Scores
Standard Score
Interpretation
Transfer the raw score for each domain to the table below. Using the Scaled Score Equivalent of Raw Scores Table,
convert the raw scores to Scaled Scores appropriate to the age of the child. T
o arrive at the Sum of Scaled Scores, add the
Scaled Scores across all domains. T
o derive the Standard Score, refer to the Standard Score Equivalent of Sums of Scaled
Scores Table. Writethe childās age on each evaluation.
24. Early Childhood Care and Development (ECCD) Checklist, Childās Record 1
Re-test
after
3
to
6
months
Average
development
Standard Scores
MarkanxonthecorrespondingStandardScoreforeachtestadministrationandconnectthexās.Writethedateforeachtestadministration.
0-4 months 5-8 months
AGE
9-12 months 13-18 months 19-24 months 25-36 months
160
150
140
130
120
110
100
90
80
70
60
50
40
30
20
Date Tested
24
Suggests
advanced
development
FirstPrinting
January2004
Manila,Philippines
NOTFORSALE
25. Early Childhood Care and Development (ECCD)
System refers to the full range of health, nutrition,
early education and social services programs that
provide for the basic holistic needs of young children
from birth to age six, to promote their optimum growth
and development.
By using this given checklist, you will be able
to determine if a child is developing adequately, or is
at risk for developmental delays.
NOTE:
This Checklist is NOT intended to be used to 1) make
a medical diagnosis; 2) determine a child's
intelligence quotient or IQ; or 3) gauge his academic
achievement.
SHARED BY:
Ms. Sharifa Almeera Tuahan, LPT
SPED Specialist