EARLY CHILDHOOD CARE AND DEVELOPMENT (ECCD) CHECKLIST

Kids In School Think Fast!

Teacher: Why are you late?Why are you late?

Abe: Because of the sign.Because of the sign.

Teacher: What sign?What sign?

Abe : The one that says, The one that says, "School Ahead, "School Ahead, Go Slow."Go Slow."

Teacher: Joy, why are you doing Joy, why are you doing your math your math multiplication on multiplication on the floor?the floor?

Joy: You told me to do it You told me to do it without using without using tables!tables!

Teacher: John, how do you spell John, how do you spell "crocodile?""crocodile?"

John: ““K-R-O-K-O-D-A-I-L"K-R-O-K-O-D-A-I-L"

Teacher: No, that's wrongNo, that's wrong

John: Maybe it's wrong, but Maybe it's wrong, but you asked me how I you asked me how I spell it!spell it!

Teacher: What is the chemical What is the chemical formula for water?formula for water?

Sarah: H I J K L M N O!!H I J K L M N O!!

Teacher: What are you talking about?What are you talking about?

Sarah: Yesterday you said it's H Yesterday you said it's H to O!to O!

Teacher: George, go to the map George, go to the map and find North and find North America.America.

George: Here it is!Here it is!

Teacher: Correct. Now class, who Correct. Now class, who discovered America?discovered America?

Class: George! George!

Teacher: Ellen, give me a sentence Ellen, give me a sentence starting with "I."starting with "I."

Ellen: I is...I is...

Teacher: No, Ellen..... Always say, "I No, Ellen..... Always say, "I am."am."

Ellen: All right.. "I am the All right.. "I am the ninth letter of the ninth letter of the alphabet." alphabet."

Teacher: Desmond, your composition Desmond, your composition on "My Dog" is exactly the on "My Dog" is exactly the same as your brother's. same as your brother's. Did you copy his?Did you copy his?

Manuel: No, teacher, it's the No, teacher, it's the same dog!same dog!

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

Pupil: A teacher.A teacher.

Sylvia: Dad, can you write in Dad, can you write in the dark?the dark?Father: I think so. What do you I think so. What do you

want me to write?want me to write?

Sylvia: Your name on this Your name on this report card.report card.

Teacher: "Can anybody give an "Can anybody give an example of example of COINCIDENCE?"COINCIDENCE?"

Mario: "Sir, my Mother and "Sir, my Mother and Father got Father got married on the married on the same day, same day, same time." same time."

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.

_____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.

_____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.  

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

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

Administration Time

Each form of the revised ECD Checklist should not take more than 45 minutes to administer.

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.

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.

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.””

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.

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 theskill

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 

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

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

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.

Year Month Date Examiner’s Name

1stAssess

Date Tested 2012 06 04

Child’s Date of Birthday 2007 07 28

Child’s Age 4 10 6

2nd

Assess

Date Tested 2012 10 27

Child’s Date of Birthday 2007 07 28

Child’s Age 5 2 29

3rd

Assess

Date Tested 2013 02 27

Child’s Date of Birthday 2007 07 28

Child’s Age 5 6 29

Check or Hypen: P O R

1.Umaakyat ng mga silya na walang tulong.

2. Lumalakad nang paurong.

DOMAIN

AGE1st Evaluation Date

Child’s Age: _____

2nd Evaluation Date Child’s Age: _____

3rd Evaluation Date

Child’s Age: _____

Raw Score

Scaled Score

Raw Score

Scaled Score

Raw Score

Scaled Score

Gross Motor (13) 5 1 8 13

Fine Motor (11) 8 9 10 11

Self-help (27) 19 5 22 25

Receptive Language (5) 3 6 4 5

Expressive Language (8) 4 2 6 8

Cognitive (21) 13 11 18 20

Social-Emotional (24) 19 8 20 23

Sum of Scaled Score 42

Standard Score 56

Interpretation Significant delay

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,

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.”

c. Plot these on the graph as well. Make sure you use the columns Designated for the child's age.

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.

 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 + 15. They are interpreted as follows: 

Scaled Score Interpretation

1 - 3 Suggest significant delay in overall development

4 - 6 Suggest slight delay in overall development

7 - 13 Average development

14 - 16 Suggest slightly advanced development

17 - 19 Suggest highly advanced development

Scaled ScoresScaled 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.

  

Standard Score

Interpretation

69 and below Suggest significant delay in overall development

70 - 79 Suggest slight delay in overall development

80 - 119 Average overall development

120 - 129 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