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Revised Philippine Early Childhood Development Checklist

Technical and Administration Manual

May 12, 2020

TABLE OF CONTENTS

  1. Introductions
  2. Testing Considerations
  3. REVISED PHILIPPINE EARLY CHILDHOOD EVELOPMENT CHECKLIST Child’s Record Form–2 Age 3 years 1 month to 5 years 11 months
  4. Introducing the Philippine Early Childhood Development Checklist CHILD’S RECORD FORM 2 Ages 3.1 – 5.11 years
  5. Completing the Record Forms
  6. Scaled Scores
  7. Interpretation of the Scores
  8. Standard Score Equivalent of Sum of Scaled Scores Table
  9. Child’s Record 2
  10. Standard Scores

The Philippine Early Childhood Development (Phil. ECD) Checklist is designed for service providers like teachers, rural health midwives, child development and day care workers, parents/caregivers who can easily administer after a brief training period. By using the checklist, they will be able to determine if a child is developing adequately, or is at risk for developmental delays.

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. It is only the first of several steps in a comprehensive assessment process that a child at risk is expected to go through so he can get the help he needs as early as possible.

The Checklist consists of a Child’s Record, divided into two parts: Child’s Record 1 for children aged 0 months to 3.0 years; Child Record 2 is for children aged 3 years and 1 month to 5 years and 11 months. The items in the Checklist are grouped into seven domains: 1) gross motor, 2) fine motor, 3) self-help, 4) receptive language, 5) expressive language, 6) cognitive, and 7) social-emotional. The Child Record 2 will be utilized for the kindergarten learners of the Department of Education.

The choice of items was based on statistical validation while the test has been normed based on a sample of 10,915 children from the NCR, III, VI, VII, VIII, and XII.

The Checklist is thus a product of careful refinement and validation. It is a monitoring tool suited to the needs of the Filipino child.

We hope that this Checklist will serve as a valuable tool not only in monitoring the Filipino child’s growth and development but also in ensuring that he or she enjoys a care and nurturing environment, thus assuring him or her of a secure tomorrow.

Physical Conditions

The Checklist can be administered in a setting familiar to the respondents. Ideally, the place should be relatively quiet, well lighted and ventilated, and have a table and chairs to provide comfortable conditions for the respondents and examiner.

If conducted outdoors and there is no table, any flat work surface will suffice.

Standard Procedures

The examiner can employ various methods to determine if the child exhibits specified behaviour. These include observation, direct elicitation of the behaviour from the child, and also interview of the parents(s) or caregiver(s).
When interviewing the parents(s) or caregiver(s), the examiner may wish to use the opportunity to ask them what activities they do at home to stimulate the development of their child. Their responses can be recorded on a separate sheet.
Older children aged 2.6 years and above may be tested in small groups of 2-3 similarly aged youngsters if the examiner feels this will make them more responsive to her queries and request. This especially if they have not had any day care or pre-school experience.

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, especially when the child is not familiar with the examiner. So be sure to spend a few minutes interacting with the child by playing or chatting with him. It may help when the items, which involve interviewing the parents / caregiver, are administered first with the child nearby. This will make him realize that the examiner is a kind, caring person and facilitate the rapport-building process.
The examiner must emphasize that there are neither right or wrong answers nor good or bad scores. This will assure greater accuracy in what parents/ caregivers report and decrease the incidence of a child's giving an answer based on what the others in the group have said.
The examiner must refrain from “teaching” the correct answer because this Checklist is intended to be given to the same child at a later point in time. If the child has been taught the answer, it will be difficult to determine if his success was due to this or to his expected maturation.
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. These can serve as reference points of a child's progress when the checklist is administered to him again at a later date.

Testing Materials

Form 2 Materials:
  • 2 clean small toys
 • 2 balls
 • food: bread, biscuit, raisins, individually wrapped candy
 • container with screw on top (large enough to put small objects like raisins)
 • unlined or bond paper
 • 6 thick crayons (3pairs of color)
 • thick pencil
 • drinking cup and water
 • 2 picture books with 2 pictures per page
 • 2 blocks
 • 2 spoons
 • cloth (handkerchief or face towel)
 • doll
 • toy car
 • shoe with laces
 • small shirt with buttons
 • 3 pairs of picture cards for matching
 • 4 pairs of different shapes with same size and color
 • 4 pairs of same shape but of different size and color: 2 sizes, 2 colors
 • 6 pieces colored paper for color naming
 • 4 pieces graduated sized circles and squares
 • 4- to 6- piece puzzle
 • 2 picture cards depicting 2 incongruous activities
 • 4 pairs of cards with upper case letters
 • 4 pairs of cards with lower case letters
 • carrying case

This checklist should be administered to the child at two intervals: upon entry to and end of the kindergarten program. Instructions are provided in filling out each table.
After verifying the dates, compute the child's age by subtracting the date he was born from the date the test was administered. Write the examiner's name for each test administration.

Introduce the Checklist to the parent/ caregiver by saying the following:

We are here to help you find out how your child is developing by asking you some questions about the thing 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 two times: upon entry to kindergarten and at the end of the school year. So please do not teach or coach him because it is important to know just what he can and what he still 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 child's development.

The front page of the Checklist includes the portion of the sociodemographic information of the child that must be filled out completely. Compute the child's age by subtracting the date he was born from the test that was administered. 

									
  
										

											For example: Date of  Exam: 2001 – 03 – 12      
										

										

											             Date of Birth: 1998 – 05 – 17 
										

										

											                               2 – 09 – 25    
										

										

											                             ( Y – M – D )

Hence, in this example the child's age is 2.9 years. There is no rounding off. Please note that each month consists of 30 days.

Domains

The Checklist is divided into 7 domains: Gross Motor, Fine Motor, Self-Help, Receptive Language, Expressive Language, Cognitive and Social-Emotional.

How to Administer the Items

The column labeled “Materials/ Procedure” gives specific instructions on how to observe the child or elicit the required responses, as well as some criteria on how to score the responses.
If the behaviour or response is present, place a check ( √ ) in the “PRESENT” column. If the behaviour or response is not yet present / observed, indicate this via a hyphen ( - ).
The examiner may demonstrate skills in the Gross Motor, Fine Motor and Self-Help domains to make sure the child understands the instructions. However, unless otherwise specified, items in the Receptive Language, Expressive Language, Cognitive, and Social-Emotional domains should not be demonstrated. Some items indicate that the parental report will suffice. Other items indicate that the skill must be elicited by the examiner. For other items where neither of these has been specified, the examiner must try to elicit the skill. The examiner may ask the parent/ caregiver if a skill is present or absent only when she is in doubt about the child’s ability to display the skill, like if the child is not willing to respond/ perform because he is shy or not in the mood. If the child tries to do what is being asked but does not succeed, it is scored as “Not Present” (-).
Any observation or comment regarding a specific item or the response of the child may be written in the last column labeled “Comments”. Examples of such remarks include: item is not applicable; lack of opportunity, response was not displayed 2 out of 3 trials, etc.

Where to Start and Where to Stop

Administer all the items.

Teaching and giving feedback

The examiner must be careful not to teach the item or allow the parent/ caregiver to prompt the child. Also be careful not to make comments like “correct”’ “very good”, “wrong”’ etc. or show via facial expressions or gestures that a child is doing well or not very well. However, you can praise the child for his efforts by saying things like “good job” even if he does not succeed with the item. This will help him maintain his interest in the different activities you are asking him to do.

Eliciting Behaviour

Sometimes the child can actually do an activity but just needs a little coaxing. In such instances, gently encourage the child to give the task a try and remind him that he is not expected to succeed all the time. 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.

How to score

  1. Tally the number of check marks (√) in each domain and record all this in the section labeled “Total Score”. The check marks (√) that you tallied in each domain are the raw scores.

    GROSS MOTOR DOMIAN
    GROSS MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
    1 Climbs on chair or other elevated piece of furniture like a bed without help Parental report will suffice
    2 Walks backwards " MATERIALS: toy PROCEDURE: Ask the child to walk backwards by demonstrating this. Credit if the child is able to walk backwards without falling and holding on to anything. Parental report will suffice. "
    3 Runs without tripping or falling " MATERIAL: ball PROCEDURE: Encourage the child to run by rolling a ball across the floor. Credit if the child can run fast and smoothly without tripping or falling. "
    4 Walks downstairs, 2 feet on each step, with one hand held Automatically credit if item #6 is passed Parental report will suffice.
    5 Walks upstairs holding handrail, 2 feet on each step " MATERIAL: toy PROCEDURE: Place a toy in the middle of the 4th or 5th step and ask the child to walk up the stairs to get the toy. Credit if the child walks up walks up the stairs using the handrail or wall for support and places both feet on each step before stepping on the next one. Automatically credit if item #6 is passed. Parental report will suffice. "
    6 Walks upstairs with alternate feet without holding handrail " MATERIAL: toy PROCEDURE: Place a toy in the middle of the 4th or 5th step and ask the child to walk upstairs to get the toy. Credit if the child walks upstairs, alternating his feet as he steps on each successive step without holding onto the handrail or wall for support. Parenting report will suffice. "
    7 Walks downstairs with alternate feet without holding handrail MATERIAL: TOY PROCEDURE: Place a toy at the bottom of the stairs and ask the child to walk downstairs to get the toy. Credit if the child walks downstairs, alternating his feet as he steps on each successive step without holding on to the handrail or wall for support. Do not give credit if the child places both feet on the step or uses the handrail or wall for support. Parental report will suffice.
    8 Moves body part as directed PROCEDURE: Ask the child to raise both arms.
    9 Jumps up This must be elicited by the interviewer.
    10 Throws ball overhead with direction " MATERIAL: ball PROCEDURE: Give the child the ball and stand at least 3 feet away from him. Ask the child to throw the ball to you using an overhand throw. You may show the child how to do it. Credit if the child throws the ball within your arm’s reach between your knees and head using an overhand throw and not sideways or underhand "
    11 Hops 1 to 3 steps on preferred foot " PROCEDURE:Ask the child to lift his foot and hop at least three times on his preferred foot. Credit if the child is able to hop at least three times on his preferred foot without holding on to anything. "
    12 Jumps and turns PROCEDURE:Ask the child to jump while making a half-turn. Credit if the child is able to do this without tripping or falling.
    13 Dances patterns / joins group movement activities Parental report will suffice.
    TOTAL SCORE

    FINE MOTOR DOMAIN
    FINE MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
    1 Uses all 5 fingers to get food/toys placed on flat surface " MATERIALS: small toy/ object PROCEDURE: Seat the child on the parent’s lap with his elbows at level with the tabletop and his hands on the table or flat surface. Drop a small toy in front of him and attract his attention by pointing to the toy or tapping the table/flat surface. Credit if the child picks up the toy, using all 5 fingers as if raking. Automatically credit if he passes the next item. "
    2 Picks up objects with thumb and index finger " MATERIALS: any small toy or food PROCEDURE: Place a toy/food in front of the child and within his reach. Attract his attention by tapping neat the toy/ food. Credit if the child uses the tips of his thumb and index or forefinger to pick up the toy/food. "
    3 Displays a definite hand preference MATERIAL: toy PROCEDURE: Place the toy directly in front of the child at midline (not to his left or his right) and ask him to reach for this. Credit if he uses the same hand 2 out of 3 times. Parental report will suffice.
    4 Puts small objects in/out of containers MATERIALS: small objects, container This must be elicited by the interviews
    5 Holds crayon with all the fingers of his hand making a fist (i.e., palmar grasp) MATERIALS: crayon PROCEDURE: Present child with a crayon and have him get this. Credit if he holds it by wrapping all 5 fingers around as if making a fist. Automatically credit this item if he uses the tips of all 5 fingers or his thumb, index and middle fingers. This must be elicited by the interviews.
    6 Unscrews lid of container or unwraps food MATERIALS: Container with screw-on top or wrapped candy. This must be elicited by the interviews.
    7 Scribbles spontaneously MATERIALS: paper, pencil/ crayon PROCEDURE: Place a paper and pencil/ crayon on the table or flat surface and ask the child to draw anything he wants without showing him what 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 marks on the paper (not accidental marks).
    8 Scribbles vertical and horizontal lines MATERIALS: paper, pencil/ crayon PROCEDURE: Place a paper and pencil/ crayon on the table or flat surface and ask the child to draw vertical and horizontal lines after you have demonstrated these to him. Credit if the child produces a vertical or horizontal line that is at least 2 inches long and does not deviate or vary from your vertical line by more than 30 degrees. The lines may be wavy but not broken.
    9 Draws circle purposely MATERIALS: paper, pencil/ crayon PROCEDURE: Place a paper and pencil/ crayon on the table or flat surface and ask the child to draw a circle or a ball after you have demonstrate it to him. Credit if the child produces any curve that is closed or nearly closed. Continuous spiral motions are not credited.
    10 Draws a human MATERIALS: paper, pencil PROCEDURE: Give the child a pencil and a paper and ask him to draw a picture of a person. Credit if the child has draw 3 or more body parts. A pair is considered one part (eyes, ears, arms, hands, legs, and feet) and must be drawn in pairs to get full credit unless the drawing is in profile
    11 MATERIALS: paper, pencil PROCEDURE: Give the child a pencil and paper and ask him to draw a picture of a house. Credit if the child has drawn at least the roof, main frame, and a door or window
    TOTAL SCORE

    SELF-HELP DOMAIN
    SELF-HELP MATERIALS/PROCEDURE PRESENT COMMENTS
    1 Feeds self with finger food (e.g. biscuits, bread) using fingers MATERIALS: bread, biscuits This must be elicited by the interviewer.
    2 Feeds self using fingers to eat rice/ viands with spillage Automatically credit if the child eats without spillage. Parental report will suffice
    3 Feeds self using spoon with spillage Automatically credit if the child eats without spillage. Parental report will suffice
    4 Feeds self using fingers without spillage Parental report will suffice
    5 Feeds self using spoon without spillage Parental report will suffice
    6 Eats without need for spoon feeding during any meal Parental report will suffice
    7 Helps hold cup for drinking MATERIALS: drinking cup, water Note: The cup should not have a lid or spout. This must be elicited by the interviewer.
    8 Drinks from cup with spillage MATERIALS: drinking cup, water Note: The cup should not have a lid or spout. This must be elicited by the interviewer. Automatically credit if he passes the next item.
    9 Drinks from cup unassisted MATERIALS: drinking cup, water This must be elicited by the interviewer.
    10 Gets drink for self unassisted Parental report will suffice
    11 Pours from pitcher without spillage Parental report will suffice
    12 Prepares own food/ snack Ask the caregiver if the child can prepare his own snack without help except for getting items that are hard to reach (e.g. bowl spoon).
    13 Prepares meals for younger siblings/ family members Parental report will suffice
    14 Participates when being dressed Parental report will suffice
    15 Pulls down gartered short pants Parental report will suffice
    16 Removes sando Parental report will suffice
    17 Dresses without assistance except for buttoning and tying Parental report will suffice
    18 Dresses without assistance including buttoning and tying MATERIAL: small shirt with button and shoestring PROCEDURE: Have the child demonstrate how to button in order to credit this item
    19 Informs the adult only after he has already urinated (peed) or moved his bowels (poohed) in his underpants Parental report will suffice
    20 Informs adult of need to urinate (pee) or move bowels (pooh- pooh) so he can be brought to a designated Parental report will suffice
    21 Goes to the designated place to urinate (pee) or move bowels (pooh) but sometimes still does this in his underpants Parental report will suffice
    22 Goes to the designated place to urinate (pee) or move bowels (pooh) and never does this is his underpants anymore Parental report will suffice
    23 Wipes/Cleans self after a bowel movement (pooh) Parental report will suffice
    24 Participates when bathing (e.g. rubbing arms with soap) Parental report will suffice
    25 Washes and dries hands without any help Ask the caregiver if the child can wash and dry his face without any help or supervision except to turn on/off faucets that are out of reach.
    26 Washes face without any help Ask the caregiver if the child can wash and dry his face without any help or supervision except to turn on/off faucets that are out of reach
    27 Bathes without any help Parental report will suffice
    TOTAL SCORE

    RECEPTIVE LANGUAGE DOMAIN
    RECEPTIVE LANGUAGE MATERIALS/PROCEDURE PRESENT COMMENTS
    1 Points to family PROCEDURE: Ask the child to point to his mother/caregiver. Credit if he does so.
    2 Points to 5 body parts on himself when asked to do so PROCEDURE: Have the child point to his eyes, nose, mouth, hands and feet. Credit if he can point to all these.
    3 Points to 5 named pictured objects when asked to do so MATERIAL: picture book 1 PROCEDURE: Show the child a picture book (2 pictures per page) and ask him to point to the picture by saying “Where’s the________?”
    4 Follows one-step instructions that include simple prepositions (e.g., in, on, under, etc.) PROCEDURE: Show the child a picture book (one picture per page) and ask him to point to the picture by saying “Where’s the _______?” Credit if the child can use his finger to point to at least 5 pictures.
    5 Follows 2-step instructions that include simple prepositions MATERIALS :block/toy PROCEDURE Ask the child to put a block/toy under the table; on the table; in the bag. Do not point or use gestures when giving the instructions. Credit if the child is able to follow at least one of the instructions.
    TOTAL SCORE

    EXPRESSIVE LANGUAGE DOMAIN
    EXPRESSIVE LANGUAGE MATERIALS/PROCEDURE PRESENT COMMENTS
    1 Uses 5 to 20 recognizable words PROCEDURE: Ask the caregiver if the child can clearly say 5-6 words aside from mama and papa. This will be the minimum number.
    2 Uses pronouns (e.g. I, me, ako, akin) Parental report will suffice.
    3 Uses 2 to 3 words verb-noun combinations (e.g. hingi gatas) Parental report will suffice.
    4 Names objects in pictures MATERIALS: picture book 2 PROCEDURE: Show the child a picture book, point to an object in the book, then ask him to name this (e.g. “Ano ito?”). Credit if the child can say the correct name of at least 4 objects.
    5 Speaks in grammatically correct 2- Parental report will suffice.
    6 Asks “what” questions Parental report will suffice.
    7 Asks “who”’ and “why” questions Parental report will suffice.
    8 Gives account of recent experiences (with prompting) in order of occurrence using past tense PROCEDURE: Ask the caregiver if the child can recount recent experiences in correct sequence and using past tenses correctly. The caregiver can prompt him so he can complete what he is talking about (e.g., tapos, ano pang nangyari) Parental report will suffice.
    TOTAL SCORE

    COGNITIVE DOMAIN
    COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
    1 Looks at direction of fallen object MATERIALS: spoon /ball PROCEDURE: With the child seated, get his attention and drop a spoon/ball in front of him. Then observe if his eyes look down as it falls. Credit if the child can bring his eyes and head down as the object falls. Automatically credit if item #5 is passed.
    2 Looks for a partially hidden objects MATERIALS: ball, small towel/cloth PROCEDURE: With the child facing you, partially hide a ball behind a small towel and observe if he will look for it and find it. Credit if the child pulls the towel & gets the hidden ball. Automatically credit if item #5 is passed.
    3 Imitates behavior just seen a few minutes earlier Automatically credit if item #6 is passed. Parental report will suffice.
    4 Offers on object but may not release it Parental report will suffice.
    5 Looks for completely hidden object MATERIALS: ball, small towel/cloth PROCEDURE: With the child facing you, hide a ball completely under a small towel and observe if he will look under the towel. Credit if he looks under the towel and gets the hidden ball.
    6 Exhibits simple MATERIALS: doll or toy car/ block PROCEDURE: If the child is a girl, carry the doll and pretend to rock it to sleep. If the child is a boy, move the toy car/ block back and forth. Credit if the child can imitate this.
    7 Matches objects MATERIALS: pairs of spoons, balls, blocks PROCEDURE: Place one spoon, one ball, and one block on the table. (live the child the other set of objects arranged in random order. Demonstrate a matching, response (e.g. spoon to spoon) then return the objects to the child. Say, “Put each object on the one that is just like it.” Credit if the child can match the objects correctly.
    8 Matches 2 to 3 colors MATERIALS: 3 pairs of crayons (blue, red, yellow) PROCEDURE: Place one crayon of each color on the table or flat surface. Give the child the other crayons arranged in random order. Demonstrate a matching response (e.g., red crayon with another red crayon) then return the crayons to the child. Say, “Put each crayon on the one that is just like it.” Credit if the child can match all colors correctly.
    9 Matches pictures MATERIALS: 3 pairs of picture cards (e.g., pictures of an apple, orange, banana) PROCEDURE: Place one copy of each picture on the table or flat surface. Give the child the other pictures arranged in random order. Demonstrate a matching response (e.g., picture of an apple with another apple) then return the pictures to the child. Say, “Put each picture on the one that is just like it.” Credit if the child can match all the pictures correctly.
    10 Sorts based on shapes MATERIALS: 4 pairs of different shapes that are of the same size and color. PROCEDURE: Show the child the shapes. Tell the child, “Put together the ones that are the same.” After the child sorts and groups the shapes, point to the ones with the same shape and ask. “Why did you put these together?” Credit if the child can group the same shapes and say why they are the same (pareho sila, pareho sila ng hugis/shape, puro sila bilog).
    11 Sorts objects based on 2 attributes (e.g., size and color) MATERIALS: 4 pairs of the same shape that differ in size and color: 2 sizes, 2 colors PROCEDURE: Show the child the shapes. Tell the child, “Put together the ones that are the same”. Credit if the child can sort all the shapes according to size and color.
    12 Arranges objects according to size from smallest to biggest MATERIALS: 4 pieces of graduated sized squares and 4 pieces of graduated sized circles PROCEDURE: Show the child the first set of squares spread out at random on a table or flat surface. Say, “Here are 4 squares. Look, I can begin with the smallest, then move to the next big one, until I reach the biggest one.” Demonstrate how to arrange the squares. Then disarrange these and tell the child. “Now you start with the smallest, put to the next one and the next big one until the last one. Repeat this procedure using the circles without demonstrating. Credit if the child arranges at least one set of shapes in correct order from smallest to biggest. Allow one trial for each set of shapes.
    13 Names 4 to 6 colors MATERIALS; 6 papers of different colors PROCEDURE: Ask the child, “What color is this?” Credit if the child can name 4 to 6 colors correctly.
    14 Copies shapes MATERIALS: Paper and pen/crayon PROCEDURE: Let the child copy a circle, triangle, and square after demonstrating how each of this is done.
    15 Names 3 animals or vegetables when asked Credit if the child can name 3 animals or vegetables.
    16 States what common household items are used for Credit if he can state the use of function of at least 2 household items like a bed and a drinking glass.
    17 Can assemble simple puzzles MATERIAL: simple 4 – 6 piece puzzles Procedure: Allow the child to solve the puzzle in 2 minutes. Proceed to the next item after 2 minutes.
    18 Demonstrates an understanding of opposites by completing a statement (e.g., “Ang aso ay malaki, ang daga ay ________”) Credit if the child can give an opposite word.
    19 Points to left and right sides of body PROCEDURE: Sit across the child and ask “Show me your left hand.” Do the same for the following: Right hand, left foot, right knee, left shoulder, right eye, right knee, left leg. Credit if the child can correctly point out the left and right side on at least 5 body parts as requested.
    20 Can state what is silly or wrong with pictures (e.g. Ano ang mali sa larawang ito?) MATERIALS: A picture PROCEDURE: Show the pictured scenes to the child one at a time and ask, “What is wrong with this picture?” Credit if the child correctly identifies what made the picture incorrect.
    21 Matches upper and lower case letters MATERIALS: 2 sets of alphabet cards with upper and lower case letters PROCEDURE: Randomly present 4 pairs of upper case letters. Have the child match these. Do the same with 4 pairs of lower case letters. Credit if the child can match any 4 pairs, regardless of whether these are the upper or lower case. Note: The child does not have to know the names of the letters. TOTALSCORE
    TOTALSCORE

    SOCIAL-EMOTIONAL DOMAIN
    SOCIAL-EMOTIONAL MATERIALS/PROCEDURE PRESENT COMMENTS
    1 Enjoys watching activities of nearby people or animals Parental report will suffice
    2 Friendly with strangers but initially may show slight anxiety or shyness Parental report will suffice
    3 Plays alone but likes to be near familiar adults or brothers and sisters Parental report will suffice
    4 Laughs or squeals aloud in play Parental report will suffice
    5 Plays peek-a-boo (bulaga) Parental report will suffice
    6 Rolls ball interactively with caregiver/examiner Parental report will suffice
    7 Hugs or cuddles toys Parental report will suffice
    8 Demonstrates respect for elders Parental report will suffice
    9 Shares toys with others Parental report will suffice
    10 Imitates adult activities (e.g., Parental report will suffice
    11 Identifies feelings in others Credit if the child can tell when the caregiver is feeling happy, sad, worried, etc. Parental report will suffice
    12 Appropriately uses cultural gestures of greeting without much prompting (e.g., mano, bless, kiss, etc.) Parental report will suffice
    13 Comforts playmates/ siblings in distress Parental report will suffice
    14 Persists when faced with a problem or obstacle to his wants Credit if the child tries to solve the problem instead of crying when something stands in the way of what he wants (e.g.., fastening a box of his treasures with a string if the lid no longer closes) Parental report will suffice
    15 Helps with family chores (e.g., wiping tables, watering plants, etc.) Parental report will suffice
    16 Curious about environment but knows when to stop asking questions of adults Credit (if the child asks questions about things around him but knows when he is being “makulit” about the topic Parental report will suffice
    17 Waits for his/her turn Parental report will suffice
    18 Asks permission to play with toy being used by another Parental report will suffice
    19 Defends possessions with determination Credit if the chid tries to hold on to what is his when someone tries to grab this from him. Parental report will suffice
    20 Plays organized group games fairly (e.g., does not cheat in order to win) Parental report will suffice
    21 Can talk about difficult feelings (e.g., anger, sadness, worry) he experience Parental report will suffice
    22 Honors a simple bargain with caregiver (e.g., can play outside only after cleaning / finishing his room) Parental report will suffice
    23 Watches responsibly over younger siblings/family Parental report will suffice
    24 Cooperates with adults and peers in group situations to minimize quarrels and conflicts Parental report will suffice
    TOTAL SCORE
  2. Transfer the raw score for each domain in 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. To arrive at the sum of scaled scores, add the scaled scores across all domains. To derive the standard score, refer to the Standard Score Equivalent of Sums of Scaled Scores Table. Write the date for each test administration.
  3. Transfer the raw score for each domain in 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. To arrive at the sum of scaled scores, add the scaled scores across all domains. To derive the standard score, refer to the Standard Score Equivalent of Sums of Scaled Scores Table. Write the date for each test administration.
  4. Change raw scores into scaled scores
    1. After you have derived the raw scores for each domain, convert the raw score into the scaled score. Refer to the Scaled Score Conversation Table on the next page. 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 is printed in the column labelled “Scaled Scores.”
    2. 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
    4. Plot out the scores on the graph as well. Make sure you see the columns designated for the child's age.

Mark an x on the dot corresponding to the Scaled Score for each domain and connects the x’s. Write the child’s age on each evaluation.

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 significant delay in overall development
7 - 13 Average development
14 - 16 Suggest slightly advanced development
17 - 19 Suggest highly advanced development

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. Refer to the Table of Standard Scores below. 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

Scaled Scores

Sum of Scaled Scores Standard Scores Sum of Scaled Scores Standard Score
29 37 64 88
30 38 65 89
31 40 66 91
32 41 67 92
33 43 68 94
34 44 69 95
35 45 70 97
36 47 71 98
37 48 72 100
38 50 73 101
39 51 74 103
40 53 75 104
41 54 76 105
42 56 77 107
43 57 78 108
44 59 79 110
45 60 80 111
46 62 81 113
47 63 82 114
48 65 83 116
49 66 84 117
50 67 85 119
51 69 86 120
52 70 87 122
53 72 88 123
54 73 89 124
55 75 90 126
56 76 91 127
57 78 92 129
58 79 93 130
59 81 94 132
60 82 95 133
61 84 96 135
62 85 97 136
63 86 98 138

Scaled Scores

Mark an x on the corresponding Standard Score for each administration and connect the x’s. Write the date for each test administration.

Standard Scores have a mean of 100 and a standard deviation of + 15. They are interpreted as follows:

Interpretation of Standard Score or Development Index

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
SUM OF SCALED SCORE: _____
STANDARD SCORE: ______


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