Phil ECD Technical Manual
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Revised
Philippine Early Childhood Development
Checklist
Technical and Administraon Manual
Contents
Introducons ................................................................................................1
Tesng Consideraons ..................................................................................2
REVISED PHILIPPINE EARLY CHILDHOOD EVELOPMENT CHECKLIST
Child’s Record Form – 2
Age 3 years 1 month to 5 years 11 months ..................................................5
Introducing the Philippine Early Childhood Development Checklist
CHILD’S RECORD FORM 2
Ages 3.1 – 5.11 years .................................................................................... 6
Compleng the Record Forms ......................................................................7
Scaled Scores ..............................................................................................36
Interpretaon of the Scores .......................................................................37
Standard Score Equivalent of Sum of Scaled Scores Table
Child’s Record 2 .........................................................................................38
Standard Scores .........................................................................................39
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Revised Philippine Early Childhood Development Checklist
Technical and Administraon Manual
Introducon
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 aer 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 quoent or IQ; or 3) gauge his academic
achievement. It is only the rst 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) ne motor,
3) self-help, 4) recepve language, 5) expressive language, 6) cognive, and
7) social-emoonal. The Child Record 2 will be ulized for the kindergarten
learners of the Department of Educaon.
The choice of items was based on stascal validaon 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 renement and validaon. 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.
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Revised Philippine Early Childhood Development Checklist
Technical and Administraon Manual
Tesng Consideraons
Physical Condions
The Checklist can be administered in a seng familiar to the respondents.
Ideally, the place should be relavely quiet, well lighted and venlated, and
have a table and chairs to provide comfortable condions for the respondents
and examiner.
If conducted outdoors and there is no table, any at work surface will suce.
Standard Procedures
The examiner can employ various methods to determine if the child exhibits
specied behaviour. These include observaon, direct elicitaon 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 acvies they do at home to smulate
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.
Administraon Time
Each form of the revised ECD Checklist should not take more than 45 minutes
to administer.
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Revised Philippine Early Childhood Development Checklist
Technical and Administraon Manual
Fundamentals in Administraon
Rapport-building is very important, especially when the child is not familiar
with the examiner. So be sure to spend a few minutes interacng with the
child by playing or chang with him. It may help when the items, which
involve interviewing the parents / caregiver, are administered rst 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 me. If
the child has been taught the answer, it will be dicult to determine if his
success was due to this or to his expected maturaon.
Answer that do not seem to exactly correspond to the intent of an item are
to be wrien 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.
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Revised Philippine Early Childhood Development Checklist
Technical and Administraon Manual
Tesng 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 buons
• 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 depicng 2 incongruous acvies
• 4 pairs of cards with upper case leers
• 4 pairs of cards with lower case leers
• carrying case
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Revised Philippine Early Childhood Development Checklist
Technical and Administraon Manual
Revised Philippine Early Childhood Development
Checklist
Child’s Name: Sex: Date of Birth:
Address:
Child’s Handedness (Check appropriate box)
Right Le Both Not yet established
Is the child presently studying? (Check appropriate box)
Yes No
If Yes, write name of child’s school / learning center / day care:
Father’s Name: Father’s Age:
Father’s Occupaon: Father’s Educaonal Aainment:
Mother’s Name: Mother’s Age:
Mother’s Occupaon: Mother’s Educaonal Aainment:
Child’s Number of Siblings: Child’s Birth Order (1st, 2nd, 3rd, etc)
This checklist should be administered to the child at two intervals: upon entry
to and end of the kindergarten program. Instrucons are provided in lling
out each table.
Aer verifying the dates, compute the child's age by subtracng the date he
was born from the date the test was administered. Write the examiner's name
for each test administraon.
COMPUTATION OF CHILD’S AGE
Date Tested
Child’s Date of Birth
Child’s Age
Date Tested
Child’s Date of Birth
Child’s Age
Date Tested
Child’s Date of Birth
Child’s Age
Year Month Day Examiner’s Name
3 Years 4 Years5 Years
Indicate the complete sociodemographic prole of the child.
Barangay Municipality Province Region
month day year
Child’s Record Form – 2
Age 3 years 1 month to 5 years 11 months
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Revised Philippine Early Childhood Development Checklist
Technical and Administraon Manual
Introducing the Philippine Early Childhood
Development Checklist
CHILD’S RECORD FORM 2
Ages 3.1 – 5.11 years
Child’s Name: Date of Exam (yy/mm/dd)
Date of Birth (yy/mm/dd)
Age of Child:
Handedness: Right Le
Both None yet:
Address: Birth Order: 1st Child 2nd
3rd Others
Barangay City
Province
Parent’s Name: Educaonal Aainment:
Occupaon: Age of mother when she had the child:
Occupaon of Spouse(If applicable) Number of Children:
Introduce the Checklist to the parent/ caregiver by saying the following:
We are here to help you nd out how your child is developing by asking
you some quesons about the thing he is able to do or having your child
do some acvies. There is no pass or fail score. This is just a checklist.
Some of the quesons 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 mes: 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 sll cannot
do at this age.
Later on we will share the results with you and give suggesons on what
else you can do to smulate your child's development.
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Revised Philippine Early Childhood Development Checklist
Technical and Administraon Manual
Compleng the Record Forms
The front page of the Checklist includes the poron of the socio-
demographic informaon of the child that must be lled out completely.
Compute the child's age by subtracng 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,
Recepve Language, Expressive Language, Cognive and Social-Emoonal.
How to Administer the Items
The column labeled “Materials/ Procedure” gives specic instrucons 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 instrucons.
However, unless otherwise specied, items in the Recepve Language,
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Revised Philippine Early Childhood Development Checklist
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Expressive Language, Cognive, and Social-Emoonal domains should not
be demonstrated. Some items indicate that the parental report will suce.
Other items indicate that the skill must be elicited by the examiner. For other
items where neither of these has been specied, 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 observaon or comment regarding a specic item or the response of the
child may be wrien 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
acvies you are asking him to do.
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Revised Philippine Early Childhood Development Checklist
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Elicing Behaviour
Somemes the child can actually do an acvity but just needs a lile 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 me.
Make sure you avoid the following:
• Making remarks that will embarrass or humiliate the child like, “You
are so big already and you sll 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 Evaluaon
The evaluaon 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.
If the evaluaon has been deferred, disregard the results of the sessions
where you could not complete administraon of the Checklist.
Consider only that which you obtained when the child was most responsive.
If, aer 3 sessions/ aempts, you are sll not able to get the child to work
with you, bring the maer up to the supervisor.
How to score
1. Tally the number of check marks (√) in each domain and record all this in
the secon labeled “Total Score”. The check marks (√) that you tallied in
each domain are the raw scores.
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Revised Philippine Early Childhood Development Checklist
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GROSS MOTOR DOMAIN
GROSS MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
Climbs on chair or
other elevated piece
of furniture like a
bed without help
Walks backwards
Runs without
tripping or falling
Walks downstairs,
2 feet on each step,
with one hand held
Walks upstairs
holding handrail, 2
feet on each step
Parental report will suce
MATERIALS: toy
PROCEDURE:
Ask the child to
walk backwards by
demonstrang this. Credit
if the child is able to
walk backwards without
falling and holding on to
anything.
Parental report will
suce.
MATERIAL: ball
PROCEDURE:
Encourage the child to
run by rolling a ball
across the oor.
Credit if the child can run
fast and smoothly without
tripping or falling.
Automacally credit if
item #6 is passed
Parental report will
suce.
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
1.
2.
3.
4.
5.
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Revised Philippine Early Childhood Development Checklist
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GROSS MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
Walks upstairs
with alternate feet
without holding
handrail
Walks downstairs
with alternate feet
without holding
handrail
Moves body part as
directed
feet on each step before
stepping on the next one.
Automacally credit if
item #6 is passed.
Parental report will suce.
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,
alternang his feet as he
steps on each
successive step without
holding onto the handrail
or wall for support.
Parenng report will
suce.
MATERIAL: TOY
PROCEDURE:
Place a toy at the boom
of the stairs and ask the
child to walk downstairs
to get the toy. Credit if the
child walks downstairs,
alternang 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 suce.
PROCEDURE:
Ask the child to raise both
arms.
6.
7.
8.
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Revised Philippine Early Childhood Development Checklist
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GROSS MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
Jumps up
Throws ball
overhead with
direcon
Hops 1 to 3 steps on
preferred foot
Jumps and turns
Dances paerns
/ joins group
movement acvies
This must be elicited by the
interviewer.
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
PROCEDURE:
Ask the child to li his foot
and hop at least three
mes on his preferred foot.
Credit if the child is able to
hop at least three mes on
his preferred foot without
holding on to anything.
PROCEDURE:
Ask the child to jump while
making a half-turn. Credit
if the child is able to do
this without tripping or
falling.
Parental report will suce.
TOTAL SCORE
9.
10.
11.
12.
13.
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Revised Philippine Early Childhood Development Checklist
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FINE MOTOR DOMAIN
FINE MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
Uses all 5 ngers to
get food/toys placed
on at surface
Picks up objects with
thumb and index
nger
Displays a denite
hand preference
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
at surface. Drop a small
toy in front of him and
aract his aenon by
poinng to the toy or
tapping the table/at
surface. Credit if the child
picks up the toy, using
all 5 ngers as if raking.
Automacally credit if he
passes the next item.
MATERIALS: any small toy
or food
PROCEDURE:
Place a toy/food in front
of the child and within his
reach. Aract his aenon
by tapping neat the toy/
food. Credit if the child uses
the ps of his thumb and
index or forenger to pick
up the toy/food.
MATERIAL: toy
PROCEDURE:
Place the toy directly in
front of the child at midline
(not to his le or his right)
and ask him to reach for
this. Credit if he uses the
same hand 2 out of 3
mes.
Parental report will suce.
1.
2.
3.
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Revised Philippine Early Childhood Development Checklist
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FINE MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
Puts small objects
in/out of containers
Holds crayon with
all the ngers of his
hand making a st
(i.e., palmar grasp)
Unscrews lid
of container or
unwraps food
Scribbles
spontaneously
MATERIALS: small objects,
container
This must be elicited by
the interviews
MATERIALS: crayon
PROCEDURE:
Present child with a crayon
and have him get this.
Credit if he holds it by
wrapping all 5 ngers
around as if making a st.
Automacally credit this
item if he uses the ps of
all 5 ngers or his thumb,
index and middle ngers.
This must be elicited by
the interviews.
MATERIALS: Container
with screw-on top or
wrapped candy.
This must be elicited by
the interviews.
MATERIALS: paper, pencil/
crayon
PROCEDURE:
Place a paper and pencil/
crayon on the table or
at surface and ask the
child to draw anything
he wants without showing
him what to do. Credit if
the child uses the ps of
his thumb and any of his
other ngerps to grasp
the pencil/crayon and
makes purposeful marks on
the paper (not accidental
marks).
4.
5.
6.
7.
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Revised Philippine Early Childhood Development Checklist
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FINE MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
Scribbles vercal
and horizontal lines
Draws circle
purposely
Draws a human
gure (head, eyes,
trunk, arms, hands/
ngers)
MATERIALS: paper, pencil/
crayon
PROCEDURE:
Place a paper and pencil/
crayon on the table or
at surface and ask the
child to draw vercal and
horizontal lines aer you
have demonstrated these
to him. Credit if the child
produces a vercal or
horizontal line that is at
least 2 inches long and
does not deviate or vary
from your vercal line by
more than 30 degrees. The
lines may be wavy but
not broken.
MATERIALS: paper, pencil/
crayon
PROCEDURE:
Place a paper and pencil/
crayon on the table or at
surface and ask the child to
draw a circle or a ball aer
you have demonstrate it
to him. Credit if the child
produces any curve that
is closed or nearly closed.
Connuous spiral moons
are not credited.
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)
8.
9.
10.
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FINE MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
Draws a house using
geometric forms
and must be drawn in pairs
to get full credit unless the
drawing is in prole
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
11.
SELF-HELP DOMAIN
SELF-HELP MATERIALS/PROCEDURE PRESENT COMMENTS
Feeds self with
nger food (e.g.
biscuits, bread)
using ngers
Feeds self using
ngers to eat rice/
viands with spillage
Feeds self using
spoon with spillage
Feeds self using
ngers without
spillage
Feeds self using
spoon without
spillage
MATERIALS: bread, biscuits
This must be elicited by the
interviewer.
Automacally credit if the
child eats without spillage.
Parental report will suce
Automacally credit if the
child eats without spillage.
Parental report will suce
Parental report will suce
Parental report will suce
1.
2.
3.
4.
5.
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Revised Philippine Early Childhood Development Checklist
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SELF-HELP MATERIALS/PROCEDURE PRESENT COMMENTS
Eats without need
for spoon feeding
during any meal
Helps hold cup for
drinking
Drinks from cup with
spillage
Drinks from cup
unassisted
Gets drink for self
unassisted
Pours from pitcher
without spillage
Prepares own food/
snack
Prepares meals for
younger siblings/
family members
Parental report will suce
MATERIALS: drinking cup,
water
Note: The cup should not
have a lid or spout.
This must be elicited by the
interviewer.
MATERIALS: drinking cup,
water
Note: The cup should not
have a lid or spout.
This must be elicited by the
interviewer. Automacally
credit if he passes the next
item.
MATERIALS: drinking cup,
water
This must be elicited by the
interviewer.
Parental report will suce
Parental report will suce
Ask the caregiver if the
child can prepare his own
snack without help except
for geng items that are
hard to reach (e.g. bowl
spoon).
Parental report will suce
6.
7.
8.
9.
10.
11.
12.
13.
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SELF-HELP MATERIALS/PROCEDURE PRESENT COMMENTS
Dressing – sub-domain
Parental report will suce
Parental report will suce
Parental report will suce
Parental report will suce
MATERIAL: small shirt with
buon and shoestring
PROCEDURE:
Have the child demonstrate
how to buon in order to
credit this item
Parental report will suce
Parental report will suce
14.
15.
16.
17.
18.
19.
20.
Parcipates when
being dressed
(e.g. raises arms or
lis leg)
Pulls down gartered
short pants
Removes sando
Dresses without
assistance except for
buoning and tying
Dresses without
assistance including
buoning and tying
Toilet training – sub-domain
Informs the adult
only aer he has
already urinated
(peed) or moved his
bowels (poohed) in
his underpants
Informs adult of
need to urinate
(pee) or move
bowels (pooh- pooh)
so he can be brought
to a designated
place (e.g. comfort
room)
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SELF-HELP MATERIALS/PROCEDURE PRESENT COMMENTS
Parental report will suce
Parental report will suce
Parental report will suce
Parental report will suce
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.
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
Parental report will suce
TOTAL SCORE
21.
22.
23.
24.
25.
26.
27.
Goes to the
designated place to
urinate (pee) or move
bowels (pooh) but
somemes sll does
this in his underpants
Goes to the
designated place to
urinate (pee) or move
bowels (pooh) and
never does this is his
underpants anymore
Wipes/Cleans
self aer a bowel
movement (pooh)
Bathing - sub-domain
Parcipates when
bathing (e.g. rubbing
arms with soap)
Washes and dries
hands without any
help
Washes face without
any help
Bathes without any
help
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RECEPTIVE LANGUAGE DOMAIN
RECEPTIVE LANGUAGE MATERIALS/PROCEDURE PRESENT COMMENTS
Points to family
member when asked
to do so
Points to 5 body
parts on himself
when asked to do so
Points to 5 named
pictured objects
when asked to do so
Follows one-step
instrucons that
include simple
preposions (e.g.,
in, on, under, etc.)
Follows 2-step
instrucons that
include simple
preposions
PROCEDURE:
Ask the child to point to his
mother/caregiver.
Credit if he does so.
PROCEDURE:
Have the child point to his
eyes, nose, mouth, hands
and feet. Credit if he can
point to all these.
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________?”
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 nger to point to at
least 5 pictures.
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 instrucons. Credit
if the child is able to
follow at least one of the
instrucons.
TOTAL SCORE
1.
2.
3.
4.
5.
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EXPRESSIVE LANGUAGE DOMAIN
EXPRESSIVE LANGUAGE MATERIALS/PROCEDURE PRESENT COMMENTS
A. 3.1 – 4.0 years
Uses 5 to 20
recognizable words
Uses pronouns (e.g.
I, me, ako, akin)
Uses 2 to 3
words verb-noun
combinaons (e.g.
hingi gatas)
Names objects in
pictures
Speaks in
grammacally
correct 2-
3 word sentences
Asks “what”
quesons
Asks “who”’ and
“why” quesons
PROCEDURE:
Ask the caregiver if the
child can clearly say
5-6 words aside from
mama and papa. This will
be the minimum number.
Parental report will suce.
Parental report will suce.
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.
Parental report will suce.
Parental report will suce.
Parental report will suce.
1.
2.
3.
4.
5.
6.
7.
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EXPRESSIVE LANGUAGE MATERIALS/PROCEDURE COMMENTS
Gives account of
recent experiences
(with prompng) 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 suce.
TOTAL SCORE
8.
PRESENT
COGNITIVE DOMAIN
COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
Looks at direcon of
fallen object
Looks for a parally
hidden objects
MATERIALS: spoon /ball
PROCEDURE:
With the child seated, get
his aenon 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. Automacally
credit if item #5 is passed.
MATERIALS: ball, small
towel/cloth
PROCEDURE:
With the child facing you,
parally hide a ball behind
a small towel and observe
if he will look for it and nd
it. Credit if the child pulls
the towel & gets the hidden
ball. Automacally credit if
item #5 is passed.
1.
2.
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COGNITIVE DOMAIN
COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
Imitates behavior
just seen a few
minutes earlier
Offers on object but
may not release it
Looks for completely
hidden object
Exhibits simple
“pretend” play
(feeds, puts doll to
sleep)
Matches objects
Automacally credit if
item #6 is passed.
Parental report will suce.
Parental report will suce.
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.
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.
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,
3.
4.
5.
6.
7.
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COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
Matches 2 to 3
colors
Matches pictures
“Put each object on the one
that is just like it.” Credit
if the child can match the
objects correctly.
MATERIALS: 3 pairs of
crayons (blue, red, yellow)
PROCEDURE:
Place one crayon of each
color on the table or at
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.
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 at
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.
8.
9.
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COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
Sorts based on
shapes
Sorts objects based
on 2 aributes
(e.g., size and color)
Arranges objects
according to size
from smallest to
biggest
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.”
Aer 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).
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.
MATERIALS: 4 pieces of
graduated sized squares and
4 pieces of graduated sized
circles
PROCEDURE:
Show the child the rst set
of squares spread out at
random on a table or at
surface. Say, “Here are 4
squares. Look, I can begin
with the smallest, then move
to the next big one, unl
I reach the biggest one.”
10.
11.
12.
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COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
Names 4 to 6 colors
Copies shapes
Names 3 animals
or vegetables when
asked
States what
common household
items are used for
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 unl
the last one.
Repeat this procedure
using the circles without
demonstrang.
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.
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.
MATERIALS: Paper and
pen/crayon PROCEDURE:
Let the child copy a circle,
triangle, and square aer
demonstrang how each of
this is done.
Credit if the child can name 3
animals or vegetables.
Credit if he can state the
use of funcon of at least 2
household items like a bed
and a drinking glass.
13.
14.
15.
16.
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Revised Philippine Early Childhood Development Checklist
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COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
Can assemble
simple puzzles
Demonstrates an
understanding
of opposites by
compleng a
statement
(e.g., “Ang aso ay
malaki, ang daga
ay ________”)
Points to le and
right sides of body
Can state what
is silly or wrong
with pictures (e.g.
Ano ang mali sa
larawang ito?)
MATERIAL: simple 4 – 6 piece
puzzles
Procedure: Allow the child
to solve the puzzle in 2
minutes. Proceed to the next
item aer 2 minutes.
Credit if the child can give an
opposite word.
PROCEDURE: Sit across the
child and ask “Show me your
le hand.” Do the same for
the following:
Right hand, le foot, right
knee, le shoulder, right eye,
right knee, le leg. Credit if
the child can correctly point
out the le and right side
on at least 5 body parts as
requested.
MATERIALS: A picture
PROCEDURE:
Show the pictured scenes to
the child one at a me and
ask, “What is wrong with this
picture?” Credit if the child
correctly idenes what
made the picture incorrect.
17.
18.
19.
20.
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Revised Philippine Early Childhood Development Checklist
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COGNITIVE MATERIALS/PROCEDURE PRESENT
Matches upper and
lower case leers
MATERIALS: 2 sets of
alphabet cards with upper
and lower case leers
PROCEDURE:
Randomly present 4 pairs of
upper case leers. Have the
child match these. Do the
same with 4 pairs of lower
case leers. 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 leers.
TOTALSCORE
21.
SOCIAL-EMOTIONAL DOMAIN
SOCIAL-EMOTIONAL MATERIALS/PROCEDURE PRESENT COMMENTS
A. 3.0 – 5.0 years
Enjoys watching
acvies of nearby
people or animals
Friendly with
strangers but inially
may show slight
anxiety or shyness
Plays alone but likes
to be near familiar
adults or brothers
and sisters
Laughs or squeals
aloud in play
Parental report will suce
Parental report will suce
Parental report will suce
Parental report will suce
1.
2.
3.
4.
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Revised Philippine Early Childhood Development Checklist
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SOCIAL-EMOTIONAL DOMAIN
SOCIAL-EMOTIONAL MATERIALS/PROCEDURE PRESENT COMMENTS
Plays peek-a-boo
(bulaga)
Rolls ball
interacvely with
caregiver/examiner
Hugs or cuddles toys
A. 5.1 – 5.11 years
Demonstrates
respect for elders
using terms like “po”
and “opo”
Shares toys with
others
Imitates adult
acvies (e.g.,
cooking, washing)
Idenes feelings in
others
Appropriately uses
cultural gestures of
greeng without
much prompng
(e.g., mano, bless,
kiss, etc.)
Comforts playmates/
siblings in distress
Parental report will suce
Parental report will suce
Parental report will suce
Parental report will suce
Parental report will suce
Parental report will suce
Credit if the child can tell
when the caregiver is
feeling happy, sad, worried,
etc.
Parental report will suce
Parental report will suce
Parental report will suce
5.
6.
7.
8.
9.
10.
11.
12.
13.
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SOCIAL-EMOTIONAL MATERIALS/PROCEDURE PRESENT COMMENTS
Persists when faced
with a problem or
obstacle to his wants
Helps with family
chores (e.g., wiping
tables, watering
plants, etc.)
Curious about
environment but
knows when to stop
asking quesons of
adults
Waits for his/her
turn
Asks permission to
play with toy being
used by another
Defends possessions
with determinaon
Plays organized
group games fairly
(e.g., does not cheat
in order to win)
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 suce
Parental report will suce
Credit (if the child asks
quesons about things
around him but knows
when he is being “makulit”
about the topic
Parental report will suce
Parental report will suce
Parental report will suce
Credit if the chid tries to
hold on to what is his when
someone tries to grab this
from him.
Parental report will suce
Parental report will suce
14.
15.
16.
17.
18.
19.
20.
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SOCIAL-EMOTIONAL MATERIALS/PROCEDURE PRESENT COMMENTS
Can talk about
dicult feelings
(e.g., anger,
sadness, worry) he
experience
Honors a simple
bargain with
caregiver (e.g., can
play outside only
aer cleaning /
nishing his room)
Watches responsibly
over younger
siblings/family
members
Cooperates with
adults and peers in
group situaons to
minimize quarrels
and conicts
Parental report will suce
Parental report will suce
Parental report will suce
Parental report will suce
TOTAL SCORE
21.
22.
23.
24.
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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 administraon.
AGES
3 years
1 month 4 years 5 years
Raw Scaled Raw Scaled Raw Scaled
Score Score Score Score Score Score
Gross Motor
Fine Motor
Self-Help
Recepve Language
Expressive Language
Cognive
Social-Emoonal
Sum of Scaled Scores
Standard Score
3. Change raw scores into scaled scores
a. Aer you have derived the raw scores for each domain, convert
the raw score into the scaled score. Refer to the Scaled Score
Conversaon 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.”
DOMAIN
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Scaled Score Equivalent of Raw Scores Table Child's Record 2
Ages 3.1 – 4.0 years
Scaled Gross FIne Self-help Recepve Expressive Cognive Social
Score Motor Motor raw score Language Language raw Emoonal
raw score raw score raw score raw score score raw score
1 0-3 - 0-9 - 0-2 - 0-9
2 4 0-3 10 - - - 10-11
3 5 - 11 0-1 3 0 12
4 - 4 12 - 4 1 13
5 6 5 13-14 2 - 2-3 14
6 7 - 15 - 5 4 15
7 8 6 16 3 5 16
8 9 - 17 - - 6 17-18
9 - 7 18-19 - 6 7 19
10 10 8 20 4 - 8-9 20
11 11 - 21 - 7 10 21
12 12 9 22 5 - 11 22
13 - - 23-24 - 8 12 23
14 13 10 25 - - 13-14 24
15 - 11 26 - - 15 -
16 - - 27 - - 16 -
17 - - - - - 17 -
18 - - - - - 18 -
19 - - - - - 19-21 -
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Scaled Score Equivalent of Raw Scores
Age band 4.1 - 5.0 years
Scaled Gross FIne Self-help Recepve Expressive Cognive Social
Score Motor Motor raw score Language Language raw Emoonal
raw score raw score raw score raw score score raw score
1 0-5 0-3 0-15 0-1 - 0 0-13
2 6 4 16 - 0-5 1 14
3 - - 17 2 - 2-3 15
4 7 5 18 - - 4 16
5 8 6 19 - 6 5 17-
6 - - 20 3 - 6-7 -
7 9 7 - - - 8 18
8 10 - 21 - 7 9-10 19
9 - 8 22 4 - 11 20
10 11 9 23 - - 12 21
11 12 - 24 5 8 13-14 22
12 - 10 25 - - 15 23
13 13 - 26 - - 16-17 24
14 - 11 27 - - 18 -
15 - - - - - 19-20 -
16 - - - - - 21 -
17 - - - - - - -
18 - - - - - - -
19 - - - - - - -
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Scaled Gross FIne Self-help Recepve Expressive Cognive Social
Score Motor Motor raw score Language Language raw Emoonal
raw score raw score raw score raw score score raw score
1 0-10 0-5 - 0-2 - 0-9 0-15
2 - - 0-19 - - 10 16
3 - 6 20 - - 11 17
4 11 - 21 3 - 12 -
5 - 7 - - 0-7 13 18
6 - - 22 - - 14 19
7 12 8 23 - - 15 20
8 - 9 - 4 - 16 -
9 - - 24 - - 17 21
10 - 10 25 - - 18 22
11 13 - - 5 8 19 23
12 - 11 26 - - 20 -
13 - - 27 - - 21 24
14 - - - - - - -
15 - - - - - - -
16 - -- - - - - -
17 - - - - - - -
18 - - - - - - -
19 - - - - - - -
b. Aer you have obtained the child's Scaled Score for each of the 7
domains, enter these in the designated boxes in the Checklist's
cover sheet
c. Plot out the scores on the graph as well. Make sure you see the
columns designated for the child's age.
Scaled Score Equivalent of Raw Scores
Ages 5.1 – 5.11 years
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Scaled Scores
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 evaluaon.
Suggests advanced developmentAverage development
Re-test aer 3 to 6 months
DOMAIN
SCALED SCORES
GROSS MOTOR
FINE MOTOR
SELF-HELP
RECEPTIVE LANGUAGE
EXPRESSIVE LANGUAGE
COGNITIVE
SOCIAL-EMOTIONAL
Child’s Age:
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
DOMAIN
SCALED SCORES
GROSS MOTOR
FINE MOTOR
SELF-HELP
RECEPTIVE LANGUAGE
EXPRESSIVE LANGUAGE
COGNITIVE
SOCIAL-EMOTIONAL
Child’s Age:
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
DOMAIN
SCALED SCORES
GROSS MOTOR
FINE MOTOR
SELF-HELP
RECEPTIVE LANGUAGE
EXPRESSIVE LANGUAGE
COGNITIVE
SOCIAL-EMOTIONAL
Child’s Age:
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
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Interpretaon of the Scores
Scaled Scores
Scaled Scores range from 1 – 19 with a mean of 10 and a standard deviaon
of 3. They are interpreted as follow:
Table 6. Interpretaon of the Scaled Scores
Scaled Score Interpretaon
1 - 3 Suggest signicant 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
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. Theorecally 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 nd the corresponding Standard
Score for this which is printed in the column labelled “Standard Scores
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Standard Score Equivalent of Sum of Scaled Scores Table
Child’s Record 2
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
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Standard Scores
Mark an x on the corresponding Standard Score for each administraon and
connect the x’s. Write the date for each test administraon.
3 years & 1 month
160
150
140
130
120
110
100
90
80
70
60
50
40
30
20
Suggests advanced
development
Average developmentRe-test aer 3 to 6 months
4 years 5 years
Date Tested
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Revised Philippine Early Childhood Development Checklist
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Standard Scores have a mean of 100 and a standard deviation of + 15. They
are interpreted as follows:
Interpretaon of Standard Score or Development Index
Standard Score Interpretaon
69 and below Suggest signicant 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: ______
