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Developmental Screening Using The: Philippine Early Childhood Development Checklist

The document discusses developmental screening using the Philippine Early Childhood Development Checklist Form 2 for children ages 3.0-5.11 years old. It outlines the objectives of discussing the importance of developmental screening and assessment, and identifying strengths and areas for improvement in monitoring the ECCD checklist. Various aspects of administering and interpreting the ECCD checklist are described, including developmental domains, item arrangement, administration procedures, and interpreting standard scores. The next steps if assessments indicate delays would be to conduct a Multi-factored Assessment Tool to identify learners' strengths and needs across various domains of learning.

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Gene BonBon
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287 views

Developmental Screening Using The: Philippine Early Childhood Development Checklist

The document discusses developmental screening using the Philippine Early Childhood Development Checklist Form 2 for children ages 3.0-5.11 years old. It outlines the objectives of discussing the importance of developmental screening and assessment, and identifying strengths and areas for improvement in monitoring the ECCD checklist. Various aspects of administering and interpreting the ECCD checklist are described, including developmental domains, item arrangement, administration procedures, and interpreting standard scores. The next steps if assessments indicate delays would be to conduct a Multi-factored Assessment Tool to identify learners' strengths and needs across various domains of learning.

Uploaded by

Gene BonBon
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Developmental Screening Using the

Philippine Early Childhood


Development Checklist
Form 2(3.0 – 5.11 years old)

pinterest.com
What is Classroom Assessment?

http://www.uen.org/k-2educator/assessment.shtml
What is Classroom Assessment?
What is Classroom Assessment?
What is Classroom Assessment?
What is Classroom Assessment?
What is Classroom Assessment?
What is Classroom Assessment?
What is Classroom Assessment?
1. Assessment should be aligned with objectives, learning
standards, and competencies.
2. Assessment should be more like instruction.
3. Assessment should recognize the diversity of learners,
hence, varied methods appropriate to the type of learners
are utilized.
4. The Formative Assessment should scaffold the learners in
Summative Assessment.
5. Assessment results should be used by teachers to help
students learn better.
6. Assessment involves both teachers and learners.
Objective
1. Discuss the the importance of developmental
screening and assessment
2. Identify areas of strength and need for improvement
in monitoring the conduct of the ECCD checklist
Read and answer the statement with Yes /No

___1. I am familiar with the ECCD Checklist.

___2. I have monitored the conduct of the


ECCD Checklist.
___1.ECCD checklist determine a child's intelligence
quotient (IQ), or gauge his/her academic
achievement.
___2.The items in the Checklist are grouped and
sequenced by (1) domains and (2) developmental
levels.
___3. There are 9 domains in ECCD checklist.
___4. The ECCD checklist will be administered 3 times.
___5. If 3 consecutive items in every domain are present,
preceding items are automatically present.
What is the ECCD Checklist for?
The ECCD Checklist is NOT intended to be used to:

1) make a medical diagnosis;


2) determine a child's intelligence quotient
(IQ), or gauge his/her 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 to get the help
he/she needed as early as possible.

Source: http://www.naeyc.org/tyc/files/tyc/file/V5N5/Graphic%20Organizers.pdf
How is the item arranged?
The items in the Checklist are grouped and sequenced
by (1) domains and (2) developmental levels.

The seven domains are 1) Gross Motor,


2) Fine Motor,
3) Self-Help,
4) Receptive Language,
5) Expressive Language,
6) Cognitive, and
7) Social-Emotional.
By developmental levels means that within each domain,
items are developmentally sequenced. Hence the first items
pertain to skills typically acquired at a younger age that
those enumerated in the latter portion of each domain.

Source: http://www.naeyc.org/tyc/files/tyc/file/V5N5/Graphic%20Organizers.pdf
Description of the Domains
1. Gross motor - involves movements of the entire body,
trunk and/or limbs. Examples include sitting,
walking, climbing and jumping

2. Fine motor - involves movements of the hands and


fingers.
Example include reaching, grasping and writing
3. Self-help -refers to abilities relating to daily activities
such as feeding, dressing and toileting.
4. Receptive language - relates to the ability to
understand the spoken word.
Description of the Domains
5. Expressive language - refers to the ability to use the
spoken word to convey one's thoughts and needs.

6. Cognitive - relates to the ability to think, reason,


understand concepts and problems--solve. It also
includes pre-requisite early literacy and numeracy skills
.
7. Social-emotional - involves the ability to respond in
an age-and-culturally appropriate manner to social
situations and interpersonal relationships.
When and What to MONITOR
When to administer the ECCD checklist?

Pre Test - June-July


Post Test – February- March
Please remind your teachers on the following
rules:
+3 rules: if 3 consecutive items in every
domain are present, preceding items are
automatically present
- 3 rule: if 3 consecutive items are not present,
succeeding items are not present
How to compute the child’s age:

Date of the conduct: 2018-07-19


Date of Birth : 2013-08-31
Age : 4-10-15

There is no rounding off.


Please note that each month consists of 30 days.
HOW TO ADMINISTER THE ITEMS
If the behavior or response is present, place a check
( / ) in the “PRESENT” column. If the behavior or
response is not yet present / observed, indicate this via
a hyphen ( - ).
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, tec.
GROSS MOTOR DOMAIN
  GROSS MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS

3-1-4.0        
1. Climbs on chair or other Parental report will suffice    
elevated piece of furniture
like a bed without help
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 MATERIA: ball    
falling 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.
4-1-5.0        
4. Walks down stairs, 2 feet on Parental report will suffice.    
each step, with one hand
held
District:__________________

School_______________ Pre Test____ Post Test ______


Standard Interpretation Male Female Total Action
Score Taken/Intervention
69 and Suggest significant delay in overall
below development
70 – 79 Suggest slight delay in overall
development
80 – 119 Average overall development
120 - 129 Suggests slightly advanced
development
130 and Suggest highly advanced
above development
Next Step:

• Multi-factored Assessment Tool (MFAT)


What is MFAT?
 
The Multi-factored Assessment Tool (MFAT)
is a screening tool intended to gather
information on learner’s strengths, needs,
learning styles, and other educational
concerns. It aims to assist teachers for
instructional planning and educational
placement of learners.
When to conduct the MFAT?
• MFAT shall be conducted in all schools a
month after the beginning of each school
year. This is a one-time assessment
administered to Grade I learners enrolled
in the regular schools who may exhibit
developmental advancement or delays or
with manifestations of learning disability.
Scope of the assessment
It is an activity-based assessment
covering the five domains of learning
namely:
•Cognitive Domain
•Communication Domain
•Socio-Emotional Domain
•Motor Domain
•Daily Living Skills Domain
Goals and Objectives
• The MFAT aims to identify the
strengths and weaknesses of
learners in Grade 1 which
would require appropriate
intervention/s and proper
placement.

• The main goal of MFAT is to


identify Learners with Special
Educational Needs (LSENs)
who would need education
services and/or medical/allied
services.
Result of the MFAT
The result of the
MFAT does not in
any way, affect the
performance of the
learner, teacher,
school, division
nor the region.
Thank You!!!

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