The Revised

Philippine ECD
Checklist
Objectives

1. Familiarize oneself with the

revised Philippine ECD
Checklist
2. Administer ECD Checklist
following the standard
procedure

DEPARTMENT OF EDUCATION
Activity

1. Pick a metastrip (with a

printed early childhood
developmental skill).
2. Group yourselves according to
the developmental domains in
the ECD Checklist

DEPARTMENT OF EDUCATION
Analysis of the output

1. Are they correctly grouped

according to developmental
domains?

DEPARTMENT OF EDUCATION
GROSS MOTOR DOMAIN
• Walks backwards
• Moves body part as directed
• Jumps up
• Dances patterns/joins group movement
activities

DEPARTMENT OF EDUCATION 5
FINE MOTOR DOMAIN
• Draws circle purposely
• Draws a house using geometric forms
• Unscrews lid of container or unwraps food
• Puts small objects in/out of containers

DEPARTMENT OF EDUCATION 6
SELF-HELP DOMAIN
• Wipes/Cleans self after a bowel movement
(pooh)
• Dresses without assistance including
buttons and tying
• Participates when being dressed (e.g.
raises arms or lifts leg)
• Feeds self with finger food (e.g. biscuits,
bread) using fingers
DEPARTMENT OF EDUCATION 7
RECEPTIVE LANGUAGE DOMAIN
• 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 instructions that include
simple prepositions (e.g., in, on, under,
etc.)
• Follows 2-step instructions that include
simple prepositions
DEPARTMENT OF EDUCATION 8
EXPRESSIVE LANGUAGE DOMAIN
• Uses pronouns (e.g. I, me, ako, akin)
• Names objects in pictures
• Speaks in grammatically correct 2-3 word
sentences
• Asks “who”' and “why” questions

DEPARTMENT OF EDUCATION 9
COGNITIVE DOMAIN
• Looks for partially hidden object
• Sorts based on shapes
• Names 3 animals or vegetables when
asked
• Can assemble simple puzzles

DEPARTMENT OF EDUCATION 10
SOCIO-EMOTIONAL DOMAIN
• Identifies feelings in others
• Shares toys with others
• Waits for turn
• Can talk about difficult feelings (e.g.,
anger, sadness, worry) he experiences.

DEPARTMENT OF EDUCATION 11
Analysis

2. Why is it important for a kinder

teacher to be familiar with these
domains?

DEPARTMENT OF EDUCATION
Overview(The Revised Philippine ECD
Checklist)
1. Nature, Purpose & Structure
2. Description of the Domains
3. Technical Administration
4. Fundamentals of Administration
5. Scoring Guideline
6. Interpreting the Score
7. Simulation of ECD Administration
DEPARTMENT OF EDUCATION
The ECD Checklist consists of 7 domains:

1. Gross Motor
2. Fine Motor
3. Receptive Language
4. Expressive Language
5. Cognitive
6. Socio-Emotional
7. Self-Help

DEPARTMENT OF EDUCATION
Nature and purpose of the checklist
It is designed to objectively monitor a
child's development in several domains:
gross and fine motor, receptive and
expressive language, cognitive, self-help and
social-emotional.

DEPARTMENT OF EDUCATION
Nature and purpose of the checklist
Tool for two parts of the curriculum process:

1.Diagnosis of needs and evaluation

2.Tool for Parent Education
-important to use for helping parents
support the psychosocial and early learning
needs of young children

DEPARTMENT OF EDUCATION
Structure of the Checklist
Sequence of the Items
Items in the Checklist are grouped and sequenced in
two ways:

1. Domains–Items are categorized according to

seven (7) domains

2. Developmental level -Within each domain or sub-

domain therein, items are developmentally
sequenced. Hence the first items pertain to skills
typically acquired at a younger age than those
enumerated in the latter portion of each domain.

DEPARTMENT OF EDUCATION
Descriptions of the Domains
1.Physical Domain
* Gross motor –abilities that
involve movements of the entire
body, trunk and/or limbs.
*Fine motor –abilities that involve
movements of the hands and fingers.

DEPARTMENT OF EDUCATION
Descriptions of the Domains
2.Self-help –abilities that
are involved in daily living
activities such as feeding,
dressing and toileting.

DEPARTMENT OF EDUCATION
Descriptions of the Domains
3. Language Development
*Receptive language –ability to
understand the spoken word.
*Expressive language –ability to
use the spoken word to convey
one’s thoughts and needs.

DEPARTMENT OF EDUCATION
4. Cognitive Development –ability to
think, reason, understand concepts and
problem solve. It also includes pre-
requisite early literacy and numeracy
skills.

5. Social-emotional Development
ability to respond in an age and
culturally appropriate manner to social
situations and interpersonal
relationships.
DEPARTMENT OF EDUCATION
When to administer:
At least 3x a year

Work Period: fine motor, language,

cognitive development

Meeting Time: language, gross motor

Development, cognitive development

DEPARTMENT OF EDUCATION
Storytelling: Receptive and Expressive
Language

Indoor/Outdoor Play: Gross Motor

DEPARTMENT OF EDUCATION
Technical and Administration
Guidelines

1. Testing Considerations

•Physical Conditions
-can be administered in a setting familiar
to the respondents
-relatively quiet, well-lighted and ventilated
-with appropriate furniture e.g. chairs,table

DEPARTMENT OF EDUCATION
2. Standard Procedure

a) direct elicitation of the

behavior from the child
b) observation
c) interview with parents and or
caregivers

DEPARTMENT OF EDUCATION
Fundamentals in Administration

1. Rapport building
-spend a few minutes interacting
with the child

DEPARTMENT OF EDUCATION
2. Refrain from “teaching” the
correct answer or prompting the
child.
3. Be careful not to make
comments like “ correct”, “very
good “, “wrong” or show through
facial expression or gestures that a
child is doing well or not very well

DEPARTMENT OF EDUCATION
• However you can praise the child for
his efforts even if he does not
succeed in the item. This will help him
maintain his interest in the different
activities you are asking him to do.

4. Some children are shy and needs

a little coaxing. Gently encourage
the child to try the task.
DEPARTMENT OF EDUCATION
5. 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 mother that
you do not want to do what I am asking
you.”
DEPARTMENT OF EDUCATION
6. Answers that do not seem to
exactly correspond to the intent of
an item are to be written in the
“comments” column of the tool. This
can serve as reference points of a
child’s progress when the checklist
is administered to him again at a
later date.

DEPARTMENT OF EDUCATION
7. Deferring the evaluation
•The child is sick and not feeling
well.
•The child is crying and not
disposed to cooperate.

DEPARTMENT OF EDUCATION
Note: Three-Rule
+ 3 rule : if 3 consecutive items are
present, preceding items are
automatically present

-3 rule : if 3 consecutive items are not

present, succeeding items are not
present

DEPARTMENT OF EDUCATION
Scoring Guidelines
1. RAW SCORES
Tally the number of checks marks in
each domain and record all this in the
section labeled “ Total score”. The
check marks you tallied are the raw
scores.

DEPARTMENT OF EDUCATION
 1st Assessment 2nd Assessment 3rd Assessment
Date: Date: Date:
DOMAINS
Age: Age: Age:
Raw Score Scaled Score Raw Score Scaled Score Raw Score Scaled Score

Gross Motor
Fine Motor
Self-help
Receptive Language
Expressive Language
Cognitive
Socio-emotional
Sum of Scaled Scores
Standard Score
Interpretation of Standard Score

DEPARTMENT OF EDUCATION 34
2. Scaled Scores
•Refer to the scaled scores conversion
tables.

a. Locate the label for the age of the

child.
b. Look for the raw score he obtained in
each domain. The corresponding Scaled
score for this is printed in the column
labeled “ Scaled Scores.
DEPARTMENT OF EDUCATION
Ages 4.1 to 5.0 years
Raw Scores
Scaled Score Gross Motor Fine Motor Slef-Help
Receptive Expressive
Cognitive
Social
Language Language Emotional
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
DEPARTMENT OF EDUCATION 36
Ages 5.1 to 5.11 years
Raw Scores
Scaled Score Receptive Expressive Social
Gross Motor Fine Motor Slef-Help Cognitive
Language Language Emotional
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 13 18
6 22 0-7 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

DEPARTMENT OF EDUCATION 37
d. Enter the scaled scores for
each of the 7 domains in the
designated boxes in the
checklist’s cover sheet

DEPARTMENT OF EDUCATION
Interpretation of Scaled Score
Scaled
Interpretation
Score
Suggest significant delay in overall
1-3 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

DEPARTMENT OF EDUCATION
Deriving the Standard Scores
(Development Index)

Get the sum of scaled score by

adding the scaled scores of each of
the 7 domains.
Find the corresponding standard
score in Standard Score Equivalent.

DEPARTMENT OF EDUCATION
3. Standard Scores
(Development Index)
-refers to the sum of the scaled
scores

DEPARTMENT OF EDUCATION
 TABLE OF STANDARD SCORES: CHILD RECORD 2

Sum of Scaled Scores Standard Scores Sum of Scaled Scores Standard Scores
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

DEPARTMENT OF EDUCATION 42
 Interpretation of Standard
Score (Development Index)
Standard
Interpretation
Score
Suggest significant delay in overall
69 & below development

70-79 Suggest slight delay in overall development

80-119 Average development
120-129 Suggest slightly advanced development
130 and Suggest highly advanced development
above
DEPARTMENT OF EDUCATION
Workshop:

1. Simulation (Administering ECD Checklist)

DEPARTMENT OF EDUCATION
9 Things You Should Say To Your Kids Every Day.mp4

DEPARTMENT OF EDUCATION
 Ms. Lucy V. Manalo
District Supervisor
Pinamalayan East
DEPARTMENT OF EDUCATION