Revised ECD Checklist

Technical and Administration Manual

Testing Considerations

Physical Conditions

The Checklist can be administered in a setting familiar to the respondents. Ideally, the
place should be relatively quiet, well-lit and ventilated, and have tables 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
behavior. These include observation, direct elicitation of the behavior 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 is important 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.

Testing Materials

Form 2 Materials:

 small toy
 2 balls
 food; bread, biscuit, raisin, individually wrapped candy
 any dangling object
 container with screw on top
 paper
 crayon/ pencil

1
  drinking cup and water
 1 picture book
 2 blocks
 2 spoons
 cloth
 doll
 toy car
 shoestring
 small shirt with button
 3 pairs of different colored crayons
 3 pairs of picture cards
 3 sets of shape cards
a. 2 blue triangles, 2 red triangles, 2 yellow triangles all of the same size
b. 2 squares, 2 circles, and 2 triangles of the same color)
c. 3 small circle and 3 big circles.
 color cards ( primary and secondary colors)
 4 pieces graduated sizes of circle and square
 4-6 piece puzzle
 2 picture cards depicting 2 incongruous activities

Completing the record forms

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

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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 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.

NOTE: 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,
Language 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” ( -).

Where to start

For every domain, begin by administering the first item for the age group the child
belongs to (i.e. “starting age” ). If the skills in the first three items are not yet present (-),
reverse the procedure of administration until three (3) consecutive skills are present.
Automatically give the child credit for all the earlier items in the given domain that you
did not administer. Since these items are developmentally sequenced, it is assumed
that the child has already attained those skills.

For example the child is 5.2

B.4.1 – 5.0 Years

GROSS MOTOR PRESENT

8.
9. 
10. 

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B.5.1 – 5.11 Years
GROSS MOTOR PRESENT
11. 
12. -
13. 

From the above illustration, item # 11 is the first item to be administered to the child.
Take note that item # 12 is not present, therefore, the examiner had to reverse the
sequence and go to items lower than the starting age until 2 consecutive items were
checked (# 9 and #10). Item # 9 constitutes the Basal item. Items # 1-8 are
automatically checked because they are assumed to be present.

Where to stop (Ceiling Item )

For every item, discontinue or stop when there are three (3) consecutive items that are
not yet observed or present (-).

For example the child is 5.2 years old.

SELF-HELP PRESENT
9. 
10. 
11. 
12. -
13. -
14 -
15
16
17

The examiner starts with # 17. However, the skills listed from the item # 12-# 16 are not
yet displayed by the child as indicated by three (3) consecutive hyphens (-). Item # 14
constitutes the ceiling item. Once this has been reached, the examiner stops the
administering the Self-Help domain and proceeds to the “starting” age of the next
domain.

Bear in mind that if the child can still answer/perform items which are beyond his age or
age group, the examiner should still continue to adminster the succeeding items.

On the other hand, if there are 3 consecutive items scored as -9 (i.e. no opportunity/not
applicable), these are considered as equivalent to “not present” (-) and the examiner
stops administering the rest of the items.

4
Fundamentals in Administration

Rapport-building is very important to start the testing session especially when the child
is not familiar with the examiner. The examiner must emphasize that there are no 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.

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.

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 expression 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 in the item. This will help him maintain his interest in
the different activities you are asking them to do.

Eliciting Behavior

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 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 sying, “I will tell your mother 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:

5
  The child is sick and not feeling well.
 The child is crying and not disposed to cooperate.

If the evaluation has been deferred, disregard the results of the sessions where you
could not complete administration of the Checklist. Consider only that which you
obtained when the child was most responsive. If, after 3 sessions/attempts, you are still
not able to get the child to work with you, bring the matter up to the supervisor.

6
 PROCEDURE

GROSS MOTOR DOMAIN

3.1-4.0 GROSS MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
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 MATERIALS: 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
5. Walks up stairs holding MATERIAL: toy
handrail, 2 feet on each step PROCEDURE:
Place a toy in the middle of the step and ask
the child to walk up the stairs to get the toy.
Credit if the child walks up the stairs using the
handrail or wall for support and places both
feet on each step before stepping on the next
one. Parental report will suffice.
6. Walks upstairs with alternate MATERIAL: toy
feet without holding handrail PROCEDURE:
Place a toy in the middle of the 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 on to the handrail or wall for
support.
Parenting report will suffice.
7. Walks downstairs with MATERIAL: TOY
alternate feet without holding PROCEDURE:
handrail Place a toy in the middle of the step 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..

7
3.1-4.0 GROSS MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
10. Throws ball overhead with MATERIAL: ball
direction 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 overhead 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.
5.1-5.11
11. Hops 1 to 3 steps on PROCEDURE:
preferred foot 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 Parental report will suffice.
movement activities
TOTAL SCORE

FINE MOTOR DOMAIN

3.1-4.0 FINE MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
1. Uses all 5 fingers to get MATERIALS: small toy/object
food/toys placed on flat PROCEDURE:
surface 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.
2. Picks up objects with MATERIALS: any small toy or food
thumb and index finger PROCEDURE:
Place a toy/food in front of the child and within his
reach. Attract his attention by tapping neart 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 MATERIAL: toy
Preference 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 MATERIALS: small objects, container
Containers This must be elicited by the interviewer.
5. Holds crayon with all the MATERIALS: crayon
fingers of his hand making PROCEDURE:
a fist (I.e., palmar grasp) Present child with a crayon and have him get this.

8
3.1-4.0 FINE MOTOR MATERIALS/PROCEDURE PRESENT COMMENTS
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 interviewer.
4.1-5.0
6. Unscrews lid of container MATERIALS: Container with screw-on top or
or unwraps food wrapped candy.
This must be elicited by the interviewer.
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 MATERIALS: paper, pencil/crayon
horizontal lines 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.
5.1-5.11
Draws circle purposefully MATERIALS: paper, pencil/crayon
9. 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 demonstrated 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 figure MATERIALS: paper, pencil
(head, eyes, trunk, arms, PROCEDURE:
hands/fingers) 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)
11. Draws a house using MATERIALS: paper, pencil
geometric forms 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

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 SELF-HELP DOMAIN
3.1-4.0 SELF-HELP MATERIALS/PROCEDURE PRESENT COMMENTS
1. Feeds self with finger food MATERIALS: bread, biscuits
(e.g. biscuits, bread) using This must be elicited by the interviewer.
fingers
2. Feeds self using fingers with Parental report will suffice
spillage
3. Feeds self using spoon with Parental report will suffice
spillage
4. Feeds self using fingers Parental report will suffice
without spillage
5. - Feeds self using spoon Parental report will suffice
without spillage
4.1-5.0
6. Eats without need for Parental report will suffice
spoonfeeding during any
meal
7. Helps hold cup for drinking Note: The cup should not have a lid or spout.
8. Drinks from cup with spillage Ask the caregiver if the child can drink from a
cup/glass with some spillage. The cup should not
have a lid or spout.
5.1-5.11
9. Drinks from cup unassisted MATERIALS: drinking cup, water
This must be elicited by the interviewer.
10. Gets drink for self Parental report will suffice
unassisted
11.- Pours from pitcher without Parental report will suffice
spillage
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 Parental report will suffice
siblings/family members
when no adult is around
14. Participates when being Parental report will suffice
dressed (e.g. raises arms or
lifts leg)
15. Pulls down gartered short Parental report will suffice
pants
16. Removes sando Parental report will suffice
17. Dresses without assistance Material: small shirt w/button and shoestring
except buttons and tying PROCEDURE:
Have the child demonstrate how to button in order
to credit this item or parental report will suffice
18.- Dresses without assistance Material: small shirt w/button and shoestring
including buttons and tying PROCEDURE:
Have the child demonstrate how to button in order
to credit this item

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 SELF-HELP DOMAIN
SELF-HELP MATERIALS/PROCEDURE PRESENT COMMENTS
19. Informs the adult only after Parental report will suffice
he has already urinated
(peed) or moved his bowels
(pooped) in his underpants
20. Informs adult of need to Parental report will suffice
urinate (pee) or move
bowels (poop) so he can be
brought to a designated
place (e.g. comfort room)
21. Goes to the designated Parental report will suffice
place to urinate (pee) or
move bowels (poop) but
sometimes still does this in
his underpants
22. Goes to the designated Parental report will suffice
place to urinate (pee) or
move bowels (poop) and
never does this in his
underpants anymore
23. Wipes/Cleans self after a Parental report will suffice
bowel movement (poop)
Bathing sub-domain
24. Participates when bathing Parental report will suffice
(e.g. rubbing arms with
soap)

25. Washes and dries hands Ask the caregiver if the child can wash and dry his
without any help face without any help or supervision except to turn
on/off faucets that are out of reach.
26. Washes face without any Ask the caregiver if the child can wash and dry his
help 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

3.1-5.0 RECEPTIVE MATERIALS/ PRESENT COMMENTS
LANGUAGE PROCEDURE
1. Points to family member PROCEDURE:
when asked to do so Ask the child to point to his mother/caregiver.
Credit if he does so.
2. Points to 5 body parts on PROCEDURE:
himself when asked to do so 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 MATERIAL: picture book
objects when asked to do so PROCEDURE:

11
3.1-5.0 RECEPTIVE MATERIALS/ PRESENT COMMENTS
LANGUAGE 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.
4. Follows one-step MATERIALS: block/toy
instructions that include PROCEDURE
simple prepositions (e.g., in, Ask the child to put a block/toy under the table; on
on, under, etc.) 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.
5.1-5.11
5. Follows 2-step instructions MATERIALS: BLOCK/TOY
that include simple PROCEDURE:
prepositions Ask the child to get a block/toy from under the table
and then place it on the table. Do not point or
use gestures when giving the instruction. Credit if
the child is able to follow.
TOTAL SCORE

EXPRESSIVE LANGUAGE DOMAIN

3.1-5.0 EXPRESSIVE MATERIALS/PROCEDURE PRESENT COMMENTS
LANGUAGE
1. Uses 5-20 recognizable PROCEDURE:
words 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, Parental report will suffice.
ako, akin)
3. Uses 2-3 words verb-noun Parental report will suffice.
combinations (e.g. hingi
gatas)
4. Names objects in pictures MATERIALS: picture book
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.
5.1-5.11
5. Speaks in grammatically Parental report will suffice.
correct 2-3 word sentences
6. Asks “what” questions
Parental report will suffice.
7. Asks “who”' and “why” Parental report will suffice.
questions
8. Gives account of recent PROCEDURE:
experiences (with Ask the caregiver if the child can recount recent

12
3.1-5.0 EXPRESSIVE MATERIALS/PROCEDURE PRESENT COMMENTS
LANGUAGE
prompting) in order of experiences in correct sequence and using past
occurrence using past tense 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.

COGNITIVE DOMAIN

3.1-4.0 COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS

1. Looks at direction of fallen MATERIALS: spoon /ball
object 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.
2. Looks for partially hidden MATERIALS: ball, small towel/cloth
object 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 and gets
the hidden ball.
3. Imitates behavior just seen Parental report will suffice.
a few minutes earlier
4. Offers object but will not
release it
Looks for completely hidden MATERIALS: ball, small towel/cloth
5. object 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 pretend play MATERIALS: doll or toy car/block
(feed, put doll to sleep) PROCEDURE:
If the child is a girl, carry the doll and try 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 spoon, balls, blocks
PROCEDURE:
Place one spoon, one ball, and one block on the
table. (Give 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.
4.1-5.0
8. Matches 2 – 3 colors MATERIALS: 3 pairs of crayons (blue, red, yellow)
PROCEDURE:
Place one crayon of each color on the table or flat

13
3.1-4.0 COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
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
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. Ask the child, “ How
can you arrange these cards ?” . After the child
groups according to 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 MATERIALS: 4 pairs of the same shape that differ
attributes (e.g., size and in size and color.
color) PROCEDURE:
Show the cards to the child. Ask the child, “ How
can you arrange these cards ? After the child
groups according to shapes, point to the ones with
the same shape and ask, “Why did you put these
together ? “.
Then disarrange the cards. Ask the child “ How
else can you arrange this or “ Is there another way
you can arrange these ? “. Credit if the child can
group
the cards by color and size and say why they are
the same.
12. Arranges objects according MATERIALS: 4 pieces of graduated sized squares
to size from smallest to and 4 pieces of graduated sized circles
biggest PROCEDURE:
Show the child a set of circles spread out at
random on a table or flat surface. Say, “Here are
4 circles. Look, I can begin with the smallest. Now
put the next one. Then the next one. Then the next
one.

Do it also with the graduated sized squares.

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 – 6 colors MATERIALS; 6 papers of different colors
PROCEDURE:

14
3.1-4.0 COGNITIVE MATERIALS/PROCEDURE PRESENT COMMENTS
Ask the child, “What color is this?” Credit if the
child can name 4 – 6 colors correctly.
14. Copies shapes MATERIALS: Paper and pen/crayon
PROCEDURE:
Let the child copy a circle, triangle, and circle after
demonstrating how each of this is done.
15. Names 3 animals or
vegetables when asked

16. States what common Credit if he can state the use of function of at least
household items are used for 2 household items like a bed and a drinking glass.
5.1-5.11
17. Can assemble simple MATERIAL: simple 4 – 6 piece puzzles
puzzles
18. Demonstrates an
understanding of opposites
by completing a statement
(e.g., Ang aso ay malaki, ang
daga ay _____”)
19. Points to left and right sides PRCEDURE: Sit across the child and ask “Show
of body 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 MATERIALS: picture cards depicting activities that
wrong with pictures (e.g. Ano have something silly or wrong with them
ang mali sa larawang ito?)
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 MATERIAL/s: Alphabet card with 8-10 upper and
case letters lower case letters
TOTAL SCORE

15
 SOCIAL-EMOTIONAL DOMAIN
3.1-5.0 SOCIAL- MATERIALS/PROCEDURE PRESENT COMMENTS
EMOTIONAL
1. Enjoys watching activities Parental report will suffice
of nearby people or
animals
2. Friendly with strangers but Parental report will suffice
initially may show slight
anxiety or shyness
3. Plays alone but likes to be Parental report will suffice
near familiar adults or
brothers and sisters
4. Laughs or squeals aloud in Parental report will suffice
play
5.1-5.11
5. Plays peek-a-boo (bulaga) Parental report will suffice
6. Rolls ball interactively with Parental report will suffice
caregiver/examiner
7. Hugs or cuddles toys Parental report will suffice
8. Demonstrates respect for Parental report will suffice
elders using terms like “po”
and “opo”

9 Shares toys with others Parental report will suffice

10. Imitates adult activities Parental report will suffice
(e.g., cooking, washing)
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 Parental report will suffice
gestures of greeting without
much prompting (e.g.,
mano, bless, kiss,etc.)
13. Comforts Parental report will suffice
playmates/siblings in
distress
14. Persists when faced with a Credit if the child tries to solve the problem instead
problem or obstacle to his of crying when something stands in the way of what
wants he wants (e.g.., fastening a box of his treasures with
a string if the lid no longer closes)
15. Helps with family chores Parental report will suffice
(e.g., wiping tables,
watering plants, etc.)
16. Curious about environment Credit (if the child asks questions about things
but knows when to stop around him but knows when he is being “makulit”
asking questions from about the topic
adults

17. Waits for turn Parental report will suffice

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3.1-5.0 SOCIAL- MATERIALS/PROCEDURE PRESENT COMMENTS
EMOTIONAL
18. Asks permission to play Parental report will suffice
with toy being used by
another
19. Defends possessions with Credit if the chlid tries to hold on to what is his when
determination someone tries to grab this from him.
20. Plays organized group Parental report will suffice
games fairly (e.g., does not
cheat in order to win)
21. Can talk about difficult Parental report will suffice
feelings (e.g., anger,
sadness, worry) he
experiences.
22. Honors a simple bargain Parental report will suffice
with caregiver (e.g., can
play outside only after
cleaning/fixing his room)
23. Watches responsibly over Parental report will suffice
younger siblings/family
members
24. Cooperates with adults and Parental report will suffice
peers in group situations to
minimize quarrels and
conflicts
TOTAL SCORE

SCORING
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.
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.
AGES
4 years 5 years
Raw Scaled Raw Scaled
Score Score Score Score
Gross Motor
Fine Motor
Self Help
Receptive Language
Expressive Language
Cognitive
Socio-Emotional
Sum of Scaled Scores
Standard Score
Date Tested

3.Change raw scores into scaled scores

a. After you have derived the raw scores for each domain, refer to the Scaled Score Conversation

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 Tables. Locate the table for the age of the child. Look for the raw score he obtained in each
domain. The corresponding Scaled Score for this printed in the column labeled “ Scaled Scores.”

Scaled Score Equivalents of Raw Scores

Age band 4.1- 5.0 years
Scaled Gross Fine Self- Receptive Expressive Cognitive Social
Score Motor Motor Help Language Language raw score Emotional
raw score raw score raw score raw score raw 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 18
7 9 7 - - - 8 19
8 10 - 21 - 7 9-10 20
9 - 8 22 4 - 11 21
10 11 9 23 - - 12 22
11 12 - 24 5 8 13-14 23
12 - 10 25 - - 15 24
13 13 - 26 - - 16-17 -
14 - 11 27 - - 18 -
15 - - - - - 19-20 -
16 - - - - - 21 -
17 - - - - - - -
18 - - - - - - -
19 - - - - - - -

Scaled Score Equivalents of Raw Scores

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 Age band 5.1- 5.11 years
Scaled Gross Fine Self- Receptive Expressive Cognitive Social
Score Motor Motor Help Language Language raw score Emotional
raw score raw score raw score raw score raw 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 .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.

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

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Interpretation of the scores

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 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. Theoretically the sum cannot be less than 7 or more than 133. Turn the
Table of Standard Scores in the manual. Locate the Sum of Scaled Scores that you
arrived at, and then find the corresponding Standard Score for this which is printed in
the column labeled “Standard Scores.”

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 TABLE OF STANDARD SCORES:CHILD’S RECORD 2

Sum of Scaled Standard Sum of Scaled Standard

Scores Scores Scores 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 64 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 have a mean of 100 and a standard deviation of + 15. They are
interpreted as follows:

Table 7. 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

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