MURS UT Me REO ec MTCCHow to Use the Early Childhood Care and Development Checklist “Kumilos tayo para sa ikabubuti ng mga bata ngayon, ‘huwag na natin itong ipagpabukas. Ang bawa't bata ay habilin sa atin ng Maykapal. Siya ay hating Hiram na Kinabukasan.” President Gloria Macapagal Arroyo's Keynote Speech “Say Yes" for Children Launch 24 May 2001Table of Contents Introduction \Whyis the growth and development ofachidimpoant? Why s timportant to monitor child's grow and development? How best cana childs growth and development be assessed? What kinds oftoos are available to monitor achild's growth ‘and development? How did this assessment ool come about? Why s the ECCD Checkistimportant? 's the ECCD Checkist the utmate too for monitoring the Fipino child's growth and development? How does the ECCD Checklist fer rom the ECCD Card? \Who should use the ECCD Checklist? \Whenishetest tne omonfora child sqrt and development? When and wheres testo administer the ECCD Checklist”... When isitbestto postpone the evaluation? \Whal developmental aspects faci’ eay years need tbe tested? Description ofthe seven Developmental Domains. What are the components ofthe ECCD Checklist? List of Materials for Child's Reoord 1 List of Materials for Chil’s Record 2 How should |use the ECCD Checklist? \Whatae some pointers in admitrngheECCD Check? How do | score the child's responses? What must dof the child's Scaled Score below the desired score? \Whyis there aneed fora second-tier evaluation?. \Whathappens durin the second-tier evaluation? \What happens afterthe second-tier evaluation? When alis said and done, what should keepin ind? ‘What else must l advise parentslcaregivers?. ‘Core Developmental Milestones. Introduction The Early Childhood Care and Development (ECCD) Checklist is designed for service providers like rural health midwives, child development workers, day care workers, and day care mothers, who can easily administer it after a brief training period. By using the Checklist, they will he able to determine if a child is developing adequately, or is at risk for developmental delays ‘The EOCD Checklist is NOT intended to be used to 1) make a medical diagnosis, 2) determine a child's intelligence quotient or 1Q; or 3) gauge his academic achievement, Itis only the firs 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 ofa Childs Record, divided into two parts: Child's Record 1 for children aged 0 months to 3.0 years; Child's Record 2 is for children aged 3 years and 1 month to 5 years and 11 months. The items in the Checklist are grouped domains: 1) gross motor, 2) fine motor, 3) selEhelp, 4) receptive language, 5) expressive language, 6) cognitive, and 7), social-emotional ‘The choice of items was based on statistical validation while the test has been normed based on a sample of 10,915 children from the National Capital Region, Regions IIL, VI, VI, VII, and XU. The ECCD Checklist is thus a product of careful refinement and validation, Ibis ‘monitoring tool suited to the needs of the Filipino child. e hope that this Checklist will serve asa valuable tool not only in monitoring the Filipino child's growth and development but also in ensuring that he or she enjoys a caring and nurturing environment, thus assuring him or her of a secure tomorrow. itiWhy is the growth and development of a child important? Every child has the rightto live a decent life. Therefore, he must be nurtured to enable him to grow and develop as he should. Thai, in an environment free from all kinds of harm, Why is it important to monitor a child’s growth and development? Monitoring a childs growth and development is part of an overall program to ensure that all his needs for a decent and productive lie are being met Iwill also help frontline caregivers like you determine if the child is receiving the caregiving practices that are requited for his ag. How best can a child’s growth and development be assessed? The best way to assess a childs growth and development is by using the right monitoring tool which takes into account the health, nutritional, mental, emotional, and social needs of every child What kinds of tools are available to monitor a child’s growth and development? Very few such tools are available to frondine caregivers like you, particularly those that can accurately measure the growth and development of Filipino children. precisely the reason why the Philippines has developed an instrument tha fills this gap and sll mets international standards.Per How did this assessment tool Sissel come about? This monitoring tool is the result of a 2000 study made by a team of experts fo refine the then cexisting Early Childhood Development Checklist ‘on a cross-sectional sample of Filipino children ‘aged 0 to 5 years ‘The resulting monitoring tool, deemed more effective and suited to the needs of the Filipino child, has since been called the Barly Childhood Care and Development (ECCD) Checklist. fon POEL Its specific components reflect Filipino cultural values and practices, which are lacking in western-developed monitoring instruments ‘The ECCD Checklist is the product of a carefully conducted survey of Filipino children aged 0 to 5 years and 11 months, totaling 10,915 respondents from urban ‘and rural areas all over the country. Having undergone the required processes for its development, the Checklist can stand international scrutiny. Why is the ECCD Checklist important? ‘The ECCD Checkli is important for two reasons: 1. Ienables caregivers and child development workers like you to monitor a child's growth and development in specific aspects, or developmental domains, as they are called. 2, Ihelps you identify children at risk for developmental delays. By doing so, you can facilitate appropriate interventions at an early age ofthe child. 2 Is the ECCD Checklist the ultimate tool for monitoring the Filipino child’s growth and [= development? ca a ‘The ECCD Checklists not the ultimate mechanism for ensuring that a child's growth and development is, proceeding wel. Nether is it intended to be used to label a childs growth and development as delayed or abnormal. As stated earlier, it is designed to help you identify children who may not be ‘growing atthe desired pace, and, where necessary, extend guidance tothe parent or caregiver. How does the ECCD Checklist differ from the ECCD Card? ‘The ECCD Checklist is used to monitor a child's level of development at specific stages of his formative years The ECCD Card, on the other hand, is a record of essential information about the child, This information covers his health and nutritional needs, schedules of visits to the nearest health center, and his physical growth, Other vital information is also included Despite these differences, the ECCDChecklist and ECCD Card are complementary in their objective of ensuring the child's optimum growth and development, The Mother and Child Book also complements both the ECCD Checklist and EOGD Card. Who should use the ECCD Checklist? The Checklist is designed for use by caregivers, day care workers, bai health workers and all volunteers who provide services for children. When is the best time to monitor a child’s growth and development? ‘The first six years comprise the most crucial stage ina chil’ life. It is therefore the best time to monitor his growth and development. Itis specifically recommended that the monitoring be done based on the following schedule: Every 4 months 0-1 year old Every 6 months 1 year 1 month to 3 years Once a year 3 years Imonth to 5 years 11 | months When and where is it best to administer the ECCD Checklist? ‘The best time to administer the Checllist is ‘when the child feels comfortable or relaxed The best place o do sois in a setting familiar to the child, Ideally, the place should be quiet, 4 REE EEE well li and well ventilated. Providing a table and chairs will make the child feel more relaxed. If there is no table, use any flat surface, When is it best to postpone the evaluation? Defer the assessment for another day if 1, The child is sick or not feeling we 2, The child throws a tantrum and refuses to cooperate. What developmental aspects of a child’s early years need to be tested? Essentially there are five aspects of development: physical (the ability © move and coordinate); mental (the ability to think and learn to speak); social (the ability to relate to others); emotional (the ability to express one’s feelings); and moral’ spiritual (the ability to distinguish right from wrong). All these complement one another. If one is neglected, the rest suffer. Based on these five major developmental aspects the BCCD Checklist has been ‘expanded to cover seven developmental domains. This is to ensure a more accurate assessment ofthe Fiipino child’ levels of development at specific stages of hs formative years, ‘These developmental domains are 1) gross motor, 2) fine motor, 3) self-help, 4) receptive language, 5) expressive language, 6) cognitve, and 7) social-emotional ‘The specilic items in the ECCD Chechlist revolve around these areas, or developmental domains,FT Description of the Seven Developmental Domains: Gross motor refers to the childs body, trunk and leg ‘movements. Examples are sitting, walking, climbing, nd jumping Fine motor refers to abilities that involve movernents of the hands and fingers. Examples are reaching, grasping and writing Self-help eefersto the child's ability to do daily activities like feeding, dressing and toileting. Receptive language refers to the childs ability to understand words spoken to him or her, Expressive language refers to the childs ability speak words fo convey his or her thoughts and feelings. Cognitive refers to the childs abilities to think, reason, understand concepts and solve problems, It also Judes prerequisite early literacy and numeracy skills. Social-emotional refers to the child's ability to ‘respond in an age and culturally appropriate manner to social situations and interpersonal relationships. 6 What are the components of the ECCD Checklist? The ECCD Checklist contains three major sections: 1) pres sessment; 2) assessment; and 3) postassessment Pre-assessment section. This gvesinstructions on how you can properly introduce the Checklist to the parent/aregive. It also explains how you should administer the assessment items tothe child Assessment section. This contains assessment items under each developmental domain. Post-assessment section. This cor s of the How to Score component of the Checklist, For a detailed discussion of this, please see page 14 Be sure to record the Scaled Scores, Sum of Scaled Scores, the Standard Score, and the interpretation of the Standard Score. List of Testing Materials for Child’s Record 1 and 2 Child's Record 1: a) b) °) a e) ) a hy i d ky » ml ‘) °) 2 clean small toys any dangling object/small pull toy mirror any large object to push — a carrying case will do food: bread, biscuit, raisins, individually wrapped candy container with screw-on top (large enough to put small objects like raisins inside) unlined or bond paper thick crayon thick pencil drinking cup and water rattle 2 picture books with 2 pictures per page cloth (handkerchief or face towel) 2balls 2-spoonsp) q oi 3) 2 blocks doll toy car carrying case Child's Record 2: a) b) o a) e) a a hy i D kp 0 m n) ° p) qa n s) 2.clean small toys 2 balls food: bread, biscuit, raisins, individually wrapped candy container with screw-on toy (large enough to put small objects like raisins) Unlined or bond paper 6 thick crayons( 3 pairs of color) ‘thick pencil drinking cup and water 2 picture books with 2 pictures per page 2 blocks 2 spoons Cloth (handkerchief or face towel) doll toy car shoe with laces small shirt with buttons 3 pairs of picture cards for matching 4 pairs of different shapes that are of the same size and color 4 pairs of the same shape but of different size and color; 2 sizes, 2 colors 6 pieces of colored paper for color naming 4 pieces graduated sized circles and squares 4 to @-piece puzzle 2 picture cards depicting 2 incongruous activities 4 pairs of cards with upper case letters 4 pairs of cards with lower case letters carrying case How should | use the ECCD Checklist? 1. Indicate the Child's Sociodemographic Profile Accomplish the first page of the ECCD Checklist, which is about the sociodemographic profile ofthe child Perit ad Ce et) eo co) Fill up this portion Il, Compute the Child's Age ‘Compute the child’ age by subtracting his birthday from the date of administering the checklist. Here isan ilustration of how you must compute the child's age. ory el Pa There will be instances when the day and the month of testis of higher number than the day and month of child's birth, In cases like these, follow the sample below: aza | Start from the “day” column, In this case, 12 sles than 17. Therefore you must borrow from the “month” column, Since one month is equivalent to 30 days, you now have the following 30412 2 With the new numberof days at 42, you can compute as follows 42-17 =25 Next move to the “month” column, Since you borrowed a month, you now have (02 months which is less than the 05. Again, you have to borrow from the “year” ‘column and since there are 12 months ina year, you now have the following: 12402=14 Now you can proceed to compute the number of months of the child as follows: 14-05 = 09 Lastly, move tothe “year” column Since you borrowed a year, the new number is 2000, Compute as follows: 2000 - 1998 = 2 ML. Administer the Assessment Items Note that the Checklist is, divided into. seven major components according to the developmental domains described above ‘The column labeled "Material Procedure” gives specific instruction/s on how to observe the child or elicitthe required responses If the behavior or response is present or observed, put a check (/) in the column labeled “PRESENT.” If the behavior or response is not yet present or cannot be observed, put a hyphen (-) IV. Demonstrate the Assessment Items To make sure the chil understands your instructions, some items require demonstration Other items require only the parent’ report. Hence the instruction “Parental report will suffice.” Still others require responses that you must elicit directly from the child | elu] a] ale de ctotene | roca Nomi | Crea nt | Ask the parent/caregiver if skill is present or absent only when you are in doubt about the childs ability to display an item or skill. This happens, for instance, when the child is too shy or does not respond/perform. If the child tries but fails to demonstrate the skill being tested, indicate “Not present” (-) in the appropriate from him. It also provides criteria, ‘on how to score his responses. column. a FA "gealFT ‘Write your remarks in the lst column, fabeled “Comments.” Examples are “Not applicable,” “Response was not displayed in two out of three tral," et. V. Use of the Assessment Forms ‘The ECCD Checklist consists ofthe Child's Records 1 and 2. Here is how you must use these forms. Child's Record 1 For children ages 0 to 12 months. Administer all the items in each domain, listed under the “Infants Section.” Then do the same with the rest of the items in every domain, including those under the section titled “Optional starting point for children ages | year and 1 month to 3.0 years.” Stop only after five consecutive items in each domain have been marked with a hyphen () For children ages 1 year and 1 month to 3.0 years. Stast with the section titled “Optional starting point for children ages 1 year and 1 month to 3.0 years” ifthe child is 1 year and 1 month old or older and if you observe that he is able to do all the items enumerated in the “Infants Section." Administer all the items inthe “Optional Section”, Ifhe doesn’t display either ofthe frst 2 items in the “Optional Section,” administer all items in the “Infants Section.” Ifyou skip the “Infants Section,” you still have to GEES] puta check (7) corresponding 1 each ofthe items iin that section, Count the checks to get the score for each domain. Pe and Development (£¢em1 cer) Child's Record 2 For children ages 3 years and 1 month to 5 Years. Administer all the items in tis form to the child, following the same instruction as that for Child's Record 1 on what to put across each tem—whether a check (7) or a hyphen (-), 2 What are some pointers in administering the ECCD Checklist? 4 Introduce the Checklist to the parenvearegiver by saying the following: We are here to help you find out how your chilis developing by asking you some questions about the things he is able to do, or having your child do some activites. There is no pass or fail score, This is just a checklist. Some of the questions are for children older then your chid, so do not expect him to be able todo all the things | willbe asking, We plano administer this Checklist several times unt your child is years and 11 months old. So please do not teach or coach him because itis important to know just what he can and cannot do at his age Later, we will share the results with you and give suggestions ‘on what else you can do to simulate your chit's development. If the child is 1 year or older, talk and play with him for a few ‘minutes or until he feels at ease with you, Then introduce the Checklist to him by saying the following: {willbe asking you to some things forme today. Someof them willbe very easy. Some ofthem may bea lite hard foryouto do. Do notworyfyou cannot do them allbecause some ofthe activites are for children who ae a litle older then you. So I do nat expect you to bbe able to do everything | ask. Just try your best Unless necessary, do not demonstrate the response to an item or allow the parent/caregiver to prompt the child to answer. Be aware that how you respond affects the child. Avoid making comments like “correct,” “very good,” “wrong,” ete. Neither should you show facial expression or some gesture indicating whether a child is doing well or not. However, you can praise the child for his efforts by 13saying, for example, “good job” even if he does not sueceed with an item. By B. Convert the Raw Scores into Scaled Scores doing so you will sustain his interest in the diferent activites you are asking Once you have derived the total score for each domain, proceed to enter the him to do. ‘scores on page 21 of Child's Record 1 or page 18 of Child's Record 2. The entry should be written on the column labeled “Rav Score”. To fill up the next column Here are other things you must avoid: labeled “Scaled Score”, refer to the Table of Scaled Scores and Standard Scores. 1. Making remarks that wll embarrass or humiliate the child, Here is an Look for the page containing the Scaled Score Equivalent of Raw Scores Table example: “You are so big already and you still do not know how to do corresponding to the age of the child. Pick up the corresponding Scaled Score and this simple task? place it on the second column, 2. Comparing the child with other children in the group. 3. Threatening the child if he does not cooperate. You can do this by Example saying, for example, “I will tell your mother that you are not following ‘what Tam asking you to do." [AT month old child ges a total or raw score of under the Self-Help Domain, This number is placed 4 in mind that a child who is capable of performing a certain Minder the eolumur beled “aw Score". (Page 21 activity may just need a little coaxing. So, encourage him to give of Child's Record 1.) the task at hand a try. Remind him too that he is not expected to succeed all the time. How do | score the child’s responses? The raw score is converted tothe "Scaled Score” of based on the Scaled Score Equivalent of Raw Scores Table Ages 7 - 9 Months found on page 2 of the Table of Scaled Scores and Standard Scores. A. Tally the Total Score Add the number of checks (V) in each domain and record the total in the section labeled “Total Score.” For Child's Record 1, do not forget to include the checks indicated beside the items in the Infants Section” that are automaticaly considered present if they were not administered. Go back to page 21 of Child's Record 1, and place 8” on the second column labeled as “Scaled Score". 14 15After you have obtained the child's Scaled Score, plot the number on the chart found as follows Child's Record 1 age 22 to 23 age 19 po) =i=|=le/=il=|ifa}+|={+l}=|+Lslfm] abe) |-j+|ei4] ©. Derive the Standard Score or Development Index ‘Add up the Scaled Scores across the seven domains. Theoretically, the sum cannot be less than 7 or more than 133. 5 SeltHelp 4 Receptive Language Z Expressive Language a | é 2 [Cognitive ‘Social: Emotional | Sum of Seles Soares 6s Standard Score | Interpretation ‘Turn once again to the Table of Scaled Scores and Standard Scores. Look forthe Standard Score Equivalent of Sums of Scaled Scores Table. ‘There is one for Child's Record 1 and another for Child's Record 2, Locate the Sum of Scaled Scores and then find the corresponding Standard Score which is indicated in the column labeled “Standard Scores.” See | ts After you have obiained the child's Standard Score, plot the results on the appropriate graph found on the following pages: Child's Record 1 page 24 Child's Record 2 page 20 Interpret the Scores ‘Once you have obtained both the Scaled Scores and Standard Scores, you can now interpret the findings. 1, Seated Scores Scaled Scores range from 1 to 19, with a mean of 10 and a standard deviation of 3, They are interpreted as follows: Scaled Score _| Interpretation ie Development in the domain must be monitored after 3 months 4-6 Development in the domain must be monitored after 6 months 7-13 ‘Average development 14-16 ‘Suggests slightly advanced development in the domain 17-19 ‘Suggests highly advanced development in the domain 16 v7Lah ee 2. Standard Scores Standard Scores have a mean of 100 and a standard deviation of + 15. They are interpreted as follows What must | do if the child's Scaled Score is below the desired score? Ifa child obtains a Scaled Score of 6 or below on any domain, or a Standard Score of 79 or below, report the matter to your supervisor for the necessary action. [Gross Motor Fine Motor s 5 ‘SeltHelp 4 4 Receptive Language 7 7 Expressive Language of] 2 | 3 s 3 3 2’ Cognitive Social: Emoto ‘Sum of Scaled Scares ‘Standard Score Interpretation Ange veel Aeslynert Ifa child obtains scores within these ranges after three or six months, you must schedule a second-tier evaluation. 18 Why is there a need for a second-tier evaluation? Abelow-than-the-expected score shows that chilis not experiencing optimum growth and development at his age. This situation must be addressed. Hence the child needs appropriate interventions What happens during the second-tier evaluation? At this stage of evaluation, your supervisor will determine the need for more specialized examinations and the specialist to whom the child must be referred. They ‘can be any of the following: Hearing examination Vision examination ‘Nutritional status examination Medical examination Others, as determined These examinations are to be performed only by qualified and competent lividuals. ier evaluation? What happens afer the second-t ‘The results of the initial examination/s conducted on the child will enable the second-tier specialist to determine if there is a need to refer the child to a third-tier ‘specialist. A third-tier specialist is either: 1. A medical specialist (eg., geneticist, developmental pediatrician, child neurologist, ete); oF 2. A non-medical specialist (e.g., psychologist; physical, occupational, speech therapist; special education teacher; etc.) 19When all is said and done, what should | keep in mind? Bear in mind that monitoring a child's growth and development is only one of a number of caregiving practices that he needs. Ths specific measure must go hand in hhand with other efforts that also should boost the child's growth and development. Foremost of these are love, attention and constant nurturing—all of which contribute to the child’s overall growth and development. Remember too, that parents or caregivers have an equally important role to play in ensuring that their children are developing according to the desired pace. Show parents or caregivers a copy of the Core Developmental Milestones found on page 21, Then explain to them the meaning and significance of each milestone. This is a ‘g00d starting point to enhance the parents’ or caregivers’ understanding of what they ‘must expect of their children ata certain age What else must | advise parents/caregivers? First, inform them of the importance of consistent and regular monitoring of their children’s growth and development. Second, encourage them not to miss any ofthe schedules ofthe ECCD monitoring ‘ntl their children turn six ‘Third, make sure they understand completely the implications of their children’s scores at every phase of the monitoring, and what they can do to enhance their growth and development. Encourage them to ask questions. In return, you must provide concrete and sufficiently clear answers that they can easly apply. Finally, see toi that parents/caregivers also appreciate the rights of children and recognize their roles in upholding these rights. Its when parents and caregivers value the rights of children that they can be their bes allies in realizing the vision of the Flpino child in the twenty-first century and beyond 20“THIRD Printing, 2011 ! Neer Mania, Phipines Core Developmental Milestones of Filipino Children MOTOR ‘ELE HELP LANGUAGE, cocNrnivE ‘SOCIO-EMOTIONAL ecm ne pros ‘mone eee eg ‘amon ied i anges ora show ey Td ay (as ser a ang ‘Ses is 5 ec anger Ensure the best possible start in your child's life. Monitor your child's development.