LRN:

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
DIVISION OF ANTIPOLO CITY

___________________________________________________________________
(Name of School)

Philippine Early Childhood

Care Development Checklist
for KINDERGARTEN
Name of the
Child:_____________________________________________________
Province: ________________ Municipality: _______________ Barangay: _______________
Sex: _______ Male ________Female Handedness: ________ Right ________Lef
Birthdate: _______________________ Age: __________ as of
_________________
Name of the
Teacher:___________________________________________________
The Philippine Early Childhood Development Checklist (Form 2) contains knowledge, skills and attitudes of
children 3 – 5.11 years old. This may be used as a guide in knowing the child and consequently give appropriate care and
teaching to guide their growth and development.
Content: Every page contains different domains of development with their corresponding total scores.
- Gross Motor Domain has 13 items - Expressive Language Domain has 8 items
- Fine Motor Domain has 11 items - Cognitive Domain has 21 items
- Self-help Domain has 27 items - Social-Emotional Domain has 24 items
- Receptive Language Domain has 5 items

Each item observed are recorded three times within a year: 1) at the start of the year, 2) at the middle of the year and 3)
at the end of the year.
Columns:
P – Present or the child can do the task
O – Observe or the child was observed doing the task
R – Report given by the parents/caregiver about the skill
Please fill out the spaces below for the additional information.
Score: Thank you very much. Write down your notes, descriptions and
( √ ) Present or child is able to do the task
( - ) Skills is not present or child does not respond observations on the following points.
( -9) no opportunity to observe the skill

Child’s background (behavior/health/etc.)

Family environment (health of family members/family

problems/economic conditions/etc.)

Parent’s stimulating activities for the child (What are the

activities/things that the parents do to help stimulate the child’s
development?)

Home environment (facilities/type of household items/interactions/etc.)

Others:

“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

23

“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

To the examiner:
2
 SOCIAL P O R COMMENTS P O R COMMENTS P O R COMMENTS Revised Philippine ECCD Checklist
EMOTIONAL
DOMAIN Technical and Administration Manual
15 Helps with family Testing Considerations
chores (e.g. wiping
tables, watering Physical Conditions
plants, etc.) The Checklist can be administered in a setting familiar to the respondents. Ideally, the place
16 Curious about should be relatively quiet, well lighted and ventilated, and have a table and chairs to provide comfortable
environment but conditions for the respondents and examiner. If conducted outdoors and there is no table, any flat work
knows when to stop surface will suffice.
asking questions of
adults Standard Procedures
17 Waits for turn The examiner can employ various methods to determine if the child exhibits specified behaviour.
18 Asks permission to These include observation, direct elicitation of the behaviour from the child, and also interview of the
play with toy being parents(s) or caregiver(s).
used by another.
19. Defends possessions When interviewing the parents(s) or caregiver(s), the examiner may wish to use the opportunity
With determination. to ask them what activities they do at home to stimulate the development of their child. Their responses
20. Plays organized
can be recorded on a separate sheet.
group games fairly
(e.g. does not cheat
Older children aged 2.6 years and above may be tested in small groups of 2-3 similarly aged
in order to win)
youngsters if the examiner feels this will make them more responsive to her queries and request. This
21. Can talk about
especially if they have not had any day care or pre-school experience.
difficult feelings (e.g.
anger, sadness,
Administration Time
worry) he
Each form of the revised ECD Checklist should not take more than 45 minutes to administer.
experiences
22. Honors a simple
Fundamentals in Administration
bargain with
Rapport-building is very important, especially when the child is not familiar with the examiner. So
caregiver (e.g. can
be sure to spend a few minutes interacting with the child by playing or chatting with him. It may help when
play outside only
the items, which involve interviewing the parents / caregiver, are administered first with the child nearby.
afer
This will make him realize that the examiner is kind, caring person and facilitate rapport-building process.
cleaning/finishing his
room)
23. Watches responsibly The examiner must emphasize that there are neither right or wrong answers nor good or bad
over younger scores. This will assure greater accuracy in what parents/ caregivers report and decrease the incidence of a
siblings/family child's giving an answer based on what the others in the group have said.
members
24. Cooperates with The examiner must refrain from “teaching” the correct answer because this Checklist is intended
adults and peers in to be given to the same child at a later point in time. If the child has been taught the answer, it will be
group situations to difficult to determine if his success was due to this or to his expected maturation.
minimize quarrels Answer that do not seem to exactly correspond to the intent of an item are to be written in the
and conflicts. “Comments” column of the tool. These can serve as reference points of a child's progress when the checklist
TOTAL SCORE: is administered to him again at a later date.
Testing Materials
“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”
“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”
3
22
Form 2 Materials: A. 3.1 – 5.0 Years
• small toy SOCIAL-EMOTIONAL P O R COMMENTS P O R COMMENTS P O R COMMENTS
• 2 balls DOMAIN
• food; bread, biscuit, raisin, individually wrapped candy 1. Enjoys watching activities
• any dangling object Of nearby people or
• container with screw on top animals
• paper 2. Friendly with strangers
• crayon/ pencil but initially may show
• drinking cup and water slight anxiety or shyness
• 1 picture book 3. Plays alone but likes to be
• 2 blocks near familiar adults or
• 2 spoons brothers and sisters.
• cloth 4. Laughs or squeals aloud in
• doll play
• toy car 5. Plays peek-a-boo (bulaga)
• shoestring 6. Rolls ball interactively with
• small shirt with button caregiver/examiner
• 3 pairs of different colored crayons 7. Hugs or cuddles toys
• 3 pairs of picture cards
• 4 pairs of different shapes with same color and size
• 4 pairs of same shapes but different size and color B. 5.1 – 5.11 Years
• 6 pieces color paper SOCIAL-EMOTIONAL P O R COMMENTS P O R COMMENTS P O R COMMENTS
• 4 pieces graduated sizes of circle and square DOMAIN
• 4-6 piece puzzle 8. Demonstrates respect for
• 2 picture cards depicting 2 incongruous activities elders using terms like
• carrying case “po” and “opo”
9. Share toys with others
Introducing the Checklist 10. Imitates adult activities
Introduce the Checklist to the parent/ caregiver by saying the following: (e.g.cooking, washing)
11. Identifies feelings in
“We are here to help you find out how your child is developing by asking you some others
questions about the thing he is able to do or having your child do some activities. There is no pass 12. Appropriately uses
or fail score. This is just a checklist. Some of the questions are for children older that your child so I cultural gestures of
do not expect him to be able to do all the things I will be asking.” greetings without much
prompting (e.g. mano,
“We plan to administer this Checklist several times until your child is 6 years old. So please bless, kiss, etc.)
do not teach or coach him because it is important to know just what he can and what he still 13. Comforts playmattes/
cannot do at this age.” siblings in distress
14. Persists when faced with a
problem or obstacle to his
“Later on we will share the results with you and give suggestions on what else you can do to
wants
stimulate your child's development.”
“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”
“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”
21
SOCIAL-EMOTIONAL
4 DOMAIN
A. 3.1 – 4.0 Years

“Batang Antipulenyo, Dangal ka ng Bayan Ko”

21
 COGNITIVE DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS The front page of the Checklist includes the portion of the socio-demographic information of the
6. Exhibits simple pretend child that must be filled out completely. Compute the child's age by subtracting the date he was born form
play (feed, put doll to the test that was administered.
sleep)
7. Matches objects
For example: Date of Exam: 2001 – 03 – 12

B. 4.1 – 4.11 Years Date of Birth : 1998 – 05 – 17

COGNITIVE DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS 2 – 09 – 25
8. Matches 2-3 colors
Matches pictures (Y–M–D)
9.
10. Sorts based on shapes
11. Sorts objects based on Hence, in this example the child's age is 2.9 years. There is no rounding off.
2 attributes (e.g. size and Please note that each month consists of 30 days.
color)
12. Arranges objects according Year Month Day Examiner’s Name
to size from smallest to
Date Tested
13.
biggest
Names 4-6 colors
1st Child’s Date of Birth
Copies shapes assessment Child’s Age
14.
Date Tested
15. Names 3 animals or
vegetables when asked 2nd Child’s Date of Birth
16. States what common assessment Child’s Age
household items are used Date Tested
for
3rd Child’s Date of Birth
assessment Child’s Age
C. 5.1 – 5.11 Years
COGNITIVE DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS Domains
17. Can assemble simple
The Checklist is divided into 7 domains: Gross Motor, Fine motor, Self-Help, Receptive Language,
puzzles
18. Demonstrate an Expressive Language, Cognitive and Social-Emotional.
understanding of
opposites by completing a TO ADMINISTER THE ITEMS
statement (e.g. Ang aso ay The column labeled “Materials/ Procedure” gives specific instructions on how to observe the child
malaki, ang daga ay _____) or elicit the required responses, as well as some criteria on how to score the responses.
19. Points to lef and right
sides of body
Can state what is silly or
If the behaviour or response is present, place a check ( / ) in the “PRESENT” column. If the
20.
wrong with pictures (e.g. behaviour or response is not yet present / observed, indicate this via a hyphen ( - ).
Ano ang mali sa larawang
ito?) The examiner may demonstrate skills in the Gross Motor, Fine Motor and Self-Help domains to
21. Matches upper and lower make sure the child understands the instructions. However, unless otherwise specified, items in the
case letters Receptive Language, Expressive Language, Cognitive Language and Social-Emotional domains should not
TOTAL SCORE: be demonstrated. Some items indicate that the parental report will suffice. Other items indicate that the
“Edukasyong Tapat at Sapat, Dapat Para sa Lahat” skill must be elicited by the examiner. For other items where neither of these has been specified, the

20 “Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

Completing the record forms
5

“Batang Antipulenyo, Dangal ka ng Bayan Ko”

22
examiner must try to elicit the skill. The examiner may ask the parent/ caregiver if a skill is present or A. 3.1 – 5.0 Years
absent only when she is in doubt about the child's ability to display the skill, like if the child is not willing to EXPRESSIVE LANGUAGE P O R COMMENTS P O R COMMENTS P O R COMMENTS
respond/ perform because he is shy or not in the mood. If the child tries to do what is being asked but does DOMAIN
not succeed, it is scored as “not present” ( -). 1. Uses 5-20 recognizable
words
Any observation or comment regarding a specific item or the response of the child may be written 2. Uses pronouns (e.g. I, me,
in the last column labelled “Comments”. Examples of such remarks include: item is not applicable; lack of ako, akin)
opportunity, response was not displayed 2 out of 3 trials, etc. 3. Uses 2-3 words verb-noun
combinations (hingi gatas)
WHERE TO START AND WHERE TO STOP 4. Names objects in pictures
Administer all the items.
B. 5.1 – 5.11 Years
EXPRESSIVE LANGUAGE P O R COMMENTS P O R COMMENTS P O R COMMENTS
Teaching and giving feedback DOMAIN
The examiner must be careful not to teach the item or allow the parent caregiver to prompt the child. 5. Speaks in grammatically
Also be careful not to make comments like “correct”' “very good”, “wrong”' etc. or show via facial expression correct 2-3 word
or gestures that a child is doing well or not very well. However, you can praise the child for his efforts by sentences
saying things like “good job” even if he does not succeed in the item. This will help him maintain his 6. Asks “what” questions
interest in the different activities you are asking them to do. 7. Asks “who” and “why”
questions
Eliciting Behaviour 8. Gives account of recent
Sometimes the child can actually do an activity but just needs a little coaxing. In such instances, experiences (with
gently encourage the child to give the task and remind him that he is not expected to succeed all the time. prompting) in order of
occurrence using past
Make sure you avoid the following: tense.
-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?”
COGNITIVE DOMAIN
-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 A. 3.1 – 4.0 Years
COGNITIVE DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS
do what I am asking you.”
1. Looks at direction of
fallen object
Deferring the evaluation 2. Looks for partially object
The evaluation may be deferred for another day for the following reasons: (1) The child is sick and
hidden
not feeling well. (2)The child is crying and not disposed to cooperate. 3. Imitates behavior just
seen a few minutes earlier
If the evaluation has been deferred, disregard the results of the sessions where you could not 4. Offers object but will not
complete administration of the Checklist. Consider only that which you obtained when the child was most release it
responsive. If, after 3 sessions/ attempts, you are still not able to get the child to work with you, bring the 5. Looks for completely
matter up to the supervisor. hidden object

“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

EXPRESSIVE LANGUAGE DOMAIN
6 “Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

19
 SELF HELP DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS
22 Goes to the designated
place to urinate (pee) or Age
move bowels (pooh) and 1st Evaluation Date:_______ 2nd Evaluation Date:_______ 3rd Evaluation Date:_______
never does this is his
underpants anymore
Domain ________________________
Child’s Age
________________________
Child’s Age
________________________
Child’s Age
23. Wipes/Cleans self afer a Raw Score Scaled Score Raw Score Scaled Score Raw Score Scaled Score
bowel movement (pooh) Gross Motor
24. Participates when bathing Fine Motor
(e.g. rubbing arms with
Self-Help
soap)
25. Washes and dries hands Receptive Language
without any help. Expressive Language
26. Washes face without any Cognitive
help Social-Emotional
27. Bathes without any help Sum of Scaled
TOTAL SCORE Scores
Standard Score
RECEPTIVE LANGUAGE DOMAIN Interpretation

A. 3.1 – 4.0 Years How to score

RECEPTIVE LANGUAGE
DOMAIN
1. Points to family member
when asked to do so
2. Points to 5 body parts on
himself when asked to do
so
3. Points to 5 named
pictured objects when
asked to do so
4. Follows one-step
instructions that include
simple prepositions
5. Follows 2 step instructions
that include simple
preposition
TOTAL SCORE
P O R COMMENTS P O R COMMENTS P O R COMMENTS
1. Tally the number of check marks ( / ) in each domain and record all this in the section labelled
“Total Score”. The check marks ( / ) that you tallied in each domain are the raw scores.
2. Transfer the raw score for each domain to 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 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 Child’s age
on each evaluation.
3. Change the raw score into scaled scores
a.Afer you have derived the raw score for each domain, convert the raw score into the scaled score.
Refer to the Scaled Score Convertion Table on the 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”
b. Afer 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.

“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

18
 19 - - - - - - -
“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”
“EdukasyongScaled Tapat Scoreat Sapat,
Equivalent Dapat
of Raw Para
Scores Table sa Record
Child's Lahat”2
Ages 3.1 – 4.0 7 years SELF HELP DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS
Scaled Gross Motor Fine Motor Self-Help 8Receptve Language Expressive Language Cognitve Social Emotonal Dressing Sub-Domain
Score raw score raw score raw score raw score raw score raw score raw score
14. Participates when being
1 0-3 - 0-9 - 0-2 - 0-9 dressed (e.g. raises arms
2 4 0-3 10 - - - 10-11
or lifs leg)
15. Pulls down gartered short
3 5 - 11 0-1 3 0 12
pants
4 - 4 12 - 4 1 13
16. Removes sando
5 6 5 13-14 2 - 2-3 14 17. Dresses without
6 7 - 15 - 5 4 15 assistance except for
7 8 6 16 3 5 16 buttons and tying
8 9 - 17 - - 6 17-18 18. Dresses without
9 - 7 18-19 - 6 7 19
assistance including
buttons and tying
10 10 8 20 4 - 8-9 20
Toilet Training Sub-Domain
11 11 - 21 - 7 10 21
19. Informs the adult only
12 12 9 22 5 - 11 22 afer he has already
13 - - 23-24 - 8 12 23 urinated (peed) o moved
14 13 10 25 - - 13-14 24 his bowels (poohed) in his
15 - 11 26 - - 15 - underpants
16 - - 27 - - 16 -
20. Informs adult of need to
urinate (pee) or moved
17 - - - - - 17 -
bowels (pooh-pooh) so he
18 - - - - - 18 - can be brought to a
19 - - - - - 19-21 - designated place (e.g.
Ages 4.1 – 5.0 years comfort rooms)
Scaled Gross Motor Fine Motor raw Self-Help Receptve Expressive Cognitve Social Emotonal 21. Goes to the designated
Score raw score score raw score Language Language raw score raw score
place to urinate (pee) or
raw score raw score
1 0-5 0-3 0-15 0-1 - 0 0-13 move bowels (pooh) and
2 6 4 16 - 0-5 1 14 never does this is his
3 - - 17 2 - 2-3 15
underpants anymore
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 - - - - - - -

“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

17
 SELF HELP DOMAIN
A. 3.1 – 4.0 Years Ages 5.1-5.11
SELF HELP DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS Scaled Gross Fine Motor raw score Self-Help raw score Receptve Language raw Expressive Language raw Cognitve raw score Social Emotonal raw
1. Feeds self with finger food Score Motor raw score score score score
(e.g. biscuits, breads)
using fingers 1 0-10 0-5 - 0-2 - 0-9 0-15
2. Feeds self using fingers 2 - - 0-19 - - 10 16
with spillage 3 - 6 20 - - 11 17
3. Feeds self using spoon
4 11 - 21 3 - 12 -
with spillage
4. Feeds self using fingers 5 - 7 - - 0-7 13 18
without spillage 6 - - 22 - - 14 19
5. Feeds self using spoon 7 12 8 23 - - 15 20
without spillage
8 - 9 - 4 - 16 -

9 - - 24 - - 17 21
B. 4.1 – 5.0 Years
10 - 10 25 - - 18 22
SELF HELP DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS
6 Eats without need for 11 13 - - 5 8 19 23

spoon feeding during any 12 - 11 26 - - 20 -

meal 13 - - 27 - - 21 24
7. Helps hold cup for dinking
14 - - - - - - -
8. Drinks from cup with
15 - - - - - - -
spillage
16 - -- - - - - -

C. 5.1 – 5.11 Years 17 - - - - - - -

SELF HELP DOMAIN P O R COMMENTS P O R COMMENTS P O R COMMENTS 18 - - - - - - -

9. Drinks from cup 19 - - - - - - -
unassisted
10. Gets drink for self-
unassisted
11. Pours from pitcher
without spillage
12. Prepares own food/snack
13. Prepares meals for
younger siblings/family
members when no adults
is around.

“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

“Edukasyong Tapat at Sapat, Dapat Para sa Lahat” 9
16
 SCALED SCORES
Mark an X on the dot corresponding to the Scaled for each and connect the
X’s. Write the child’s age on each evaluation.

Child’s Age ________ Child’s Age ______ Child’s Age ______

EXPRESSIVE LANGUAGE

EXPRESSIVE LANGUAGE

EXPRESSIVE LANGUAGE
RECEPTIVE LANGUAGE

RECEPTIVE LANGUAGE

RECEPTIVE LANGUAGE
SOCIAL EMOTIONAL

SOCIAL EMOTIONAL

SOCIAL EMOTIONAL
SCALED SCORE

SCALED SCORE

SCALED SCORE
Suggest Advance Development

FINE MOTOR DOMAIN

GROSS MOTOR

GROSS MOTOR

GROSS MOTOR
FINE MOTOR

FINE MOTOR

FINE MOTOR
COGNITIVE

COGNITIVE

COGNITIVE
SELF-HELP

SELF-HELP

SELF-HELP
A. 3.1 – 4.0 Years
Fine Motor P O R COMMENTS P O R COMMENTS P O R COMMENTS
1. Uses all 5 fingers to get
food/toys placed on flat
surface.
2. Picks up objects with
thumbs and index finger
1 3. Displays a definite hand
19 19 preference
9
1 4. Puts small objects
18 18 in/out of containers
8
1 5. Holds crayon with all
17 17 fingers of his hand
7
1 making a list (i.e. palmar
16 16
grasp)
Average Development

6
1
15 15
5
B. 4.1 – 5.0 Years
1
14 14 Fine Motor P O R COMMENTS P O R COMMENTS P O R COMMENTS
4
1 6. Unscrews lid of
13 13 container or unwraps
3
1 food
12 12 7. Scribbles spontaneously
2
1 8. Scribbles vertical and
11 11 horizontal lines
1
1
10 10
0 C. 5.1 – 5.11 Years
Re-Test after 5-6 months

9 9 9 Fine Motor P O R COMMENTS P O R COMMENTS P O R COMMENTS

8 8 8 9. Draws circle purposely
7 7 7 10. Draws a human figure
6 6 6 (head, eyes, trunk,
5 5 5 arms, hands/fingers)
4 4 4 11. Draws a house using
geometric forms.
3 3 3
TOTAL SCORE:
2 2 2
1 1 1
 preferred foot
12. Jumps
Sum of and turns
Scaled Standard Sum of Scaled Standard
13. Dances
Scorespatterns/ joins Scores Scores Score
group movement activities
29 37 64 88
TOTAL SCORE:
30 38 65 89
“Edukasyong Tapat
“Edukasyong
at Sapat,
Tapat
Dapat
at Para
Sapat,
saDapat
Lahat”Para sa Lahat” 31 40 66 91
32 41 67 92
GROSS
“Batang Antipulenyo, 10
Dangal kaMOTOR
15 DOMAIN
ng Bayan Ko”
Ages 5.1 – 5.11 years 33 43 68 94
A. 3.1 – 4.0 Years 10 34 44 69 95
GROSS MOTOR P O R COMMENTS P O R COMMENTS P O R COMMENTS 35 45 70 97
1. Climbs on chair or other 36 47 71 98
elevated piece of furniture
like a bed without help 37 48 72 100
2. Walks backwards 38 50 73 101
39 51 74 103
B. 4.1 – 5.0 Years 40 53 75 104
GROSS MOTOR P O R COMMENTS P O R COMMENTS P O R COMMENTS
41 54 76 105
3. Runs without tripping or
falling 42 56 77 107
4. Walks down stairs 2 feet 43 57 78 108
on each step, with one 44 59 79 110
hand hold
5. 45 60 80 111
Walks upstairs holding
handrails 2 feet on each 46 62 81 113
step 47 63 82 114
6. Walks upstairs holding
48 65 83 116
with alternate feet
without holding handrails 49 66 84 117
7. Walks downstairs with 50 67 85 119
alternate feet without 51 69 86 120
holding handrail
8. Moves body part as 52 70 87 122
directed 53 72 88 123
9. Jumps up 54 73 89 124
10. Throws ball overhead with
55 75 90 126
direction
56 76 91 127
C. 5.1 – 5.11 Years 57 78 92 129
GROSS MOTOR P O R COMMENTS P O R COMMENTS P O R COMMENTS 58 79 93 130
10. Throws ball overhead with 59 81 94 132
direction
11.
60 82 95 133
Hops 1 to 3 steps on
61 84 96 135
62 85 97 136
63 86 98 138
 “Edukasyong Tapat at Sapat, Dapat Para sa Lahat”
Interpretation of Scores Interpretation of Scores
14 Interpretaton of Scores
Standard Score Equivalent of Sum Scaled Scores Table: Child’s Record 2
Mark an X on the corresponding Standard Score for each test administration and connect the x’s. Write the date Scaled Scores
for each administration. Scaled Scores range from 1-19 with a mean of 10 and a standard deviation of 3. They are interpreted as follow.

Interpretaton of Scaled Score: Interpretaton of Standard Score or Development :

Scaled Standard
Interpretaton Interpretatons
Score Score
Development in the domain must 69 and Overall development must be
1–3
be monitored afer 3 months below monitored afer 3 months
Development in the domain must Overall development must be
4–6 70 - 79
be monitored afer 6 months monitored afer 6 months
Average overall development in
7 – 13 80 – 119 Average overall development
the domain
Suggests slightly advanced Slightly advanced overall
14 – 16 120 – 129
development in the domain development
Suggests highly advanced 130 and Highly advanced overall
17 – 19
development in the domain above 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. Refer to the Tabell of Standard of Scores. 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
labelled “Standard of Scores”.

Standard Scores have a mean of 100 and a standard deviation of + 15.

“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

12
“Edukasyong Tapat at Sapat, Dapat Para sa Lahat”

13