0% found this document useful (0 votes)

23 views803 pages

Automated-ECCD 2019-2020

Uploaded by

Rijina D Maradi

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as XLS, PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

23 views803 pages

Automated-ECCD 2019-2020

Uploaded by

Rijina D Maradi

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as XLS, PDF, TXT or read online on Scribd

You are on page 1/ 803

Thank you for downloading the Automated ECCD Checklist brought to you by the Integrated School Forms.

This file is also equipped with automated links to directly provide you with our Website, Facebook Page, and You
In order to access the ECCD Checklist, you can click the Class Directory down below.

Please share our channels to other teachers as well to help facilitate the most efficient way in accomplishing our t
in the Department of Education.

Much gratitude,

Wedzmer "Sir Wedz" Munjilul

06/18/2018
ated School Forms.

Facebook Page, and YouTube channel.

First Name: AL RAJIE

Middle Name: MUTALIB
Last Name: DAMBONG
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 8/3/2014
LRN:

Document(s) Submitted:

Middle Name: ABUBAKKAL
Last Name: ADJUD
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 12/11/2013
LRN:

Document(s) Submitted:
First Name: ALMUDER
Middle Name: JAAFAR
Last Name: TAGURANAO
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 4/1/2014
LRN:

Document(s) Submitted:

First Name: JHOMAR

Middle Name: AKDAM
Last Name: AHAMAR
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 6/1/2014
LRN:

Document(s) Submitted:

First Name: ALMUDZRIN

Middle Name: TINGKASAN
Last Name: ABDUL
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 6/24/2014
LRN:

Document(s) Submitted:

First Name: JULIUS

Middle Name: MASUHUD
Last Name: JULKAID
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 12/26/2013
LRN:

Document(s) Submitted:

First Name: AL-RADZMIR

Middle Name: MAMMAH
Last Name: JUHAILI
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 10/15/2013
LRN:

Middle Name: AWALIL
Last Name: ABDU
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 4/21/2014
LRN:

Document(s) Submitted:

First Name: AHMAD IDAROUS

Middle Name: TULAWIE
Last Name: MURGINE
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 10/23/2013
LRN: 0
Document(s) Submitted:

First Name: JANMAR

Middle Name: TIBLANI
Last Name: ABUBAKAR
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 10/19/2013
LRN:

Document(s) Submitted:

First Name: JENIMIER

Middle Name: SADDALANI
Last Name: BENNAJIR
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 8/12/2013
LRN:

Document(s) Submitted:

First Name: ARKIMAL

Middle Name: SOLANO
Last Name: ALBANI
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY): 12/28/2013
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Extension (Jr., I, II):
Birthdate (MM/DD/YYYY):
LRN:

LRN:

LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:
Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:

First Name:
Middle Name:
Last Name:

Birthdate (MM/DD/YYYY):
LRN:

Document(s) Submitted:
1) TOBIAS, THRICSON AMIL
Philippine Early Childhood Developmen

Gross Motor Domain

Expressive Language Domain

4) MAJID, ALYUSEF MUHARRAM

Philippine Early Childhood Developmen

Gross Motor Domain

Fine Motor Domain

Receptive Language Domain

Expressive Language Domain

Cognitive Domain
1 Looks in the direction of fallen object.
2 Looks for partially hidden object.
3 Immitates behavior just seen a few minutes earlier.
4 Offers object but will not release it.
5 Looks for completely hidden object.
6 Exhibits simple pretend play (feed, put doll to slep).
7 Matches objects.
8 Matches 2-3 colors.
9 Matches pictures.
10 Sorts based on shapes.
11 Sorts objects based on 2 attributes (e.g. size and color).
12 Arranges objects according to size from smallest to biggest.
13 Names 4-6 colors.
14 Copies shapes.
15 Names 3 animals or vegetables when asked.
16 States what common household item are used for.
17 Can assemble simple puzzles.
18 Demonstrates an understanding of opposites by completing a statement (e.g. Ang aso ay malaki. Ang daga ay m
19 Points to left and right side of the body.
20 Can state what is silly or wrong with pictures (e.g. Ano ang mali sa larawang ito?)
21 Matches upper and lower case letters.
Socio-Emotional Domain
1 Enjoys watching activities of nearby people or animals.
2 Friendly with strangers but initially may show slight anxiety or shyness.
3 Plays alone but likes to be near familliar adults or brothers and sisters.
4 Laughs or squels aloud in play.
5 Plays peek-a-boo (bulaga).
6 Rolls ball interactively with caregiver/examiner.
7 Hugs or cuddles toys.
8 Demonstrates respect for elders using terms like “po” and “opo”.
9 Shares toys with others.
10 Immitates adult activities (e.g. cooking, washing)
11 Identifies feelings in others.
12 Appropriately uses cultural gestures of greeting without much prompting (e.g. mano, bless, kiss, etc.)
13 Comforts playmates/siblings in distress.
14 Persists when faced with problem or obstacle to his wants.
15 Helps with family chores( e.g. wiping tables, watering plants, etc.)
16 Curious about environment but knows when to stop asking questions of adults.
17 Waits for turn.
18 Asks permission to play with toy being used by another.
19 Defends possessions with determination.
20 Plays organized group games fairly (e.g. does not cheat in order to win).
21 Can talk about difficult feelings (e.g. anger, sadness, worry) he experiences.
22 Honors a simple bargain with caregiver (e.g. can play outside only after cleaning/fixing his room).
23 Watches responsibly over younger siblings/family members.
24 Cooperates with adults and peers in group situations to minimize quarrels and conflicts.

5) JULHALIM, NURSIBAR ASAKIL

Philippine Early Childhood Developmen

Gross Motor Domain

1 Climbs on chair or other elevated piece of furniture like a bed without help.
2 Walks backwards
3 Runs without tripping or falling.
4 Walks down stairs, 2 feet on each step, with one held.
5 Walks upstairs holding handrail, 2 feet on each step.
6 Walks upstairs with alternate feet without holding handrail.
7 Walks downstairs with alternate feet without holding handrail.
8 Moves body parts as directed.
9 Jumps up.
10 Throws ball overhead with direction.
11 Hops 1-3 steps on prefered foot.
12 Jump and turn.
13 Dances patterns/joins group movement activities.
Fine Motor Domain
1 Uses 5 fingers to get food/toys placed on flat surface.
2 Picks up objects with thumb and index finger.
3 Display a definite hand preference.
4 Puts small objects in/out of containers.
5 Holds crayon with all the fingers of his hand making a fist(i.e, palmar grasp)
6 Unscrews lid of container or unwraps food.
7 Scribbles spontaneously.
8 Scribbles vertical and horizontal.
9 Draws circle purposely.
10 Draws a human figure( head, eyes, trunk arms, hand /fingers).
11 Draws a house using geometric forms.

Receptive Language Domain

Expressive Language Domain

1 Uses 5-20 recognizable words.
2 Uses pronouns (e.g. I, me, ako, akin)
3 Uses 2-3 words verb-noun combinations (e.g. hingi gatas).
4 Names objects in pictures.
5 Speaks in grammatically correct 2-3 word sentences.
6 Asks “what” questions.
7 Aks “who” questions.
8 Gives account of recent experiences (with prompting) in order of occurence using past tense.
Cognitive Domain
1 Looks in the direction of fallen object.
2 Looks for partially hidden object.
3 Immitates behavior just seen a few minutes earlier.
4 Offers object but will not release it.
5 Looks for completely hidden object.
6 Exhibits simple pretend play (feed, put doll to slep).
7 Matches objects.
8 Matches 2-3 colors.
9 Matches pictures.
10 Sorts based on shapes.
11 Sorts objects based on 2 attributes (e.g. size and color).
12 Arranges objects according to size from smallest to biggest.
13 Names 4-6 colors.
14 Copies shapes.
15 Names 3 animals or vegetables when asked.
16 States what common household item are used for.
17 Can assemble simple puzzles.
18 Demonstrates an understanding of opposites by completing a statement (e.g. Ang aso ay malaki. Ang daga ay m
19 Points to left and right side of the body.
20 Can state what is silly or wrong with pictures (e.g. Ano ang mali sa larawang ito?)
21 Matches upper and lower case letters.

9) BARA, AL-NADZMIR SAMAD

Philippine Early Childhood Developmen

Gross Motor Domain

Fine Motor Domain

Receptive Language Domain

Expressive Language Domain

Gross Motor Domain

Fine Motor Domain

Self-Help Domain
1 Feeds self with finger food(e.g, biscuits, bread) using fingers.
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any meal.
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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.
14 Participates when being dressed(e.g., raises arms or lifts leg).
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and tying.
18 Dresses without assistance except for buttons and tying.
19 Informs the adult only after he has already urinated (peed) or moved his bowels (poohed) in his underpants.
20 Informs adult of need to urinate (pee) or moved bowels (pooh-pooh) so he can be brought to designated place (e
21 Goes to the designated place to urinate (pee) or move bowels (pooh) and still does this in his underpants/wear a
22 Goes to the designated place to urinate (pee) or move bowels (pooh) and never does does this in his underpants
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap).
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

Receptive Language Domain

Expressive Language Domain

Gross Motor Domain

Self-Help Domain
1 Feeds self with finger food(e.g, biscuits, bread) using fingers.
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any meal.
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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.
14 Participates when being dressed(e.g., raises arms or lifts leg).
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and tying.
18 Dresses without assistance except for buttons and tying.
19 Informs the adult only after he has already urinated (peed) or moved his bowels (poohed) in his underpants.
20 Informs adult of need to urinate (pee) or moved bowels (pooh-pooh) so he can be brought to designated place (e
21 Goes to the designated place to urinate (pee) or move bowels (pooh) and still does this in his underpants/wear a
22 Goes to the designated place to urinate (pee) or move bowels (pooh) and never does does this in his underpants
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap).
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

Receptive Language Domain

Expressive Language Domain

15) ADJAWIE, ABDURAHMAN ASKALANI

Philippine Early Childhood Developmen

Gross Motor Domain

Fine Motor Domain

Receptive Language Domain

Expressive Language Domain

44) ,
Philippine Early Childhood Developmen

Gross Motor Domain

Fine Motor Domain

Self-Help Domain
1 Feeds self with finger food(e.g, biscuits, bread) using fingers.
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any meal.
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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.
14 Participates when being dressed(e.g., raises arms or lifts leg).
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and tying.
18 Dresses without assistance except for buttons and tying.
19 Informs the adult only after he has already urinated (peed) or moved his bowels (poohed) in his underpants.
20 Informs adult of need to urinate (pee) or moved bowels (pooh-pooh) so he can be brought to designated place (e
21 Goes to the designated place to urinate (pee) or move bowels (pooh) and still does this in his underpants/wear a
22 Goes to the designated place to urinate (pee) or move bowels (pooh) and never does does this in his underpants
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap).
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

Receptive Language Domain

Expressive Language Domain

45) ,
Philippine Early Childhood Developmen

Gross Motor Domain

Fine Motor Domain

Self-Help Domain
1 Feeds self with finger food(e.g, biscuits, bread) using fingers.
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any meal.
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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.
14 Participates when being dressed(e.g., raises arms or lifts leg).
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and tying.
18 Dresses without assistance except for buttons and tying.
19 Informs the adult only after he has already urinated (peed) or moved his bowels (poohed) in his underpants.
20 Informs adult of need to urinate (pee) or moved bowels (pooh-pooh) so he can be brought to designated place (e
21 Goes to the designated place to urinate (pee) or move bowels (pooh) and still does this in his underpants/wear a
22 Goes to the designated place to urinate (pee) or move bowels (pooh) and never does does this in his underpants
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap).
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

Receptive Language Domain

Expressive Language Domain

Gross Motor Domain

Self-Help Domain
1 Feeds self with finger food(e.g, biscuits, bread) using fingers.
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any meal.
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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.
14 Participates when being dressed(e.g., raises arms or lifts leg).
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and tying.
18 Dresses without assistance except for buttons and tying.
19 Informs the adult only after he has already urinated (peed) or moved his bowels (poohed) in his underpants.
20 Informs adult of need to urinate (pee) or moved bowels (pooh-pooh) so he can be brought to designated place (e
21 Goes to the designated place to urinate (pee) or move bowels (pooh) and still does this in his underpants/wear a
22 Goes to the designated place to urinate (pee) or move bowels (pooh) and never does does this in his underpants
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap).
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

Receptive Language Domain

Expressive Language Domain

50) ,
Philippine Early Childhood Developmen

Gross Motor Domain

Fine Motor Domain

Self-Help Domain
1 Feeds self with finger food(e.g, biscuits, bread) using fingers.
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any meal.
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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.
14 Participates when being dressed(e.g., raises arms or lifts leg).
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and tying.
18 Dresses without assistance except for buttons and tying.
19 Informs the adult only after he has already urinated (peed) or moved his bowels (poohed) in his underpants.
20 Informs adult of need to urinate (pee) or moved bowels (pooh-pooh) so he can be brought to designated place (e
21 Goes to the designated place to urinate (pee) or move bowels (pooh) and still does this in his underpants/wear a
22 Goes to the designated place to urinate (pee) or move bowels (pooh) and never does does this in his underpants
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap).
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

Receptive Language Domain

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

hed) in his underpants.

ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).
Early Childhood Development Checklist
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

hed) in his underpants.

ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.
Comments
P O R P O R

Comments
P O R P O R

st tense.

Comments
P O R P O R

o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R
bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
Comments
P O R P O R

Comments
P O R P O R

hed) in his underpants.

ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
Comments
P O R P O R

o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).
Early Childhood Development Checklist
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).
Early Childhood Development Checklist
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).
Early Childhood Development Checklist
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
Comments
P O R P O R

st tense.

Comments
P O R P O R

o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R
bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

hed) in his underpants.

ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

Comments
P O R P O R
st tense.

Comments
P O R P O R
st tense.

Comments
P O R P O R

o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).
Early Childhood Development Checklist
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
hed) in his underpants.
ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

Comments
P O R P O R
o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R

bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

hed) in his underpants.

ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R

st tense.

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

hed) in his underpants.

ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R
Comments
P O R P O R

st tense.

Comments
P O R P O R

o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R
bless, kiss, etc.)

g his room).

Early Childhood Development Checklist

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

hed) in his underpants.

ought to designated place (e.g. comfort room).
his in his underpants/wear anymore.
s does this in his underpants/wear anymore.

Comments
P O R P O R
Comments
P O R P O R

st tense.

Comments
P O R P O R

o ay malaki. Ang daga ay maliit.)

Comments
P O R P O R
bless, kiss, etc.)

g his room).
1) PARADJI, SHAMMIRA BASIR

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Feeds self using fingers without spillage.
6 Eats without need for spoonfeeding during any me
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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 membe
14 Participates when being dressed(e.g., raises arms
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and t
18 Dresses without assistance except for buttons and
19 Informs the adult only after he has already urinated
20 Informs adult of need to urinate (pee) or moved bow
21 Goes to the designated place to urinate (pee) or m
22 Goes to the designated place to urinate (pee) or m
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap)
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

2 Friendly with strangers but initially may show slight
3 Plays alone but likes to be near familliar adults or b
4 Laughs or squels aloud in play.
5 Plays peek-a-boo (bulaga).
6 Rolls ball interactively with caregiver/examiner.
7 Hugs or cuddles toys.
8 Demonstrates respect for elders using terms like “p
9 Shares toys with others.
10 Immitates adult activities (e.g. cooking, washing)
11 Identifies feelings in others.
12 Appropriately uses cultural gestures of greeting wit
13 Comforts playmates/siblings in distress.
14 Persists when faced with problem or obstacle to his
15 Helps with family chores( e.g. wiping tables, wateri
16 Curious about environment but knows when to stop
17 Waits for turn.
18 Asks permission to play with toy being used by ano
19 Defends possessions with determination.
20 Plays organized group games fairly (e.g. does not c
21 Can talk about difficult feelings (e.g. anger, sadnes
22 Honors a simple bargain with caregiver (e.g. can pl
23 Watches responsibly over younger siblings/family m
24 Cooperates with adults and peers in group situation

2) IDJAN, WALJAMA SAKING

1 Climbs on chair or other elevated piece of furniture
2 Walks backwards
3 Runs without tripping or falling.
4 Walks down stairs, 2 feet on each step, with one he
5 Walks upstairs holding handrail, 2 feet on each ste
6 Walks upstairs with alternate feet without holding h
7 Walks downstairs with alternate feet without holdin
8 Moves body parts as directed.
9 Jumps up.
10 Throws ball overhead with direction.
11 Hops 1-3 steps on prefered foot.
12 Jump and turn.
13 Dances patterns/joins group movement activities.

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

3) JAINAL, MAYDELYN DANDI

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

4) UNNONG, SHAIFA ABUBAKAR

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

2 Looks for partially hidden object.
3 Immitates behavior just seen a few minutes earlier.
4 Offers object but will not release it.
5 Looks for completely hidden object.
6 Exhibits simple pretend play (feed, put doll to slep)
7 Matches objects.
8 Matches 2-3 colors.
9 Matches pictures.
10 Sorts based on shapes.
11 Sorts objects based on 2 attributes (e.g. size and c
12 Arranges objects according to size from smallest to
13 Names 4-6 colors.
14 Copies shapes.
15 Names 3 animals or vegetables when asked.
16 States what common household item are used for.
17 Can assemble simple puzzles.
18 Demonstrates an understanding of opposites by co
19 Points to left and right side of the body.
20 Can state what is silly or wrong with pictures (e.g. A
21 Matches upper and lower case letters.
1 Enjoys watching activities of nearby people or anim
2 Friendly with strangers but initially may show slight
3 Plays alone but likes to be near familliar adults or b
4 Laughs or squels aloud in play.
5 Plays peek-a-boo (bulaga).
6 Rolls ball interactively with caregiver/examiner.
7 Hugs or cuddles toys.
8 Demonstrates respect for elders using terms like “p
9 Shares toys with others.
10 Immitates adult activities (e.g. cooking, washing)
11 Identifies feelings in others.
12 Appropriately uses cultural gestures of greeting wit
13 Comforts playmates/siblings in distress.
14 Persists when faced with problem or obstacle to his
15 Helps with family chores( e.g. wiping tables, wateri
16 Curious about environment but knows when to stop
17 Waits for turn.
18 Asks permission to play with toy being used by ano
19 Defends possessions with determination.
20 Plays organized group games fairly (e.g. does not c
21 Can talk about difficult feelings (e.g. anger, sadnes
22 Honors a simple bargain with caregiver (e.g. can pl
23 Watches responsibly over younger siblings/family m
24 Cooperates with adults and peers in group situation

5) PAKING, KYRA MAJAJI

1 Climbs on chair or other elevated piece of furniture

2 Walks backwards
3 Runs without tripping or falling.
4 Walks down stairs, 2 feet on each step, with one he
5 Walks upstairs holding handrail, 2 feet on each ste
6 Walks upstairs with alternate feet without holding h
7 Walks downstairs with alternate feet without holdin
8 Moves body parts as directed.
9 Jumps up.
10 Throws ball overhead with direction.
11 Hops 1-3 steps on prefered foot.
12 Jump and turn.
13 Dances patterns/joins group movement activities.
1 Uses 5 fingers to get food/toys placed on flat surfa
2 Picks up objects with thumb and index finger.
3 Display a definite hand preference.
4 Puts small objects in/out of containers.
5 Holds crayon with all the fingers of his hand making
6 Unscrews lid of container or unwraps food.
7 Scribbles spontaneously.
8 Scribbles vertical and horizontal.
9 Draws circle purposely.
10 Draws a human figure( head, eyes, trunk arms, han
11 Draws a house using geometric forms.

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

6) ABLAYAN, MAYA ELIAS

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

2 Points to 5 body parts on himself when asked to do
3 Points 5 named picturd objects when asked to do s
4 Follws one-step instructions that include simple pre
5 Follows 2-step instructions that include simple prep
1 Uses 5-20 recognizable words.
2 Uses pronouns (e.g. I, me, ako, akin)
3 Uses 2-3 words verb-noun combinations (e.g. hing
4 Names objects in pictures.
5 Speaks in grammatically correct 2-3 word sentence
6 Asks “what” questions.
7 Aks “who” questions.
8 Gives account of recent experiences (with promptin

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

7) BALUAN, NERALYN SAHIBUL

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

8) TAN, JAYPA OMAD

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

2 Picks up objects with thumb and index finger.
3 Display a definite hand preference.
4 Puts small objects in/out of containers.
5 Holds crayon with all the fingers of his hand making
6 Unscrews lid of container or unwraps food.
7 Scribbles spontaneously.
8 Scribbles vertical and horizontal.
9 Draws circle purposely.
10 Draws a human figure( head, eyes, trunk arms, han
11 Draws a house using geometric forms.
1 Feeds self with finger food(e.g, biscuits, bread) usin
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Feeds self using fingers without spillage.
6 Eats without need for spoonfeeding during any me
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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 membe
14 Participates when being dressed(e.g., raises arms
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and t
18 Dresses without assistance except for buttons and
19 Informs the adult only after he has already urinated
20 Informs adult of need to urinate (pee) or moved bow
21 Goes to the designated place to urinate (pee) or m
22 Goes to the designated place to urinate (pee) or m
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap)
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

2 Uses pronouns (e.g. I, me, ako, akin)
3 Uses 2-3 words verb-noun combinations (e.g. hing
4 Names objects in pictures.
5 Speaks in grammatically correct 2-3 word sentence
6 Asks “what” questions.
7 Aks “who” questions.
8 Gives account of recent experiences (with promptin
1 Looks in the direction of fallen object.
2 Looks for partially hidden object.
3 Immitates behavior just seen a few minutes earlier.
4 Offers object but will not release it.
5 Looks for completely hidden object.
6 Exhibits simple pretend play (feed, put doll to slep)
7 Matches objects.
8 Matches 2-3 colors.
9 Matches pictures.
10 Sorts based on shapes.
11 Sorts objects based on 2 attributes (e.g. size and c
12 Arranges objects according to size from smallest to
13 Names 4-6 colors.
14 Copies shapes.
15 Names 3 animals or vegetables when asked.
16 States what common household item are used for.
17 Can assemble simple puzzles.
18 Demonstrates an understanding of opposites by co
19 Points to left and right side of the body.
20 Can state what is silly or wrong with pictures (e.g. A
21 Matches upper and lower case letters.

1 Enjoys watching activities of nearby people or anim

9) PANNY, NUR-ANA SALILADJA

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

11) JUUNY, TARHATA MANDANGAN

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

12) TIMBASAL, PERSIA HAMJAIN

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

13) AGLAG, NAISAH JAILANG

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

14) HAMJUDA, AISHA JORDAN

1 Climbs on chair or other elevated piece of furniture

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

15) LALI, MARCELINA KALJARI

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfa

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

16) BALUAN, AISA MUSTALA

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any mea
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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 membe
14 Participates when being dressed(e.g., raises arms
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and t
18 Dresses without assistance except for buttons and
19 Informs the adult only after he has already urinated
20 Informs adult of need to urinate (pee) or moved bow
21 Goes to the designated place to urinate (pee) or m
22 Goes to the designated place to urinate (pee) or m
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap)
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

17) HAMSAJI, SHERMALYN ADJAWIE

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Enjoys watching activities of nearby people or anim

18) MAKDIROL, FATIMA ERHAM ADAIL

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

20) SAHID, SHAKEENA KUNSAHANI

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

21) SAKIB, ARTISA AMINULLA

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

22) ABBAS, SHEYANRINA ASIRAL

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

23) ABDURAUP, ZHENDRA HAMISAIN

1 Climbs on chair or other elevated piece of furniture

2 Walks backwards
3 Runs without tripping or falling.
4 Walks down stairs, 2 feet on each step, with one he
5 Walks upstairs holding handrail, 2 feet on each ste
6 Walks upstairs with alternate feet without holding h
7 Walks downstairs with alternate feet without holdin
8 Moves body parts as directed.
9 Jumps up.
10 Throws ball overhead with direction.
11 Hops 1-3 steps on prefered foot.
12 Jump and turn.
13 Dances patterns/joins group movement activities.
1 Uses 5 fingers to get food/toys placed on flat surfac
2 Picks up objects with thumb and index finger.
3 Display a definite hand preference.
4 Puts small objects in/out of containers.
5 Holds crayon with all the fingers of his hand making
6 Unscrews lid of container or unwraps food.
7 Scribbles spontaneously.
8 Scribbles vertical and horizontal.
9 Draws circle purposely.
10 Draws a human figure( head, eyes, trunk arms, han
11 Draws a house using geometric forms.

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

24) ADJAWIE, FATIMA SHAMEERA ISM

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

25) AJAN, CHAILLA MAE ARAJANY

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

26) ARAS, FHARZHAIDA RUSMI

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Enjoys watching activities of nearby people or anim

27) ASA, NICOLE HUSSIN

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

29) BARA, NALYN JUL-ASPA

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

30) BAWAH, NURHANA JUBAIL

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

31) HASAN, FATIMH NADIA SALIM

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

32) ISMORAJAN, ALAYZZA MOHAMMA

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

33) JAAFAR, HADZMINA MUIN

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

34) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

2 Picks up objects with thumb and index finger.
3 Display a definite hand preference.
4 Puts small objects in/out of containers.
5 Holds crayon with all the fingers of his hand making
6 Unscrews lid of container or unwraps food.
7 Scribbles spontaneously.
8 Scribbles vertical and horizontal.
9 Draws circle purposely.
10 Draws a human figure( head, eyes, trunk arms, han
11 Draws a house using geometric forms.
1 Feeds self with finger food(e.g, biscuits, bread) usin
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any mea
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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 membe
14 Participates when being dressed(e.g., raises arms
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and t
18 Dresses without assistance except for buttons and
19 Informs the adult only after he has already urinated
20 Informs adult of need to urinate (pee) or moved bow
21 Goes to the designated place to urinate (pee) or m
22 Goes to the designated place to urinate (pee) or m
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap)
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

35) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

36) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

37) ,
1 Climbs on chair or other elevated piece of furniture
2 Walks backwards
3 Runs without tripping or falling.
4 Walks down stairs, 2 feet on each step, with one he
5 Walks upstairs holding handrail, 2 feet on each ste
6 Walks upstairs with alternate feet without holding h
7 Walks downstairs with alternate feet without holdin
8 Moves body parts as directed.
9 Jumps up.
10 Throws ball overhead with direction.
11 Hops 1-3 steps on prefered foot.
12 Jump and turn.
13 Dances patterns/joins group movement activities.

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

38) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

39) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

40) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

41) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

42) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

43) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

2 Picks up objects with thumb and index finger.
3 Display a definite hand preference.
4 Puts small objects in/out of containers.
5 Holds crayon with all the fingers of his hand making
6 Unscrews lid of container or unwraps food.
7 Scribbles spontaneously.
8 Scribbles vertical and horizontal.
9 Draws circle purposely.
10 Draws a human figure( head, eyes, trunk arms, han
11 Draws a house using geometric forms.
1 Feeds self with finger food(e.g, biscuits, bread) usin
2 Feeds self using spoon with spillage
3 Feeds self using spoon without spillage.
4 Feeds self using fingers with spillage.
5 Fedds self using fingers without spillage.
6 Eats without need for spoonfeeding during any mea
7 Helps hold cup for drinking.
8 Drinks from cup with spillage.
9 Drinks from cup 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 membe
14 Participates when being dressed(e.g., raises arms
15 Pulls down gartered short pants.
16 Removes sando.
17 Dresses without assistance including buttons and t
18 Dresses without assistance except for buttons and
19 Informs the adult only after he has already urinated
20 Informs adult of need to urinate (pee) or moved bow
21 Goes to the designated place to urinate (pee) or m
22 Goes to the designated place to urinate (pee) or m
23 Wipes/clean self after a bowel movement..
24 Participates when bathing (e.g. Rubbing with soap)
25 Washes and dries hands without any help.
26 Washes face without any help.
27 Bathes without any help.

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

44) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

45) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

46) ,
1 Climbs on chair or other elevated piece of furniture
2 Walks backwards
3 Runs without tripping or falling.
4 Walks down stairs, 2 feet on each step, with one he
5 Walks upstairs holding handrail, 2 feet on each ste
6 Walks upstairs with alternate feet without holding h
7 Walks downstairs with alternate feet without holdin
8 Moves body parts as directed.
9 Jumps up.
10 Throws ball overhead with direction.
11 Hops 1-3 steps on prefered foot.
12 Jump and turn.
13 Dances patterns/joins group movement activities.

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

47) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

48) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

49) ,

1 Climbs on chair or other elevated piece of furniture

2 Walks backwards
3 Runs without tripping or falling.
4 Walks down stairs, 2 feet on each step, with one he
5 Walks upstairs holding handrail, 2 feet on each ste
6 Walks upstairs with alternate feet without holding h
7 Walks downstairs with alternate feet without holdin
8 Moves body parts as directed.
9 Jumps up.
10 Throws ball overhead with direction.
11 Hops 1-3 steps on prefered foot.
12 Jump and turn.
13 Dances patterns/joins group movement activities.
1 Uses 5 fingers to get food/toys placed on flat surfac
2 Picks up objects with thumb and index finger.
3 Display a definite hand preference.
4 Puts small objects in/out of containers.
5 Holds crayon with all the fingers of his hand making
6 Unscrews lid of container or unwraps food.
7 Scribbles spontaneously.
8 Scribbles vertical and horizontal.
9 Draws circle purposely.
10 Draws a human figure( head, eyes, trunk arms, han
11 Draws a house using geometric forms.

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Uses 5-20 recognizable words.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

50) ,

1 Climbs on chair or other elevated piece of furniture

1 Uses 5 fingers to get food/toys placed on flat surfac

1 Feeds self with finger food(e.g, biscuits, bread) usin

1 Points to family members when asked to do so.

1 Looks in the direction of fallen object.

1 Enjoys watching activities of nearby people or anim

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

pping or falling.
irs, 2 feet on each step, with one held.
holding handrail, 2 feet on each step.
with alternate feet without holding handrail.
rs with alternate feet without holding handrail.
rts as directed.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

to get food/toys placed on flat surface.
s with thumb and index finger.
te hand preference.
cts in/out of containers.
ith all the fingers of his hand making a fist(i.e, palmar grasp)
container or unwraps food.

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

Socio-Emotional Domain
g activities of nearby people or animals.
angers but initially may show slight anxiety or shyness.
likes to be near familliar adults or brothers and sisters.
ls aloud in play.
oo (bulaga).
ctively with caregiver/examiner.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

ssions with determination.
d group games fairly (e.g. does not cheat in order to win).
difficult feelings (e.g. anger, sadness, worry) he experiences.
e bargain with caregiver (e.g. can play outside only after cleaning/fixing his room).
nsibly over younger siblings/family members.
h adults and peers in group situations to minimize quarrels and conflicts.

ALJAMA SAKING
Philippine Early Childhood Development Checklist
Gross Motor Domain
or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

LYN DANDI
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

SHAIFA ABUBAKAR
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

mmon household item are used for.
simple puzzles.
an understanding of opposites by completing a statement (e.g. Ang aso ay malaki. Ang daga ay maliit.)
d right side of the body.
is silly or wrong with pictures (e.g. Ano ang mali sa larawang ito?)
and lower case letters.
Socio-Emotional Domain
g activities of nearby people or animals.
angers but initially may show slight anxiety or shyness.
likes to be near familliar adults or brothers and sisters.
ls aloud in play.
oo (bulaga).
ctively with caregiver/examiner.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

RA MAJAJI
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain
to get food/toys placed on flat surface.
s with thumb and index finger.
te hand preference.
cts in/out of containers.
ith all the fingers of his hand making a fist(i.e, palmar grasp)
container or unwraps food.

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

MAYA ELIAS
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

members when asked to do so.
y parts on himself when asked to do so.
picturd objects when asked to do so.
p instructions that include simple prepositions (e.g. in, on, under, etc.)
nstructions that include simple preposition.
Expressive Language Domain
gnizable words.
(e.g. I, me, ako, akin)
verb-noun combinations (e.g. hingi gatas).
in pictures.
matically correct 2-3 word sentences.
estions.
tions.
of recent experiences (with prompting) in order of occurence using past tense.

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)
gs in others.
ses cultural gestures of greeting without much prompting (e.g. mano, bless, kiss, etc.)
ates/siblings in distress.
aced with problem or obstacle to his wants.
y chores( e.g. wiping tables, watering plants, etc.)
environment but knows when to stop asking questions of adults.

n to play with toy being used by another.

ERALYN SAHIBUL
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.
n figure( head, eyes, trunk arms, hand /fingers).
using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

gnizable words.
(e.g. I, me, ako, akin)
verb-noun combinations (e.g. hingi gatas).
in pictures.
matically correct 2-3 word sentences.
estions.
tions.
of recent experiences (with prompting) in order of occurence using past tense.
Cognitive Domain
ection of fallen object.
lly hidden object.
vior just seen a few minutes earlier.
ut will not release it.
letely hidden object.
pretend play (feed, put doll to slep).
s.
lors.
es.
shapes.
ased on 2 attributes (e.g. size and color).
ts according to size from smallest to biggest.
ors.

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

R-ANA SALILADJA
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

ARHATA MANDANGAN
Philippine Early Childhood Development Checklist
Gross Motor Domain
or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.
t assistance including buttons and tying.
t assistance except for buttons and tying.
lt only after he has already urinated (peed) or moved his bowels (poohed) in his underpants.
need to urinate (pee) or moved bowels (pooh-pooh) so he can be brought to designated place (e.g. comfort room).
signated place to urinate (pee) or move bowels (pooh) and still does this in his underpants/wear anymore.
signated place to urinate (pee) or move bowels (pooh) and never does does this in his underpants/wear anymore.
lf after a bowel movement..
en bathing (e.g. Rubbing with soap).
es hands without any help.
thout any help.

Receptive Language Domain

Expressive Language Domain

Cognitive Domain
ection of fallen object.
lly hidden object.
vior just seen a few minutes earlier.
ut will not release it.
letely hidden object.
pretend play (feed, put doll to slep).
s.
lors.
es.
shapes.
ased on 2 attributes (e.g. size and color).
ts according to size from smallest to biggest.
ors.
als or vegetables when asked.
mmon household item are used for.
simple puzzles.
an understanding of opposites by completing a statement (e.g. Ang aso ay malaki. Ang daga ay maliit.)
d right side of the body.
is silly or wrong with pictures (e.g. Ano ang mali sa larawang ito?)
and lower case letters.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

, PERSIA HAMJAIN
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

AISAH JAILANG
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

, AISHA JORDAN
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

RCELINA KALJARI
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

AISA MUSTALA
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

o get food/toys placed on flat surface.
s with thumb and index finger.
te hand preference.
cts in/out of containers.
ith all the fingers of his hand making a fist(i.e, palmar grasp)
container or unwraps food.

al and horizontal.
n figure( head, eyes, trunk arms, hand /fingers).
using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

SHERMALYN ADJAWIE
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

, FATIMA ERHAM ADAIL

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

Self-Help Domain
finger food(e.g, biscuits, bread) using fingers.
g spoon with spillage
g spoon without spillage.
g fingers with spillage.
g fingers without spillage.
ed for spoonfeeding during any meal.
for drinking.
with spillage.
unassisted.
elf unassisted.
her without spillage.
s for younger siblings/family members when no adults is around.
en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

HAKEENA KUNSAHANI
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

Receptive Language Domain

Expressive Language Domain

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

TISA AMINULLA
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

HEYANRINA ASIRAL
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

t assistance except for buttons and tying.
lt only after he has already urinated (peed) or moved his bowels (poohed) in his underpants.
need to urinate (pee) or moved bowels (pooh-pooh) so he can be brought to designated place (e.g. comfort room).
signated place to urinate (pee) or move bowels (pooh) and still does this in his underpants/wear anymore.
signated place to urinate (pee) or move bowels (pooh) and never does does this in his underpants/wear anymore.
lf after a bowel movement..
en bathing (e.g. Rubbing with soap).
es hands without any help.
thout any help.
Receptive Language Domain
members when asked to do so.
y parts on himself when asked to do so.
picturd objects when asked to do so.
p instructions that include simple prepositions (e.g. in, on, under, etc.)
nstructions that include simple preposition.

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

, ZHENDRA HAMISAIN
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

activities (e.g. cooking, washing)

n to play with toy being used by another.

, FATIMA SHAMEERA ISMULA

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

AILLA MAE ARAJANY

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

gs in others.
ses cultural gestures of greeting without much prompting (e.g. mano, bless, kiss, etc.)
ates/siblings in distress.
aced with problem or obstacle to his wants.
y chores( e.g. wiping tables, watering plants, etc.)
environment but knows when to stop asking questions of adults.
n to play with toy being used by another.
ssions with determination.
d group games fairly (e.g. does not cheat in order to win).
difficult feelings (e.g. anger, sadness, worry) he experiences.
e bargain with caregiver (e.g. can play outside only after cleaning/fixing his room).
nsibly over younger siblings/family members.
h adults and peers in group situations to minimize quarrels and conflicts.

ARZHAIDA RUSMI
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

OLE HUSSIN
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

LYN JUL-ASPA
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.
pping or falling.
irs, 2 feet on each step, with one held.
holding handrail, 2 feet on each step.
with alternate feet without holding handrail.
rs with alternate feet without holding handrail.
rts as directed.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

NURHANA JUBAIL
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

ATIMH NADIA SALIM

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.
s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

AN, ALAYZZA MOHAMMAD

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

activities (e.g. cooking, washing)

n to play with toy being used by another.

HADZMINA MUIN
Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.
Self-Help Domain
finger food(e.g, biscuits, bread) using fingers.
g spoon with spillage
g spoon without spillage.
g fingers with spillage.
g fingers without spillage.
ed for spoonfeeding during any meal.
for drinking.
with spillage.
unassisted.
elf unassisted.
her without spillage.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.
s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain
or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain
o get food/toys placed on flat surface.
s with thumb and index finger.
te hand preference.
cts in/out of containers.
ith all the fingers of his hand making a fist(i.e, palmar grasp)
container or unwraps food.

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

Expressive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

activities (e.g. cooking, washing)

n to play with toy being used by another.

Philippine Early Childhood Development Checklist

Gross Motor Domain

or other elevated piece of furniture like a bed without help.

erhead with direction.

on prefered foot.

s/joins group movement activities.

Fine Motor Domain

al and horizontal.

n figure( head, eyes, trunk arms, hand /fingers).

using geometric forms.

s for younger siblings/family members when no adults is around.

en being dressed(e.g., raises arms or lifts leg).
ered short pants.

t assistance including buttons and tying.

Receptive Language Domain

als or vegetables when asked.

espect for elders using terms like “po” and “opo”.

n to play with toy being used by another.

Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
Comments
P O R P O R

Baseline Summative
Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Baseline Summative
Comments
P O R P O R

Comments
P O R P O R
Comments
P O R P O R

Comments
P O R P O R

Comments
P O R P O R
Pre Post
GROSS MOTOR DOMAIN
P R P O R

Climbs on chair or other elevated piece of furniture like a bed without

1
help.

2 Walks backwards

3 Runs without tripping or falling.

4 Walks down stairs, 2 feet on each step, with one held.

5 Walks upstairs holding handrail, 2 feet on each step.

6 Walks upstairs with alternate feet without holding handrail.

7 Walks downstairs with alternate feet without holding handrail.

8 Moves body parts as directed.

9 Jumps up.

10 Throws ball overhead with direction.

11 Hops 1-3 steps on prefered foot.

12 Jump and turn.

13 Dances patterns/joins group movement activities.

TOTAL SCORE

Baseline Summative
FINE MOTOR DOMAIN
P O R P O R

1 Uses 5 fingers to get food/toys placed on flat surface.

2 Picks up objects with thumb and index finger.

3 Display a definite hand preference.

4 Puts small objects in/out of containers.

Holds crayon with all the fingers of his hand making a fist(i.e, palmar
5
grasp)

6 Unscrews lid of container or unwraps food.

7 Scribbles spontaneously.

8 Scribbles vertical and horizontal.

9 Draws circle purposely.

10 Draws a human figure( head, eyes, trunk arms, hand /fingers).

11 Draws a house using geometric forms.

TOTAL SCORE

Baseline Summative
SELF-HELP DOMAIN
P O R P O R

1 Feeds self with finger food(e.g, biscuits, bread) using fingers.

2 Feeds self using spoon with spillage

Baseline Summative

P O R P O R
Socio Emotional Domain

1 Enjoys watching activities of nearby people or animals.

2 Friendly with strangers but initially may show slight anxiety or shyness.

3 Plays alone but likes to be near familliar adults or brothers and sisters.

4 Laughs or squels aloud in play.

5 Plays peek-a-boo (bulaga).

6 Rolls ball interactively with caregiver/examiner.

7 Hugs or cuddles toys.

8 Demonstrates respect for elders using terms like “po” and “opo”.

9 Shares toys with others.

10 Immitates adult activities (e.g. cooking, washing)

11 Identifies feelings in others.

Appropriately uses cultural gestures of greeting without much prompting
12 (e.g. mano, bless, kiss, etc.)

13 Comforts playmates/siblings in distress.

14 Persists when faced with problem or obstacle to his wants.

15 Helps with family chores( e.g. wiping tables, watering plants, etc.)
Curious about environment but knows when to stop asking questions of
16 adults.

17 Waits for turn.

18 Asks permission to play with toy being used by another.

19 Defends possessions with determination.

20 Plays organized group games fairly (e.g. does not cheat in order to win).
Can talk about difficult feelings (e.g. anger, sadness, worry) he
21 experiences.
Honors a simple bargain with caregiver (e.g. can play outside only after
22 cleaning/fixing his room).

23 Watches responsibly over younger siblings/family members.

Cooperates with adults and peers in group situations to minimize quarrels
24 and conflicts.

TOTAL SCORE
COMMENTS
3

19
COMMENTS
20

21
22

RECEPTIVE LANGUAGE DOMAIN

3
COMMENTS
4

COMMENTS
P O R P O R

Feeds self using spoon without spillage.

Feeds self using fingers with spillage.

Feeds self using fingers without spillage.

Eats without need for spoonfeeding during any meal.

Helps hold cup for drinking.

Drinks from cup with spillage.

Drinks from cup unassisted.

Gets drink for self unassisted.

Pours from pitcher without spillage.

Prepares own food/snack.

Prepares meals for younger siblings/family members when no adults is around.

Participates when being dressed(e.g., raises arms or lifts leg).

Pulls down gartered short pants.

Removes sando.

Dresses without assistance including buttons and tying.

Dresses without assistance except for buttons and tying.

Informs the adult only after he has already urinated (peed) or moved his bowels
(poohed) in his underpants.
Informs adult of need to urinate (pee) or moved bowels (pooh-pooh) so he can be
brought to designated place (e.g. comfort room).
Goes to the designated place to urinate (pee) or move bowels (pooh) and still does this
in his underpants/wear anymore.
Goes to the designated place to urinate (pee) or move bowels (pooh) and never does
does this in his underpants/wear anymore.

Wipes/clean self after a bowel movement..

Participates when bathing (e.g. Rubbing with soap).

Washes and dries hands without any help.

Washes face without any help.

Bathes without any help.

TOTAL SCORE

Baseline Summative
RECEPTIVE LANGUAGE DOMAIN
P O R P O R

Points to family members when asked to do so.

Points to 5 body parts on himself when asked to do so.

Points 5 named picturd objects when asked to do so.

Follws one-step instructions that include simple prepositions (e.g. in, on, under, etc.)

Follows 2-step instructions that include simple preposition.

TOTAL SCORE

BASELINE
DOMAIN
RAW SCALED
SCORE SCORE
Gross Motor

Fine Motor

Self-Help

Receptive Language

Expressive Language

Cognitive

Socio-Emotional

Sum of Scaled Scores

Standard Score

Interpretation of Standard Score

YEAR MONTH

Baseline Date Testing

2019 6

Child's Date of Birth

2013 10

Child's Age
5 7

Summative Date Testing

2019 10

Child's Date of Birth

2013 10

Child's Age
5 11

Standard Score Interpretation

Suggests significant delay in overall
69 and below
development

70 - 79 Suggests slight delay in overall deve

80 - 119 Average overall development

120 - 129 Suggests slightly advanced developm

130 and above Suggests highly advanced developm

PARENT'S SIGNATURE

Pre:__________________________________________________________________

Post:_________________________________________________________________
COMMENTS
EXPRESSIVE LANGUAGE DOMAIN

1 Uses 5-20 recognizable words.

2 Uses pronouns (e.g. I, me, ako, akin)

3 Uses 2-3 words verb-noun combinations (e.g. hingi gatas).

4 Names objects in pictures.

5 Speaks in grammatically correct 2-3 word sentences.

6 Asks “what” questions.

7 Aks “who” questions.

Gives account of recent experiences (with prompting) in order of occurence

8
using past tense.

TOTAL SCORE

COGNITIVE DOMAIN

1 Looks in the direction of fallen object.

2 Looks for partially hidden object.

3 Immitates behavior just seen a few minutes earlier.

4 Offers object but will not release it.

5 Looks for completely hidden object.

6 Exhibits simple pretend play (feed, put doll to slep).

7 Matches objects.

8 Matches 2-3 colors.

9 Matches pictures.

10 Sorts based on shapes.

11 Sorts objects based on 2 attributes (e.g. size and color).

12 Arranges objects according to size from smallest to biggest.

13 Names 4-6 colors.

14 Copies shapes.

15 Names 3 animals or vegetables when asked.

COMMENTS
16 States what common household item are used for.

17 Can assemble simple puzzles.

Demonstrates an understanding of opposites by completing a statement

18
(e.g. Ang aso ay malaki. Ang daga ay maliit.)

19 Points to left and right side of the body.

Can state what is silly or wrong with pictures (e.g. Ano ang mali sa larawang
20
ito?)

21 Matches upper and lower case letters.

TOTAL SCORE

Republic of the Philippin

SUMMATIVE Department of Educa

RAW SCALED
SCORE SCORE
Region BARMM

Schools Division of SUL

District of INADANAN NOR

MAHARADJA ABDURAUP ELEM

Philippine Early Child

Development Check

ECF 1

MONTH DAY

6 17

10 23

7 25

10 7

10 23

11 14

Child's Name:

Interpretation
Birthdate: 10/23/2013
nificant delay in overall
LRN:

ght delay in overall development

Recorded with:

rall development
þ
ghtly advanced development

hly advanced development

FARHA L. ISMALI
Name of Teacher

JABRA M. MOHAMMAD
School Head
Baseline Summative
EXPRESSIVE LANGUAGE DOMAIN COMMENTS
P O R P O R

recognizable words.

ouns (e.g. I, me, ako, akin)

words verb-noun combinations (e.g. hingi gatas).

jects in pictures.

grammatically correct 2-3 word sentences.

t” questions.

questions.

ount of recent experiences (with prompting) in order of occurence

tense.

TOTAL SCORE

Baseline Summative
COGNITIVE DOMAIN COMMENTS
P O R P O R

he direction of fallen object.

partially hidden object.

behavior just seen a few minutes earlier.

ect but will not release it.

completely hidden object.

mple pretend play (feed, put doll to slep).

bjects.

-3 colors.

ictures.

ed on shapes.

cts based on 2 attributes (e.g. size and color).

objects according to size from smallest to biggest.

6 colors.

apes.

animals or vegetables when asked.

at common household item are used for.

mble simple puzzles.

ates an understanding of opposites by completing a statement

aso ay malaki. Ang daga ay maliit.)

eft and right side of the body.

what is silly or wrong with pictures (e.g. Ano ang mali sa larawang

pper and lower case letters.

TOTAL SCORE

Republic of the Philippines

Department of Education
Region BARMM

Schools Division of SULU

District of INADANAN NORTH

AHARADJA ABDURAUP ELEMENTARY SCHOOL

Philippine Early Childhood

Development Checklist

ECF 1

MURGINE, AHMAD IDAROUS TULAWIE

10/23/2013 Age 5.07 Sex

School Year 2019-2020

¨ ¨

FARHA L. ISMALI
Name of Teacher

JABRA M. MOHAMMAD
School Head
COMMENTS

COMMENTS
TARY SCHOOL

M
2019-2020
SECTION: LOVE

Childs' Gross M. Scaled Fine M. Scaled

Name of Pupils
Age ( RS) Score (RS) Score
BOYS
1 TOBIAS, THRICSON AMIL 5.03 0 1 0 1
2 SAKIB, RHASMAR NURUDDIN 5.01 0 1 0 1
3 MUAMMIL, ALDREN KASLANI 5.02 0 1 0 1
4 MAJID, ALYUSEF MUHARRAM 5.08 0 1 0 1
5 JULHALIM, NURSIBAR ASAKIL 4.11 0 1 0 1
6 HAMID, YUSEF NAMLI 5.03 0 1 0 1
7 HAIRAL, ALINUR ABRAHAM 4.11 0 1 0 1
8 DAMBONG, AL RAJIE MUTALIB 4.1 0 1 0 1
9 BARA, AL-NADZMIR SAMAD 4.1 0 1 0 1
10 BAING, ALFADSRI ABDURAJAK 4.11 0 1 0 1
11 ARABANI, KHAIRORRAHMAN HASSAN 4.08 0 1 0 1
12 ALIH, JHENSON PADDAM 6 0 1 0 1
13 AHAMAD, AHMED-DHEMZ SAHALAN 4.09 0 1 0 1
14 ABDU, ZAKHER JUNI 5.01 0 1 0 1
15 ADJAWIE, ABDURAHMAN ASKALANI 5.04 0 1 0 1
16 SALA, RHAFFY KULAYAN 6 0 1 0 1
17 HAIRAL, AYMAN SIGARING 4.09 0 1 0 1
18 SADDALANI, JINHAR SAMAD 4.11 0 1 0 1
19 ADJUD, JEMRAN ABUBAKKAL 5.06 0 1 0 1
20 TAGURANAO, ALMUDER JAAFAR 5.02 0 1 0 1
21 AHAMAR, JHOMAR AKDAM 5 0 1 0 1
22 ABDUL, ALMUDZRIN TINGKASAN 4.11 0 1 0 1
23 JULKAID, JULIUS MASUHUD 5.05 0 1 0 1
24 JUHAILI, AL-RADZMIR MAMMAH 5.08 0 1 0 1
25 MUHAJIRI, WARSAM AHADDI 5.09 0 1 0 1
26 HAMJUDA, NABER JORDAN 7.03 0 1 0 1
27 HADJULA, ABDILKHAN MANDAH 6.05 0 1 0 1
28 HASBIN, ALIH ASMAD 5.01 0 1 0 1
29 ARANI, ABDURAUF MOHAMMADSALI 6 0 1 0 1
30 MAHMUD, AL-SHARIF SAGAAN 5.07 0 1 0 1
31 ABDU, MOHAMMAD KHAIZAR AWALIL 5.01 0 1 0 1
32 MURGINE, AHMAD IDAROUS TULAWIE 5.07 0 1 0 1
33 ABUBAKAR, JANMAR TIBLANI 5.07 0 1 0 1
34 BENNAJIR, JENIMIER SADDALANI 5.1 0 1 0 1
35 ALBANI, ARKIMAL SOLANO 5.05 0 1 0 1

Girls
1 PARADJI, SHAMMIRA BASIR 4.11 0 1 0 1
2 IDJAN, WALJAMA SAKING 5.06 0 1 0 1
3 JAINAL, MAYDELYN DANDI 4.09 0 1 0 1
4 UNNONG, SHAIFA ABUBAKAR 5.01 0 1 0 1
5 PAKING, KYRA MAJAJI 4.08 0 1 0 1
6 ABLAYAN, MAYA ELIAS 5.02 0 1 0 1
7 BALUAN, NERALYN SAHIBUL 5.05 0 1 0 1
8 TAN, JAYPA OMAD 5.02 0 1 0 1
9 PANNY, NUR-ANA SALILADJA 4.08 0 1 0 1
10 SALIP ABDUL, RAISA MAE MARRACK 5.04 0 1 0 1
11 JUUNY, TARHATA MANDANGAN 5.11 0 1 0 1
12 TIMBASAL, PERSIA HAMJAIN 5.08 0 1 0 1
13 AGLAG, NAISAH JAILANG 6.05 0 1 0 1
14 HAMJUDA, AISHA JORDAN 5.05 0 1 0 1
15 LALI, MARCELINA KALJARI 4.1 0 1 0 1
16 BALUAN, AISA MUSTALA 5.01 0 1 0 1
17 HAMSAJI, SHERMALYN ADJAWIE 6.01 0 1 0 1
18 MAKDIROL, FATIMA ERHAM ADAIL 5.05 0 1 0 1
19 MUSA, NUR-WHEDA SAHALAN 5 0 1 0 1
20 SAHID, SHAKEENA KUNSAHANI 4.09 0 1 0 1
21 SAKIB, ARTISA AMINULLA 5.01 0 1 0 1
22 ABBAS, SHEYANRINA ASIRAL 5.05 0 1 0 1
23 ABDURAUP, ZHENDRA HAMISAIN 5.05 0 1 0 1
24 ADJAWIE, FATIMA SHAMEERA ISMULA 5 0 1 0 1
25 AJAN, CHAILLA MAE ARAJANY 4.08 0 1 0 1
26 ARAS, FHARZHAIDA RUSMI 5.02 0 1 0 1
27 ASA, NICOLE HUSSIN 4.06 0 1 0 1
28 ASALI, AYESHA-FARRA ARASAD 5.1 0 1 0 1
29 BARA, NALYN JUL-ASPA 5.06 0 1 0 1
30 BAWAH, NURHANA JUBAIL 4.11 0 1 0 1
31 HASAN, FATIMH NADIA SALIM 4.08 0 1 0 1
32 ISMORAJAN, ALAYZZA MOHAMMAD 5.08 0 1 0 1
33 JAAFAR, HADZMINA MUIN 5.03 0 1 0 1

Noted:

JABRA M. MOHAMMAD
School Principal II
Republic of the Philippines
Department of Education
Region BARMM
Schools Division of SULU
INADANAN NORTH District
MAHARADJA ABDURAUP ELEMENTARY SCHOOL
SUBAH DATU BWANSA INDANAN SULU

ECCD CHECKLIST SUMMARY

KINDER

Self-Help Scaled Receptive Scaled Expressive Scaled Cognitive Scaled

(RS) Score Language(RS) Score Language(RS) Score (RS) Score

0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1
0 1 0 1 0 1 0 1

Baseline Evaluation: June 17, 2019

(Date)
Social Scaled
SSC SS Interpretation
Emotional(RS) Score

0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.
0 1 7 37 S.S.D.O.D.

Prepared by:

FARHA L. ISMALI
Kindergarten Teacher
SECTION: LOVE

Childs' Gross M. Scaled Fine M. Scaled

Name of Pupils
Age ( RS) Score (RS) Score
BOYS
1 TOBIAS, THRICSON AMIL 5.06 0 1 0 1
2 SAKIB, RHASMAR NURUDDIN 5.05 0 1 0 1
3 MUAMMIL, ALDREN KASLANI 5.05 0 1 0 1
4 MAJID, ALYUSEF MUHARRAM 6 0 1 0 1
5 JULHALIM, NURSIBAR ASAKIL 5.02 0 1 0 1
6 HAMID, YUSEF NAMLI 5.07 0 1 0 1
7 HAIRAL, ALINUR ABRAHAM 5.03 0 1 0 1
8 DAMBONG, AL RAJIE MUTALIB 5.02 0 1 0 1
9 BARA, AL-NADZMIR SAMAD 5.01 0 1 0 1
10 BAING, ALFADSRI ABDURAJAK 5.03 0 1 0 1
11 ARABANI, KHAIRORRAHMAN HASSAN 5 0 1 0 1
12 ALIH, JHENSON PADDAM 6.03 0 1 0 1
13 AHAMAD, AHMED-DHEMZ SAHALAN 5.01 0 1 0 1
14 ABDU, ZAKHER JUNI 5.05 0 1 0 1
15 ADJAWIE, ABDURAHMAN ASKALANI 5.08 0 1 0 1
16 SALA, RHAFFY KULAYAN 6.03 0 1 0 1
17 HAIRAL, AYMAN SIGARING 5.01 0 1 0 1
18 SADDALANI, JINHAR SAMAD 5.03 0 1 0 1
19 ADJUD, JEMRAN ABUBAKKAL 5.09 0 1 0 1
20 TAGURANAO, ALMUDER JAAFAR 5.06 0 1 0 1
21 AHAMAR, JHOMAR AKDAM 5.04 0 1 0 1
22 ABDUL, ALMUDZRIN TINGKASAN 5.03 0 1 0 1
23 JULKAID, JULIUS MASUHUD 5.09 0 1 0 1
24 JUHAILI, AL-RADZMIR MAMMAH 5.11 0 1 0 1
25 MUHAJIRI, WARSAM AHADDI 6 0 1 0 1
26 HAMJUDA, NABER JORDAN 7.07 0 1 0 1
27 HADJULA, ABDILKHAN MANDAH 6.08 0 1 0 1
28 HASBIN, ALIH ASMAD 5.05 0 1 0 1
29 ARANI, ABDURAUF MOHAMMADSALI 6.03 0 1 0 1
30 MAHMUD, AL-SHARIF SAGAAN 5.11 0 1 0 1
31 ABDU, MOHAMMAD KHAIZAR AWALIL 5.05 0 1 0 1
32 MURGINE, AHMAD IDAROUS TULAWIE 5.11 0 1 0 1
33 ABUBAKAR, JANMAR TIBLANI 5.11 0 1 0 1
34 BENNAJIR, JENIMIER SADDALANI 6.01 0 1 0 1
35 ALBANI, ARKIMAL SOLANO 5.09 0 1 0 1

Girls
1 PARADJI, SHAMMIRA BASIR 5.03 0 1 0 1
2 IDJAN, WALJAMA SAKING 5.1 0 1 0 1
3 JAINAL, MAYDELYN DANDI 5.01 0 1 0 1
4 UNNONG, SHAIFA ABUBAKAR 5.04 0 1 0 1
5 PAKING, KYRA MAJAJI 5 0 1 0 1
6 ABLAYAN, MAYA ELIAS 5.06 0 1 0 1
7 BALUAN, NERALYN SAHIBUL 5.09 0 1 0 1
8 TAN, JAYPA OMAD 5.06 0 1 0 1
9 PANNY, NUR-ANA SALILADJA 5 0 1 0 1
10 SALIP ABDUL, RAISA MAE MARRACK 5.08 0 1 0 1
11 JUUNY, TARHATA MANDANGAN 6.02 0 1 0 1
12 TIMBASAL, PERSIA HAMJAIN 5.11 0 1 0 1
13 AGLAG, NAISAH JAILANG 6.08 0 1 0 1
14 HAMJUDA, AISHA JORDAN 5.09 0 1 0 1
15 LALI, MARCELINA KALJARI 5.01 0 1 0 1
16 BALUAN, AISA MUSTALA 5.05 0 1 0 1
17 HAMSAJI, SHERMALYN ADJAWIE 6.04 0 1 0 1
18 MAKDIROL, FATIMA ERHAM ADAIL 5.09 0 1 0 1
19 MUSA, NUR-WHEDA SAHALAN 5.04 0 1 0 1
20 SAHID, SHAKEENA KUNSAHANI 5.01 0 1 0 1
21 SAKIB, ARTISA AMINULLA 5.04 0 1 0 1
22 ABBAS, SHEYANRINA ASIRAL 5.09 0 1 0 1
23 ABDURAUP, ZHENDRA HAMISAIN 5.09 0 1 0 1
24 ADJAWIE, FATIMA SHAMEERA ISMULA 5.04 0 1 0 1
25 AJAN, CHAILLA MAE ARAJANY 5 0 1 0 1
26 ARAS, FHARZHAIDA RUSMI 5.06 0 1 0 1
27 ASA, NICOLE HUSSIN 4.1 0 1 0 1
28 ASALI, AYESHA-FARRA ARASAD 6.01 0 1 0 1
29 BARA, NALYN JUL-ASPA 5.09 0 1 0 1
30 BAWAH, NURHANA JUBAIL 5.03 0 1 0 1
31 HASAN, FATIMH NADIA SALIM 5 0 1 0 1
32 ISMORAJAN, ALAYZZA MOHAMMAD 5.11 0 1 0 1
33 JAAFAR, HADZMINA MUIN 5.07 0 1 0 1

Noted:

ECCD CHECKLIST SUMMARY

KINDER

Self-Help Scaled Receptive Scaled Expressive Scaled Cognitive Scaled

(RS) Score Language(RS) Score Language(RS) Score (RS) Score

Summative Evaluation: October 7, 2019

(Date)
Social Scaled
SSC SS Interpretation
Emotional(RS) Score

Prepared by:

FARHA L. ISMALI
Kindergarten Teacher

Tutor Application Form
No ratings yet
Tutor Application Form
1 page
Going to Law School: Everything You Need to Know to Choose and Pursue a Degree in Law
From Everand
Going to Law School: Everything You Need to Know to Choose and Pursue a Degree in Law
Harry Castleman
5/5 (3)
School Forms 1 7
No ratings yet
School Forms 1 7
62 pages
School ID Region School Name: School Form 1 (SF 1) School Register
No ratings yet
School ID Region School Name: School Form 1 (SF 1) School Register
64 pages
Educational Assistance Form PDF
No ratings yet
Educational Assistance Form PDF
1 page
Pupil Cumulative Record
No ratings yet
Pupil Cumulative Record
2 pages
Sf1 With Auto Age Computation No Password
No ratings yet
Sf1 With Auto Age Computation No Password
30 pages
K-12 Modified School Forms - Final - Provided With Formulas
No ratings yet
K-12 Modified School Forms - Final - Provided With Formulas
165 pages
70 Sets Cummulative Kinder
No ratings yet
70 Sets Cummulative Kinder
6 pages
School Forms 1-7
No ratings yet
School Forms 1-7
41 pages
Malabag National High School: I.D Picture 1x1
No ratings yet
Malabag National High School: I.D Picture 1x1
2 pages
Student Profile
No ratings yet
Student Profile
1 page
School ID Region VIII School Name: School Form 1 (SF 1) School Register
No ratings yet
School ID Region VIII School Name: School Form 1 (SF 1) School Register
66 pages
New Era Elementary School: I. Pupil/Student Personal Data
No ratings yet
New Era Elementary School: I. Pupil/Student Personal Data
6 pages
School Form 2
No ratings yet
School Form 2
38 pages
School Forms Spread Sheet
No ratings yet
School Forms Spread Sheet
101 pages
2019-2020 Class Record
No ratings yet
2019-2020 Class Record
152 pages
Modified SF1 - School Register
No ratings yet
Modified SF1 - School Register
36 pages
School ID Region Division School Name: School Form 1 (SF 1) School Register
No ratings yet
School ID Region Division School Name: School Form 1 (SF 1) School Register
59 pages
Sf1 With Auto Age Computation No Password
No ratings yet
Sf1 With Auto Age Computation No Password
28 pages
School Forms 1,2,3,4,5, - JOEL
No ratings yet
School Forms 1,2,3,4,5, - JOEL
74 pages
Basic Education Individual Inventory
No ratings yet
Basic Education Individual Inventory
3 pages
School Admission Form Sample Template
No ratings yet
School Admission Form Sample Template
4 pages
ENROLMENT-FORM
No ratings yet
ENROLMENT-FORM
3 pages
Enrolment For Upload
No ratings yet
Enrolment For Upload
1 page
Deped Modified School Forms
No ratings yet
Deped Modified School Forms
53 pages
Individual Inventory Form
0% (1)
Individual Inventory Form
2 pages
School ID Region Division School Name School Year: School Form 1 (SF 1) School Register
No ratings yet
School ID Region Division School Name School Year: School Form 1 (SF 1) School Register
54 pages
Students Profile
No ratings yet
Students Profile
2 pages
Guidance Form Front A
No ratings yet
Guidance Form Front A
2 pages
BLNK-PHS-NEW
No ratings yet
BLNK-PHS-NEW
13 pages
Pds Engr. Galman 1
No ratings yet
Pds Engr. Galman 1
2 pages
School ID Region VIII Division School Name School Year: School Form 1 (SF 1) School Register
No ratings yet
School ID Region VIII Division School Name School Year: School Form 1 (SF 1) School Register
59 pages
DepEd Forms 8 Jacinto
No ratings yet
DepEd Forms 8 Jacinto
64 pages
GRADUATE-SCHOOL-APPLICATION-FORM
No ratings yet
GRADUATE-SCHOOL-APPLICATION-FORM
2 pages
Pending Mis
No ratings yet
Pending Mis
2 pages
School Forms
No ratings yet
School Forms
66 pages
Application Form: For Admission
No ratings yet
Application Form: For Admission
4 pages
Deped Forms New
No ratings yet
Deped Forms New
66 pages
Form 2 G11 - Virgo - October
No ratings yet
Form 2 G11 - Virgo - October
17 pages
Anecdotal Record
No ratings yet
Anecdotal Record
1 page
Form With Logo
No ratings yet
Form With Logo
3 pages
Individual Inventory
No ratings yet
Individual Inventory
3 pages
Annex "A": Learning and Development Participant'S Profile
No ratings yet
Annex "A": Learning and Development Participant'S Profile
54 pages
Learner's Personal Data Sheet GRADE: - SECTION
No ratings yet
Learner's Personal Data Sheet GRADE: - SECTION
1 page
ANNEX A Learning and Development Profile 1
No ratings yet
ANNEX A Learning and Development Profile 1
54 pages
pds
No ratings yet
pds
1 page
Annex "A": Learning and Development Participant'S Profile
No ratings yet
Annex "A": Learning and Development Participant'S Profile
68 pages
Individual Inventory Record Form: I. Pupil's Personal Data
No ratings yet
Individual Inventory Record Form: I. Pupil's Personal Data
2 pages
2016 UIC Application Form PDF
No ratings yet
2016 UIC Application Form PDF
13 pages
Appln Aeo&deo
No ratings yet
Appln Aeo&deo
11 pages
ADM-FR-003 Student Directory Form
No ratings yet
ADM-FR-003 Student Directory Form
2 pages
Sf2 October
No ratings yet
Sf2 October
19 pages
School ID Region VIII Division School Name School Year: School Form 1 (SF 1) School Register
No ratings yet
School ID Region VIII Division School Name School Year: School Form 1 (SF 1) School Register
60 pages
Anecdotal Record of Learners
No ratings yet
Anecdotal Record of Learners
4 pages
STUDENT PROFILE Rev3
No ratings yet
STUDENT PROFILE Rev3
2 pages
Form 137 Final137
No ratings yet
Form 137 Final137
12 pages
Emmac
No ratings yet
Emmac
97 pages
Student's File
No ratings yet
Student's File
1 page
Carbon Offsets Market 2020
No ratings yet
Carbon Offsets Market 2020
16 pages
ETE-3 Service Manual
No ratings yet
ETE-3 Service Manual
19 pages
A Rejoinder to Roy Gane on Daniel 8 And
No ratings yet
A Rejoinder to Roy Gane on Daniel 8 And
13 pages
Siemens Acuson p300 Datasheet
100% (1)
Siemens Acuson p300 Datasheet
18 pages
Mind Map of Organic Chemistry: Ethanoate Ion Triiodomethane
No ratings yet
Mind Map of Organic Chemistry: Ethanoate Ion Triiodomethane
1 page
1 Introducing Embedded Systems and The Microcontrollers
No ratings yet
1 Introducing Embedded Systems and The Microcontrollers
23 pages
TIME for Kids Best Inventions of 2023
No ratings yet
TIME for Kids Best Inventions of 2023
1 page
Stative Verbs Grammar Guides 10275
No ratings yet
Stative Verbs Grammar Guides 10275
2 pages
Consolidated - Catalog SRV 1 Valve Sizing
No ratings yet
Consolidated - Catalog SRV 1 Valve Sizing
28 pages
On The Energy Impact of Urban Heat Island and Global Warming On Buildings
No ratings yet
On The Energy Impact of Urban Heat Island and Global Warming On Buildings
14 pages
Ui Sc156rev1
No ratings yet
Ui Sc156rev1
10 pages
Five Little Speckled Frogs Lyrics
No ratings yet
Five Little Speckled Frogs Lyrics
4 pages
JubiIN_Incred_15_06_25 (1)
No ratings yet
JubiIN_Incred_15_06_25 (1)
18 pages
Grundfosliterature 6375
No ratings yet
Grundfosliterature 6375
109 pages
RT41012112016
No ratings yet
RT41012112016
8 pages
BS 812-2 1995
No ratings yet
BS 812-2 1995
37 pages
AE8503 AERODYNAMICS II Syllabus
No ratings yet
AE8503 AERODYNAMICS II Syllabus
1 page
135) NP PYQ (Recent)
No ratings yet
135) NP PYQ (Recent)
8 pages
Understanding T2 Tensioning Requirements and The Philosophie
No ratings yet
Understanding T2 Tensioning Requirements and The Philosophie
4 pages
It Workshop Boss 1 3 3
No ratings yet
It Workshop Boss 1 3 3
11 pages
Matriculation Chemistry Introduction To Organic Compound Part 2 PDF
100% (1)
Matriculation Chemistry Introduction To Organic Compound Part 2 PDF
13 pages
Sreekaryam Traffic Jam
No ratings yet
Sreekaryam Traffic Jam
2 pages
Year 7 English 1st
No ratings yet
Year 7 English 1st
46 pages
Arts9 q1 Mod1 Forupload
No ratings yet
Arts9 q1 Mod1 Forupload
11 pages
Gnosticism
No ratings yet
Gnosticism
36 pages
WHONET For GLASS - English
No ratings yet
WHONET For GLASS - English
31 pages
Rf Ic Design Model_set[1]
No ratings yet
Rf Ic Design Model_set[1]
3 pages
Output Equation of DC Machines.
0% (1)
Output Equation of DC Machines.
5 pages
Mixer_ Mic Input Board (1)
No ratings yet
Mixer_ Mic Input Board (1)
6 pages
G.I TUBE-2 Technical Guides
No ratings yet
G.I TUBE-2 Technical Guides
3 pages

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.