Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1696577598676.pdf (Vanuatu)
East Asia-­‐Pacific Early Child Development Scales Instruction Manual Knows own name (Warm up item – No scoring required) Materials Procedure Item Administration Nil.

Assessor asks child his/her name 1.

What is your name?

Brief the child on the Procedures (refer to Administrative Guidelines) Domain 1 Cognitive Development Items Start 1.

Concepts of time and space: can discriminate in/out, before/after Materials 1.

A box; 2.

Two 2.5cm x2.5cm blocks; 3.


Five toy cars with different colours but the same size and shape.

Note.

Countries can decide what materials to use.

1.

Assessor gives child blocks and box to play with as part of the warm up.

Procedure Item Administration Scoring Criteria and Comments Remove the blocks and box after a few minutes.

2.

Assessor asks child to help line cars up and then asks questions that contain the words that are being assessed.

Assessor Says Assessor Does 1.


Here are some blocks.

2.

Please put one block in the box and one outside the box.

Let’s put all the blocks away.

3.

Here are some nice cars.

What sounds do cars make?

…… 4.

Can you help me put them in one line?

The green one goes first.

Put it first…… 5.

(After child completes the line) Please point to the car which is exactly in front of this car?

6.

Please point to the car which is exactly behind this car?

Put 1 block outside the box 1 1.


Puts two blocks in the child’s hand.

Child can play with them for a few minutes if seems interested.

2.

NOT SCORED 3.

Plays with the child.

NOT SCORED 4.

Gives green one to the child.

Continue in order from child’s right to left: green, blue, red, red, until the child has a line of five cars.

5.

Points to the blue car.

6.

Points to the blue car.


□ 0 □ 1 Pointed to the car exactly before the blue car □ 0 □ 1 Pointed to the car exactly after the blue car □ 0 □ 1 Total (Max.3): Country adaptation Domain Cognitive Development 2.

Concept of quantity, compares quantities: knows the difference between more and less (Stop administering Questions 2 and 3 when child obtains score of zero on Question 1) Materials Procedure PICTURE BOOK: 1.

3 pears vs. 9 pears 2.

8 frogs vs. 6 frogs 3.

15 monkeys vs. 16 monkeys 1.


Assessor shows each pair of pictures to child one by one and asks him/her to identify the one that contains more.

2.

Assessor also observes the level of children’s persistence during the Item Administration task.

Assessor Says 1.

Which picture has more pears?

Assessor Does 1.

Shows the first picture and pointing to each side Scoring Criteria and Comments 2.

Which picture has more frogs?

2.

Shows the second picture and 3.

Which picture has more monkeys?


Correct in 3 vs. 9 pointing to each side 3.

Shows the third picture and pointing to each side □ 0 □ 1 Correct in 8 vs. 6 □ 0 □ 1 Correct in 15 vs. 16 □ 0 □ 1 Total (Max.3): Country Adaptation Domain Cognitive Development 2 3.

Number Knowledge: picks number of objects when given a number (Stop administering Questions 3 and 4 when child obtains score of zero on Question 2) Materials Procedure 1.

30 blocks (2.5 cmx2.5 cm) 2.


A piece of paper (to be provided by the country) Note.

Countries can decide what materials to use.

1.

Assessor presents 30 blocks in front of child and asks child to put a specific number of blocks on a piece of paper for four trials.

2.

Assessor also observes the level of children’s persistence during the task.

Item Administration Assessor Says 1.

Here is a field (indicating paper).

Assessor Does 1.
Assessor Does 1.

Presents 30 blocks in front of child in a random order and asks child to put a specific number of blocks on a piece of paper for four trials.

2.

Assessor has to wait for about 10 seconds after child has put blocks on the paper to make sure the child will not put more.

3.

After each trial, assessor rearranges the 30 blocks randomly.

2.

Please put 3 blocks on this field.

3.

Please put 7 blocks on this field.

(stop here if child failed this question) 4.


Please put 15 blocks on this field.

5.

Please put 29 blocks on this field.

Scoring Criteria and Comments Put 3 blocks on the paper □ 0 □ 1 Put 7 blocks on the paper □ 0 □ 1 Put 15 blocks on the paper □ 0 □ 1 Put 29 blocks on the paper □ 0 □ 1 Country adaptation Domain Cognitive Development Total (Max.4): 3 4.

Number Knowledge: counts objects (Stop administering Questions 2 and 3 when child obtains score of zero on Question 1) 30 blocks (2.5 cmx2.5 cm) Note.
Countries can decide what materials to use.

1.

Assessor presents 3 blocks in front of child and demonstrates how to count the items one at a time, then asks him/her to count all the 30 blocks one at a time and count as many as he/she can.

2.

Assessor also observes the level of children’s persistence during the Materials Procedure Item Administration task.

Assessor Says 1.
Assessor Says 1.

Assessor points to one block and says “1” aloud, then pushes it aside; points to next block saying “2” and pushes it to first block; then point to the third block saying “3” and pushes it to the other blocks.

2.

Please count these blocks like what I did just now and tell me how many blocks we have.

Assessor Does 1.

Assessor presents 3 blocks in front of child and demonstrates how to count the items one at a time.

2.
2.

Assessor adds 27 blocks, arranges the 30 blocks randomly in front of child and asks him/her to count the blocks one at a time and count as many as he/she can.

□ 0 □ 1 Scoring Criteria and Comments Counted between 1 to 10 block(s) correctly Counted another 10 blocks (from the 11th to the 20th block) □ 0 □ 1 Counted the remaining 10 blocks (from the 21st to the 30th block) □ 0 □ 1 Total (Max.3): Country adaptation Domain Cognitive Development 4 5.
Number Knowledge: rote counting (If child can count 29 blocks in Item 4, give 3 points in Item 5 and do not administer.

If child obtains less than 3 points in Item 4, administer Item 5) Materials Procedure Nil.

1.

Assessor asks child to count to 30 (without blocks).

2.

Assessor also observes the level of children’s persistence during the Item Administration Scoring Criteria and Comments task.

Assessor Says 1.

Please count out loud up to 30.


(If no response, “Please count for me.”) Assessor Does Counted to 10 correctly □ 0 □ 1 Counted to 20 correctly □ 0 □ 1 Counted to 30 correctly □ 0 □ 1 (If child gets the most difficult question within an item correct, please ensure that he/she is given credit for earlier questions within the item.)

Country adaptation Domain Cognitive Development Total (Max.3): 6.
Concepts of addition and subtraction of numbers (A) Able to add numbers (Stop administering Questions 2 and 3 when child obtains score of zero on Question 1) Materials Procedure PICTURE BOOK: 2 apples on the left and one apple on the right.

1.

Assessor asks Question 1 with picture, then asks Question 2 and 3 without pictures.

2.

Assessor also observes the level of children’s persistence during the Item Administration task.

Assessor Says 1.

Mum bought two apples first and then she bought another one.
How many apples did she buy in total?

2.

How many is 3 plus 4?

3.

How many is 8 plus 3?

Scoring Criteria and Comments Correct answer: 3 5 Assessor Does 1.

Assessor shows the picture.

(If use individual apples, show all apples at one time).

2.

Stop here if child failed this question.

Remove picture/ apples after Question 1.

3.

Assessor asks Questions 2 and 3 without pictures.


□ 0 □ 1 Correct answer: 7 □ 0 □ 1 Correct answer: 11 □ 0 □ 1 Total (Max.3): Country adaptation Domain Cognitive Development (B) Able to subtract numbers (Stop administering Questions 2 and 3 when child obtains score of zero on Question 1) Materials Procedure Picture Book: Five apples 1.

Assessor asks Question 1 with picture, then asks Question 2 and 3 Item Administration without pictures.

2.
2.

Assessor also observes the level of children’s persistence during the task.

Assessor Says Assessor Does 1.

Here are five apples.

Your mother gave four to your grandma.

How many are left?

1.

Assessor shows the picture.

(If use individual apples, show all apples at one time).

2.

How many is 6 minus 2?

3.

How many is 10 minus 7?

Scoring Criteria and Comments Correct answer: 1 2.

Stop here if child failed this question.

Remove picture/ apples after Question 1.

3.


Assessor asks Questions 2 and 3 without pictures.

□ 0 □ 1 Correct answer: 4 □ 0 □ 1 Correct answer: 3 □ 0 □ 1 Total (Max.3): Country Adaptation Domain Note.

Assessor scores child’s persistence after these 5 CD tasks.

Cognitive Development 6 7.

Concept formation: arranges objects in groups/categories following the model picture Materials 1.

A picture of a playground; 2.

A picture of a classroom; 3.


Small picture cards of a swing, a slide, a child-­‐sized bicycle, a child-­‐sized climbing ladder, a merry-­‐go-­‐round, a trampoline, a pencil box, a ruler, a piece of rubber, a schoolbag, a chalk, a pen (may need to be adapted); Procedure Item Administration 4.

Two boxes with the same colour.

1.

Assessor asks child to put the picture cards that belong to the model pictures into the appropriate box.

Assessor Says Assessor Does 1.


People use different things in different places.

For example, this is a playground, people play here.

This is a classroom, a place for children to learn.

2.

Practice trials: Now I’m going to ask you to tell me where you use the objects I show you and put it into the box.

3.

Where will you use the swing?

(Child answers).

Yes/No, we play on the swing in the playground.

Let’s put this card into the playground box.

4.

Where do you use a pen?

1.


Assessor puts the playground picture and classroom picture in front of the child, and places a box behind each picture, and put the cue picture right in front of the child.

2.

Assessor shows the swing picture.

3.

Assessor shows the pen (Child answers).

Yes/No, pen is used in the classroom for learning.

Let’s put this card into the classroom box.

4. picture.

If child responds incorrectly to a trial item, give correct answer and ask the child to do it again.
After the second trial, repeat the correct answer, but give no more trials.

5.

Assessment: Now I’m going to give you more pictures.

Where will you use……?

(Say the name of the object when placing the picture card in front of the child).

5.

Assessor counts the number of correct pictures after the whole assessment is finished or during the 10 minute break.

Scoring Criteria and Comments 6 to 7 out of 10 correct □ 0 □ 1 8 to 9 out of 10 correct □ 0 □ 1 Note.
– Practice trials don’t count (If child gets the most difficult 7 Total (Max.2): question within an item correct, please ensure that he/she is given credit for earlier questions within the item.)

Country adaptation Domain Cognitive Development 8.


Sequencing and seriation: completes a simple pattern based on ordering rules (Stop Materials Procedure administering Question 3 when child obtains scores of zero on both Questions 1 and 2) Three sequenced patterns of beads; each pattern has four choices of the missing beads.

Assessor shows child pictures with sequenced patterns of beads and asks him/her to predict the next bead in sequence.

Item Administration Assessor Says Assessor Does 1.


Here is part of a lady’s pretty 1.

Assessor points to the whole necklace.

It has a special pattern – look at these beads.

Which one of these beads should come next?

2.

Here is another necklace.

Which one of these beads should come next?

(Repeat for next pattern) pattern from Assessor’s left to right.

2.

Assessor circles finger around the four options.


Scoring Criteria and Comments Correct answer: big white circle □ 0 □ 1 Correct answer: small white square (Stop here if this and the previous responses are incorrect) □ 0 □ 1 Correct answer: white square □ 0 □ 1 Total (Max.3): Country adaptation Domain Cognitive Development 8 9.
Memory, follows multiple step instruction: follows three-­‐stage instructions when given all at one time Materials Procedure Item Administration A block or a small toy of similar size to the block (small toy to be provided by the country).

Assessor puts the block on the table and asks child to listen to a three-­‐stage instruction and act accordingly.

Notes.

1.

Do not repeat the instructions.

2.

No gesturing by the Assessor.

Assessor Says 1.


Listen carefully and do exactly what I am going to tell you.

Please wait until I stop speaking.

Assessor Does 1.

Assessor shows the child where the block/toy is and makes sure it is outside the child’s reach so the child has to stand up to take it.

2.

(say slowly and clearly).

Now, please bring me the block/toy, sit on the chair and clap your hands two times.

Scoring Criteria and Comments 1.

Brought the block/toy to assessor 2.


□ 0 □ 1 Sat on the chair □ 0 □ 1 Clapped hands (any number of times) □ 0 □ 1 Clapped hands twice (extra point for exactly 2 claps) □ 0 □ 1 Total (Max.4): Country adaptation Domain Cognitive Development 9 10.
Short-­‐term memory, verbal: repeats 5-­‐ to 7-­‐ word sentences (Stop administering Question 2 when child obtains score of zero on Question 1, stop administering Question 3 when child obtains score of zero on Question 2) Materials Procedure Item Administration Nil.

Assessor asks child to listen carefully and repeat three sentences one by one after each is read.

Note.

Do not repeat the sentences.

Say it only once.

Assessor Says Assessor Does I will read a sentence to you.
Please repeat the sentence after me: 1.

I went to the shop.

(Stop if response is incorrect) Now listen to this one.

2.

I bought sweets in the shop.

(Stop if response is incorrect) Now listen to this one.

3.

I shared the sweets with my friends.


Scoring Criteria and Comments Repeated the 5-­‐word sentence (Stop here if response is incorrect) □ 0 □ 1 Repeated the 6-­‐word sentence (Stop here if response is incorrect) □ 0 □ 1 Repeated the 7-­‐word sentence □ 0 □ 1 Country adaptation Domain Cognitive Development Total (Max.3): 10 11.

(a) Card sorting task: sort by colour Materials 1.


Two sorting trays with a display panel behind each tray that supports the target cards and allows them to be displayed throughout the tasks.

2.

Two target cards (a blue rabbit and a red boat).

3.

14 test cards (7 cards that show a red rabbit and 7 cards that show a blue boat) Procedure 1.

Assessor asks the child to sort 6 cards by colour and place them FACE DOWN into the appropriate trays.

Item Administration Assessor Says 1.


Here’s a blue rabbit and here’s a red boat.

Now we’re going to play a card game.

This is the colour game.

2.

In the colour game, all the blue ones go here and all the red ones go there.

3.

See, here is a blue one.

So it goes here.

If it’s blue it goes here, but if it is red it goes there.

Assessor Does 1.

Assessor places the two sorting trays side by side in front of the child, ensuring that they are within reaching distance.

2.
2.

A blue rabbit target card is fixed behind the tray on the child’s left and a red boat behind the tray on the child’s right.

3.

Assessor points to the tray on the left (blue) and on the right (red).

4.

Assessor sorts the blue boat test card and places it face down in the tray on the left.

4.

Now, here is a red one.

5.

Assessor shows the child the red Where does this one go?

5.

(If the child takes the card and sort it and put into the tray correctly) Very good.
You know how to play the colour game.

6.

(If the child sorts incorrectly) No, this one’s red, so it has to go over here in the colour game.

Can you help me put this red one down?

7.

Now it is your turn.

Remember, if it is blue it goes here, but if it is red, it goes there.

8.

Here’s a red one.

Where does it go?

Please put it face down in the tray.

9.

(Whether or not the child sort it correctly, respond in a non-­‐evaluative way, do not say 11 rabbit test card.

6.
6.

Assessor ensures that the card is placed FACE DOWN in the appropriate tray.

7.

Assessor randomly selects a test card, shows it to the child and labels it by the relevant dimension only.

“okay”) Let’s do another one.

10.

(Repeat the rules) Remember, if it is blue it goes here, but if it is red, it goes there.

8.

Assessor selects a test card but makes sure the same colour, e.g.

red rabbit, maybe selected up to two consecutive times but not more.

11.

Here is a blue one.

Where 9.


Assessor shows the card to the does it go?

(Repeat this until 6 test cards have been sorted).

child and labels it by the relevant dimension only.

Scoring Criteria and Comments Sorted 6 test cards according to colour □ 0 □ 1 Total (Max.1): Country adaptation Domain Cognitive Development/ Executive function 12 (b) Card sorting task: sort by shape Materials Procedure Same as Item 11(a) 1.

Continues immediately from Item 11 (a) without stopping.

2.
2.

Assessor asks the child to sort 6 cards by shape and place them FACE DOWN into the appropriate trays.

Item Administration Assessor Says 1.

Now, we are going to play a new game.

We are not going to play the colour game anymore.

We are going to play the shape game.

In the shape game, all the rabbits go here and all the boats go there.

Remember, if it is a rabbit, put it here, but if it is a boat, put it there.

2.

Here’s a rabbit.

Where does it go?

Please put it face down into the tray.

3.


(Whether or not the child sort it correctly, respond in a non-­‐evaluative way, do not say “okay”) Let’s do another one.

4.

(Repeat the rules) Remember, if it is a rabbit it goes here, but if it is boat, it goes there.

5.

Here is a boat.

Where does it go?

(Repeat this until 6 test cards have been sorted).

Scoring Criteria and Comments Sorted 6 test cards according to shape Assessor Does 1.
Assessor points to the tray on the left (rabbit) and to the tray on the right (boat).

2.

Assessor leaves the target cards and the test cards that were sorted earlier in the trays.

3.

Assessor selects a test card and ensures that the same shape maybe selected up to two consecutive times but not more.

Assessor shows the card to the child and labels it by the relevant dimension only.

□ 1 □ 0 Total (Max.1): Country adaptation Domain Cognitive Development/ Executive function 13 12.

-­‐14.
-­‐14.

Concept formation: sorts by three criteria Materials 1.

Picture cards of three shapes (circle, square, triangle), in three colours Procedure Item Administration (red, yellow, blue) and in three sizes (large, medium, small).

2.

Three pieces of A4 paper (to be provided by the country).

Assessor asks child to sort 9 picture cards into three groups in three different ways.

Assessor Says 1.

We have more picture cards Assessor Does 1.

Assessor randomly scatters all now.


the 9 picture cards on the table.

2.

(Item 12) Please put them together into three groups that belong together.

2.

Assessor places 3 pieces of paper in front of child and indicates each one.

Scoring Criteria and Comments 3.

(Item 13) Please put them together into another three groups.

4.

(Item 14) Can you think of a third way of putting these picture cards together?
Item (12) Sorted all the items into three groups according to the first criterion (Please tick the criterion as appropriate: size/colour/shape) Item (13) Sorted all the items into three groups according to the second criterion (Please tick the criterion as appropriate: size/colour/shape) Item (14) Sorted all the items into three groups according to the third criterion (Please tick the criterion as appropriate: size/colour/shape) Note.

We do not score for any pattern.


Assessor has to adhere to sorting by same size or same colour or same shape.

3.

Assessor removes and shuffles picture cards, puts them on the table and asks child to sort in a second way.

4.

Assessor removes and shuffles picture cards, puts them on the table and asks child to sort in a third way.

□ 0 □ 1 □ 0 □ 1 □ 0 □ 1 Total (Max.3): Country adaptation Domain Cognitive Development 14 15.
Sequencing and seriation: arrange pictures according to temporal order (for 3 year-­‐olds: only 3 pictures) Materials Procedure Item Administration Scoring Criteria and Comments 5 pictures varying in temporal order.

1.

The sun rises in the east and child gets up.

2.

Child carries his school bag and goes out of home.

(Picture is marked with a black dot at the back.

For 3 yr-­‐olds, do not use this picture.)

3.


Child is having a circle time with all the peers under the lead of their teacher in a big room.

4.

Child leaves school and goes home.

(Picture is marked with a black dot at the back.

For 3 yr-­‐olds, do not use this picture.)

5.

Child is having dinner with his/her family and there is the moon and stars in the sky.

Assessor places all five pictures in front of child and asks him/her to arrange them in the correct order.

Assessor Says 1.
Assessor Says 1.

Here are some pictures showing how a child spends his day.

Please arrange the pictures in the correct order.

2.

Which comes first?

(One Assessor Does 1.

Assessor places all three or five pictures in front of child and in the following order from child’s left: 3-­‐1-­‐5-­‐4-­‐2.

2.

Assessor helps child places but not select the first picture on his/her far left.

prompt is allowed for each picture) What comes next?
(Continue to prompt for each picture if needed, but do not name content of any pictures.

Accept all responses).
For 3 yr-­‐olds For 4 & 5 yr-­‐olds Arranged any one picture in correct order Arranged any one or two more pictures in correct order Bonus point for all three pictures in correct order □ 0 □ 1 □ 0 □ 1 □ 0 □ 1 Total (Max.3): □ 0 □ 1 □ 0 □ 1 □ 0 □ 1 Total (Max.3): Arranged any two pictures in correct order Arranged any one or two more pictures in correct order Arranged all five pictures in correct order (If child gets the most difficult question within an item correct, please ensure that he/she is given credit for earlier questions within the item.)
15 Country Adaptation Domain Cognitive Development 16.

Cause and effect, reasoning inference: can tell what the effect of one object might be on another Materials Procedure Item Administration 1.

A sharp pencil.

2.

A blown-­‐up balloon.

Assessor asks child to tell the effect of a sharp pencil poking a balloon.

Note.

Don’t let child try.

Assessor Says 1.

Please tell me what will happen Assessor Does 1.

Assessor holds the balloon and pencil and pretends to do it.
if a sharp pencil pokes a blown-­‐up balloon.

Scoring Criteria and Comments Stated the effect of a sharp pencil poking a balloon □ 0 □ 1 Total (Max.1): Remember to record child’s answer Country adaptation Domain Cognitive Development 17.

Cause and effect, reasoning inference: predicts season or weather Materials Procedure Item Administration Scoring Criteria and Comments PICTURE BOOK: 1.

A girl wears a swim-­‐suit.

2.

A boy wears a thick coat, a pair of gloves, a scarf, a hat, and thick pants.
Assessor shows the pictures and asks child to tell the weather.

Assessor Says 1.

Look at what this child is Assessor Does 1.

Assessor shows first picture.

wearing.

What’s the weather like in this picture?

2.

Look at what this child is wearing.

What’s the weather like in this picture?

Acceptable answers for Picture 1: hot or summer; Acceptable answers for Picture 2: cold or winter.

Stated hot or summer Stated cold or winter 2.

Assessor shows second picture.


□ 0 □ 1 □ 0 □ 1 Total (Max.2): 16 Country adaptation Domain Cognitive Development 18.

Generates a hypothesis and tests it, solves problem: can make predictions and compare Materials Procedure Item Administration them to solve a logical problem 1.

A wooden block.

2.

A stone similar in size as a wooden block.

Assessor asks child to predict which will float on water.

Assessor Says 1.

This is a piece of wood and this is a piece of stone.
Tell me which will float if put into water?

Assessor Does 1.

Assessor shows child a wooden block and a piece of stone.

Scoring Criteria and Comments Country adaptation Domain Predicted wood will float □ 0 □ 1 Total (Max.1): Cognitive Development 19.
Concepts of time and space: can read a clock or other appropriate time measuring instrument (stop administering Questions 2 and 3 when child obtains score of zero on Question 1) Materials Procedure Item Administration PICTURE BOOK: A picture with three analog clocks: 1) 5:00; 2) 9:00; 3) 3:30 Assessor shows the 3 analog clocks one at a time and asks child to tell time.

Assessor Says 1.

What time is shown on this Assessor Does 1.

Assessor shows each picture clock?


Scoring Criteria and Comments Correct answer: 5:00 (Stop if response is incorrect) one at a time.

Assessor has to cover the other two clocks when asking child questions on one clock.

□ 0 □ 1 Correct answer: 9:00 □ 0 □ 1 Correct answer: 3:30 □ 0 □ 1 Total (Max.3): Country adaptation 17 Domain Cognitive Development 20.

Concepts of time and space: determines the position of an object in relation to another Materials 1.

A block.

2.

A real chair (already in room).


Assessor asks child to put a block in different places from child’s perspective.

Be sure child stands up and moves around to answer the question.

Assessor Says 1.

Please put the block on the chair.

(DO NOT SCORE) Assessor Does 2.

Please put the block under the chair.

(DO NOT SCORE) 3.

Please put the block on the right side of the chair.

4.

Please put the block on the left side of the chair.

Note.

Must ask questions in this order.


Put the block on the right side of the chair either on the chair or beside it □ 0 □ 1 Put the block on the left side of chair either on the chair or beside it □ 0 □ 1 Procedure Item Administration Scoring Criteria and Comments Country adaptation Domain Cognitive Development Total (Max.2): 18 21.
Concept formation: names simple geometric shapes (Stop administering Question 2 when child obtains score of zero on Question 1; stop administering Question 3 when child obtains score of zero on Question 2) Materials Procedure Item Administration PICTURE BOOK: A picture with eight different shapes.

Assessor points at the shapes one by one and asks child to name each shape.

Assessor Says 1.

What’s the name of this shape?

1.


Assessor points to each shape in Assessor Does this order: circle, triangle, square, rectangle, star, oval, half-­‐circle, hexagon.

Scoring Criteria and Comments Named at least 3 shapes □ 0 □ 1 Named 4 to 6 shapes □ 0 □ 1 Named 7 to 8 shapes □ 0 □ 1 Total (Max.3): (If child gets the most difficult question within an item correct, please ensure that he/she is given credit for earlier questions within the item.)
Country Adaptation Domain Cognitive Development Cognitive Development Items End 19 Socio-­‐Emotional Development Items Start 22.

Knows information about social identity and social relations: Knows own age Materials Procedure Item Administration Nil.

Assessor asks child his/her age Assessor Says 1.

Please tell me how old you are.

Assessor Does Acceptable answer: can be given verbally or with fingers but has to be correct.

Knew own age.
Knew own age.

(If stated age and age shown with fingers are different, score the verbal response) Socio-­‐Emotional Development Scoring Criteria and Comments Country adaptation Domain □ 0 □ 1 Total (Max.1): 23.

Knows information about social identity and social relations: describes or tells others about his/her parents’ names Materials Procedure Item Administration Nil.

Assessor asks child his/her parents’ names.

Question varies according to child’s circumstances – check demographic questionnaire.
Assessor Says 1.

Please tell me your mummy’s name.

Assessor Does 2.

Please tell me your daddy’s name.

(One prompt is allowed) Please tell me her / his name.

3.

(If child uses a term such as “mommy”) What do other people call her?
Gave mother’s given and family names (accept short name or abbreviated version, e.g., Catherine is called Kate) Gave father’s given and family names (accept short name or abbreviated version, e.g., David is called Dave) Socio-­‐Emotional Development 20 Scoring Criteria and Comments Country adaptation Domain □ 0 □ 1 □ 0 □ 1 Total (Max.2): 24.

Positive interactions with peers: can name a small group of friends Materials Procedure Item Administration Nil.
Assessor asks child to name children he/she plays with.

Assessor Says 1.

Please tell me the names of 2 children you play with apart from your brothers and sisters.

2.

Tell me the names of another 2 Assessor Does children you play with.

3.

Tell me the names of some more children you play with.

Unacceptable answers: names of cartoon figures.


Gave 1-­‐2 names of children that child plays with Scoring Criteria and Comments □ 0 □ 1 Gave another 1-­‐2 names □ 0 □ 1 Gave additional 1-­‐2 names □ 0 □ 1 Total (Max.3): Country adaptation Domain Socio-­‐Emotional Development 21 25.

Knows polite forms of behavior to adults: tells how to pay respect to elders Materials Procedure Item Administration PICTURE BOOK: 1.

A sitting child and a standing elder on bus.

2.


An adult giving a nicely wrapped gift to a child.

Assessor shows one picture at a time and asks child what the child in the picture should say or do.

Assessor Says 1.

Look at this picture.

Look at this child.

Here is an old lady.

What would you say or do if you were the child?

Assessor Does 1.

Assessor shows first picture.

2.

In this picture, the adult is giving a very nice gift to this child.
What would you say to the adult if you were this child?

Acceptable answers for Picture 1: give the seat to the elder, greet the elder politely; Acceptable answers for Picture 2: say thank you, show a culturally acceptable form of thank you.

Knew what to say / do when seeing an elder Scoring Criteria and Comments 2.

Assessor shows second picture.


□ 0 □ 1 Knew what to say when receiving a gift □ 0 □ 1 Total (Max.2): Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 22 26.

Knows how to ask for help from adults: asks adults for help when distressed Materials Procedure Item Administration Assessor Does 1.

Assessor shows first picture.

PICTURE BOOK: 1.

A girl cutting her finger.

2.

A girl can’t see her mummy in the street.


Assessor points to the picture to child one by one and asks him/her how the child in the picture should ask for help from adults.

Assessor Says 1.

Look at this picture.

A girl has cut her finger and blood is coming out.

Who should she ask for help?

(pause for answer) What help should she ask for?

(if gives only one answer) – What else could she ask for?

2.

Look at this picture.

The child is lost on the street.

What help should she ask for?


(if gives only one answer) What else could she ask for?

2.

Assessor shows second picture.

Acceptable answers for Picture 1: Who: seeking for help from any adult family member, nanny, doctors, etc.

; What: come and see what happened; ask for a Band-­‐Aid; telling adult that she hurt herself; Acceptable answers for Picture 2: telling other adults nearby; calling the police; ask someone to take her home; tell someone her name and address.
Unacceptable answer for Picture 2: I want to go home.

Knew who to ask for help when cut finger Scoring Criteria and Comments □ 0 □ 1 Knew one kind of help in the finger cutting situation □ 0 □ 1 Knew second kind of help in the finger cutting situation □ 0 □ 1 Knew one kind of help in the losing mummy situation □ 0 □ 1 23 Knew second kind of help in the losing mummy situation □ 0 □ 1 Total (Max.5): Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 27.
Absence of egocentrism; perspective taking: can take on another person’s viewpoint Materials PICTURE BOOK: 1.

A girl getting applause (clapping of hands) from others.

2.

Four faces of the same girl: happy, sad, angry, surprised.

1.

Assessor shows picture to child and asks how child in picture feels.

(Do Procedure Item Administration not probe.

Score the first answer given).

2.

Assessor shows picture of emotions and asks child to point.

Assessor Says 1.

Children are clapping for this girl.


How do you think she feels?

(Score whatever she answers).

Assessor Does 1.

Assessor shows first picture.

2.

Whatever the child says, tells the child “She feels happy”.

Which picture shows how she feels?

Point it for me.

2.

Assessor shows second picture.

Scoring Criteria and Comments Acceptable answers: happy, excited, proud.
Gave at least 1 answer in the applause situation □ 0 □ 1 Pointed to the HAPPY face □ 0 □ 1 Total (Max.2): Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 24 28.

Positive interactions with peers: feels others’ distress and acts Materials Procedure Item Administration Scoring Criteria and Comments PICTURE BOOK: 1.

A girl is crying because she cannot find her favorite toy.

2.

Four faces of the same girl: happy, sad, angry, surprised.
Assessor shows picture to child and asks what the child will do to make the girl stop crying.

Then assessor shows child the picture of emotions and asks child to point to the one that shows how the girl is feeling.

Assessor Says 1.

Look at this picture.

The girl is crying because she cannot find her favorite toy.

How does she feel?

Assessor Does 1.

Assessor shows first picture.

2.

Can you point to the one that shows how she feels?

3.

What could you do to make the girl stop crying?

4.
4.

(If only one answer) – What else could you do?

Acceptable answers: look for the toy, share my toy with her, ask an adult to help look for it, comfort the child.

Unacceptable answers: “Tell the child not to cry” without sympathy, asking “what’s wrong” because child already knows what the problem is.

Pointed to SAD face Gave 1 answer on how to make the girl stop crying 2.

Assessor shows second picture.


□ 0 □ 1 □ 0 □ 1 Gave 1 more answer on how to make the girl stop crying □ 0 □ 1 Total (Max.3): Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 25 29.

Recognizes own emotions: tells what makes him/her happy, angry or unhappy Materials Procedure Item Administration Nil.

Assessor asks child what makes him/her happy and angry.

Assessor Says 1.

Tell me what makes YOU happy?

(One prompt is allowed) Can you think of something else?
Assessor Does 2.

What makes YOU angry?

(One prompt is allowed) Can you think of something else?

Scoring Criteria and Comments Gave 1 answer on what makes child Happy (1 prompt) □ 0 □ 1 Gave 1 more answer on what makes child Happy □ 0 □ 1 Gave 1 answer on what makes child Angry (1 prompt) □ 0 □ 1 Gave 1 more answer on what makes child Angry □ 0 □ 1 Total (Max.4): Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 26 Procedure Item Administration 30.
Resolves conflicts: identifies how to resolve problems in their play with other children Materials PICTURE BOOK: A picture of one girl and one boy fighting over a ball in the playground and other children are looking at them.

Assessor shows the picture to child and asks what he/she will say to the two children who are fighting.

Assessor Says 1.

Look at this picture.

The girl and the boy are fighting over a ball in the playground.

How can you help them?

Assessor Does 1.

Assessor shows picture.

2.


(One prompt is allowed) Is there anything else that you can do?

Acceptable answers: any problem-­‐solving answer, e.g.

I can tell them to share or take turns to play, tell the teacher, get another ball, suggest to them to play something else, you need to play nicely, let’s all play together.
Gave 1 answer to solve the fighting problem Scoring Criteria and Comments □ 0 □ 1 Gave 1 more answer to solve the fighting problem □ 0 □ 1 Total (Max.2): Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 27 31.

Express preferences: can express choice about play activities Materials Procedure Nil.

Assessor asks child what he /she likes to do and what he/she likes to do best.

Assessor Says 1.
Assessor Says 1.

Please tell me 3 things that you Assessor Does Item Administration Scoring Criteria and Comments Country adaptation Domain like to do.

2.

Which one do you like best?

Acceptable answers: not specifically about “playing toys”; activities and games are also acceptable.

Gave three answers for what he / she likes to do □ 0 □ 1 Gave one answer for what he / she likes to do best □ 0 □ 1 Total (Max.2): Socio-­‐Emotional Development 32.
Controls inappropriate negative emotions: child tries to restrain negative emotions Materials Procedure Item Administration One boy doll and one girl doll Assessor uses one boy doll and one girl doll to demonstrate the item.

Assessor Says 1.

This girl was running but didn’t look where she was going and bumped into the boy.

What should the boy do?

Assessor Does 1.

Assessor shows one girl doll runs and bumps into a boy doll, and knocks the boy doll down somewhat gently.
Acceptable answers: cry, ask other child to say “sorry”, get up.

Unacceptable answers: push, hit, scold, swear.

Gave 1 action the boy should do Scoring Criteria and Comments Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 28 □ 0 □ 1 Total (Max.1): 33.
Understands consequences of negative actions: says he/she is sorry for action and what he/she needs to do to make amends Materials Procedure Item Administration One boy doll and one girl doll Continues immediately from Item 32 without stopping.

Assessor asks what the girl doll who was running should say or do.

Assessor Says 1.

What should the girl do?

(One Assessor Does prompt is allowed) 2.

Is there anything else she should do?


Acceptable answers: help him up, apologize, comfort him, call adult for help.

Unacceptable answers: laugh at him, walk away, “Don’t do it again” (this is a long term implication).

Gave 1 answer on what the girl should say or do (1 prompt) Scoring Criteria and Comments □ 0 □ 1 Gave 1 more answer □ 0 □ 1 Total (Max.2): Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 29 34.
Able to follow rules in the social context: behaves according to simple rules and social orders in their family/school/community Materials Procedure Item Administration PICTURE BOOK: 1.

A boy pointing his finger at his parents and shouting; 2.

A boy lining up in a queue to pay for stationary in a shop.

Assessor presents each picture to child and asks what he/she thinks is right/wrong with what is happening in the picture and why.

Assessor Says 1.

Look at this picture.

The boy is Assessor Does 1.


Assessor shows first picture.

pointing his finger at his parents and shouting.

Do you think it is right or wrong for him to do this?

(Pause for response) Why?

2.

(If only one answer) That is a good reason – can you give me another one?

3.

This boy is lining up in a queue when he wants to pay for stationary in a shop.

Do you think it is right or wrong for him to do this?

(Pause for response) Why?

4.


(If only one answer) That is a good reason – can you give me another one?

Acceptable answers for Picture 1: you should not point your finger to your parents and shout; because they are elders and should be respected; it is not polite; it is bad manners; Acceptable answers for Picture 2: you should line up; it is polite; the shopkeeper won’t like it.

Identified that pointing at parents is inappropriate 2.

Assessor shows second picture.


□ 0 □ 1 Gave reason for why it is wrong to point at parents □ 0 □ 1 Gave another reason for why it is wrong to point at parents (1 prompt) □ 0 □ 1 Identified that queuing up is appropriate □ 0 □ 1 30 Scoring Criteria and Comments Gave reason for why queuing up is appropriate (1 prompt) □ 0 □ 1 Gave another reason for why queuing up is appropriate □ 0 □ 1 Total (Max.6): Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development 35.
Sense of fairness, expresses opinion about fairness among friends: divides a reward among group Materials Procedure Item Administration PICTURE BOOK: A picture of one boy and two girls.

One girl is holding a big bag of sweets.

Other children are nearby.

Assessor shows the picture to child and asks what he/she will do if he/she is holding the big bag of sweets.

Assessor Says 1.

Look at this picture.

The girl has a big bag of sweets.

If you were the girl, what would you do with the big bag of sweets?
Assessor Does 1.

Assessor shows picture.

Acceptable answers: sharing it with others, including people not in the picture.

Gave 1 answer on sharing sweets Scoring Criteria and Comments Remember to record child’s answer Country adaptation Domain Socio-­‐Emotional Development □ 0 □ 1 Total (Max.1): 31 36.

Able to follow rules in the social context: follows rules consistently.

(Teacher rating) Materials Procedure Nil.

Assessor observes whether child can follow the assessment rules during the assessment.
SCORE NOW.

Nil.

Item Administration Scoring Criteria and Comments Country adaptation Domain Followed the rules of assessment Not very much Most of the time Throughout the session □ 0 □ 1 □ 2 Total (Max.

2): Socio-­‐Emotional Development Socio-­‐Emotional Development Items End 32 Motor Development Items Start 37.

Balance when walking: walks forward and backwards, step by step without falling off a line Materials Procedure Secure a tape of 3 meters on the floor.

Width of the tape is 10 cm.


Assessor asks child to walk on the tape step by step the whole length of 3 meters forward, then backwards.

Note.

If child cannot pass the item of walking forward, do not ask him/her to walk backwards.

Assessor Says 1.

Here is a line.

I’m going to show Item Administration Assessor Does 1.

Assessor secures the tape on the ground and stands at one end.

you how to walk online.

2.

Please walk as I did on the line and try to stay on the line.

3.
3.

Now, I’m going to show you how to walk backwards on the line.

4.

Please walk backwards on the line like I did and try to stay on the line.

Go.

2.

Assessor shows how to walk three steps forward on the tape.

3.

Assessor shows how to walk three steps backwards on the tape.

Scoring Criteria and Comments Forward: Pass if fell off or side-­‐stepped three times or less □ 0 □ 1 Backwards: Pass if fell off or side-­‐stepped three times or less □ 0 □ 1 Total (Max.2): Note.
If child fails in Forward, skip Backward.

Country adaptation Domain Motor Development 38.

Eats and drinks independently: can pour water from a pitcher into a plastic cup Materials 1.

A pitcher with water.

2.

A plastic cup with a line below the rim, half-­‐filled with water.

Assessor asks child to pour water from a pitcher into a plastic cup.

Assessor Says 1.

Please pour water into this plastic Assessor Does 1.

Assessor makes sure the plastic cup is half-­‐filled with water.

cup up to the line.
cup up to the line.

Procedure Item Administration Scoring Criteria and Comments Filled cup up to the line from a pitcher without spilling □ 0 □ 1 Total (Max.

1): Country adaptation Domain Motor Development 33 39.

Balance when walking and when holding objects: holds a cup of water while walking and placing it without spilling Materials 1.

A plastic cup without a handle; cup filled with water up to the line in Procedure Item Administration the cup.

2.
2.

Child-­‐height table or surface (provided by the country).

Ask child to hold a cup filled with water with one hand and walk, and put it down on a child-­‐height surface without spilling.

Assessor Does Assessor Says 1.

Assessor uses the black tape to 1.

Please help me by carrying this cup in one hand and putting it over there (pointing clearly) without spilling.

measure 3 meters from the child and put a child-­‐height table.
Scoring Criteria and Comments No spill while walking or putting cup down; child has to hold cup with one hand □ 0 □ 1 Total (Max.1): Note.

A spill has to be more than one teaspoon; do not count “a drop” as a spill Country adaptation Domain Motor Development 40.

Throws and catches a ball: throws a ball (Stop administering Question 4 when child obtains scores of zero on Questions 2 and 3) Materials Procedure Item Administration 1.

A ball with a diameter of 20 cm.

2.


A 30 cm x 30 cm square target on the floor.

Assessor asks child to stand 3 meters away from the target then throw the ball at the target.

Assessor Says 1.

Please stand here and throw the ball to the target.

Try to hit it.

You can only throw three times.

Assessor Does 2.

Assessor uses the black tape to measure 3 meters from the child and places target flat on the ground.

Scoring Criteria and Comments 1.

Threw the ball for at least 1 □ 0 □ 1 meter 3.


Assessor allows child to throw the ball with one or both hands.

2.

Hit the target on first attempt □ 0 □ 1 3.

Hit the target on second □ 0 □ 1 attempt 34 4.

Hit the target on third attempt □ 0 □ 1 Total (Max.4): Country adaptation Domain Motor Development 41.

Catches a ball (Stop administering Question 3 when child obtains scores of zero on Questions 1 and 2) Materials Procedure Item Administration A ball with a diameter of 20 cm.
Assessor asks child to stand 3 meters away from assessor.

Note.

This item can be administered with Item 40 throwing a ball.

Assessor Says 1.

Please stand there.

I will throw the ball to you 3 times and you should try to catch it.

Assessor Does 1.

Assessor throws the ball underarm straight to child three times.

2.

Assessor allows child to catch the ball with one or both hands.

Scoring Criteria and Comments 1.

Caught ball the first time □ 0 □ 1 2.

Caught ball the second time □ 0 □ 1 3.


Caught ball the third time □ 0 □ 1 Total (Max.3): Country adaptation Domain Motor Development 35 42.

Applied fine motor skills: folds paper into simple shapes Materials 1.

A piece of A4-­‐size plain white paper (to be provided by country).

2.

Child-­‐height table or surface (to be provided by country).

1.

Assessor demonstrates the steps to fold a paper airplane and asks child Procedure to follow step by step.

(See Annex 1).
(See Annex 1).

Item Administration Assessor Says Assessor Does 1.

Assessor makes sure child is sitting side by side next to the Assessor so they have the same orientation toward the folded paper.

1.

Look carefully at how I’m folding an airplane and follow me step by step.

2.

Assessor starts with Step 1.

Do not do Step 2 until child has tried Step 1.

2.

Please follow me and fold the 3.

After child finishes Step 1, paper.


Scoring Criteria and Comments Folded Steps 1-­‐3 reasonably adequately Folded Steps 4-­‐7 reasonably adequately Country adaptation Domain Motor Development assessor demonstrates Step 2.

4.

Continue the demonstration for the 7 steps, asking child to follow each step.

5.

The task stops when child stops trying or following.

□ 0 □ 1 □ 0 □ 1 Total (Max.2): 36 43.

Applied fine motor skills: threads string with beads Materials 1.
2 beads to be threaded with the diameter of 2cm (0.7-­‐cm-­‐diameter Procedure hole), and 1 cm (0.3-­‐cm-­‐diameter hole).

2.

A piece of string 30 cm long but not stiff.

1.

Assessor asks child to first string the large bead then the small bead.

2.

As soon as the child fails to string the large bead, terminate the item and score both as 0.

Item Administration Assessor Says 1.

Please thread this bead with the string.

Assessor Does 1.
Assessor Does 1.

Assessor gives the string with a tied end to child so that the beads will not slip off.

2.

Assessor gives the large bead then the small bead to child.

Give the beads one by one.

3.

As soon as the child fails to string the larger bead, terminate the item and score both as 0.
Scoring Criteria and Comments Country adaptation Domain Strung large bead □ 0 □ 1 Strung small bead □ 0 □ 1 Total (Max.2): Motor Development Motor Development Domain Ends Motor Development Items End 37 DomaDomain 4: Language and Emergent Literacy Development Language and Emergent Literacy Development Items Start 44.

Receptive Language, understand verbal communication: can identify actions when shown pictures or stimuli by pointing.
Materials Procedure Item Administration Scoring Criteria and Comments Assessor Does PICTURE BOOK: On one page pictures of combing hair, cutting, jumping, brushing teeth, washing face, putting on shoes and two distraction pictures (dressing; kicking a ball) Assessor says one word at a time and asks child to point to corresponding picture.

Assessor Says 1.

I am going to say some words.


Please point to the right picture each time: Combing hair Washing face Cutting Jumping Putting on shoes Brushing teeth Identified combing hair □ 0 □ 1 Identified washing face □ 0 □ 1 Identified cutting □ 0 □ 1 Identified jumping □ 0 □ 1 Identified putting on shoes □ 0 □ 1 Identified brushing teeth □ 0 □ 1 Country adaptation Domain Language and Emergent Literacy Development Total (Max.6): 38 45.
Pre-­‐reading: phonological awareness of first sounds -­‐ Can identify words that have similar first sounds.

Materials Procedure Item Administration Three pairs of words have the same initial sounds (ball; bun) and 3 pairs have the same final sounds (fat, cat).

Note.

Only English version given here; each country must modify according to their language.

Word pairs and their order of presentation need to be standardized within each country.
Words in each pair should not be too different, like in the English example below; fairly similar words are the best.

Also the words should be simple, and easily recognizable by children aged 3-­‐5 in the country.

1.

Assessor reads out a word pair with slight emphasis on first sound and asks child to indicate if this pair has matching first sounds or not.

2.

Say each pair only once but repeat practice items if needed.

Assessor Says 1.
Assessor Says 1.

I am going to say some words and you have to listen very carefully to see if they have the same first sound.

Assessor Does 2.

Practice item 1: I will give you an example: dog/ day.

Do they have the same first sound?

(child answers) (Say Yes or No depending on child’s answer) , they have the same first sound; their first sound is “d” (say the sound “duh”, not the letter “dee”).

3.

Practice Item 2: Let’s try another pair: hat/ cap?

Do they have the same first sound?


Yes/No, they have different sounds: the first sound of hat is “h” and the first sound of cap is “c” (say sound, not letter).

4.

Are you ready?

Listen!

Fat/Cat Do they have the same first sound?

5.

Repeat “Do they have same first sound” for each word pair.
Identified first sound in (fat/cat) is different Scoring Criteria and Comments □ 0 □ 1 Identified first sound in (ball/bun) is the same □ 0 □ 1 39 Identified first sound in (yell/well) is different □ 0 □ 1 Identified first sound in (go/so) is different □ 0 □ 1 Identified first sound in (Tom/Tim) is the same □ 0 □ 1 Identified first sound in (pat/pot) is the same □ 0 □ 1 Country adaptation Domain Language and Emergent Literacy Development Total (Max.6): 46.
Expressive Language, defines words and explains pictures: can define the actions in 5 pictures Materials Procedure Item Administration Scoring Criteria and Comments PICTURE BOOK: Five pictures of common actions on same page (reading, writing, kicking a ball, crawling, and washing hands) Assessor presents pictures to child and asks him/ her to name the action: 1) Washing hands; 2) Reading; 3) Writing; 4) Kicking a ball; 5) Crawling Assessor Says Assessor Does I will point to some pictures.
Please tell me what each person is doing in each picture.

Identified washing hands Point to pictures, one at a time, in order of scoring.

□ 0 □ 1 Identified reading □ 0 □ 1 Identified writing □ 0 □ 1 Identified kicking a ball □ 0 □ 1 Identified crawling □ 0 □ 1 Country adaptation Domain Language and Emergent Literacy Development Total (Max.5): 40 47.
Expressive Language, can express an idea in several sentences related to each other: tells/recounts story with the help of pictures Materials Procedure Item Administration PICTURE BOOK: Four related pictures (one per page) making up a simple story: family walks together in a forest with baskets in hands; family eats picnic together outdoors; family plays together outdoors; family naps.

Note.

Pictures should be adapted in different countries.

Assessor asks child to look at the pictures and tell the story.
Assessor Says 1.

Please look at the pictures.

Assessor Does 1.

Show each picture in sequence for 5 seconds per picture.

Scoring Criteria and Comments 2.

Tell me who is in the story and what is happening.

Note.

(One prompt per picture is allowed after child stops talking) Can you tell me more?

Labeled people/ objects in the pictures or put them in a story 2.

Go back to Picture 47-­‐1 3.

If child has nothing more to add, go to next picture.

4.
4.

Repeat question 2, if needed, for Pictures 47-­‐2 to 47-­‐4.

□ 0 □ 1 Described a minimum of 2 actions in the story □ 0 □ 1 Linked all 4 pictures with some cohesion evident □ 0 □ 1 Total (Max.3): (If child gets the most difficult question within an item correct, please ensure that he/she is given credit for earlier questions within the item.)

Remember to record child’s answer.

Country adaptation Domain Language and Emergent Literacy Development 41 48.
Expressive Language, uses correct grammar in sentences: correct use of pronouns (e.g.

he, his, she, my, they, him, etc.)

Materials Procedure Item Administration Scoring Criteria and Comments Country adaptation Domain Nil.

Use story and procedure from Item 47.

From the recorded story score if child can substitute a pronoun for a noun, e.g.

says “My…” instead of own name; says “he/she…” instead of others’ name.
If child does not say a pronoun – ask the child whose shoes are these (pointing to the child’s shoe).

Nil.

Used pronoun instead of noun more than 50% OR Knew the shoe is “mine” □ 0 □ 1 Total (Max.1): Language and Emergent Literacy Development 49.

Expressive Language, can express an idea in several sentences: describes events or experiences to others Materials Procedure Item Administration Scoring Criteria and Comments Country adaptation Domain Nil.

Use story and procedure from Item 47.


From the recorded story score description in sequence and/or in-­‐depth.

Acceptable answer of event descriptions: family walks together in a forest; family carries baskets in hands; family eats picnic together outdoors; family plays together outdoors; family naps/ sleeps/ rests.

Nil.
Nil.

Mentioned 1 event □ 0 □ 1 Mentioned 1 more event in sequence or in depth Mentioned another 1 or more events in sequence or in depth □ 0 □ 1 □ 0 □ 1 Total (Max.3): Language and Emergent Literacy Development 42 50.

Cause and effect, reasoning inference: guesses what is going to happen next in a story PICTURE BOOK: One picture of the family at the picnic with thunder and Materials lightning, and it rains heavily.

Assessor asks child to predict what will happen next in the story.
Assessor Says Assessor Does Procedure Item Administration 1.

Look at this picture.

The family was resting after eating but suddenly, there is thunder and lightning, and it rains heavily.

2.

What do you think will happen next?

(One prompt, if child gives only one answer):What do you think will happen to the children?

Acceptable answers: got wet/ran home/ran for shelter etc.
; unacceptable answers: any answers unrelated to the pictures, or repeating what assessor said, or describing picture Provided 1 realistic, logical and reasonable answer to what happens in story after rain.

(1 prompt) Provided another 1 or more realistic, logical and reasonable answer(s) to what happens in story after rain □ 0 □ 1 □ 0 □ 1 Total (Max.2): Scoring Criteria and Comments Remember to record child’s answer Country adaptation Domain Language and Emergent Literacy Development 43 51.
Expressive Language, Use correct grammar: makes 5-­‐word sentences.

Materials Procedure Item Administration Scoring Criteria and Comments Nil.

Coded from Items 47 and 50.

Nil.

Used at least two 5-­‐word sentences with correct grammar □ 0 □ 1 Remember to record child’s sentences Country adaptation Domain Language and Emergent Literacy Development Total (Max.1): 52.
Pre-­‐reading, recognizes written letters/ characters/ symbols: knows at least three letters Materials Procedure Item Administration PICTURE BOOK: One page with 12 capital Roman letters in the following order of: A,C,F,G,H,M,N,P,Q,D,X,Y; Note.

Countries should change the letters into their own script.

Assessor asks child to look at the letters or, characters/ symbols and to point to as many as he/she knows.

Assessor Says Assessor Does 1.

Please look at this sheet.

I wonder which ones you know.


I will say a letter (character/ symbol) and you show me which one it is.

C D F G A 1.

Say one letter at a time.

2.

Stop if child knows 2 or fewer letters.

Scoring Criteria and Comments 2.

Please show me: M N H Q P Y X Identified 3-­‐4 letters.
□ 0 □ 1 Identified 5-­‐7 letters □ 0 □ 1 Identified 8-­‐10 letters □ 0 □ 1 Identified 11-­‐12 letters □ 0 □ 1 (If child gets the most difficult question within an item correct, please ensure that he/she is given credit for earlier questions within the item.)

44 Country adaptation Total (Max.4): Domain Language and Emergent Literacy Development 53.
Pre-­‐reading, recognizes written letters/ characters/ symbols: distinguishes between similar letters/ characters/ symbols Materials Procedure Item Administration PICTURE BOOK: Six pages with a pair of letters/ characters/ symbols each Note.

Only English letters provided here.

Countries must develop their own items according to their own language.

Assessor shows child Pictures 53-­‐1 to 53-­‐6 one at a time and asks if two items in a pair look the same or different.
NO naming of letters/ characters/ symbols by either child or assessor.

Assessor Says 1.

Picture 53-­‐1: Please look at these two letters and tell me if they look the same or different.

Assessor Does 1.

Point to letter pair.

2.

(Child answers), then turn to next relevant page.

Scoring Criteria and Comments 2.

Pictures 53-­‐2 to 53-­‐6: Do these look same or different?
Correct answer for b/b (same) □ 0 □ 1 Correct answer for q/q (same) □ 0 □ 1 Correct answer for u/v (different) □ 0 □ 1 Correct answer for b/d (different) □ 0 □ 1 Correct answer for u/u (same) □ 0 □ 1 Correct answer for q/p (different) □ 0 □ 1 Country adaptation Domain Language and Emergent Literacy Development Total (Max.6): 45 54.
Pre-­‐reading, understands concept of a book: holds a book and opens each page to look as if he/she can read from left hand side to right hand side Materials Procedure Item Administration 1.

Kitchen Timer 2.

A wordless picture book (same book within each country) with at least 10 relatively stiff pages that can be turned (20 readable pages), about A5 size.

Each country selects the book that meets these criteria.

Assessor offers a book to the child and observes how child “reads” the book.
Assessor Says Assessor Does 1.

While I’m tidying up, I would like you to look at this book.

(One prompt is allowed if child does not respond for 30 seconds): Show me how you read this book.

Scoring Criteria and Comments Held book right side up 1.

Place a book in front of the child with the back of the book (spine) facing the child and face down.

2.

Should avoid staring at the child; pretend to be busy with some materials.

3.
3.

Observe how the child holds the book (right side up) and opens a page and looks at it.

4.

If child looks more than 2 minutes, then say stop.


□ 0 □ 1 ‘Read’ from front to back □ 0 □ 1 Turned at least one page □ 0 □ 1 Spent at least 2 minutes looking at the book □ 0 □ 1 Turned at least a few pages of the book □ 0 □ 1 Turned at least ½ of all the pages of the book □ 0 □ 1 Turned all pages of the book □ 0 □ 1 Total (Max.7): (If child gets the most difficult question within an item correct, please ensure that he/she is given 46 credit for earlier questions within the item.)
Country adaptation Domain Language and Emergent Literacy Development 55.

Pre-­‐writing: draws shapes following samples Materials Procedure Item Administration 1.

Last page of the Scoring Form.

A circle, a triangle, and a rectangle are printed on the upper part of the page and the bottom part is left blank.

2.

Pencil Assessor asks child to copy three shapes.

NO naming of shape from child or assessor.

Assessor Says Assessor Does 1.


Give child the page with a circle, a triangle and a rectangle on the upper part of the page.

1.

See this shape?

2.

Point to the circle.

2.

Please draw one just like it here.

3.

Point to empty space below.

4.

Repeat Questions 1 and 2 for triangle.

5.

Repeat Question 1 and 2 for rectangle.

6.

Observe pencil hold and paper adjustment to score accordingly.
47 Scoring Criteria and Comments Copied circle (needs to be closed, no gaps; needs to be round with no more than 1 flat or pointy part) □ 0 □ 1 Copied triangle (at least 2 joining corners were closed, no gaps; needs to be identifiable as triangle) Copied rectangle (at least 3 joining corners were closed AND sharp, not rounded, no gaps; at least 2 parallel sides of equal length, less than 1 cm difference; needs to be identifiable as rectangle) Pencil holding item: Held pencil on with mature hold in correct position while drawing (NOT palmar, fist or any other grasp; not too high) Adjusted PAPER, not body, to be able to write on line □ 0 □ 1 □ 0 □ 1 □ 0 □ 1 □ 0 □ 1 Total (Max.5): Country adaptation Domain Language and Emergent Literacy Development 48 56.
Pre-­‐writing, can write some letters/symbols/or object without model: “writes” his/her name without adult’s help or prompt Materials Procedure Item Administration Scoring Criteria and Comments 1.

Same page as for Item 55 2.

Pencil Assessor asks child to write his/her own name.

Assessor Says Please write your name here.

Wrote a letter or a symbol Assessor Does Point to the appropriate space.

NO prompting.
NO prompting.

□ 0 □ 1 Wrote about half of his/her name without model □ 0 □ 1 □ 0 □ 1 Total (Max.3): Wrote first or family name in full (no reversals, omissions, or substitutions) without model (If child gets the most difficult question within an item correct, please ensure that he/she is given credit for earlier questions within the item.)

Country adaptation Domain Language and Emergent Literacy Development 49 57.
Pre-­‐writing: draw shapes without model Materials Procedure Item Administration Scoring Criteria and Comments 1.

Same page of the Scoring Form as for Items 55 + 56, reverse side 2.

A pencil Assessor asks child to draw a picture of him / herself standing.

Assessor Says On this page, I would like you to draw a picture of yourself standing.

Head and/or trunk plus 1 other feature Assessor Does Gesture around entire page.

NO prompts.
NO prompts.

□ 0 □ 1 Recognizable arms and/or legs □ 0 □ 1 Recognizable hands and/or feet □ 0 □ 1 One recognizable facial feature (eyes, mouth, nose, or ears) □ 0 □ 1 At least one additional recognizable facial feature (eyes, mouth, nose, or ears) □ 0 □ 1 Total (Max.5): Country adaptation Domain Language and Emergent Literacy Development 58.

Expressive Language: Interactive communication pattern -­‐ Can wait for his/her turn to talk as opposed to interrupting the assessor.
Materials Procedure Item Administration Scoring Criteria and Comments Country adaptation Domain Nil.

Assessor observes child during assessment and rates communication pattern NOW.

Nil Waited for his/her turn to talk as opposed to interrupting the assessor in a one-­‐hour session Not very much Most of the time Throughout the session □ 0 □ 1 □ 2 Total (Max.2): Language and Emergent Literacy Development 50 Nil.

Assessor observes child during assessment and rates clarity of speech NOW.

Nil.

59.
Nil.

59.

Expressive Language, words are understandable and are spoken with clarity Materials Procedure Item Administration Scoring Criteria and Comments Throughout the session Most of the time Not very much Assessor can understand what the child is saying Note.

Still score 1 point even if child has lisp (i.e.


cannot say “s” very clearly) □ 0 □ 1 □ 2 Total (Max.2): Country adaptation Domain Language and Emergent Literacy Development Language and Emergent Literacy Development Items End EE (A 10-­‐minute break for the Assessor and the Child) 51 Health, Hygiene, and Safety Development Items Start 60.

Personal hygiene: cleans face and brushes teeth daily without assistance Materials Procedure Nil.
Assessor asks the child to pretend to clean his/her face and hand and brush his/her teeth.

Assessor Says 1.

Show me how you clean your face and hands.

2.

Show me how you brush your teeth.

Showed how to clean his/her face and hands (no point if only hands or face) Assessor Does 1.

NO prompting or gesturing 2.

NO prompting or gesturing □ 0 □ 1 Showed how to brush his/her teeth 2 sides of the mouth □ 0 □ 1 Total (Max.2): Health, Hygiene, and Safety Development 61.
Personal hygiene: washes hands after using the toilet Materials PICTURE BOOK: A picture of child in bathroom with sink Note: Countries need to adapt picture Assessor shows child the picture and asks what the child should do next.

Assessor Says The child has just used the toilet.

What should the child do next?


Mentioned washing hands after using the toilet □ 0 □ 1 Assessor Does Item Administration Scoring Criteria and Comments Country adaptation Domain Procedure Item Administration Scoring Criteria and Comments Country adaptation Domain Total (Max.1): Health, Hygiene, and Safety Development 52 62.
Self-­‐help skills: buttoning; dressing without assistance: putting on and taking off vest Materials A large child-­‐size vest with three buttons (large, medium and small) which should be able to go over child’s clothes so child does not have to remove own clothes to put it on.

Assessor puts the vest on table and asks child to put on the vest, fasten and unfasten the buttons and take it off by himself/herself.

Assessor Says Assessor Does Procedure Item Administration 1.

Here is a vest.
Here is a vest.

Please put it on by yourself.

2.

Please fasten this button.

3.

Please fasten this button.

4.

Please fasten this button.

5.

Please unfasten all buttons 6.

Now please take the vest off.

Scoring Criteria and Comments 1.

Put the vest on independently 2.

Big button fastened and unfastened 3.

Medium size button fastened and unfastened 4.

Small button fastened and unfastened 1.

Assist only if child cannot put on vest.

If adult assisted, score =0.

2.

Point to largest button.

3.


If child cannot fasten big button, then skip medium-­‐size and small button and unfastening but ask child to take off the vest.

4.

Point to medium-­‐size button.

5.

If child cannot fasten medium-­‐size button, then skip small button, ask to unfasten big button and to take off the vest.

6.

Point to small button.

7.

Point to all fastened buttons.

8.

Assist only if child cannot take off vest.

If adult assisted, score =0.


□ 0 □ 1 □ 0 □ 1 □ 0 □ 1 □ 0 □ 1 □ 0 □ 1 5.Took the vest off independently Total (Max.

5): Country adaptation Domain Health, Hygiene, and Safety Development 53 63.

Knowledge of safety: be able to understand signals and signs for danger and safety Materials PICTURE BOOK: One page with four signs: 1) Landslide; 2) Poison; 3) Food; 4) Bathroom.

Note.

Signs need to be adapted by each country.

1.

Assessor shows child the page with four signs.

2.


Assessor asks child which signs represent danger.

Assessor Says Assessor Does I am going to show you some signs.

Please point to the signs which tell you there may be danger.

Identified landslide (or adaptation) sign means danger □ 0 □ 1 Identified poison sign (or adaptation) means danger □ 0 □ 1 Total (Max.2): Health, Hygiene, and Safety Development Procedure Item Administration Scoring Criteria and Comments Country adaptation Domain 64.
Knowledge of safety: know he/she should not go with stranger Materials Procedure Nil.

Assessor asks child whether he/she will go with a stranger whom he/she sees on the street.

Assessor Says Assessor Does Item Administration 1.

Now suppose you are walking on the street.

You see someone you don’t know and he/she asks you to go somewhere with him/her.

Would you go with him or her?


If child said yes, correct him/her and tell child why he/she should not follow the stranger; then score zero for both Questions 1 and 2.

□ 0 □ 1 □ 0 □ 1 Total (Max.2): Scoring Criteria and Comments 2.

Why?

Stated that he/she should not follow a stranger Gave at least 1 reason to support his/her decision not to follow the stranger.

Acceptable answers: not safe, I might get lost, they might hurt me, might do something to me, might kidnap me.
Unacceptable answers: my mommy told me.

54 Remember to record child’s answer Country adaptation Domain Health, Hygiene, and Safety Development 65.

Safe behavior: knows to stay away from fire Materials Procedure Item Administration PICTURE BOOK: Picture of a child standing near a fire.

Assessor asks child what he/she should do when standing near a fire.

1.

If you were the child in the picture, should you touch the fire or not?
If child said yes, correct him/her and tell child why he/she should not touch the fire, then score zero for both Questions 1 and 2.

Scoring Criteria and Comments 2.

Why?

Stated that he/she should not touch the fire □ 0 □ 1 Provided reason to support his/her decision not to touch the fire □ 0 □ 1 Total (Max.2): Remember to record child’s answer Country adaptation Domain Health, Hygiene, and Safety Development 55 66.
Knowledge of human body: names and describes functions of at least 3 parts of the human body.

Materials Procedure Nil.

Assessor points to the following body parts to child one by one and asks child to name and describe the functions of different body parts: 1) eye; 2) tooth; 3) elbow Assessor Says 1.

I will point to some parts of my body.

Please tell me what they are and what we use them for.

Assessor Does Item Administration 2.

What’s this?

3.

What do we use it for?

1.

Point to eyes.


Scoring Criteria and Comments Named eye(s) 2.

Repeat Questions 2 and 3, pointing to teeth.

3.

Repeat Questions 2 and 3, pointing to elbow.

□ 0 □ 1 Described function of eyes □ 0 □ 1 Named tooth/teeth □ 0 □ 1 Described function of teeth □ 0 □ 1 Named elbow □ 0 □ 1 Described function of an elbow (e.g.

to bend the arm, join the lower arm with the upper arm) □ 0 □ 1 Total (Max.6): Country adaptation Domain Health, Hygiene, and Safety Development 56 67.
Food hygiene behavior: not taking uncooked or rotten food Materials PICTURE BOOK: One page with three pictures of: 1.

Raw meat from the market; 2.

A rotten apple with worms; 3.

Vegetables from the market 1.

Assessor shows and describes each picture one at a time to child, then asks whether it is appropriate or not to eat the food in each situation and what needs to be done.

Procedure Item Administration Assessor Says 1.

Suppose your mommy has Assessor Does 1.

Point to raw meat picture.


purchased raw meat from the supermarket.

Is it okay to eat the raw meat as soon as you get home?

2.

What needs to be done before we eat it?

3.

This is a rotten apple with 2.

Point to raw apple picture.

worms.

Is it okay to eat this apple?

4.

What should we do?

5.

Here are some vegetables.

Is it ok to eat the vegetables directly when Mommy buys them from the market?

6.

What needs to be done before we eat them?

3.

Point to vegetable picture.
Scoring Criteria and Comments Stated that raw meat should not be eaten □ 0 □ 1 Provided action to be done (e.g., cooking, put it in the fridge) □ 0 □ 1 Stated that the rotten apple should not be eaten □ 0 □ 1 Provided action to be done (e.g., throw it away, cut away rotten part) □ 0 □ 1 Stated that the vegetables in the picture should not be eaten directly from the market □ 0 □ 1 Provided action to be done (e.g., should be washed/cooked first, put it in the fridge) □ 0 □ 1 Total (Max.6): 57 Remember to record child’s answer Country adaptation Domain Health, Hygiene, and Safety Development 68.
Knowledge of healthy food: be able to identify healthy and unhealthy food Materials PICTURE BOOK: One page with four pictures of: (1) Vegetables; (2) Fruit; (3) Chips; (4) Candies.

Note.

Food could be adapted in countries.

1.

Assessor shows child pictures of food and asks child to point to the Procedure food that is healthy or unhealthy Item Administration Assessor Says 1.

Can you point to the food which Assessor Does NO prompting or gesturing is not good for you?

2.
2.

Can you point to the food which is good for you?

Scoring Criteria and Comments Identified chips as unhealthy food □ 0 □ 1 Identified candies as unhealthy food □ 0 □ 1 Identified vegetables as healthy food □ 0 □ 1 Identified fruit as healthy food □ 0 □ 1 Total (Max.4): Country adaptation Domain Health, Hygiene, and Safety Development Health, Hygiene, and Safety Development Items End 58 Cultural Knowledge and Participation Items Start 69.
Knows information about community (local knowledge): names the village, district and province where he/she lives Materials Procedure Nil.

Assessor asks child to name the street, village, district, province, city or country where he/she lives.

Assessor Says Please tell me the name of the place where you live.

Assessor Does Item Administration Scoring Criteria and Comments Country adaptation Domain If child is silent, give prompts: (select the most appropriate prompt): Which country?

Which city?
Which city?

Which district?

Which village?

Which province?

Which street?

1.

Named 1 component of the □ 0 □ 1 following: the street, village, district, province, city or country where he/she lives • Named at least 1 more component of the following: the street, village, district, province, city or country where he/she lives Cultural Knowledge and Participation □ 0 □ 1 Total (Max.2): 59 70.
Knows objects of daily living: names and describes functions of at least 3 daily household supplies or equipment Materials Procedure Nil.

Assessor asks child to name three household items and their functions: used for sleeping; cooking; keeping your house clean.

Assessor Says Assessor Does 1.

Tell me something that you use Item Administration for sleeping?

(Pause for response) What do you use it for?

2.

Tell me something that you use for cooking?

(Pause for response)What do you use it for?

3.


Tell me something that you use for cleaning the house?

(Pause for response) What do you use it for?
Scoring Criteria and Comments Named 1 item used for sleeping (e.g., blanket, pillow, bed) □ 0 □ 1 Described functions of named item used for sleeping □ 0 □ 1 Named 1 item for cooking (e.g., pan) □ 0 □ 1 Described functions of named item for cooking (e.g., cooking my food but not just “cooking”) □ 0 □ 1 Named 1 item for cleaning the house (e.g., mop, broom, cloth) □ 0 □ 1 Described functions of named item for cleaning the house (e.g., sweeping, dusting, cleaning floor) □ 0 □ 1 Total (Max.6): Remember to record child’s answer Country adaptation Domain Cultural Knowledge and Participation 60 71.
Knows information about nature: names natural objects in the sky Materials Procedure Nil.

Assessor asks child to name natural objects in the sky in the daytime or at night.

Assessor Says Please tell me something natural that you can see in the sky in the daytime or at night.
Assessor Does Item Administration Scoring Criteria and Comments (1 prompt allowed) Named 1 natural object in the sky Named 1 more natural object in the sky □ 0 □ 1 □ 0 □ 1 Named another natural object in the sky □ 0 □ 1 Total (Max.3): Acceptable answers: sun, clouds, moon, stars, birds and rainbow; unacceptable answers: insects and airplanes because insects cannot fly so high up in the sky, and airplanes are not natural objects.
Remember to record child’s answer Country adaptation Domain Cultural Knowledge and Participation 72.

Acts and/or knows how to act according to a moral code Materials Procedure Item Administration Scoring Criteria and Comments PICTURE BOOK: A picture of a teddy bear sitting outside the front door of a local-­‐type store Assessor asks child what he/she would do if he/she finds someone’s toy left outside a store.

Assessor Says What would you do if you find someone’s toy left outside a store?
Mentioned informing an adult (a teacher, parent, policeman or other adults) □ 0 □ 1 Assessor Does Mentioned returning the toy to the owner □ 0 □ 1 Total (Max.2): Remember to record child’s answer 61 Country adaptation Domain Cultural Knowledge and Participation 73.

Knows about culture: can tell names of up to 2 festivals Materials Procedure Nil.

Assessor asks child to name as many festivals in his/her country as he/she can.

Assessor Says What festivals does everyone celebrate?
Named 1 festival □ 0 □ 1 Assessor Does Item Administration Scoring Criteria and Comments Named 1 more festival □ 0 □ 1 Unacceptable answers: my birthday, other personal celebrations Total (Max.2): Remember to record child’s answer Country adaptation Domain Cultural Knowledge and Participation 62 74.

Participates in religious, spiritual or national activities: can describe a significant festival, religious, cultural or state event attended Nil.
Materials Assessor asks child to describe how he/she celebrates New Year’s Day or Procedure the selected festival Assessor Says 1.

Please tell me how you Item Administration Assessor Does Scoring Criteria and Comments celebrate New Year’s Day (or select the most important holiday for that country)?

If child is silent, give one prompt: What do you do to celebrate New Year (or selected festival)?
Provided 1 relevant detail of the celebration from the following: food, attire, music, history, customs, traditions, etc Provided 1 more relevant detail of the celebration from the following: food, attire, music, history, customs, traditions, etc Provided another relevant detail of the celebration from the following: food, attire, music, history, customs, traditions, etc □ 0 □ 1 □ 0 □ 1 □ 0 □ 1 Total (Max.3): Remember to record child’s answer Country adaptation Domain Cultural Knowledge and Participation 63 75.
Participates in culture including music and movement of the culture: joins in saying devotions, grace and singing songs Materials Procedure Item Administration 1.

A CD or cassette tape player and tape with a traditional children’s song of the country OR none if assessor sings the first line of the song (provided by the country).

2.

The song selected by countries should be short, of obvious rhythm, and familiar to children.
Assessor plays or sings a traditional children’s song of the country, asks child to sing along and continue by him-­‐/ herself.

Assessor Says 1.

I am going to play a song/ I’ll sing the first line of a song.

Please sing the rest as far as you can.

I’ll sing along softly.

Assessor Does 1.

Play or sing the first line of a traditional children’s song.

2.

Keep singing.

Scoring Criteria and Comments Sang 1 line of the verse 2.

Assessor lowers his/ her voice or the volume of the music.
□ 0 □ 1 Sang 1 more line of the verse □ 0 □ 1 Sang another 1 or more lines of the verse and the refrain □ 0 □ 1 Total (Max.3): Country adaptation Domain Cultural Knowledge and Participation 64 76.

Participates in culture including music and movement of the culture: claps hands to follow a rhythm Materials 1.

A CD or cassette tape player and tape with a traditional children’s song of the country OR none if assessor sings the first line of the song (provided by the country).

2.

Same song as for Item 75.


Assessor claps along a traditional children’s song of the country, asks child to clap along and continue by him-­‐/ herself.

Assessor Says 1.

This time I am going to play the song and clap along/ I am going to sing the song and clap along.

Assessor Does Procedure Item Administration 2.

Please join me with the clapping.

I will stop clapping at one point and you keep on clapping.

Scoring Criteria and Comments 3.

Keep clapping.


Clapped 1 line according to the rhythm of the song 1.

Play or sing the traditional children’s song.

2.

Stop clapping after one line but keep singing/ playing the song.

□ 0 □ 1 Clapped 1 more line in rhythm □ 0 □ 1 Clapped another 1 or more lines and refrain in rhythm □ 0 □ 1 Total (Max.3): Country adaptation Domain Cultural Knowledge and Participation 65 77.
Knows national information: identifies national flag compared to other flags Materials PICTURE BOOK: A picture with the national flags of: 1) The specific country conducting the test; 2) Japan; 3) USA; 4) India.

The target flag is on the upper left of the picture.

Assessor shows child pictures of the national flags of four countries and asks child to identify and point to the national flag of his/her country.

Assessor Says Point to your country’s flag?


Procedure Item Administration Assessor Does Show picture of the national flags of four countries.

NO prompting.

□ 0 □ 1 Total (Max.1): Scoring Criteria and Comments Identified national flag of his/her own country Country adaptation Domain Cultural Knowledge and Participation 66 78.

Knows/acts for environmental protection: gives reasons about behavior relating to environmental preservation Materials PICTURE BOOKS: Two pictures showing: 1.
An adult throwing large amounts of garbage into a clean river; 2.

A car with smoke coming out from the exhaust.

Assessor shows and describes each picture one at a time to child, then asks child to indicate if behavior is (in-­‐)appropriate and why.

Assessor Says 1.

I am going to show you some Assessor Does 1.

Show Picture 78-­‐1.

Procedure Item Administration pictures.

2.

This picture shows that an adult is throwing garbage into the river.

Is this good for the environment?


(Pause for response) Why?

3.

This picture shows a car with smoke coming out from its exhaust.

Is this good for the environment?

(Pause for the environment) Why?

2.

Show Picture 78-­‐2.
Scoring Criteria and Comments Stated that throwing garbage into the river is bad for the environment □ 0 □ 1 Explained why throwing garbage into the river is bad for the environment Stated that a car exhausting so much smoke is bad for the environment Explained why a car exhausting so much smoke is bad for the environment □ 0 □ 1 □ 0 □ 1 □ 0 □ 1 Total (Max.4): Remember to record child’s answer Country modification Domain Cultural Knowledge and Participation Cultural Knowledge and Participation Items End 67 Approaches to Learning Items Start 79.
Enthusiasm/motivation for learning, works independently: when asked what he/she does well, child can give an answer.

Materials Procedure Nil.

Assessor asks child what he/she can do really well.

An example from an adult perspective is given.

Assessor Says I am good at cooking.

What are you good at?

Assessor Does Item Administration Scoring Criteria and Comments (Two prompts are allowed): What else are you good at?
(Giving “cooking” for one of the responses is acceptable) Said 1 item he/she could do well □ 0 □ 1 Said another item he/she could do well Unacceptable answers: very general statements such as playing, eating, sleeping, etc.

It has to be a skill.

□ 0 □ 1 Total (Max.2): Country adaptation Domain Approaches to Learning 68 80.
Behavior: self-­‐regulation, inhibits first response, tapping task (Diamond & Taylor,1996) (Demo video is provided) Materials Procedure 2 sticks (nearly 10 inches long) Assessor taps certain number of times with stick and asks child to respond with opposite number.

Practice items are given.

Assessor also observes child’s persistence during task.

Assessor Does Assessor Says Practice Sessions: Item Administration s 1.

Hold one stick, child holds one stick.

1.


When I tap one time, I want you to tap two times.

When I tap two times, I want you to tap one time.

2.

Let’s try that.

When I tap one time, you tap two times like this.

3.

When I tap two times like this, I want you to tap one time like this.

4.

Let’s try that.

When I tap two times, you tap,… 5.

When I tap one time, you tap… 6.

If correct on both trials: Now let’s begin our game.
If incorrect on either practice trial, remind child of both rules again after the two trials are over, explaining first the rule that the child had executed incorrectly.

69 2.

Tap once.

3.

Tap twice.

4.

Tap twice.

5.

Tap once.

6.

Tap twice.

7.

Tap once.


Testing (No feedback anymore): Tap: 1,2,2,1,1,2 (start from the third trial for those who gave correct responses in the two practice trials) Scoring Criteria and Comments Assessor tapping Child tapping 1) 1 2) 2 3) 2 4) 1 5) 1 6) 2 1) 2 □0 □1 2) 1 □0 □1 3) 1 □0 □1 4) 2 □0 □1 5) 2 □0 □1 6) 1 □0 □1 Total (Max.6): Country adaptation Domain Approaches to Learning 81.
Behavior: self-­‐regulation, shows delay of gratification: a surprise gift Materials Procedure Item Administration 1.

A small non-­‐transparent bag in plain colour with a zip 2.

An attractive sticker or other appropriate gift (to be provided by the country) 3.

A kitchen timer Assessor places the bag beside child with zip fastened.

Child does not know what is inside the bag and is asked to wait and not touch the bag for 1 minute .

Assessor also observes child’s persistence during task.
Assessor does Assessor Says 1.

You have done a very good job on the games we just played.

I will give you a nice thing.

It is in this bag.

1.

Place the bag beside child.

2.

While I’m tidying, please wait for a little while and don't touch the bag.

I will give you the gift later.

3.

After timer beeps: You did a very good job and I will give you this gift.

2.

Set timer to 1 minute.

3.

Prepare the physical measurement items while observing child’s behavior.
Scoring Criteria and Comments Child waited for 1 minute before touching bag.

□ 0 □1 Total (Max.1): Country adaptation Domain Approaches to Learning Move to Physical Development Index Items 70 Rating items: Rate after completion of whole assessment: 82.

Behavior: Persistence (Concentrates on playing or doing activities for 10-­‐15 minutes consecutively or until finished with full assessment) Note.
This item will be assessed at the start of the test using five consecutive items (Items 2 -­‐ 6) from the Cognitive Domain and the end of the test using two consecutive items from Approaches to Learning (Items 80-­‐81).

Materials Procedure As stated in Cog and ATL related items.

Assessor observes whether child can persist in difficult tasks during assessment.
Start Test: As per Item Administrations of 5 COG items (Recites 1-­‐30 in right sequence; Counts objects correctly, Picks number of objects when given a number; Knows the difference between more and less; Adds and subtracts).

End Test: As per Item Administrations of 2 ATL items (Tapping game; and Delay of gratification) Nil.

Showed persistence in tasks at Cognitive Items 2-­‐6.
Item Administration Scoring Criteria and Comments Indicators of persistence in tasks: • Stays on task • Not easily distracted • Does not want to stop tasks Not very much □ 0 Most of the time Throughout the session □ 1 □ 2 Showed persistence in tasks at the end (Item 80 and 81).
Indicators of persistence in tasks: • Stays on task • Not easily distracted • Does not want to stop tasks Not very much Most of the time Throughout the session □ 0 □ 1 □ 2 Total (Max.4): Country adaptation Domain Approaches to Learning 71 83.

Enthusiasm/motivation for learning: interest and pleasure Materials Procedure Nil.

Assessor observes and rates how interested child is towards doing the tasks during assessment.

Nil.
Nil.

Not very much Most of the time Throughout the session Showed positive emotions □ 0 □ 1 □ 2 Did not want to let go of materials □ 0 □ 1 □ 2 Keen to see what will happen next □ 0 □ 1 □ 2 Spontaneous positive interaction with assessor □ 0 □ 1 □ 2 Total (Max.8): Country adaptation Domain Approaches to Learning 84.

Enthusiasm/motivation for learning: questioning or exploration of testing materials Materials Procedure Nil.
Assessor observes and rates whether child asks questions relevant to the tasks or explores tasks materials during assessment.

Nil.

Item Administration Scoring Criteria and Comments Item Administration Scoring Criteria and Comments Country adaptation Domain Explored task materials with interest and curiosity Not very much Most of the time Throughout the session □ 0 □ 1 □ 2 Total (Max.2): Approaches to Learning 72 85.

Enthusiasm/motivation for learning, works independently Materials Procedure Nil.
Assessor observes child’s ability to work independently during the whole assessment.

Nil.
Item Administration Scoring Criteria and Comments 0=Did not ask for help □ 0 □ 1 □ 2 1=Ask for help at appropriate times Total (Max.2): 2=Was able to complete tasks independently without needing to ask for help Country adaptation Domain Approaches to Learning Approaches to Learning Items End in 4: Language and Emergent Literacy Development 4 March, 2013 73 Annex 1: Steps to fold an airplane (Item 42) Step 1: Fold down the middle, then unfold, to create a crease: (Step 1) Steps 2 and 3: Fold each corner towards the creased line as shown: (Step 2) (Step 3) Step 4: Fold along the crease line to form the body of the airplane: (Step 4) 74 Steps 5 and 6: Fold the wings down, one at a time: (Step 5) (Step 6) Step 7: Unfold the wings to produce your paper airplane (Step 7) 75