A supportive tool for children experiencing challenges

Subscale

Item

Evaluation based on childcare professional

Feature of child

Underlying
factorYes
Yes 〇、○
Strengthchecking

Can't hear the sound and does not turn around.

①No response to sound Can't respond to the loud sounds, such as turning to the sound direction, making theor voicebody startle, or being surprised.

There is definitely no reaction such as turning around to sound stimulation
A: Children
1
Response
to sound(hearing) ②Not interested insound or voice

When someone talks there is no sign of response and interest.

Can hear but don't want to respond because of anxiety and tension.

B: Interaction
C：Surrouding
enviroment

I can hear it, but I'm crazy about what I'm doing and don't realize③Blocking ears to thesound or voice

Becomes insecure and acts nervously to the sound and voices.

④others(Free writing)① Resistant to touchingSensitive / insensitive to touch
people and things
A: Children
2
Response
to skin

B: Interaction

2
Response
to skincontact(sense oftouch)②Resistant to being
touched by people orthings

A: Children
Sensitive and insensitive to be touched③Insensitive to warmand cold

Can't feel the temperature of the bath or the temperature of the drinks④others（Free writing）

B: Interaction
C: Surrouding
enviroment

Does not look at large objects.
Infancy
Does not try to reach the objects infront.

The movement of the eyeball is unnatural①Does not respond toseeing or slow response

When looking at things, look sideways or tilt face to see

Earlychildhood

When looking at things, gets squint or get extremely close
A: Children

3
Response
Sensory to vision(visual)It seems that it is difficult to distinguish colors

There is a sense of discomfort in the eyes and movement of the eyes

B: Interaction
C: Surrouding
enviroment

Sensory(visual)enviroment

Extremely dislike light②Sensitive or slow
response to light
Blinks when illuminated brightly

The line of sight does not match③The line of sight does
not match or does not try
to match
Doesn't try to make eye contact④others（Free writing）

Frequent complaints
4
Response
to odor(smell)①Sensitive to odor or
slow to respond

B: Interaction
Does not respond to odors that people dislike②others

C: Surrouding
enviroment（Free writing）

5 Response（Refer to no.11 "Food Interest"）
to taste(smell)Awkward movement①There is a bias inbending and stretchingof joints

A: Children

A: Children
B: Interaction
C: Surrouding
enviroment

Clumsy①There is a bias inbending and stretchingof joints
Behavior is sloppy
A: Children
6 Exercise /posturebias(propriocep
tion)

Handle things roughly

B: Interaction
C: Surrouding
enviroment

Easy to fall

②There is a bias inpostureLie down immediately

can't walk straight②others（Free writing）①Physical development Infants with physical growth values ​(percentile curves) weighing less than 5% andabove 95%
problem②Unbalanced physical7
development
PhysicalDevelopme
nt③Obese or thin

Infants with physical growth values ​(percentile curves) weighing less than 10% andabove 90%

Kaup's index is over 18 or less than 14

A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environmentnt④Others（Free description）

There are diseases such as bone joints, nerves, and muscles (which affect motor
function)①Do you have aphysical disability

Upper limbs / lower limbs / trunk dysfunction, involuntary movements and ataxia,
hemiplegia, quadriplegia, etc.
There are physical disabilities (visual, auditory, language, internal disabilities),
intellectual disabilities, developmental disabilities, and mental disabilities that overlap
with the above.

②Do you have a visual
disorderIt seems that there is invisibility or difficulty to see

Can't hear it, it seems hard to hear

PhysicalDevelopment③Do you have a hearing
disorderThere is language delay due to inaudibility and difficulty in hearing, communication
problems, and information problems.

8
Physicalillness④Do you have aninternal illness

Cardiac / renal / respiratory function, rectal function, small intestine function, Immune
dysfunction

Frequent visits to the bathroom hinder my life and play

⑤Night urination

I often go to the bathroom about every hour

There is night urination that is not suitable for age (including during nap)

A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment

⑥Diagnosed withepilepsy.

Have had a seizure
When there
is no heat

⑦ Convulsions⑧Do you have had
febrile seizures⑨Others

May cause convulsions when crying hard

When hot

Have had more than one or more seizures in a few hours（Free description）

Elimination / replacement diet is required①Food allergies

It is necessary to deal with EpiPen and antiallergic drugs(Free description of allergens)

Have had a seizure②Bronchial asthma
Taking medicine (oral / inhalation)

Skin irritation or dryness
9
Allergies③Atopic dermatitis

I have a strong itch on a daily basis

A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surronding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

Allergies③Atopic dermatitis

Topical and internal medicines are required④Allergic rhinitis

Nasal congestion and runny nose. Needs oral medication or treatment⑤Other allergies (drugs,
substances, air sunlight, (Free description for details)
etc.)

10
Extremehabit⑥Anaphylactic shock(Free description of the cause)⑦Others（Free description）①Finger sucking

Continues sucking fingers until early childhood②Nail Biting

Chew so that the white parts of the fingernails and toenails disappear③Masturbation

Touching of gentials or stimulation with objects④Tic

Extreme tics can be seen

⑤Others（Free description）

LivingsupportExtremely overeating (always hungry)①Extreme interest infood

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

①Extreme interest in
food

Eating of the ground

Taakes friends meal

Eating less
11
Interest infood②Extreme lack ofinterest in food
Hungry but don't try to eat③There is unevenness
in food

Eating unevenness (sometimes eating and sometimes not eating, including time andplace)
There is an extremely unbalanced diet (only eat the same food: white rice, food from thesame manufacturer, etc.)

12
Delays inlifestylehabitsexpectedby age④Pica

Put things that are not food into mouth to eat⑤Others（Free description）①Meals（Free description）②Excretion（Free description）③Sleep（Free description）

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

12
Delays inlifestylehabitsexpectedby age④putting on and taking（Free description）
off⑤cleanliness（Free description）⑥Others（Free description）

Rest assured that you can put or touch your favorite things close to you

Always touching a part of your body, such as your earlobe, will calm you down

①Interested insomething close to me

Be obsessed with or enthusiastic about something specific

There are things I like and dislike extremelyInterested in shiny things such as running water②Interested in arranging
Prefer to line up straight, such as building blocks and stickers
things properly

Strong commitment to No. 1

13
Commitment③Interested in orderBe sure to follow a fixed route, such as on a school road

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

13③Interested in order

Commitme
ntShow excessive resistance to changes in daily routines and habits

Play calmly if it's your favorite place④Interested in space /place
Calm down by putting things in the designated place⑤Repeat the same
behavior often(stereotyped behavior)

Patterned behaviors such as fluttering and spinning are conspicuous⑥Stick to action

Stick to specific customs and rituals⑦Extremely dislikes dirt Extremely dislikes getting dirty⑧Care about the details I care about very small things, injuries, scratches and other details⑨Others（Free description）

Make inadvertent mistakes when playing

Difficult to stay focused on play activities

Talking face to face,but showing lack of interest

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

You can't follow the instructions, or you can't get the job done

Difficulting in taking orders and completing activies

Avoid, dislike, or reluctantly work on tasks that require you to focus and work hard
① Have carelessbehavioral
characteristics

Lost things necessary for tasks and activities, and many things left behind

Distracted by external stimuli (easy to distract)

Forgetful in daily activities

I regret it, but forget it and immediately repeat the same mistakeI'm not good at cleaning up

Sensitive to changes in the environment (sound, light, etc.)(Free description)

Move your limbs fidgetingly, or even when you are seated

14.Careless,hyperactive

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
EnvironmentI leave my seat during activities or when I have to sit down

14.Careless,hyperactive, impulsive

Run around or climb high places

I can't play quietly② Has dynamic
behavioral
characteristics

Talk too much

It works well, unintentionally

You can rattle your chair or sit for a short time

Get out of the nursery room and go to the garden to look for small animals

More movement when taken out than in the home(Free description)

Say what you came up with before the question was overDifficult to wait for turn③ Has impulsive
behavioral

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

③ Has impulsive
behavioral
characteristics

Block or interfere with what your friends are doing

Difficult to work with friendsGroupadaptation

I'm not standing still. Or act to be driven by something

Interrupt other people's conversations and play

④ Others(Free description)

Express your feelings by getting angry

When you don't like it, you can see behavior that makes you bend over.

① Easy to cause shorttemper and tantrum

Frustrated as soon as there are difficulties

Get angry or cry as soon as you are warned or pointed out a mistake

Get angry with negative words like "I can't" or "I don't need me"

15.Tantrum

You can see things like getting excited by trivial things, lying on the floor and crying,violently, destroying equipment, etc.
② Panic when you areprohibited from doing
what you want to do

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

② Panic when you areprohibited from doing
what you want to do

It gets confused when the environment changes, the schedule changes, or it is not theusual way.

I can't control my emotions when I lose in group play/cant control emotions after losing③ Other(Free description)

From about 3 months old to infancy, don't smile even if you are struck by a guardian

Not interested in people or friends

I don't have good friends

I mainly like the bottom of the desk and the corner of the room indoors and play alone

I'm near my friend, but I'm playing alone

I'm not good at making friends

I want to get along with my friends, but I can't make good friends

I talk about various things, but I do not understand the situation at that time and the
feelings and position of the other person① I have no interest in

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
EnvironmentI can't read my friend's facial expressions① I have no interest in
my friends or people. Or
You can get along well with adults, but problems occur when you become children
get involved in an
extreme way
Do not voluntarily ask for fun, interest, or sharing what you have achieved with others(do not show, bring, point)

Sometimes I use violence or violent words with my friends

Even if people around you are confused, I will say it without consideration

Throw things as soon as you have something you don't like

Monopolize adults (childcare professionals / guardians)

No shyness, anyone can enjoy
16.Interper
sonalrelations
When playing ball games and games, I can't think of cooperating with my friends

Movements and gestures can be clumsy and awkward.

May be bullied by friends

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

I'm grown up. No

Other children are interested in things that they are not interested in, and have "my own
knowledge and world"
I have accumulated knowledge in a specific field, but it is a rote memorization and I do
not understand the meaning properly
Even if you say words or sarcasms that have implications, you may not understand themand accept them as they are.
The way of conversation is formal, and sometimes there is no intonation and there is no
break in the conversation.

Combine words to create coined words that only you can understand② Have behavioral
characteristics for people
Speak out regardless of the scene, even if you have no purpose to tell someone(squealing lips, clearing throat, screaming, screaming, etc.)

Poor empathy

Poor common sense (I don't know the routine behavior. I don't know the danger)

May have a special look

Sometimes speak in unique voice

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

Interpersonal technology development is slow

③ Others(Free description)

Unnatural crawling

Walk very slowly

Frequent injuries and falls

17
Gross
motor

①Gross motor
development is slow
（Excludes "NO.6
Proprioception ofMovement/Posture
Bias"）

Low muscle tone (Maintaining posture, following in front, difficult to jump)

High muscle tone (Have difficulty sitting in the gym and triangle. Have difficulty
touching the sole when sitting on the chair. Have difficulty sitting upright)

Slow running ability

Slow development of coordination with devices (dribbling, rope jumping, bicycle,
tricycle, ball kicking, etc.)

Gross motor development is slow
Exercisesupport②Others（Free description）

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

support

Can't use fingers well such as gripping and pinching

Be clumsy with hands①Fine motor
development slow
（Excludes "NO.6
Proprioception of18
Movement/Posture
Fine motor Bias"）

Bad at drawing or writing (considering his/her age)Inability to move the tongue or jaw well to produce voice or soundPoor coordination of eyes and hands, hands and movements

Fine motor develops slowly②Others（Free description）

Can't use finger to point things to communicate

The word collection of the same category does not come out smoothly

Difficulty playing the syllables game (What if I take out "Nu" from "Tanuki"?)

Difficulty recalling syllables (What was the first sound of the camel?)①Difficulty to speak
19
Expressive
power ofwords

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

①Difficulty to speak
19
Expressive
power ofwords

Difficulty remembering words that begin with a specific sound (try saying many words
that begin with “a”)

Stuttering

Slurred in pronunciation

Mutism/Selective mutism②Others（Free description）

Can't understand one's own name①Have difficulty
understanding themeaning and content ofwords

Can't understand the purpose of verbal instruction

Can't understand the other person's words

The meaning of a word may be mistaken②Difficulty to use
words

Use unnatural language (without conjunctions)Have trouble expressing oneself in words

Communication

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

Have difficulty communicating verbally
Communication③Have difficulty
thinking andcommunicating things

Sometimes he/ she can talk, but he/she doesn't understand the word

Difficulty to think about the use of words

Can't express oneself wellDifficulty understanding many, few, and so on (same)
20
Understanding ofwords

Difficulty to understand long, short, etc. (same)④Understand theconcept of numbers("The Power to Learn"
reprinted)

Can't play with diceCan't count up to 10

Can't check the number of people in the group and distribute things

Have difficulty understanding the time

Difficulty to compare in weight or bulk

⑤Difficulty guessing
and deducing ("TheA: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

⑤Difficulty guessing
and deducing ("ThePower to Learn")

Difficulty copying shapes such as circles and diamonds

Can't understand the win or lose in finger-guessing game

Have difficulty to connect to the next word in word solitaire game

Jump to conclusions⑥Have slow language
development

Have slow language development②Others（Free description）

There is a mistake in hearing the sound.

Identifying the different components of sound in a multisyllabic word is difficult

Tend to be distracted by small noises

May not be listening to the other person

Misunderstand even simple content or questions①Listening

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

①Listening
May miss the multiple instructions

Can't hear the instructions

It can be understood if it is spoken from near (individual), but it is difficult to understand
if it is spoken from far (group).

Immediately forget what was said

Difficulty understanding rapid speech

Very rapid speech is hard

Hard-to-Pronounce Words

Sound particularly difficult to pronounce

It may take a long time to recall a word, or it may get stuck in a word

uses a limited vocabulary to express the concepts②SpeakingConfusing how to use the verb tenses

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

Use demonstratives instead of clear words. (A lot of "this", "that", etc.)

Lists of words, short sentences that are poor in content. (" do ", "paper", "toilet")Difficult to tell a coherent story, such as telling a story that came to mind

21
Learning
ability

Difficult to convey the content in an easy-to-understand way

Cannot tell the difference between similar characters, such as "ha" and "ho" and "a" and"o".

Reading Without Words bookLearning
Support
Difficulty memorizing sight words

Difficulty learning to readWithout interested in reading letters③Reading
Read word without letters (such as "shikai" to "shika")

Add letters and read ("sensei" to "senseii", etc.) Add some letters in the word to read

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
EnvironmentMisread the order of letters (such as "tomawari" to "towamari")

Read letters confusedly (such as "Niguruma" to "nijimaru")

When reading words, confuse words with similar pronunciations (for example, "risu" to"isu")

Can't draw a straight line

The start and end of the drawn circle are separate

Can't write a name in hiragana

Deviate tracing writing is large

There is a lot of unpainted part or it sticks out greatly due to coloring④Writing
Write one letter less (such as "shikai" to "shika") miss a letter in word

Add letters and write (such as "sensei" to "senseii")

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
EnvironmentMisread the order of letters ("yawarakai" to "yarawakai", etc.)

Can write by looking at the model, but make a mistake by listening to the soundWrite letters in a unique way
（滋賀県総
合教育セ
ンターHP
参照） ⑤Ability to understandThe "Language Understanding Reference" mentioned above
the concept of numbers⑥Reasoning ability

The "Language Understanding Reference" mentioned above⑦other（Free description ）The child's facial expressions and reactions are poor and there are few smiles

Poor weight gain in the child without any special illness

The child is always in a filthy state

The child makes a frightened cry

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

The child has unnatural burns, cigarette burns, etc.

Occasionally the child's level of consciousness declines

The child has not been vaccinated or examined （Vaccination record check）

The child's facial expression is nagetive

The child is not well involved with other children or childcare professions

The child has severe tantrums①The child has signs ofsuspected abuse/
The child is violent against other children
poverty/ domestic
violence
The child is slow in language development

The child has unnatural burns, frequent burns, cigarette burns, etc.
22
Abuse /
Poverty /Domestic
Violence

Abuse /
Poverty /DomestiPoor increase in height and weight of the child

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

Abuse /Poverty /Domestic
Violence
The child's clothes and body are unclean
Abuse /
Poverty /DomesticViolence

The child does not have a basic lifestyle

There are behaviors such as children eating stubbornly or hiding in people to eat.

The child has many cavities

The child shows unusual anxiety about taking off their clothes

The child is more afraid of physical contact with others

Show extreme bias in development

The child lives with the guardian who is isolated from the community

The child lives with the guardian who has a negative attitude towards their children andothers

The child lives with the guardian who has no relationship with others

A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment

The child living with the guardian who is prone to be damaging and aggressive to theopinions of others about their children

The child lives with a guardian who has a negative attitude and language towards thechild

The child lives with the violent and apathetic guardian of the child

（保育教育
環境評価
ツールより）The young child lives with the guardian who often goes out leaving him behind

The child living with parents who say they can't missLiving with parents who are not involved with their children’s actives (Neglect)③Other（Free description ）A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment
A: Children
B: Interaction
C：Surranding
Environment