Whom usually involve in activities like sightseeing or playing lego, or guiding activities (e.g. using computer/ reading/ counting) Whom Type of activities Whom Type of activities Father Mother Brother Sister Helper Others (state) Have parents do things? Please write () if yes or ( X ) if not Items Introducing child to Computer component ________________ Recognize alphabets ________________ Reading ________________ Counting ________________ Helping child in skills domination using computer _______________ hour (s) / week __________________ reading _______________ hour (s) / week __________________ counting _______________ hour (s) / week __________________ Fit the schedule for activities: computer ________________ recognize alphabets ________________ reading ________________ counting ________________
From left From right From From back ( ) ( ) ( ) ( ) Sense of visual 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 Look for a while at the red coil Spend longer time looking at red coil Eyes movement to the left and (horizontal eye movement) following the red ring Eyes movement up and down (vertical eye movement) following the red ring. Eyes movement following the red ring developing a circle (circular eye movement). Eyes turning towards the red ring. Grasped a hanging red ring in front of them (state if other object) Head movement towards (state if using other object) Approach the hanging red ring (check the hand used and from left, right, and not any) Carefully pull the rope to get the coil Looking at the tester/ examiner for a Eyes movement following people movement Eyes movement to the left and right following the light movement Eyes movement up and down Eyes movement following the to form circle Eyes turning towards the light Looking around freely Eyes winking toward hand Baby’s reaction when tissue paper or cloth put on his/ her face Turn from one object to another Eyes movement following a ball crossing a table (state if using the other object) Head movement follows a falling spoon (state if using the other object) Looking for a falling Observing the bell, with great detail Taking 2/3 of offered cubes Trying to hold three cubes together (state success or fail) Constructing a using ten cubes Putting ten into a bowl Constructing a tower using three cubes Constructing the tower using six cubes Eyes following a pencil movement Show an interest on scribble Trying to copy the scribbles Spontaneously scribbling ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 Copying the crayon model Differentiate scribbling and modeling Copying horizontal and vertical Looking at picture in a book Closing a round box Putting a round block at pink board Completing pink board Putting block in an opposite condition for pink board Constructing a tower using eight cubes Purring one round puzzle block at a blue board Putting two round block at a blue board Putting two round block and two square at a blue board Putting six block at a blue board Complete the blue board puzzle in 150 second Identify basic shapes Circle Square Triangle Grouping the shape Circle/ oval Square/ triangle Other (pentagon) Differentiate between shapes (size and concrete shapes) Big Small Short Long Square Circle Recognize the primer colours White Red Blue Recognize the secondary colours Brown Orange Purple Recognize the soft colours Pink Grey Buff/ other Identify the differences between the intensity colours Dark/ Darker/ lighter Realize the two prepositions (e.g. above, below, inside, outside) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )
Why? _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Why? _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ Conclusion:
Evaluate aspect Item 1 2 3 4 5 Shape produce for each picture/ square Weak Moderate Good Very good Special/ Exceptional Combination original idea/ picture with a new picture Not suitable Moderate Suitable Suitable and attractive Suitable, attractive and artistic Able/ Brave to move out from the border Limited only to the space provided Able/ Brave to extend to opposite square Able/ Brave to extend onto further square Able/ to go over all border Able/ Brave to add own space Line added to the original line Little Moderate Many and suitable Many, suitable and attractive Many, suitable, attractive and artistic Ability to produce creation based on square/ picture on time 1%-20% from square/ picture prepared 21%-40% from square/ picture prepared 41%-60% from square/ picture prepared 61%-80% from square/ picture prepared 81%-100% from square/ picture prepared
Take part in class discussion (example: Teacher asks about the Prime Minister of Malaysia name). ( ) Show their enjoyment with book and story ( ) Conclusion: Category ()/( X ) Note Intimate 1 2 3 4 5 6 Cry when teacher/ guardian leave them Cling to teacher/ guardian when there is visitor Kick or hit teacher/ guardian Like to be hug Hug and kiss a familiar person Able to kiss stranger ( ) ( ) ( ) ( ) ( ) ( ) Happy Emotion 1 2 3 4 Smile a lot when playing with someone familiar Laugh a lot when playing with someone familiar Show happiness when Happy when play ( ) ( ) ( ) ( ) Stability/ Calm Emotion 1 2 3 4 Seldom yell Seldom Not easy throw tantrum Not jealous when guardian or mother give attention to other children ( ) ( ) ( ) ( )