Portage Guide to Early Education [Vitto] 52 Slides

7/25/2019 Portage Guide to Early Education [Vitto] 52 Slides

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Portage Guide to Early Education

Dr. Nieto Latorre Vitto

AB / MA PsychologyBEEd / MEd / EdD

2013


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Chronology of Development

1969 Experimental Edition

1972

1976 Gift of my Japanese Adviser

1994 We are using this in Davao 2003

Lecture of Dr. Nieto Latorre Vitto 10/5/2013


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Availability in Other Languages

Translated into over 32 languages

Filipino (Tagalog) translation andvalidation was done in 1989 by Dr.Teresita G. Inciong

Pictorials are also available in somecountries



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To Whom PGEE is Intended For

0-6 years old (in general)

Normal infants and children

Those at-risk

The developmentally delayed

Identified handicapped children Older than 6 years old but behave like a

child



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What It Measures

Infant Development

Socialization Language

Self-Help

Cognitive

Motor



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Infant Development

The infant stimulation section provides

user with suggested activities and

materials designed to elicit appropriateresponses from the child

The infant requires significant

environmental input before a responsecan be expected, therefore, many ofthe items listed are those behaviors the

parent or educator does with the childLecture of Dr. Nieto Latorre Vitto 10/5/2013


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Socialization

Socialization skills are those appropriate

behaviors that involve living andinteracting with other people.

During the preschool years, social

behaviors are reflected in the manner inwhich the child works and plays withparents, siblings, and playmates



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Language

The child begins to learn language by

listening to the speech in his

environment and observing the settingin which it occurs.

He begins making sounds, then

babbling, and finally actual words beginto appear



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Self-Help

Behaviors which enable the child to

care for himself in the areas of feeding,

dressing, bathing and toileting.

Development of self-help behaviors aidthe child in his efforts to become a

happy, independent member of a familyand community



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Cognitive

Cognition or thinking is the ability toremember, see or hear likenesses and

differences, and to determinerelationships between ideas and things.

The curriculum in the cognitive areaincludes activities ranging frombeginning awareness of self and theimmediate environment to awareness ofnumber concepts, repeating stories and

making comparisons.Lecture of Dr. Nieto Latorre Vitto 10/5/2013


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Motor

Coordinated movements of large and

small muscles of the body.

Examples of gross motor activities aresitting, crawling, walking, running, andthrowing a ball.

Fine motor activities are refinements ofthe gross motor skills



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PGEE Kit Contains

Manual

Checklist

Profile and Information Log

Card File of Activities

Lecture of Dr. Nieto Latorre Vitto10/5/2013


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PGEE is Color-Coded

Infant Development - Light Blue

Socialization - Dark Blue

Language - Green

Self-Help - Yellow

Cognitive - Gold

Motor - Orange

*Match color of checklist with card file



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From Whom to Get Information

Members of the family (nuclear and

extended)

Nannies and caretakers Teachers and teacher-aides

Actual observation of the child

Information must be validated ortriangulated



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Importance of Accomplishing

Same profile, log information, and

checklist can be passed on to the next

interventionist/teacherAdvantage of not going back to the

troubleshooting (back to zero) but can

immediately start from where theprevious interventionist stopped



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Troubleshooting

If the child is normal, start assessing

from the developmental milestones ofhis/her age range

If the child is handicapped, estimate

his/her behavioral performance andstart from there



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Locating the Baseline

Assign (+) for milestone that a child

can readily do and (-) for task that is

not yet mastered

Five continuous (+) followed by a (-)for the first time refers to the baseline

All items below the baseline areconsidered (+)



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Locating the Ceiling

After finding the baseline, you have to

continue assessing

There will be (+) and (-) along the way,just continue

Five continuous (-) mark the ceiling

Beyond the ceiling signals that the childhas no mastery of all the tasks therein



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Range of Training

Found between the upper limit of theBaseline and the lower limit of the Ceiling

Picture out those (+) and (-). The (-)ones are your target for intervention

Items are arranged hierarchically.Interventionists are advised to follow

teaching them in that sequence *In case of backsliding, simply go back

to the prior item and proceed only after

showing mastery Lecture of Dr. Nieto Latorre Vitto 10/5/2013


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The Card File

On item marked (-), be guided by the

color-code and the number of the item

In each card file, several activities aresuggested. You may adopt or modify tofit your culture

Select any one of them until a masteryhas been shown



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Sample Activity: Infant Dev 11

#11 Turns head toward nipple when his

cheek is touched

Activity Suggestions: 1) Hold baby in sameposition each time you initiate feeding

2) Tap or stroke cheek with finger, thentouch nipple to mouth

3) Tap under chin, then touch cheek

4) If child does not turn head toward thenipple, gently turn his head toward it. Givethe child an opportunity to turn his headtoward the nipple by himself before assisting

him in this way Lecture of Dr. Nieto Latorre Vitto 10/5/2013


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Sample Activity:Language 22

Age 1-2 Names 5 other family members,

including pets Activity Suggestions: 1) Throughout the day,

be sure to use each members name often sochild will hear the names frequently.

Encourage child to distinguish between familymembers: Give the ball to Sue Please give aspoon to Johnny

Play a game with all family members standing

in a row. Every time child points to and namesa person correctly, have that person throw aball to him. Accept close approximations offamily members names, as some may be

difficult to the young child to sayLecture of Dr. Nieto Latorre Vitto 10/5/2013


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Sample Activity: Cognitive 30

Age 2-3 Copies a circle

Activity Suggestions: 1) Make people, snow people,or animal out of construction paper circles. Draw a

large circle and then ask child to draw some circleshapes of his own that you can help him cut. Thenhelp child glue the shapes together to make peopleor animals. Encourage him to use crayons to makefacial features or other details, add hair with yarn,

etc. 2) Use a circular puzzle piece or round cookie cutter

for the child to trace around. If she has difficulty,put your hand over hers and guide her in making thecircular movements with a crayon or thick pencil,

whichever is easier. Lecture of Dr. Nieto Latorre Vitto 10/5/2013


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Collaborations

Some activities can be done at home.Assign them to the parents and thenfollow-up and validate during the nextconsultation

Consultations are ideally done everytwo weeks. Check if the items arealready mastered then enter them in

the checklist In IEP, the child may need the

professional services of other peopleaside from the interventionist



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Completion of Checklist

Remember that there are six areas

being assessed by PGEE: Infant

Development, Socialization, Language,Self-Help, Cognitive, and Motor

Do the same thing for each area (for

each color) Completion of Checklist varies in length



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Summary of Items

Areas No.of Pages No.of Items Color

Infant Development 2 45 Light Blue

Socialization 4 83 Dark Blue

Language 4 99 Green

Self-Help 4 105 Yellow

Cognitive 4 108 Gold

Motor 6 140 Orange

T t l N f It 580


Portage Guide to Early Education [Vitto] 52 Slides

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