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["Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 88 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 37 - 41 Pass Follow the rules for group Ask a parent or caregiver if the child 1.\t Participate in simple activities with the child, starting (3 yrs. 1 mos. \uf0a3 play, supervised by can play together in a small group. with a small group such as playing hide and seek, stacking Not pass an adult (PS). Pass: The child can play in groups blocks, building a house, etc. by setting common rules - according to the rules without and encouraging the child to play together within adult\u2019s 3 yrs. 5 mos.) individual guidance. supervision. 2.\tIf the child is still unable to play by the rules, then supervise the child until he\/she can follow the rules. 3.\t Train the child to lose and win in various activities such as hide and seek, etc. Objective: To practice adhering to the rules of playing with others as well as controlling the emotions. 89 Can help with one-step Ask a parent or caregiver \u201cCan the 1.\tAsk the child to do housework together such as \uf0a3 tasks (PS). child help with simple tasks such collecting toys, collecting clothes, helping to do dishes, Pass as lifting things without adults sweeping the house, picking up objects whenever possible \uf0a3 support?\u201d so that the child can do simple housework. Not pass Pass: the child can help with 2.\t Train the child to be responsible starting from his\/her one-step tasks. own parts, such as collecting toys after playing, or putting clothes in baskets. Objective: To educate the child to take responsibility for him\/herself and to help others in simple tasks; to promote self-esteem. 49Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 90 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 42 Pass Stand on one leg for Show the child how to stand on one 1.\t Stand on one leg to show the child. (3 yrs. 6 mos.) \uf0a3 5 seconds (GM). leg and tell him to follow as long 2.\t Stand facing the child and hold the child\u2019s hands on Not pass as possible. both sides. Give the child 3 assessment 3.\t Lift one leg and tell the child to do so. When the child opportunities (allowing for a change can stand, release one hand of the child. of legs) without assistance. 4.\tWhen the child is able to, slowly let him stand and Pass: The child can stand on one balance on his own. Switch the other leg and repeat leg for 5 seconds at least one of the process. three times. 91 Catch a ball by arms (GM). 1.\tStand 2 meters away from the 1.\tPlay balloon with the child by throwing the balloon \uf0a3 Equipment: A 15-20 cm. child. up and telling the child to catch. It is easy to catch Pass diameter ball. 2.\t Tell the child to extend his arm the balloon because the child has longer time to prepare. \uf0a3 to catch the ball and throw the ball 2.\t Help the child by set the child\u2019s posture i.e. upturning Not pass to the child hand, bending elbow and using arm to catch the balloon. Pass: The child can extend his\/her 3.\tReduce the aid from holding hands to holding arms arms to catch the ball one of three until the child can do it on his own. times 4.\t When the child play the balloon fluency, change to the ball. 5.\t When the child do well, increase the distance to 1 - 2 meters. Alternative objects: Balloon, cloth ball \u0e0a\u0e27\u0e48 \u0e07\u0e2d\u0e32\u0e22\u0e38 42 \u0e40\u0e14\u0e2d\u0e37 \u0e19 https:\/\/youtu.be\/VJ1zr-KkDFc 50 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 92 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 42 Pass Distinguish 3 geometric 1.\t Put mixed of geometric shapes 1.\t Teach the child to recognize each shapes. By picking (3 yrs. 6 mos.) \uf0a3 shapes (FM). (9 pieces ) in front of the child. a short cylinder and placed in plate 1, a triangle shape in Not pass Equipment: same colored 2.\t Show the child how to separate plate 2 and a square shape in plate 3. geometric shapes each geometric shapes and say, 2.\t Tell the child to pick up the remaining shapes which 1.\t 3 short cylinders \u201cI will place the short cylinders have the same geometric shape one by one and place 2.\t 3 triangular shapes together, the square shapes together them on the plate. 3.\t 3 rectangular shapes and the triangles together \u201cand 3.\t Reduce support until the child can do it on his own. dismantle all. Alternative objects: Any non-hazardous household items 3.\t Mix all the shapes and hand it to -\t Short cylindrical shape like a bottle cap the child and tell the child that -\t Square shapes like boxes \u201cTry doing it like me.\u201d\u201d -\t Triangular shapes like triangular folding banana leaves Pass: The child can group all 3 of Objective: To train memory, comprehension, analysis, the same shapes. and solve the problem of shape classification 93 Assemble the parts of the Show the child the complete 1.\t Put 3 pieces of picture in front of the child and another \uf0a3 picture that be cut into 3 picture, then separate the pieces, master picture for the child to observe as example Pass pieces (FM). put them in front of the child, and 2.\tSeparate all 3 pieces of the picture by enlarging \uf0a3 Equipment: 1 photo that ask the child to assemble the pieces the gap and helping the child to create the original picture. Not pass be cut into 3 pieces. together. 3.\t Increase the difficult by mixing all peices of the picture. Pass: The child can \ufb01t the pieces of Help the child compose the original picture. If the child the picture together correctly in the starts to do it, then let the child join the picture on frame at least one of 3 times. his own. Alternative objects: Pictures, cartoon pictures, calendars, or book covers. Objective: Practice cognition, observation, analysis and problem solving skill. 51Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 94 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 42 Pass Can coppy a circle (FM). Give the child the paper with a circle 1.\t Draw a circle as an example. (3 yrs. 6 mos.) \uf0a3 Equipment: picture and say, \u201cThis is a circle. Try 2.\t Tell the child to draw a circle accordingly. Not pass 1.\tpencil drawing a circle like the master 3.\t If the child can\u2019t draw, help to draw by holding hand. 2.\tpaper picture.\u201d and send pencil to the 4.\t When the child can start drawing circles by him\/herself, 3.\tPaper with a circle, child without showing the drawing parents or caregivers draw a circle on the paper without diameter 2.5 cm as a master gesture. letting the child see. Then hand the paper to the child picture (thick colored lines Pass: The child can draw a circle and say \u201cCan you draw a circle like this?\u201d on white paper) according to the master without sharp angle or overlap more than 2 cm (no diameter limit). 95 Assemble the parts of the 1.\t Put the doll in a sitting position 1.\t Any objects that can be placed something in front of \uf0a3 picture that be cut into in front of the child. and back such as chairs, tables, cups, wooden cubes, Pass 3 pieces (FM). 2.\t Send a wooden cube to the child illustrated with explanations and encourages the child \uf0a3 Equipment: 1 photo that and say \u201cPut the wooden cube in to follow. Not pass be cut into 3 pieces. front of the doll\u201d, then say 2.\t If the child can\u2019t do, repeat again and help the child \u201cPut the wooden cube behind the by holding hand or pointing together with emphasizing doll\u201d the words \u201cfront\u201d and \u201cback\u201d. 3.\t Pick up the wooden cubes. 3.\t While playing with the child, put 1 similar toy in front Give 3 opportunities for assessment. and 1 on the back and tell the child to pick up, for Pass: The child can put the wooden example, \u201cPick up the car behind the chair.\u201d cube in the correct position both Objective: To train memory and language understanding front and back at least 2 of 3 times. for practical. 52 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 96 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 42 Pass Can group the clothing Put all 3 mixed picture cards in front 1.\t Put all the clothes for the child to see and tell him\/her (3 yrs. 6 mos.) \uf0a3 picture cards (RL). of the child and say, \u201cPick up the to know each piece of clothing. Not pass Equipment: clothing picture cards and send to 2.\t Tell the child to choose the clothes one by one, according 1.\t 3 animal picture cards the assessor\u201d (let the child pick up to the instructions until the child can choose 3 pieces 2.\t 3 food picture cards only 3 picture cards). correctly. 3.\t 3 clothing picture cards Pass: The child can choose the 3.\t Combine clothes with other objects, starting with the clothing picture cards correctly at child to select two types of objects such as clothes and least 2 out of 3 cards. animals. When the child can do it correctly, add more type. Alternative objects: -\t Photos of clothes \/ food \/ animals from books, magazines, brochures -\t Teach from the real thing Objective: Practice memory about catagorization and can apply in real life. 97 Talk about recent events Ask the child, \u201cWhat have you done 1.\t Ask questions related to a recent daily routine such as \uf0a3 (EL). before coming here?\u201d eating, washing face, brushing your teeth, going to the Pass Pass: The child can share at least bathroom, eating snacks, drinking milk, etc., break the \uf0a3 one past event with adults or with action and then ask \u201cWhat have you done recently?\u201d Not pass friends. 2.\t Ask about past events for a longer period of time and give the child opportunities to share. If the child cannot answer, associate these events with parents or other family members. Objective: Training the child to edit and share his\/her past events to adult with the correct sequence and training working memory. 53Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 98 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 42 Pass Say \u201cAsk for\u201d \u201cThank 1.\tAsk from parents or caregivers 1. Parents or caregivers give examples of frequently by (3 yrs. 6 mos.) \uf0a3 you\u201d or \u201cGive\u201d (EL). that \u201cWhen the child wants or saying \u201cAsk for\u201d, \u201cThank you,\u201d \u201cGive\u201d to the child. Not pass receives something from others, \t 1.1\tParents or caretakers say the words \u201cPlease give can he\/she say\u201c Thank you \u201dor ......... to mom\/dad\u201d to the child before take a toy or \u201cAsk for\u201dor not ? a snack from the child\u2019s hand, do not take things from 2.\t Before sending something to th the child\u2019s hand without child\u2019s consent. child, observe that the child says \t 1.2 When the child handed over something, say the \u201cask for\u201d or not. e words \u201cThank you\u201d 3.\tWhen the child receives \t 1.3 When parents has snacks and wants to share with something, whether the child can the child. Say to the child, \u201cToday, Mom\/Dad bought say\u201cThank you\u201d. a snack. I will share it with you and the brothers to eat 4.\tWhen a child has something in together. Many people eat together, it\u2019s fun.\u201d hand, notices or asks from parents 2. Teach and encourage the child to say \u201cAsk for\u201d, \u201cThank if the child has spoken and given you\u201d, and \u201cGive\u201d. other people\u2019s things \t 2.1 Train the child not to take things from others, for example, before giving gifts, let the child open his\/her Pass: The Child can say \u201cAsk for\u201d, hands, say \u201cAsk for\u201d, and then give the child. \u201cThank you\u201d, or \u201cGive\u201d for at least \t 2.2 Teach the child to say \u201cThank you\u201d every time, 2 of 3 meanings. when someone helps or gives something. \t 2.3 Train the child to share snacks or toys with friends and say \u201cGive\u201d at the same time. Objective: Learn to use appropriate words for the situation. To practice good social etiquette, and increase self-esteem 54 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 98 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 42 Pass Tell gender correctly (PS). 1.\t Ask the child, \u201cAre you male or 1.\t Teach the child to know the difference between males (3 yrs. 6 mos.) \uf0a3 female?\u201d by starting with the correct and females from dressing and hair. Not pass word to avoid the child repeating 2.\t Let the child know the gender of the family member, the last word. for example, the mother is female, father is male, you are 2.\t Once the child has answered, ask female. back and forth 3 times by switching Objective: To know oneself and to train recognition for words each time. answering questions. Pass: The child can answer correctly 2 out of 3 times. 97 Wear a non-button shirt Show or ask from parents or caregivers 1.\t Wear the shirt as an example. \uf0a3 (PS). whether the child can wear a shirt 2.\t Take the shirt to cover the child\u2019s shoulders, hold the Pass with no button. right hand of the child and lift the collar on the left side. \uf0a3 Pass: The child can wear a (If the child is right-handed, can put on the right \ufb01rst) Not pass non-button shirt which with or 3.\t Let the child insert his left arm into the left sleeve. without sleeves. (wearing for 4.\t Hold the child\u2019s left hand, hold the collar on the right oneself, not for doll) side and lift it up. 5.\t Let the child insert his right arm into the right sleeve. When the child can start to do, reduce support until the child is able to do on his\/her own in every step. Objective: Training memory and appropriate daily life skills. Increase self-esteem. 55Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 101 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 43 - 48 Pass Jump forward with one Tell the child to jump with one leg 1.\t Jump with one leg as an example and tell the child (3 yrs. 7 mos. \uf0a3 leg at least 2 times (GM). forward, or let him see it first, then to follow the action. Not pass tell him\/her to do. 2.\t If the child cannot do it, hold the child\u2019s hand and tell - 4 yrs.) Pass: The child can jump forward him\/her to stand still on one leg and let him\/her jump. with one leg at least 2 times When the child is able to ,let go of the hand. continuously. 3.\t Move one step away from the child and ask the child to jump forward. When he\/she can do it, increase the distance to 2 steps. 4.\t Invite the child to play with one-legged jumping. 5.\t Watch out safety. 102 Cut a 10 cm square of 1.\t Show the child how to cut square 1.\t Cut paper as the sample for the child to see and tell \uf0a3 paper into 2 pieces (using paper apart into 2 pieces side to him\/her to follow. Pass rounded-tip scissors) (FM). side. 2.\tIf the child is unable to do, teach the child to use \uf0a3 2.\t Hand out scissors to the child\u2019s scissors with one hand by inserting his\/her \ufb01ngers correctly Not pass Equipment: dominant hand and give a piece of and trainning his\/her fingers movements 1.\tRounded-tip scissors square paper to the other hand. Tell 3.\t When the child is able to, let the child practice cutting for the child the child that\u201d Let try cutting this the 5 cm size of paper. When the child can do it, increase 2.\t 10 cm sguare paper paper.\u201d Give 3 opportunities to the paper size to 10 cm. assess 4.\tInvite the child to play and cut paper into various shapes. Pass: The child can cut the square paper into 2 pieces, from side to side by scissors at least 1 in 3 times. \u0e0a\u0e48\u0e27\u0e07\u0e2d\u0e32\u0e22\u0e38 43 - 48 \u0e40\u0e14\u0e37\u0e2d\u0e19 https:\/\/youtu.be\/hmYir2zyoUo 56 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 103 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 43 - 48 Pass Imitate drawing + (Plus Put a piece of paper in front of the 1.\t Draw a picture of a + (plus sign) for the child to see as (3 yrs. 7 mos. \uf0a3 sign) (FM). child and draw a picture of a+ (plus an example. Tell the child to imitate the drawing. Not pass equipment: sign) at least 4 cm in size. Send 2.\tIf the child cannot, make a plus size with dash line - 4 yrs.) 1.\tPencil the pencil to the child and say, hold the child\u2019 hand to draw along. 2.\tPaper \u201cTry it\u201d. Let the child draw 3 times 3.\t When the child can begin to draw along this dash line by showing plus sign picture to the by himself\/herself. Then draw the master picture for child before in each time. the child to copy a + (plus sign) by himself\/herself. Pass: The child can draw a plus sign 4.\tInvite the child to draw lines by points in different at least 1 of 3 time (not nessesary shapes. that equal size with sample). 104 Select larger and smaller 1.\t Put each geometric shape on the 1.\t Train the child in daily life such as while eating, teach \uf0a3 objects (RL). table one by one, without sorting the child to recognize the big cup, the middle cup and Pass Equipment: 3 sets of sizes. the small cup. \uf0a3 different geometric 2.\t Point the medium-sized one. And 2.\tPoint at the middle cup,then point at the large one Not pass shapes (short cylinder, ask \u201cWhich one is bigger than this?\u201d, and tell the child, \u201cThis cup is larger than the middle.\u201d square and triangle) with \u201cWhich one is smaller than this?\u201d Point to the small one later and say that \u201cIt is smaller the same colour that each complete all 3 sets by starting with than the middle.\u201d set consists of 3 different short cylinders, squares and trian- 3.\t Test the understanding by pointing at the middle cup sizes gles respectively. and asking the child, \u201cWhich one is bigger than this?\u201d Pass: The child can select the \u201cWhich one is smaller than this ?\u201d. Train the child often larger and smaller objects correctly with various objects. 2 of 3 geometric shape sets. Alternative objects: Non-hazardous objects with different sizes e.g. bowl, plate, spoon, etc. 57Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 105 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 43 - 48 Pass Speak with appropriate Observe while testing or ask parents 1. Teach the child to speak in different situations (3 yrs. 7 mos. \uf0a3 sentences that consist of or caregivers if the child can say 5 by speaking as an example and telling to follow . Not pass 3 consecutive meaning meaningful sentences as following. -\t Teach the child pay respect and say \u201cThank you\u201d every - 4 yrs.) words (EL). 1.\tGoodbye time when get something e.g. \u201cThank you, aunt\u201d 2.\tGreetings -\t Teach the child to pay respect and say \u201cHello\u201d to adult 3.\tAppreciation or guest of his\/her parents at home, e.g. \u201cHello, uncle\u201d 4.\t Comments -\t Teach the child to apologize for every mistakes, e.g. 5.\tApology \u201cI\u2019m sorry, Dad.\u201d -\t Encourage the child to express his\/her opinions Pass: The child can speak the by asking, e.g. \u201cWhat do you think about this ?\u201d sentences that consist of 3 conseative -\t Teach the child to say goodbye, e.g. \u201cGood bye\u201d meaning words appropriate in all 2.\t Remind the child when they forget to say \u201cThank you\u201d, 5 different situations. \u201cHello\u201d, \u201cSorry\u201d and \u201cGoodbye\u201d every time. Objective: To train the child to have a good manners appropriately and increase self-esteem. 106 Can fasten 3 2-cm-size Button up for the child to see and 1.\t Button up for the child to see as an example and tell \uf0a3 buttons (PS). unbutton.Then tell him\/her to him\/her to follow. Pass Equipment: A cloth doll follow. 2.\t If the child cannot, using the thumb and forefinger of \uf0a3 with a large button at Pass: The child can put on his\/her one hand to place at the buttonhole side of the shirt.Pull Not pass least 2 cm own 3 buttons. the buttonhole widening and use the other hand to hold the button downward and push halfway into the buttonhole. 3.\t Pull the button through off the buttonhole. 4.\t Gradually reduce the aid until the child can do it. Objective: To practice self-help in daily life through recognition. 58 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 107 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 49 - 54 Pass Jump two feet sideways Jump sideways, on both side then 1.\tJump to the left and right, then backward to show (4 yrs. 1 mos. \uf0a3 and backward (GM). jump back as example, and tell the child as example. Not pass the child to follow the action. 2.\tStand opposite the child, hold the child\u2019s hand and - Pass: The child can jump sideways say, \u201cJump to the left, jump to the right, and jump 4 yrs. 6 mos.) on both side and jump backward backward\u201d, along with supporting the child\u2019s hands to with both feet. jump in direction. 3.\t Promote the non-risky jumping play to the child. 4.\t Watch out safety. 108 Assemble 8 pieces picture 1. Place the complete picture in 1.\t Put the cut-out figure into 6 pieces in front of the child. \uf0a3 (FM). front of the child and say to the Let the child observe the picture. Pass Equipment: One 8-piece child, \u201cLook at this picture\u201d 2.\t Separate 6 pieces of picture by enlarging the gaps help \uf0a3 picture 2. Mix all of the picture pieces the child building the original picture. Not pass together and tell the child to 3.\t Take apart the pieces of picture by switching between assemble for the complete picture. top and bottom position, help the child to complete. Pass: The child can assemble 4.\t Take apart the pieces of picture by switching between 8 pieces of the picture correctly. left and right position, help the child to complete. 5.\t Increase dif\ufb01culty by mixing all the parts of the picture, help the child to complete the picture. If the child starts to do, let the child assemble the picture by his\/her own 6.\tIf the child is able to complete the picture, change it to 8 pieces picture. Alternative objects: Other pictures cut into 8 pieces. \u0e0a\u0e48\u0e27\u0e07\u0e2d\u0e32\u0e22\u0e38 49 - 54 \u0e40\u0e14\u0e2d\u0e37 \u0e19 https:\/\/youtu.be\/RaVBw9yri3k 59Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 109 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 49 - 54 Pass Select the picture of the 1.\tPut 1 picture of daylight and 1.\t Show pictures expressing time of the day and night (4 yrs. 1 mos. \uf0a3 day time and the night 1 night in front of the child and tell time to the child and explain them one by one. Not pass time (RL). the child that \u201cPoint the daylight 2.\t Tell the child to point only one picture in each time. - Equipment: picture\u201d or \u201cPoint the night time If the child points incorrectly, hold the child\u2019s hand 4 yrs. 6 mos.) 1.\t 3 pictures of daylight picture\u201d pointing .the correct one and tell the name of each picture 2.\t 3 pictures at night 2.\t Let the child points the pictures repeatedly until the child can point correctly.Then reduce one by one until complete 3 sets, helping. and alternate pictures in each 3.\t Train the child to know day and night in real situations. testing time. Alternative objects : Pass: The child can point at least -\t Real environment or situation 2 of 3 sets of day and night pictures -\t Pictures of general day time and night time correctly. 110 Can answer the following 1.\tTrain the child in daily life. When the child indicates \uf0a3 questions: \u201cIf you feel needs such as hunger, headache, let parents or caregivers Pass hot\/sick\/hungry, what will ask the child back, \u201cSo what should you do?\u201d \uf0a3 you do? (EL). 2.\t If the child can not answer, explain to the child. For Not pass example, \u201cIf you are thirsty\u201d, you should drink water. \u201cIf you feel hot\u201d, you should take a shower or turn on the fan. \u201cIf you have a headache\u201d, you should take medicine or see the doctor. 3.\t Invite the child to talk and encourage him\/her to answer questions in other additional situations. Objective: Practice solving problems to take care himself\/ herself. 60 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 111 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 49 - 54 Pass Do self-cleansing after Ask parents \u201cCan the child do 1.\t Train the child to clean by holding the child\u2019s dominant hand (4 yrs. 1 mos. \uf0a3 defecation (PS). a self-clean after using a toilet?\u201d to hold the toilet hand sprayer or the water bowl to pour water Not pass Pass: The child can do a self-clean on the child\u2019s bottom, and holding the child\u2019s other hand to clean. - after using a toilet. 2.\t Flush the toilet. 4 yrs. 6 mos.) 3.\t Take the child to dry the bottom and wash his\/her hand. 49 - 54 112 Walk heel-to-toe (GM). Do heel-to-toe walking as an example 1.\t Do heel-to-toe walking as an example. (4 yrs. 7 mos. \uf0a3 and tell the child to follow. 2.\t Tell the child to follow by supporting and encouraging. Pass Pass: The child can do 4 steps heel When the child can do this, reduce the aid and let the - \uf0a3 to toe walking without losing balance. child do it alone. 4 yrs. 11 mos.) Not pass 113 Can pencil grasp correctly Give the child a paper and a pencil 1.\t Grasp pencil for the child to see as example and \uf0a3 (FM). and say \u201cUse the pencil to write.\u201d invite him\/her to writing. Pass Equipment: Pass: The child can grasp the pencil 2.\t If the child cannot draw, help the child by placing the pencil \uf0a3 1.\tPencil correctly. between the tip of the thumb, forefinger and middle fingers of the Not pass 2.\tPaper child by being the tip of these 3 fingers above the tip of pencil. 114 Choose 8 colors following Put 10 colored wooden cubes in front of the 1.\tTeach the child to recognize colors from household \uf0a3 .command (RL) child and tell that \u201dPick up the blue one.\u201d then objects by telling each color and let the child to follow. Pass Equipment: 10 colored the assessor puts the colored cube that 2.\t Start training with 4 colored objects as following: red, blue, \uf0a3 wooden cubes the child has picked up back into previous green and yellow, by mixing and picking only one piece. Then Not pass position. Order the child to pick up other ask the child that \u201cWhich one is... (identify color)?\u201d 3.If the coloured cubes one by one as following child already knows all 4 colors, add to 8 colors. \u0e0a\u0e48\u0e27\u0e07\u0e2d\u0e32\u0e22\u0e38 55 - 59 \u0e40\u0e14\u0e37\u0e2d\u0e19 until complete 8 colors. (blue, green,pink, Alternative objects: black, white, red, yellow and orange) -\t Crayon\/ colored pencils https:\/\/youtu.be\/0fUyuzKEEvs Pass: The child can pick up 8 coloured -\t Colorful household items e.g. flower clothing wooden cubes following command. 61Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers 49 - 54 115 Take turn talking with Ask from the parent or caregiver that 1.\t Encourage the child to talk or interact while playing (4 yrs. 7 mos. \uf0a3 friends (EL). \u201cCan the child take turn talking with together. Pass friend?\u201d 2.\t Activate the child in expressing opinions. - \uf0a3 Pass: The child can take turn talking 3.\t Provide opportunities for the child to practice talking 4 yrs. 11 mos.) in group. in working group. 4.\tIf the child interrupts the conversation tell the child Not pass that \u201cWait mom talking finish first and then you can talk later\u201d. or make a deal with everyone that can ask permission to talk by raising hand. Objective: Practice emotional controlling, patience to wait for the proper time, cognitive flexibility and social skills. 116 Imitate adult\u2019s role (PS). Ask a parent or caregiver, \u201cCan 1.\tJoin in role play with the child by letting him \/her \uf0a3 the child ever imitate an adult\u2019s choose the role that want to play. Pass professional in a role playing with 2.\t Let the child play with friends. Help the child to find \uf0a3 friends?\u201d the play equipments by choosing the safe and proper Not pass equipments with the role. Pass: The child can play at least one 3.\t Encourage opportunity to the child for switching role adult imitation role. play in various playing situations. Objective: Encourage the child to imagine and develop social skill via imitation adult\u2019s roles. 62 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 117 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 60 Pass Walk heel-to-toe along Heel-to-toe walk as an example 1.\t Train the child to walk and balance on the space between (5 yrs.) \uf0a3 a straight line (GM). about 8 steps, and then let the child 2 parallel lines that apart 8 inches. Trainer can form 2 Not pass follow. Give 3 opportunities to parallel lines by sticking the floor with the colored tape. assess. 2.\t When the child is able to walk, reduce the distance to Pass: The child can heel-to-toe walk at 4 inches until remain only one strainght line, by keeping the least 4 steps without arm support at tiptoes of the other foot connecting with the heel white least 2 out of 3 times by the distance walking.Trainer do as an example for the child first. If the between heel and tip toes of the child is unsure, hold the child\u2019s hands and gradually reduce other foot must be less than 1 inch. the assistance until the child can walk on his\/her own. 118 Coppy picture \uf0a3 (FM). Put a paper and pencil in front of 1.\t Show a picture square or point a square shape object \uf0a3 the child. Let the child look at \uf0a3. in the house to the child, such as picture frame and Pass Equipment: picture. Point and tell the child: a calendar, then say that \u201cThis is a square?\u201d and drag \uf0a3 Square picture, size \u201cWrite like this picture\u201d (without the square with a \ufb01nger. Not pass 2.5x2.5 cm, on white saying 2.\t Draw a square for the child to see and let him\/her follow. paper (2 mm.-thicken \u201csquare\u201d or using your \ufb01ngers to 3.\t Afterward, encourage the child to observe or recognize black line on white draw \uf0a3). Give the child 3 chances. other square shape things, i.e.,windows, tables, cabinets, background) Pass: The Child can draw 4 straight tiles in the house, etc., and ask the child to draw those. lines to make a square which each line must intersect at right angle and each length side is near equal at least 2 out of 3 times. https:\/\/www.youtube.com\/watch?v=7gEKZq6oQDE Pass Not pass \u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e1e\u0e31\u0e12\u0e19\u0e32\u0e01\u0e32\u0e23\u0e40\u0e14\u0e01\u0e47 \u0e0a\u0e48\u0e27\u0e07\u0e2d\u0e32\u0e22\u0e38 60 \u0e40\u0e14\u0e2d\u0e37 \u0e19 63Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 119 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 60 Pass Draw a person composing Put a paper and a pencil in front of 1.\t Instruct the components of a person to the child (5 yrs.) \uf0a3 of 6 parts (FM). the child. Tell the child \u201cDraw 2.\t Draw a circle and ask the child to add face components. Not pass a person on this paper.\u201d Afterward, talk to the child about other parts on face. Equipment: Paper and Pass: The child can draw a person 3.\t Let the child look at other body parts beyond the face pencil. composing of 6 parts. Any paired including the neck, body, arms, legs, hands, and feet etc. parts are counted as 1 part, such as 4.\tShow interest and praise as the try. Practice drawing ears, eyes, arms, legs, feet (circular skill with the child and talk to expand the child\u2019s face is counted as 1 part) understanding and perception e.g.\u201dWhat\u2019s part that you draw?\u201d and \u201cWhat\u2019s it used for?\u201d. 5.\t Give opportunities for the child to draw and talk about the picture that be drawn. 120 C o m p r e h e n d w h e n 1.\t Tell the child, \u201dI will tell stories for you. 1.\t Talk, tell story to the child and invite the child to talk \uf0a3 listening a story (RL). Listen carefully and I will ask after finish. about the favour story by parents helping to conclude Pass 2.\t Tell the story in the garden to the child. the content. \uf0a3 Equipment: Storybook Take a few minutes, speak clearly and be 2.\t Let the child tell the story to the family. Adults should be Not pass \u201c S t o r y b o o k i n t h e fun, and ask the child as following. interested, listen and encourage the child to share and exchange Garden\u201d A.\t \u201cWhat is this the story about?\u201d ideas. B.\t \u201cWhen the friends stop by and invite 3.\t Choose a story that the child is interested and her the white rabbit to play, why appropriate content for age.The moral promoting story books the white rabbit doesn\u2019t go to play with can emotional development in daily child\u2019s life. friends but continues gardening?\u201d If the child still cannot answer, repeat it one Objective: To practice memorizing ,comprehending and telling more time. story. Pass: The Child can answer both questions as following. 64 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers 60 Pass: The Child can answer both (5 yrs.) questions as following. A. The answer covers at least 1 issu as following. - The hardworking white rabbit likes gardening and digging ponds. When the vegetables are obtained, he shares with others generously. - Friends prefer playing more than gardening. so when the time is arid, there will be no vegetables to eat. B. the answer likes this. \u201cThe white rabbit is determined to get the job done. \/ The white rabbit chooses gardening, not playing because it is more useful. (There are vegetables to eat). 121 Count 5 wooden cubes Put 8 wooden cubes and 1 sheet of 1.\tTeach the child to count things around one by one via \uf0a3 (know the number 5) (RL). paper on the table in front of the playing. Pass child. Tell the child, \u201cPut 5 wooden 2.\t Train the child to recognize the number by placing more \uf0a3 Equipment: 8 wooden cubes on the paper.\u201d than 5 objects and counting them as an example. Then, train Not pass cubes and 1 sheet of the child to pick up 2 items and add up to 5. paper. Pass:The child can places 5 wooden 3.\t When the child recognize the number 5, increase the number. cubes and tells the correct number 4.\t Teach the child to recognize the Arabic numbers 1-5 and without counting. If the child does count things according to that number. When the child can not pass, give 1 more chance. do it, increase the number to 6-10. Objective: To learn basic mathematics. 65Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 122 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 60 Pass Read aloud these conso- Put a consonant sheet one by one. 1.\t Take a book or picture sheet with Thai alphabets. Point and (5 yrs.) \uf0a3 nants: Then, point and ask the child reading read the alphabet one by one, so that the child knows and can Not pass in order. follow. \u201c\u0e01\u201d \u0e07\u201d \u201c\u0e14\u201d \u201c\u0e19\u201d\u0e22\u201d correctly. \u201c\u0e01\u201d, \u201c\u0e07\u201d, \u201c\u0e14\u201d, \u201c\u0e19\u201d and \u201c\u0e22\u201d 2.\t Let the child point each consonants and read according (EL) Pass:The child can read all 5 by adult. Equipment: Consonant consonants correctly. If the child 3.\t Let the child point the consonants and read by himself\/ sheets \u201c\u0e01\u201d \u0e07\u201d \u201c\u0e14\u201d \u201c\u0e19\u201d \u0e22\u201d cannot do at \ufb01rst time, give one more herself. (1 consonant Per sheet) chance only specific consonant. 4.\t Mention words which use that consonant as the first sound. NOTE: If a local pronunciation is 5.\t Continue to add other consonants gradually for the child different from the central language, learning. it will be considered pass. Objective: Recognize alphabet and sound of consonants. It is the primary skill of speaking and reading. 123 Speak reasonably (EL). 1.\t Ask parents, teachers or caregivers 1.\tParents should talk about routine daily life activities \uf0a3 whether the child can speak logically reasonably. Pass by using the word \u201cwhy\u201d in asking 2.\t Parents must not give wrong reasons or deceive to the \uf0a3 or not. child, but should explain with simple reasons and do for Not pass 2.\t Ask 3 questions and have the child being good role models. answer one by one as following 3.\t In an actual situation, let the child describe the incident. - \u201cWhy do you have to wash your 4.\t Invite the child to do activities together. Then let the hands?\u201d - \u201cWhy do you have to eat child observe, ask questions and think about reasons in vegetables?\u201d any event, e.g. inviting to cook and observing how the - \u201cWhen finished playing, why do you cooked eggs and the raw eggs is different, making desserts have to keep toys?\u201d that the child has seen shape transformation of raw Pass: The child can do both 1 and 2 matherial, such as Thai coconut pudding, cake, banana 1.\tThe child uses the word \u201cwhy\u201d desserts, or folding paper into different shapes etc. asking question,sush as when 66 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 124 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 60 Pass \u201cWhy do I have to eat?\u201d\/ \u201cWhy do Objective: To train the child thinking, analyzing, and (5 yrs.) \uf0a3 I have to sleep?\u201d answering questions sensibly through memorization. Not pass 2.\tThe child can answer reasonably at least 1 in 3 questions (if there is the word \u201cbecause\u201d, it is very good because of correct grammar). Show empathy when Ask the child, \u201cWhen you see a friend 1.\t Teach the child to recognize his\/her own emotions and seeing friend hurt or sick crying because of sadness or pain. to understand the feelings of others (show real facial (PS). What do you do? \u201c expressions or use pictures). Pass: The child shows empathy. Media: Images expressing different emotions such as smiling, happy, sadness, excitement, shock, etc. 2.\t Be a good role model to express empathy and help others. 3.\t Tell stories or role play about helping others. 4.\t Encourage the child to feel and show empathy. 5.\t Praise and point out the consequences of the child\u2019s good deed. Note : In the event of excess the child\u2019s managment capability, teach the child to seek help from an adult in order to practice early problem solving skills. Objective: To train the child to recognize his\/her own emotions, understand others\u2019 feelings and respond appropriately. 67Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 125 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 61 - 66 Pass Jump sing-leg forward Tell the child, \u201cJump forward on one 1.\t Take the hand of the child and tell him to stand balancing (5yrs. 1mo.) \uf0a3 4 times, both sides (GM). leg 4 steps in a row, one side at on one leg. When the child is confident, let release the child\u2019s Not pass a time.\u201d or, let the child see \ufb01rst and hands to allow him\/her standing on his\/her own by one leg - tell the child to do so. at a time. 5yrs. 6mos.) 2.\t One-leg jump in place for showing the child and tell Pass: The child can jump forward the child to follow it. 4 times in a row on both sides (left 3.\t Jump forward with one leg and let the child follow. and right). If the child cannot do at 4.\t Invite the child to jump on one leg (one-legged like rabbit) the \ufb01rst time, give 1 more chance. along playing pattern in each community. 5.\t When the child can do it, it will be the basis for further exercise. 126 Cut paper along a continuous Tell the child to use scissors to cut 1.\t Invite the child to help the housework that use hands \uf0a3 line of 15 cm.(FM). the paper along a 15 cm straight line. and fingers, especially using thumb and index finger suck Pass Equipment: as twisting the cloth, picking things up, picking vegetables, \uf0a3 1.\tPaper with a straight Pass: The child can continuously cut using chopsticks, using tongs, holding a spatula, applying Not pass paper on a 15 cm line. glue, applying jam, or doing household chores that focus line 15 cm from the edge on hand-eye coordination. https:\/\/www.youtube.com\/watch?v=G9XYfCi8Gbc 2.\tRound tip scissors for 2.\t Invite the child to do activities that help fine motor \u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e19\u0e34 \u0e1e\u0e31\u0e12\u0e19\u0e32\u0e01\u0e32\u0e23\u0e40\u0e14\u0e01\u0e47 \u0e0a\u0e48\u0e27\u0e07\u0e2d\u0e32\u0e22\u0e38 61-66 \u0e40\u0e14\u0e2d\u0e37 \u0e19 the child development by using stationery and art supplies such as crayons, brushes, wood paints, and magic colors (non-toxic), or art making with natural materials and color combinations. 3.\t Invite the child to do activities that use round-tip scissors for children and teach how to use safely by starting with a straight cut and then practice cutting into different shapes. 68 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 127 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 61 - 66 Pass Can plus number that Ask questions to plus numbers, for 1.\t Invite the child to count the things in the daily life. (5yrs. 1mo.) \uf0a3 result not exceed 10 (RL). example, \u201cHow many is 1 + 2 ?\u201d 2.\t Teach the child to learn about plus by using 2 objects of Not pass \u201cHow many is 5 + 5?\u201d the same kind. - Note: Once the child understand concept of plus numbers, 5yrs. 6mos.) Pass: The child can answer both could teach about subtraction with similar process. questions correctly. Giving 2 chances Objective: The child can understand and memorize the basic for answering. concept of plus to apply in daily life. 128 Describe the functions or Ask the child with open-ended 1.\t Talk to the child about the surrounding things. Mention \uf0a3 features of at least six questions. Describe 8 types of things: about shape, features, and components that made. Pass different objects (EL). ball, house, orange, chair, plate, cat, 2.\t Describe the functions and features of the things around \uf0a3 sea and roof according to at least from the real things or the pictures. Not pass one of the following properties 3.\t Encourage the child to answer questions about the 1. Functions 2. Shape 3. Components functions or features of the objects until the child can 4. Catagory answer by him\/herself. Pass: The child can accurately describe the properties of at least 6 types of thing as above. 129 Help the housework (PS). Ask a parent or caregiver if the child 1.\t Train the child to do housework in real situations by doing \uf0a3 can help the simple housework. samples and persuading the child to do it as well as providing Pass proper equipments and houseworks to the child. \uf0a3 Pass: The child can help at least 2.\t Assign simple, age-appropriate chores to the child with Not pass 2 types parental supervision and assistance when needed. Objective: To enable the child to take responsibility for himself\/herself and to help others in simple houseworks. 69Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 130 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 67 - 72 Pass Run and avoid obstacles 1.\t Set up 3 obstacles (such as chairs, 1.\t Practice zigzag running to avoid obstacles with the child. (5 yrs. 7mos.) \uf0a3 (GM). cones, boxes) in a straight line,1 meter Let the child observe by pointing out obstacles and guide Not pass away, how to avoid. - Equipment: 3 sets of 2.\t Demonstrate how to run and avoid 2.\t Demonstrate to the child. 6 yrs.) obstacles (e.g. chairs, obstacles to the child. 3.\t Run with the child cones, boxes) set at a 3.\t Make the child stand on flat ground 4.\t Tell the child to know the rhythm of running. For example, distance of 1 meter. and tell him\/her to run, avoid obstacles say \u201cStop\u201d and lead the child to stop running, say and run back to the start point. \u201cRun around\u201d and take the child around an obstacle. Do this until the child can run by himself. Pass: The child can run and avoid 5. When the child can, add obstacles as appropriate. obstacles without falling or hitting Objective: The child can observe, plan to resolve and obstacles. complete the task 131 Copy the triangle picture Put a paper and pencil in front of the 1.\tInvite the child to look at the surrounding that have \uf0a3 (FM). child. Have the child look at the triangular shape as the roof of the house, triangular scarf, Pass picture \u2206. Point and tell the child: triangular flags, etc. \uf0a3 \u201cDraw line this\u201d (without saying 2.\tDraw a square and draw a diagonal line to make 2 Not pass Equipment: \u201ctriangle\u201d and not using the \ufb01nger to triangles for the child to see and follow. -\t Cardboard with a write \u2206). Give the child 3 chances. 3.\tWrite three dots and ask the child to draw the line https:\/\/www.youtube.com\/watch?v=jauL6pbPqcI&t=2s 1-inch equilateral triangle between the dots in a triangle and have the child draw in \u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e19\u0e34 \u0e1e\u0e12\u0e31 \u0e19\u0e32\u0e01\u0e32\u0e23\u0e40\u0e14\u0e47\u0e01 \u0e0a\u0e27\u0e48 \u0e07\u0e2d\u0e32\u0e22\u0e38 67-72 \u0e40\u0e14\u0e2d\u0e37 \u0e19 -\tPencil Pass: The child can write \u2206 at least freehand without the dots guidance. -\tPaper 2 of 3 times. 4.\t Invite the child to draw triangles and assemble them into various picture, such as stars, sailboats, rooftops, butterflies etc. Objective: The child know how to draw triangles, which are the basis for math and creativity. 70 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) Subtraction (RL). For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers 67 - 72 132 Ask the child \u201cMom has 5 eggs, have 1.\t Ask the child to count the things that are around them (5 yrs. 7mos.) \uf0a3 already fried how many eggs are in everyday life. left ? .\u201d 2.\t Talk and show the child what is countable and uncountable. - Pass 3.\t Ask the child to play number games 6 yrs.) \uf0a3 4.\t Teach the child to learn subtraction by subtracting 2 numbers of the same objects, for example, \u201cThere were 5 oranges, Not pass 3 oranges have alrealdy eaten, how many oranges were left?.\u201d Pass: The child can subtract by 5.\tPlay games that require counting plus points, reduce counting out from 5. Give 2 chances point, back and forward counting. to answer. 6.\t Tell stories and read books about numbers. 7.\t Compare the number of people, plants, animals, things. 133 The child can name things 1.\t The assessor gives an example to 1.\t Parents teach the child about the different categories \uf0a3 in 3 categories: animal, the child, for example, plates, bowls of the things around. Pass clothing, food (EL). and cups called utensils (food 2.\t Once the child has answered all 3 categories, teach \uf0a3 Equipment: pictures set container) the child to know other categories, such as stationery, Not pass 2.\t The assessor shows the child all kitchen ware, furniture, bedding, home cleaning device, etc. objects of 3 catagories: 3 sets of pictures one by one and ask 3.\t Ask the child about the reason of categorizing in each 1.\t Animal category one by one, \u201cWhat are all these object. 2.\t Clothing category pictures?\u201d 4.\t Practice so often that the child can categorize any things 3.\t Food category by himself\/herself. Pass: The child can tell all catagories correctly, including animals, clothes, food (give the child 1 chance to answer each set). 71Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 134 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 67 - 72 Pass The child can brush his\/ 1.\tAsk the child, \u201cWhat do you use 627n1g45(a13statUgfhhiaulp....0...oezs\t\t\t\tlP\t\teerm0epicrgnatHTPTTS0kletlcmrreqrgt.ayeeheaaeohpolruIileaiolnfnietopinwnpfelhgustnndtcrmetistpthottttohhaothzhhshpbrahuntieereelsearriecnddweaipcuezstchtdsslatcoseaodohaeeaeehrhtapoolrviaencaleldibiaoetdtnnlhkcrshhdtolresk,ctiiootodsptsiuixo6sopnhnon\/tineaathbroheegtgydsslmmdolbheyateeistsceronurrrophati)bpu1lnfglrrvteteldamsriaskeehtttueahtnwhiileoeomnsibnioeoxdtenhtlghrlenutthfedgeiuihmniwnedgtpds,bsaetre(gtaphgsboerthnrwtsuhseoatawgruodshotuosiewrutthiotehobdshfhttlhtenhfhhtaily tthtnaosahohrteet\ufb02et.igtlsothneeuyocbtetsltbeohtehhfbeaqehtrreatepretnuuiheduhs ctaeesltes\ufb02heeakhss\ufb01ehu2cgtatzbcca)eotarsseoumhlnr.tireunobbniotdtaise.fhnucbwrhenonceeubiniilsuncntrlegueeeegtearrsmhmsani.aonlstayanigtdoi.enlnantyenshyteooa.hinrtrf., (5 yrs. 7mos.) \uf0a3 her teeth through the when you brush your teeth?\u201d Not pass entire mouth (PS). 2.\tSqueeze the child\u2019s toothpaste - equipment: and let the child brush his\/her teeth. 6 yrs.) - Child\u2019s personal Pass: The child can do both 1 and toothbrush and tooth- 2. 1. Know the equipment used to paste brush the teeth. including toothbrush andtoothpaste 2. Can brush the teeth by scrubbing at least 2minutes 73 - 78 135 Move body according to 2bgs31--juPu\t\tpi...naov\t\t\tmrsdeteRSTTChspeaete:la1aairsdlnvpsTilprmgiitgtnehptanhhwgtoewnishanerdaicnteectghrsohfdhmo.ctersiterlhblshdeiltsnaoo.wctesn.twctithclcariytuenenla.c.egmIbftmgictolsehoeonaiemnvns tesu\ufb01mwtrhjnsubiaettcmoinletadidtpmhiyrimneeagecflaaohaniinnllsddgs, 1.\t Let the child sing with the teacher and move body to the (6 yrs. 1 mo.) \uf0a3 two different signals rhythm of the song. (GM + EF). 2.\t Play with the child by setting rules. Pairing sound signal - Pass with action. Do one sound at a time, or may give a hand 6 yrs. 6 mo.) \uf0a3 signal and let the child determine signal occasionally. 3.\t Add the rules for the number of signals in accordance with Not pass the number of action. 4.\t Let the child set some rules. https:\/\/www.youtube.com\/watch?v=7VS0QMCkovE&t=457s \u0e01\u0e32\u0e23\u0e1b\u0e23\u0e30\u0e40\u0e21\u0e34\u0e19\u0e1e\u0e12\u0e31 \u0e19\u0e32\u0e01\u0e32\u0e23\u0e40\u0e14\u0e01\u0e47 \u0e0a\u0e27\u0e48 \u0e07\u0e2d\u0e32\u0e22\u0e38 73-78 \u0e40\u0e14\u0e37\u0e2d\u0e19 72 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 136 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 73 - 78 Pass Write the name correctly Tell the child to write his\/her name. 1.\t Write the child\u2019s name on a piece of paper. Read and (6 yrs. 1 mo.) \uf0a3 (FM). spell aloud. Then, let the child drawing the finger along Not pass the alphabet and vowel. - Equipment: Pass: The child can write his\/her name 2.\tWrite the child\u2019s name letter by letter and let follow 6 yrs. 6 mo.) Paper and pencil correctly (nickname or firstname). the pattern. If the child can\u2019t, hold hand to write. 3.\t Train the child to write the name alone. 4.\t Train the child to write family member\u2019s names. 137 Read the picture book 1.\t Let the child read a book with 1.\t Set the child\u2019s reading corner in the house and provide \uf0a3 continously until the end a picture continuously to the end. variety of child\u2019s books that can be accessible for the child. Pass and tell the story (RL). 2.\t Tell the child to tell the story of 2.\t Set the time for self-reading or reading together with adults. \uf0a3 the book to the assessor. Not pass Equipment : Children\u2019s picture books which each page consists Pass: of fewer than 20 repetitive 1.\t The child can read a picture book Recommended Books and rhyming words ; simple continuously to the end. Then let the child tell the story that he\/she read to the sentences, large letters 2.\t The child can tell the story. family. Adults should show interest, listen, invite talk, ask and separate words clearly more and give the child opportunities to express and exchange opinions, for strengthening family relationships. 3.\t Invite the child to read any words seen in daily life. Objective: Recommended Books Then let the child tell the story that he\/she read to the family. Adults should show interest, listen, invite talk, ask more and give the child opportunities to express and exchange opinions, for strengthening family relationships. 73Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Manual Age Item Skills Surveillance Assessment Method Skills Practicing Method (Month) 138 For parents, guardians, staffs, teachers and carergivers For parents, guardians, staffs, teachers and caregivers \uf0a3 73 - 78 Pass Think logically and Place event pictures to the child one Teach the child to observe the environment around that (6 yrs. 1 mo.) \uf0a3 explainable (EL). by one set and guide by showing the change over time, such as the position of the sun changes Not pass Equipment: 3 event card first picture in each set. over a day or fast growing plants such as sprouts, onion, - sets Set 1 Hen: starting with a hen hatching eggs. morning glory, etc. 6 yrs. 6 mo.) Set 1 Hen (a hen hatches Set 2 Butter\ufb02y: starting with butter\ufb02y eggs. 2.\t Ask \u201cWh\u201d questions to the child such as why and how etc. egg, chicks from eggs, Set 3 Flowers: starting with a seedling. Show interest in his\/her responses, encourage discussions chick, mature hen) Let the child sort the event pictures logically and help the child explaning in more details. Set 2 Butterfly (butter\ufb02y chronologically and explain the logic. eggs, caterpillar, chrysali, Pass : The child can sort and explain Objective: To train the child thinking logically, sorting event butter\ufb02y) event pictures chronologically and chronologically and proper applying via recognition. Set 3 flower (seedling, logically. sapling, blossoming \ufb02ower, wilted \ufb02ower) Hen Butterfly Flower 139 Complete the assignment Ask parents or teachers \u201cCan the 1.\t Adults act as role models in the achievement of goals. \uf0a3 by himself\/herself (PS). child be able to complete the 2.\t Set goals for work or activities with the child and support Pass assignment on his\/her own?\u201d the child to achieve the goals by taking into account level \uf0a3 -\t Taking care of himself\/herself in of child\u2019s of development and abilities. Not pass daily activities: get dress, eat, shower, 3.\t Let the child tell him\/her goal and give opportunity brush teeth. to complete and provide helping when needed. -\t Learning tasks: drawing, reading, 4.\t Show appreciation when the child strives to achieve goals writing, participating in activities in order to increase self-esteem and discuss ways to -\t Art work: singing, exercise improve for the next time. Pass: The child can complete the Objective: The child can take responsibility for his own assignments by himself\/herself. assignments until has got done. 74 Developmental Surveillance and Promotion Manual (DSPM)","Methods for promoting early childhood development by age For Parents, Teachers, and caregivers Aged Playing methods Playing methods Newborn - 1st wk. \u2022\t Let the child move freely, hug and carry the child often. \u2022\t Make eye contact, smile, talk to the child often whether in \u2022\t Do not over wrap the child so tight that he\/she cannot move. breastfeeding or changing clothes. 1st wk. - 6 mos. \u2022\t Let the child move freely, hug and carry the child often. \u2022\t Make eye contact, smile, laugh, talk to the child often. \u2022\t Let the child rest in a prone position. Motivate the child \u2022\t Imitate the child sound and play with the child. Keep the looking up to train neck muscle. child fun and happy. \u2022\t Let the child look at bright colors or rattle toys \u2022\t The child learns materials by put things in the mouth. \u2022\t Read and share the bright picture books with the child. \u2022\t Even though the child cannot speak, he\/she knows that \u2022\t The child likes to play bright colored household items; there\u2019s parents understand what the child wants. no need to buy pricey toys, but they must be safe. \u2022\t Gently comfort the child when he \/she cries or when he\/she is afraid. \u2022\t The child like to play bright colored household items. If he\/ \u2022\t Talk to the child when the child makes sounds or call the child\u2019s 6 mos. \u2013 9 mos. she is making noise, do not scold at him\/her because he\/she is name so that the child can recognize his\/her name. learning. \u2022 \t The child want parents, teachers, and caregivers to read picture \u2022\t Provide a wide open space for the child to crawl. \u2022\t Train the child to stand up by holding the parents. books with him\/her everyday. \u2022 \t Talk to the child about the things around him\/her with short, \u2022\t Shoud not use a baby walker as the because of useless for concise words and always pause for the child to respond. child walking training and proning to accident. 9 mos. - 12 mos. \u2022\t The child likes playing peekaboo very much, it makes the child \u2022\t The child is memorizing the words. go teach the child words. laugh and be happy. \u2022\t Teach the child to say hello and goodbye. \u2022\t Playing hide items with the child to stimulate the curiosity. \u2022\t The child likes the sound of reading and telling stories. Read \u2022\t Encourage the child to use his\/her finger to pick up the soft picture books to the child every day. snack to eat by himself\/herself. \u2022\t Don\u2019t leave the child alone. The child will feel safe when seeing familiar faces or hearing familiar voices. \u2022\t Praise, when the child has accomplished something. 75Developmental Surveillance and Promotion Manual (DSPM)","Methods for promoting early childhood development by age For Parents, Teachers, and caregivers Aged Playing methods Playing methods 12 mos. - 1 yr \u2022\t The child likes to stack with different sizes. He\/she learns about \u2022\t Now, the child can speak, talk to the child often, teach words, sizes, shapes and colors. and let the child learn from surroundings. 2 yrs. \u2022\t Parents, teachers and caregivers can use toys that are clean \u2022\t Use polite words. and more and safe to play with. No need to buy expensive toys. \u2022\t While playing with the child, talk and teach words too. \u2022\t The child is learning to walk, run and practice new things. Should \u2022\t Read picture books for the child because the child loves encourage him\/her. reading picture books with you so much. \u2022\t Invite the child to scribble, draw, and paint. \u2022\t Invite the child to sing and move along the beat \u2022\t Teach the child gratitude and apology. \u2022\t Give the child an opportunity to help the simple housework. \u2022\t Don\u2019t get annoyed if the child asks often, because he\/she \u2022\t Teach the child to count one, two, three. is curious about things. \u2022\t Teach the child sizes, shapes and colors of different things. \u2022\t Talk, read picture books, tell stories, sing songs, recite poems \u2022\t The child likes the toys that the parents make the most. and play with the child often. \u2022\t Invite the child to run, play, exercise and practice balance. \u2022\t Use polite words. \u2022\t Create healthy habits. \u2022\t Encourage fun playing by asking, letting the child think and \u2022\t Practicing self-feeding. guess from stories in fairy tales or daily life. \u2022\t Give the child an opportunity to help the simple housework. \u2022\t If the child makes a mistake, do not aggravate him\/her, but \u2022\t Invite the child to draw pictures and tell him\/her what him\/her should encourage teaching him\/her what is right and wrong. has drawn. Parents should listen carefully and ask questions to \u2022\t The child likes to imitate, so parents need to be good role build on a child\u2019s imagination. Do not blame or contradict what models. the child tells. \u2022\t Teach the child to share and keep toys in place after playing. 76 Developmental Surveillance and Promotion Manual (DSPM)","Developmental Surveillance and Promotion Record by Parents \/ Teachers \/ Caregivers and Health Personnels Name..........................................................Last Name......................................................Nick Name...........................Date of Birth................................... Age.............\u0e03.... Description : If the child can do put \uf050 in Pass If the child cannot put \uf050 in Not pass Age Gross Motor Fine Motor Receptive Language Expressive Language Personal and Social (GM) (FM) (RL) (EL) (PS) Newborn 1. Can lift the head and turn 2. Look along to the center of 3. Startle or move the body 4. Vocalizes 5. Staring about 1 - 2 seconds - toonesideintheproneposition the body. when hearing a normal speaking voice. 1 Month \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 6. Lift the head up to 45\u00b0 7. Look through the center of 8.Look at the speaker for 9. Make throat sound clearly 10. Smile or make a sound in for 3 seconds in the prone the body 5 seconds. (\u201coo\u201d or \u201cah\u201d or \u201cuh\u201d) response when the parent or 1 - 2 mos. position assessor smiles and talks to \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 11. Lift head and chest off the 12. Look followed moving 13. Turn to sound 14. Make intonation to 15. Smile for greeting to familiar one 3 - 4 mos. ground when in prone position objects in 180\u00b0 express feelings \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 16.Liftupfromaproneposition 17.Reach out and hold the 18. Turn to calling sound 19. Imitate sound 20. Interested in listening and can look 5 - 6 mos. with straightened arms object in supine position at the toy that the assessor plays with \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 7 - 8 mos. Sit stable and bend over for 23. Staring at a book with 24. Turn to name calling 25. Imitate talk 26. Play pee-ka-boo and look for playing with hands freely adult for 2-3 seconds the assessor\u2019s face in the right \uf0a3\tPass \uf0a3 Not pass direction (PS) 22. Stand holding on furniture \uf0a3\tPass \uf0a3 Not pass at chest level \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 77Developmental Surveillance and Promotion Manual (DSPM)","by PaDreevnetlsop\/meTnetaaclheSrusrv\/eilClaanrceegivaenrds PanrodmHoteiaolnthRPeceorrsdonnels Age Gross Motor Fine Motor Receptive Language Expressive Language Personal and Social (GM) (FM) (RL) (EL) (PS) 10 - 12 mos. 35. Stand for 2 seconds 36. Pincer grasp to pick up 37.\tWaving or clapping on 38.\tShow desire by gesturing 39.\tCan functional play (10 mos. small objects command or voicing - 1yr.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 13 - 15 40. Stand alone for at least 41. Can scribble on paper 42.\t Choose the objects according to 43.\tCan speak at least 2 44. Imitate the gesture of doing (1 yr. 1 mo. 10 seconds with demonstrating (FM) the order correctly at least 2 objects single-syllable meaning words housework - 1yr.3 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 16 - 17 45. Can walk and drag toys or 46. Can scribble by him\/ 47. Follow simple commands 48. Answer the objects 49. Can functional play with a (1 yr. 4 mos. things herself without gestures name correctly relationship of 2 or more objects - 1yr.5 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 19 - 24 60. Kick ball forward 61. Stacking 4 wooden 62. Select the objects 63. Imitate phrase of 2 or 64. Use a spoon to scoop food by (1yr. 7 mos. cubes according to command more words him\/herself - 2 yrs.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 25 - 29 65. Jump with both feet off 66. Solve simple problems 67. Knows 7 body parts 68. Can say for accepance 69. Wash and wipe hands (2 yrs. 1 mo. the ground using tools and rejection - 2 yrs. 5 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 31 - 36 79. Stand on one leg for 1 second 80. Imitate Draw a continuous 81. Bring 2 objects to the 82.\tCan speak 3-4 word contin- 83. Wear pants (2 yrs. 7 mos. loop assessor according to command uouslywith4differentmeaning \u2013 3yrs.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 37 - 41 84. Stand on one leg for 85. Imitate circular drawing 86. Can Follow orders 87. Can use 4 wh-question 88. Follow the rules for group play, (3 yrs. 1 mo. 3 seconds continuously 2 actions with words such as who, what, supervised by an adult - 2 objects where, why etc. for asking \uf0a3\tPass \uf0a3 Not pass 3 yrs. 5 mos.) 89. Can help with one-step tasks \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 78 Developmental Surveillance and Promotion Manual (DSPM)","by PaDreevnetlsop\/meTnetaaclheSrusrv\/eilClaanrceegivaenrds PanrodmHoteiaolnthRPeceorrsdonnels Age Gross Motor Fine Motor Receptive Language Expressive Language Personal and Social (GM) (FM) (RL) (EL) (PS) 43 - 48 101. Jump forward with 102. Cut a 10 cm square 104. Select larger and 105. Speak with appropriate 106. Can fasten 3 2-cm-size (3 yrs. 7 mos. one leg at least 2 times of paper into 2 pieces smaller objects sentences that consist for 3 buttons \u2013 (using rounded-tip scissors) consecutive meaning words. 4 yrs.) \uf0a3\tPass \uf0a3 Not pass 103.Imitate drawing + (Plus sign) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 49 - 54 107. Jump two feet sideways 108. Assemble 8 pieces 109. Select the picture of 110. Can answer these following 111. Do self-cleansing after (4 yrs. 1 mo. and backward picture the day and the night time \u201cIf you feel hot,\/sick,\/hungry what defecation - will you do?\u201d 4 yrs. 6 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 55 - 59 112. Walk heel-to-toe 113. Can pencil grasp 114. Choose 8 colors follwing 115. Take turn talking with friends 116. Imitate adult\u2019s role (4 yrs. 7 mos. correctly command - 4 yrs. 11 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 61 - 66 125.Jump sing-leg forward 126. Cut paper along 127. Can plus number that 128. Describe the functions or features 129. Help the housework (5 yrs. 1 mo. 4 times, both side a continuous line of 15 cm. result not exceed 10 of at least six different objects - 5 yrs. 6 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 67 - 72 130. Run and avoid obstacles 131. Copy a triangle 132. Can do subtraction 133. Name things in 3 categories: 134. Brush the teeth through (5 yrs. 7 mos. animal, clothing, food the entire mouth (PS). - 6 yrs.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass 73 - 78 135. 135.Move body according 136. Write the name 137. Read the picture book 138. Think logically and explainable 139. Complete the assignment (6 yrs. 1 mo. to two different signals correctly continuously until the end by himself\/herself - and tell the story 6 yrs. 6 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Note: Estimated age means the age at full months up to 29 days. For example, age range 7 - 8 months means age from 7 months to 8 months 29 days. 79Developmental Surveillance and Promotion Manual (DSPM)","Developmental Screening and Promotion Record by Health Personnels Name......................................................Last Name...................................................Nick Name......................Date of Birth............................... Age................ Description : If the child can do put \uf050 in Pass If the child cannot put \uf050 in Not pass Age Gross Motor Fine Motor Receptive Language Expressive Language Personal and Social (GM) (FM) (RL) (EL) (PS) 9 mos. 27. Get to sitting 29.Pickupwoodencubesfromthe 31.\tFollow simple instructions 32. Child rejects with gestures 34. Use finger to feed self floor and hold it in both hands with gesture \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...\u2026\u2026\u2026 Date\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...\u2026\u2026....\u2026 Date\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026......\u2026\u2026\u2026 Date\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026...\u2026\u2026\u2026............. Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.............\u2026 28. Stand holding on furniture 30. Grasp object off the \ufb02oor 33. Imitate at least one familiar at chest level height with thumb and other fingers. word \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date...\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date.....\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026........ 18 mos. 50. Run 52. Can open the page of card- 54. Select the object according 56.\tImitate speech of the prominent 58. Pay attention and look at thing that (1 yrs. board book one sheet at a time to command correctly 3 times word or the last word of a sentence adult points about 3 meters away 6 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\t\u0e1c\u0e32\u0e48 \u0e19 \uf0a3 \u0e44\u0e21\u0e1c\u0e48 \u0e32\u0e48 \u0e19 \uf0a3\tPass \uf0a3 Not pass Date...\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date.......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026....... Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.............\u2026 51. Walk while carrying 53. Stack 2 wooden cubes 55. Can point 1 body part 57. Say 4 meaning words (must 59. Drink water from the cup a ball for 3 meters be words other than name of without spilling familiar persons or pets) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date...\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date.......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date.....\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026....... Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.............\u2026 30 mos. 70. Jump forward across 72. Stack 8 wooden cubes 73. Handing one object to 76. Say 2 or more meaning words 77. Sing some words or sing along (2 yrs. the rope on the floor the assessor following continuously by using at least with the melody 6 mos.) command 4 correct verbs \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date....\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date......\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date.........\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026......\u2026 Date.............\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026.............\u2026 80 Developmental Surveillance and Promotion Manual (DSPM)","Age Gross Motor Fine Motor Receptive Language Expressive Language Personal and Social (GM) (FM) (RL) (EL) (PS) 30 mos. 71. Throw a small ball 74. Interested in listening 78.\tKnow to wait for his turn when (2 yrs. over-head to story book for 5 minutes playing together with adult telling 6 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date...\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date...................................... Date................................................. 75. Put object \u201con\u201d and \u201cunder\u201d followed command \uf0a3\tPass \uf0a3 Not pass Date....................................... 42 mos. 90. Stand on one leg for 92. Distinguish 3 geometric 95. Place objects in front of 97. Talk about recent events 99. Tell gender correctly (3 yrs. 5 seconds. shapes and back following command 6 mos.) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date...\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date................................................ Date...................................... Date............................................ Date................................................. 93. Assemble the parts of the picture that be cut into 3 pieces \uf0a3\tPass \uf0a3 Not pass Date................................................. 91. Catch a ball by arms 94. Can copy a circle 96. Can group the clothing 98. Say \u201cAsk for\u201d \u201cThank 100. Wear a non-button shirt picture cards you\u201d or \u201cGive\u201d \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date...\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026\u2026 Date................................................ Date...................................... Date............................................ Date................................................. 60 mos. 117. Walk heel-to-toe 118. Copy picture \uf0a3\t 120. Comprehend when 122. Read aloud these consonants 124. Show empathy when seeing (5 yrs.) along a straight line listening a story \u201c\u0e01\u201d \u0e07\u201d \u201c\u0e14\u201d\u201d\u0e19\u201d \u0e22\u201d correctly. friend hurt or sick \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date................................... Date................................................ Date...................................... Date............................................ Date................................................. . 119. Draw a person composing of 121. Count 5 wooden cubes 123. Speak reasonably 6 parts (know the number 5) \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass \uf0a3\tPass \uf0a3 Not pass Date................................................ Date....................................... Date............................................ 81Developmental Surveillance and Promotion Manual (DSPM)","Equipment for screening and promoting early childhood development Aged 9 mos. Aged 18 mos. Aged 30 mos. Aged 42 mos. Aged 60 mo. (1 yr. 6 mos.) (2 yrs. 6 mos.) (3 yrs. 6 mos.) (5 yrs.) 82 Developmental Surveillance and Promotion Manual (DSPM)","","9 \u0e22\u0e32\u0e48 \u0e07\u0e40\u0e1e\u0e2d\u0e37\u0e48 \u0e2a\u0e23\u0e32\u0e49 \u0e07\u0e25\u0e01\u0e39 \u0e2aN\u0e16a\u0e32t\u0e1aio\u0e19\u0e31 n\u0e1ea\u0e12\u0e31l I\u0e19ns\u0e32t\u0e01it\u0e32u\u0e23t\u0e40\u0e14e\u0e47\u0e01o\u0e23f\u0e32C\u0e0a\u0e19h\u0e04ild\u0e23\u0e19\u0e34 H\u0e17Te\u0e23ea\uf70e ll1.twh90w62D-w5e\u0e219v..1t0eh0-l4oa5p\u0e15ic7m.h\u0e149e\u0e2dilwnd\u0e19wtd\u0e41,\u0e01weD\uf70b\u0e27v.enep\u0e2dilcao.h\u0e41rpt.\u0e21amm\u0e23\uf70ane\u0e34\u0e21aenmn\u0e08tta.o.\u0e40i\u0e0ac.fmo\u0e22\u0e35 H\u0e07moe\u0e43p\u0e2bah\u0e21lt\uf70ah5,0M1i8n0ist\u0e42r\u0e17y\u0e23o.f0P5u3b-l9ic08H-e3a0lt0h-49 App Khunlook"]