portage guide to early education [vitto] 52 slides
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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
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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
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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
Lecture of Dr. Nieto Latorre Vitto 10/5/2013
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