Portage Guide To Early Education (Vitto) 52 Slides

Portage Guide to Early Education
Dr. Nieto Latorre Vitto

AB / MA Psychology
BEEd / MEd / EdD
2013
Chronology of Development
1969
1972
1976
1994
2003
Experimental Edition
Gift of my Japanese Adviser
We are using this in Davao
Lecture of Dr. Nieto Latorre Vitto
10/5/2013
Availability in Other Languages
Translated into over 32 languages
Filipino (Tagalog) translation and

validation was done in 1989 by Dr.
Teresita G. Inciong
Pictorials are also available in some
countries
10/5/2013
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
10/5/2013
What It Measures
Infant Development
Socialization
Language
Self-Help
Cognitive
Motor
10/5/2013
Infant Development
The infant stimulation section provides

user with suggested activities and
materials designed to elicit appropriate
responses from the child
The infant requires significant
environmental input before a response
can be expected, therefore, many of
the items listed are those behaviors the
parent or educator does with the child
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Socialization
Socialization skills are those appropriate

behaviors that involve living and
interacting with other people.
During the preschool years, social
behaviors are reflected in the manner in
which the child works and plays with
parents, 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 setting
in which it occurs.
He begins making sounds, then
babbling, and finally actual words begin
to 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 aid
the child in his efforts to become a
happy, independent member of a family
and community
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Cognitive
Cognition or thinking is the ability to

remember, see or hear likenesses and
differences, and to determine
relationships between ideas and things.
The curriculum in the cognitive area
includes activities ranging from
beginning awareness of self and the
immediate environment to awareness of
number concepts, repeating stories and
making comparisons.
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Motor
Coordinated movements of large and

small muscles of the body.
Examples of gross motor activities are
sitting, crawling, walking, running, and
throwing a ball.
Fine motor activities are refinements of
the gross motor skills
10/5/2013
PGEE Kit Contains
Manual
Checklist
Profile and Information Log
Card File of Activities

10/5/2013
PGEE is Color-Coded
Infant Development
Socialization
Language
Self-Help
Cognitive
Motor
*Match color of checklist with card file
- Light Blue
- Dark Blue
- Green
- Yellow
- Gold
- Orange
10/5/2013
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 or

triangulated
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Importance of Accomplishing
Same profile, log information, and

checklist can be passed on to the next
interventionist/teacher
Advantage of not going back to the
troubleshooting (back to zero) but can
immediately start from where the
previous interventionist stopped
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Troubleshooting
If the child is normal, start assessing

from the developmental milestones of
his/her age range
If the child is handicapped, estimate
his/her behavioral performance and
start from there
10/5/2013
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 are
considered (+)
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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 child
has no mastery of all the tasks therein
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Range of Training
Found between the upper limit of the

Baseline 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
The Card File
On item marked (-), be guided by the

color-code and the number of the item
In each card file, several activities are
suggested. You may adopt or modify to
fit your culture
Select any one of them until a mastery
has been shown
10/5/2013
Sample Activity: Infant Dev 11
#11 Turns head toward nipple when his

cheek is touched
Activity Suggestions: 1) Hold baby in same
position each time you initiate feeding
2) Tap or stroke cheek with finger, then
touch nipple to mouth
3) Tap under chin, then touch cheek
4) If child does not turn head toward the
nipple, gently turn his head toward it. Give
the child an opportunity to turn his head
toward the nipple by himself before assisting
him in this way
10/5/2013
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 so
child will hear the names frequently.
Encourage child to distinguish between family
members: Give the ball to Sue Please give a
spoon to Johnny
Play a game with all family members standing
in a row. Every time child points to and names
a person correctly, have that person throw a
ball to him. Accept close approximations of
family members names, as some may be
difficult to the young child
to say
Lecture of Dr. Nieto Latorre Vitto 10/5/2013
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 circle
shapes of his own that you can help him cut. Then
help child glue the shapes together to make people
or animals. Encourage him to use crayons to make
facial 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 the
circular movements with a crayon or thick pencil,
whichever is easier.
Lecture of Dr. Nieto Latorre Vitto 10/5/2013
Collaborations
Some activities can be done at home.

Assign them to the parents and then
follow-up and validate during the next
consultation
Consultations are ideally done every
two weeks. Check if the items are
already mastered then enter them in
the checklist
In IEP, the child may need the
professional services of other people
aside from the interventionist
10/5/2013
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
10/5/2013
Summary of Items
Areas
No.of Pages
No.of Items
Color
Infant Development
45
Light Blue
Socialization
83
Dark Blue
Language
99
Green
Self-Help
105
Yellow
Cognitive
108
Gold
Motor
140
Orange
Total No. of Items
10/5/2013
580

Portage Guide To Early Education (Vitto) 52 Slides

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Portage Guide To Early Education (Vitto) 52 Slides

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Drepturi de autor:

Formate disponibile

Portage Guide to Early Education

Dr. Nieto Latorre Vitto

Lecture of Dr. Nieto Latorre Vitto

Availability in Other Languages

Translated into over 32 languages

Filipino (Tagalog) translation and

To Whom PGEE is Intended For

0-6 years old (in general)

The infant stimulation section provides

Socialization skills are those appropriate

The child begins to learn language by

Behaviors which enable the child to

Cognition or thinking is the ability to

Coordinated movements of large and

PGEE Kit Contains

Lecture of Dr. Nieto Latorre Vitto

*Match color of checklist with card file

Lecture of Dr. Nieto Latorre Vitto

From Whom to Get Information

Members of the family (nuclear and

Information must be validated or

Same profile, log information, and

If the child is normal, start assessing

Locating the Baseline

Assign (+) for milestone that a child

Locating the Ceiling

After finding the baseline, you have to

Found between the upper limit of the

The Card File

On item marked (-), be guided by the

Sample Activity: Infant Dev 11

#11 Turns head toward nipple when his

Sample Activity: Cognitive 30

Age 2-3 Copies a circle

Some activities can be done at home.

Remember that there are six areas

Lecture of Dr. Nieto Latorre Vitto

Total No. of Items

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