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Child Mapping Tool

This document provides a template for mapping children in communities to track their educational status and plan interventions. It should be done every 3 years and involves coordinating with local authorities before going house to house to collect demographic information about children, including name, age, residence, disability status, early childhood education access, current enrollment, and future enrollment plans. The collected data is then consolidated for easy reference and to inform learning resource development and targeting of support.
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0% found this document useful (0 votes)
63 views2 pages

Child Mapping Tool

This document provides a template for mapping children in communities to track their educational status and plan interventions. It should be done every 3 years and involves coordinating with local authorities before going house to house to collect demographic information about children, including name, age, residence, disability status, early childhood education access, current enrollment, and future enrollment plans. The collected data is then consolidated for easy reference and to inform learning resource development and targeting of support.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as XLSX, PDF, TXT or read online on Scribd
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CHILD MAPPING TOOL/TEMPLATE

Child mapping should be done at least every 3 years (preferably at the start of the SIP cycle) assuming that there are no major changes in the community.
Before you go around the community to conduct your child mapping activity coordinate with the Division, District and the LGUs in your area. Seek permission from the elders of the community, and this time of Pandemic seek permission from the local IATF.
Distribute this child mapping tool to your team of teachers and volunteers. They should fill this out as they move from house to house.
After mapping, consolidate the data for easy reference and tracking of learners. This can also be used as your basis for intervention and contextualization of your learning resource materials.

District: School:
Barangay:

Name Demographic Information Residence Disability ECCD( for 4 y/o children Educational Status Future Enrolment

Planning to
Is Residence Has a If yes Provided with Currently
With Birth Cert? If No, state enroll next If No,state reason
Date of Present No. of km. away Permanent disability specify ECCD services If Yes specify Grade Enrolled If Yes, specify
Last First Middle Ext. Gender Age Reason for not S.Y? for not planning to
Birth Address from school ECCD Facility level prospective school
studying study next S.Y
Type of
Yes/ No Yes/No Yes/No Yes/ No Yes/No Yes/No
Disabilty

ASK: Is a child a permanent resident?" (Yes/No) If YES, follow up "do the residents plan on moving out?"

TYPES OF DISABILITIES: (see DepEd Order No. 2, s 2014 for detailed description) SK- Some Kindergarten
1. Visual Impairment 6. Serious Emotional Disturbance S1- Some Grade 1
2. Hearing Impairment 7. Autism C9- Completed Grade 9 S2- Some Grade 2
3. zintellectual Disability 8. Orthophedic Impairment C10- Completed Grade 10 S3- Some Grade 3
4. Learning Disability 9. Special Health Problems C11- Completed Grade 11 S4- Some Grade 4
5. Speech/ Language Impairment 10. Multiple Disabilities C11- Completed Grade 12 S5- Some Grade 5
S6- Some Grade 6
S7- Some Grade 7
EDUCATIONAL ATTAINMENT: S8- Some Grade 8
CK- Completed Kindergarten C5 - Completed Grade 5 S9- Some Grade 9
C1 - Completed Grade 1 C6 - Completed Grade 6 S10- Some Grade 10
C2 - Completed Grade 2 S11- Some Grade 11
C3 - Completed Grade 3 S12- Some Grade 12
C4 - Completed Grade 4

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