QUESTIONNAIRE
Reveals general level thinking, outlook, development social qualities. It is conducted in the form of a question-answer conversation. The task may sound like this: “Now I will ask questions, and you try to answer them.” If it is difficult for a child to answer a question right away, you can help him with several leading questions. The answers are recorded in points and then summed up.
1. Which animal is bigger - a horse or a dog? (horse = 0 points; incorrect answer = -5 points)
2. In the morning we have breakfast, and in the afternoon... (we have lunch, eat soup, meat = 0; have dinner, sleep and other incorrect answers = -3 points)
3. It’s light during the day, but at night... (dark = 0; incorrect answer = -4)
4. The sky is blue and the grass... (green = 0; incorrect answer = -4)
5. Cherries, pears, plums, apples - what are they? (fruit = 1; wrong answer = -1)
6. Why does the barrier go down before the train passes? (so that the train does not collide with the car; so that no one gets hurt, etc. = 0; incorrect answer = -1)
7. What are Moscow, Odessa, St. Petersburg? (name any cities) (cities = 1; stations = 0; incorrect answer = -1)
8. What time is it? (show on a clock, real or toy) (correctly shown = 4; only a whole hour or quarter of an hour is shown = 3; does not know the clock = 0)
9. A small cow is a calf, a small dog is..., a small sheep is...? (puppy, lamb = 4; only one correct answer = 0; incorrect answer = -1)
10. Is a dog more like a chicken or a cat? How? What do they have in common? (for a cat, because they have 4 legs, fur, tail, claws (one similarity is enough) = 0; for a cat without explanation = -1 for a chicken = -3)
11. Why do all cars have brakes? (two reasons are indicated: to slow down from the mountain, stop, avoid a collision, and so on = 1; one reason = 0; incorrect answer = -1)
12. How are a hammer and an ax similar to each other? (two common features: they are made of wood and iron, they are tools, they can be used to hammer nails, they have handles, etc. = 3; one similarity = 2; incorrect answer = 0)
13. How are a cat and a squirrel similar to each other? (determining that these are animals or bringing two common features: they have 4 legs, tails, fur, they can climb trees, etc. = 3; one similarity = 2; wrong answer = 0)
14. What is the difference between a nail and a screw? How would you recognize them if they were lying on the table in front of you? (the screw has a thread (thread, such a twisted line around) = 3; the screw is screwed in, and the nail is driven in or the screw has a nut = 2; incorrect answer = 0)
15. Football, high jumping, tennis, swimming are... (sport (physical education) = 3; games (exercises, gymnastics, competitions) = 2; incorrect answer = 0)
16. Which ones do you know? vehicles? (three land vehicles + plane or ship = 4; only three land vehicles or full list with an airplane, ship, but only after an explanation that vehicles are something you can use to move around = 2; wrong answer = 0)
17. How is it different? old man from a young man? What's the difference between them? (three signs (gray hair, lack of hair, wrinkles, poor vision, often sick, etc.) = 4; one or two differences = 2; incorrect answer (he has a stick, he smokes...) = 0
18. Why do people play sports? (for two reasons (to be healthy, hardened, not to be fat, etc.) = 4; one reason = 2; incorrect answer (to be able to do something, to earn money, etc.) = 0)
19. Why is it bad when someone deviates from work? (others must work for him (or another expression that someone suffers a loss as a result of this) = 4; he is lazy, earns little, cannot buy anything = 2; wrong answer = 0)
20. Why do you need to put a stamp on a letter? (so they pay for forwarding this letter = 5; the other one who receives it would have to pay a fine = 2; incorrect answer = 0)
Let's sum up the points. Sum + 24 and above – high verbal intelligence (outlook). A sum from + 14 to 23 is above average. Sum from 0 to + 13 – average verbal intelligence. From -1 to – 10 – below average. From -11 and less is a low indicator. If the verbal intelligence score is low or below average, additional examination of the child’s neuropsychic development is necessary.
Assessing the level of maturity. We check readiness for school using the Geraldine Cheney questionnaire.
Assessing Cognition Development
1. Does the child have basic concepts (for example: right/left, big/small, up/down, in/out, etc.)?
2. Can the child classify, for example: name things that can roll; name a group of objects in one word (chair, table, wardrobe, bed - furniture)?
3. Can a child guess the ending of a simple story?
4. Can the child remember and follow at least 3 instructions (put on socks, go to the bathroom, wash there, then bring me a towel)?
5. Can the child name most capital letters and lowercase letters alphabet?
Base Experience Assessment
6. Did the child have to accompany adults to the post office, store, or savings bank?
7. Was the baby in the library?
8. Has the child been to the village, to the zoo, to the museum?
9. Did you have the opportunity to regularly read to your baby and tell him stories?
10. Does the child show increased interest to anything. Does he have a hobby?
Assessment of language development
11. Can the child name and label the main objects around him?
12. Is it easy for him to answer questions from adults?
13. Can the child explain what different things are used for, for example, a vacuum cleaner, a brush, a refrigerator?
14. Can the child explain where objects are located: on the table, under the chair, etc.?
15. Is the baby able to tell a story, describe some incident that happened to him?
16. Does the child pronounce words clearly?
17. Is his speech correct in terms of grammar?
18. Is the child able to participate in a general conversation, act out any situation, or participate in a home performance?
Assessment of the level of emotional development
19. Does the child look happy at home and among peers?
20. Has the child formed an image of himself as a person who can do a lot?
21. Is it easy for the baby to “switch” when there are changes in the daily routine and move on to a new activity?
22. Is the child able to work (play, study) independently and compete in completing tasks with other children?
Assessment of communication skills
23. Does the child join in the play of other children and share with them?
24. Does he take turns when the situation requires it?
25. Is the child able to listen to others without interrupting?
Assessment of physical development
26. Does the child hear well?
27. Does he see well?
28. Is he able to sit quietly for some time?
29. Does he have developed coordination of motor skills (can he throw a ball, jump, go down and up the stairs without the help of an adult, without holding on to the railing,...)
30. Does the child seem cheerful and enthusiastic?
31. Does he look healthy, well-fed, rested (most of the day)?
Visual discrimination
32. Can a child identify similar and dissimilar shapes (find a picture that is different from the others)?
33. Can a child distinguish between letters and short words(cat/year, b/p...)?
Visual memory
34. Can a child notice the absence of a picture if he is first shown a series of 3 pictures and then removes one?
35. Does the child know his name and the names of objects encountered in his daily life?
Visual perception
36. Is the child able to put a series of pictures in order?
37. Does he understand that they read from left to right?
38. Can he put together a 15-piece puzzle on his own, without outside help?
39. Can interpret a picture, compose short story on her.
Hearing Ability Level
40. Can a child rhyme words?
41. Does it distinguish between words starting with different sounds eg wood/weight?
42. Can he repeat several words or numbers after an adult?
43. Is the child able to retell a story while maintaining the main idea and sequence of actions?
Assessment of attitude towards books
44. Does the child have a desire to look at books on his own?
45. Does he listen attentively and with pleasure when people read aloud to him?
46. Does he ask questions about words and their meaning?
Is your child ready for school?
This question inevitably arises before parents of future first-graders. To determine readiness, the following tests were compiled:
Readiness test for 1st grade
Such tasks are often offered in preparatory group kindergarten or on preparatory courses at school. Its goal: to identify common social and intellectual readiness for school.
The child must answer the following questions:
1. State your last name, first name, patronymic.
2. State the last name, first name and patronymic of your father and mother.
3.Are you a girl or a boy? Who will you be when you grow up - an aunt or an uncle?
4. Do you have a brother, sister? Who's older?
5.How old are you? How much will it be in a year? In two years?
6.Is it morning or evening (afternoon or morning)?
7.When do you have breakfast - in the evening or in the morning? When do you have lunch - in the morning or in the afternoon?
8.What comes first - lunch or dinner?
9.Where do you live? Give your home address.
10.What does your dad and your mom do?
11.Do you like to draw? What color is this ribbon (dress, pencil)
12.What time of year is it now - winter, spring, summer or autumn? Why do you think so?
13.When can you go sledding - in winter or summer?
14.Why does snow happen in winter and not in summer?
15.What does a postman, a doctor, a teacher do?
16.Why do you need a desk and a bell at school?
17.Do you want to go to school?
18.Show your right eye, left ear. What are eyes and ears for?
19.What animals do you know?
20.What birds do you know?
21.Who is bigger - a cow or a goat? Bird or bee? Who has more paws: a rooster or a dog?
22.Which is greater: 8 or 5; 7 or 3? Count from three to six, from nine to two.
23.What should you do if you accidentally break someone else’s thing?
Test for parents.
It is also worth taking the test in order to assess the current situation and outline a path to overcome the “gaps” in preschool education e.
1.Does your child want to go to school?
2. Is your child attracted to school because he will learn a lot there and it will be interesting to study there?
3.Can your child do anything independently that requires concentration for 30 minutes (for example, assembling a construction set)?
4. Is it true that your child is not at all embarrassed in the presence of strangers?
5.Can your child write stories based on pictures that are no shorter than five sentences?
6.Can your child recite several poems by heart?
7.Can he change nouns according to numbers?
8.Can your child read syllables or, better yet, whole words?
9.Can your child count to 10 and back?
10.Can he decide? simple tasks to subtract or add one?
11.Is it true that your child has a steady hand?
12.Does he like to draw and color pictures?
13.Can your child use scissors and glue (for example, make appliqué)?
14.Can he assemble a cut-out picture from five parts in one minute?
15.Does the child know the names of wild and domestic animals?
16.Can he generalize concepts (for example, call tomatoes, carrots, onions in one word “vegetables”)?
17.Does your child like to do things independently - draw, assemble mosaics, etc.?
18.Can he understand and accurately follow verbal instructions?
Possible test results depend on the number of affirmative answers to the test questions.
Readiness check:
15-18 points - we can assume that the child is quite ready to go to school. It was not in vain that you worked with him, but school difficulties, even if they arise, will be easily overcome;
10-14 points - you are on the right way, the child has learned a lot, and the content of the questions to which you answered in the negative will tell you where to apply further efforts in order school readiness increased
9 or less - read special literature, try to devote more time to activities with your child and pay attention special attention for what he can’t do, offer tasks more often for independent work Houses.
Test “What is missing?”, R. S. Nemov
Evaluation of results:
10 points (very high level) – the child named all 7 inaccuracies in less than 25 seconds.
8-9 points (high) – the search time for all inaccuracies took 26-30 seconds.
4-7 points (average) – search time took from 31 to 40 seconds.
2-3 points (low) – search time was 41-45 seconds.
0-1 point (very low) – search time is more than 45 seconds.
Questionnaire for 1st grade.
Reveals the general level of first-grader thinking, horizons, and development of social qualities.
It is conducted in the form of a question-answer conversation. The task may sound like this: “Now I will ask questions, and you try to answer them.” If it is difficult for a child to answer a question right away, you can help him with several leading questions. The answers are recorded in points and then summed up.
1.Which animal is larger - a horse or a dog?
(horse = 0 points;
wrong answer = -5 points)
2. In the morning we have breakfast, and in the afternoon...
(we have lunch, eat soup, meat = 0;
we have dinner, sleep and other incorrect answers = -3 points)
3. It’s light during the day, but at night...
(dark = 0;
wrong answer = -4)
4.The sky is blue and the grass...
(green = 0;
wrong answer = -4)
5. Cherries, pears, plums, apples - what are they?
(fruit = 1;
wrong answer = -1)
6.Why does the barrier go down before the train passes?
(so that the train does not collide with the car; so that no one gets hurt, etc. = 0;
wrong answer = -1)
7.What are Moscow, Odessa, St. Petersburg? (name any cities)
(cities = 1; stations = 0;
wrong answer = -1)
8.What time is it? (show on a watch, real or toy)
(correctly shown = 4;
only the whole hour or quarter of an hour is shown = 3;
doesn't know the clock = 0)
9. A small cow is a calf, a small dog is..., a small sheep is...?
(puppy, lamb = 4;
only one correct answer = 0;
wrong answer = -1)
10.Does a dog look more like a chicken or a cat? How? What do they have in common?
(per cat, because they have 4 legs, fur, tail, claws (one similarity is enough) = 0;
per cat without explanation = -1
per chicken = -3)
11. Why do all cars have brakes?
(two reasons are indicated: to slow down from the mountain, stop, avoid a collision, and so on = 1;
one reason = 0;
wrong answer = -1)
12. How are a hammer and an ax similar to each other?
(two common features: they are made of wood and iron, they are tools, they can be used to hammer nails, they have handles, etc. = 3;
one similarity = 2;
wrong answer = 0)
13.How are a cat and a squirrel similar to each other?
(determining that these are animals or giving two general characteristics: they have 4 legs, tails, fur, they can climb trees, etc. = 3;
one similarity = 2;
wrong answer = 0)
14.What is the difference between a nail and a screw? How would you recognize them if they were lying on the table in front of you?
(the screw has a thread (thread, such a twisted line around) = 3;
the screw is screwed in and the nail is driven in or the screw has a nut = 2;
wrong answer = 0)
15.Football, high jumping, tennis, swimming are...
(sport (physical education) = 3;
games (exercises, gymnastics, competitions) = 2;
wrong answer = 0)
16.What vehicles do you know?
(three land vehicles + plane or ship = 4;
only three ground vehicles or a complete list with an airplane, ship, but only after an explanation that vehicles are what you can move on = 2;
wrong answer = 0)
17.What is the difference between an old man and a young man? What's the difference between them?
(three signs (gray hair, lack of hair, wrinkles, poor vision, often getting sick, etc.) = 4;
one or two differences = 2;
wrong answer (he has a stick, he smokes...) = 0
18.Why do people play sports?
(for two reasons (to be healthy, hardened, not fat, etc.) = 4;
one reason = 2;
incorrect answer (to be able to do something, to earn money, etc.) = 0)
19.Why is it bad when someone deviates from work?
(others must work for him (or another expression that someone suffers damage as a result) = 4;
he is lazy, earns little, cannot buy anything = 2;
wrong answer = 0)
20.Why do you need to put a stamp on a letter?
(so they pay for sending this letter = 5;
the other, the one who receives, would have to pay a fine = 2;
wrong answer = 0)
Let's sum up the points.
Sum + 24 and above – high verbal intelligence (outlook).
A sum from + 14 to 23 is above average.
The sum from 0 to + 13 is the average indicator of verbal intelligence.
From -1 to – 10 – below average.
From -11 and less is a low indicator.
