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Copying a phrase from written letters. Diagnostics of the level of perception of children of primary school age

In my work with future first-graders, I quite often use the Kern-Jerasik school maturity orientation test, which is a modification of A. Kern’s test.

The Kern-Jerasik test allows you to quickly determine the extent to which a child has developed the functions necessary for school: speech, mental development, ability to perform an educational task, visual arts skills. The peculiarities of performing test tasks make it possible to identify the level of volitional organization of the child, since he will have to perform unattractive work for the required time.
When a child reproduces written letters and geometric shapes (for children up to school age these are exclusively abstract forms), it is revealed whether he has reached such a level mental development to understand the principle of the task, “imitate the model” and “learn the model”. The test tasks also provide insight into the development of small hand muscles and the severity of fine motor coordination, which are so necessary for developing writing skills and improving drawing.

The Kern–Jierasek test can be used both in a group and individually.

The test consists of three tasks: drawing a figure based on an idea, graphically copying a written phrase and points in a certain spatial position. The time to complete each task is not limited, do not rush the child, let him show everything he is capable of.

It is prohibited to provide assistance while performing this test.

If a child cannot sit through all the tasks, and during the test he gets up, runs away, waves his arms, etc., this may indicate immaturity of the emotional-volitional sphere.

Exercise 1.

“Draw some guy the way you know how.” There is no need to make any additional clarifications. Help or error correction is not allowed.

Result.

1 point – the drawn figure has a head, torso, and limbs. The head is connected to the body by the neck (it should be no larger than the body). There should be hair on the head (perhaps a hat or cap), ears. On the face - eyes, nose, mouth. The upper limbs should end in a hand with five fingers. Details of men's clothing must be present.

2 points – fulfillment of all requirements, as for the 1 point assessment. Three details may be missing - neck, hair, one finger - but no part of the face should be missing.

3 points – the figure in the picture has a head, torso, arms, legs, which are drawn with two lines. The neck, ears, hair, clothes, fingers, and feet are missing.

4 points – primitive drawing of a head with limbs. Each limb (only one pair is enough) is depicted with one line.

5 points – there is no clear image of the torso, arms and legs. Scribble.

Task 2.

When the drawing is finished, ask the child to turn over the sheet with a sample phrase written on the back.

“Look what it says here. You don't know how to write yet. Imagine it’s a drawing and try to copy it as accurately as possible.”

He ate soup.

Result.

1 point – the phrase copied by the child can be read. The letters are no more than twice the size of the sample and form three words. The line is deviated from a straight line by no more than 30 degrees.

3 points – letters must be divided into at least two groups. You can read at least four letters.

4 points – at least two letters are similar to the sample. The entire group of letters at least vaguely resembles a letter.

5 points – doodles.

Task 3.

“There are dots drawn here. Try to draw them on a piece of paper yourself.”

Result.

1 point – exact reproduction of the sample. Dots are drawn, not circles. The symmetry of the figure is maintained horizontally and vertically. There can be any reduction in figures; an increase is possible no more than twice.

2 points – a slight violation of symmetry is possible: one point may extend beyond the boundaries of a column or row. It is acceptable to depict circles instead of dots.

3 points – a group of dots vaguely resembles a sample. The symmetry of the entire figure may be disrupted. The semblance of a pentagon is preserved, with its apex turned up or down. Fewer or more points are possible.

4 points – the points are arranged in a cluster, their group can resemble any geometric figure. The size and number of points are unimportant. Other images, such as lines, are not acceptable.

5 points – doodles.

The sum of the results of completing individual tasks is the overall result of the study for this test.

A child who receives from 3 to 5 points for completing all tasks is assessed according to the level of psychomotor development as mature, that is, ready for school.

6-7 points – average level readiness for school, the so-called “maturing”. In this case, we can talk about a favorable prognosis.

8-9 points – the level of readiness for school is below average. This child needs extra activities.

A child who receives 10 or more points is assessed as immature in psychomotor development.

Sample form for performing the Kern-Jerasik test:

The Kern-Jerasek school maturity orientation test, which is a modification of A. Kern's test, consists of 3 tasks.

First task – drawing a male figure from memory , second – sketching written letters, third – drawing a group of points. The result of each task is assessed according to a five-point system (1 highest score; 5 lowest score), and then the total result for 3 tasks is calculated.

Development of children who received a total of 3 tasks:

- from 3 to 6 scores are considered above average

- from 7 to 11 points as average

- from 12 to 15 points – below the norm.

Children who received 12 - 15 points need to be examined in depth, because among them there may be mentally retarded ones. All three tasks of the graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movements. These skills are necessary in school to master writing. In addition, the test allows you to determine general outline child's intellectual development (drawing of a male figure from memory). The task “copying written letters” and “copying a group of dots”

They reveal the child’s ability to imitate a model - a skill necessary in school education. These tasks also make it possible to determine whether the child can work with concentration, without distractions, for some time on a task that is not very attractive to him.

J. Jierasek conducted a study to establish a connection between the success of the school maturity test and success in further education. It turns out that children who do well on a test tend to do well in school, but children who do poorly on a test may do well in school. Therefore, Jerasek emphasizes that the test result can be considered as a basis for a conclusion about school maturity and cannot be interpreted as school immaturity (for example, there are cases when capable children draw a sketch of a person, which significantly affects the total score they receive). The author of the test also notes the limitations of the methodology due to the non-use of non-verbal subtests, which allow making a conclusion about the development logical thinking (the school maturity test mainly allows one to judge the development of sensorimotor skills).

The Kern–Jierasek test can be used both in a group and individually.

Instructions for using the test:

To kid (to a group of children) offer a test form. The first side of the form should contain information about the child and leave free space for drawing a male figure, on the back in the upper left part there should be a sample of written letters, and in the lower part - a sample of a group of dots. The right side of this side of the sheet is left free for the child to reproduce samples. A sheet of typewritten paper can serve as a form, oriented so that its lower part is longer than the side. The pencil is placed in front of the subject so that it is at the same distance from both hands (if the child turns out to be left-handed, the experimenter must make an appropriate entry in the protocol). The form is placed in front of the child with its clean side.

Instructions for task No. 1:

"Here (show each child) draw a man. Because you can." No further explanations, assistance or drawing attention to errors and shortcomings in the drawing is allowed. If children still start asking how to draw, the experimenter should still limit himself to one phrase: “Draw as best you can.” If a child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes guys ask the question whether it is possible to draw a woman instead of a man, in which case they must answer that everyone draws a man and they also need to draw a man. If the child has already started drawing a woman, then you should be allowed to finish drawing her, and then ask him to draw a man next to him. It should be borne in mind that there are cases when a child categorically refuses to draw a man. Experience shows that such a refusal can be associated with trouble in the child’s family, when the father is either not in the family at all, or he is, but some kind of threat comes from him. After finishing drawing a human figure, children are told to turn the sheet of paper over to the other side.

Instructions for task No. 2:

“Look, there’s something written here. You don’t know how to write yet, but try, maybe you can do the same. Take a good look at how it’s written, and here, next to it, in the free space, write the same way.” It is suggested to copy the phrase:

"I am eating soup",

written in written letters. If a child unsuccessfully guesses the length of a phrase and one word does not fit on the line, you should pay attention to the fact that you can write this word higher or lower. It should be borne in mind that there are children who already know how to read written text, and then, after reading the phrase proposed to them, they write it in block letters. In this case, it is necessary to have a sample of foreign words, also written in written letters.

Instructions for task No. 3:

“Look, there are dots drawn here

Try to draw it exactly the same here, next to it.”

In this case, it is necessary to show where the child should draw, since one should take into account the possible weakening of the concentration of attention in some children. While the children are performing tasks, it is necessary to monitor them, while making brief notes about their actions. First of all, pay attention to which hand you use to draw. future schoolboy- right or left, whether he transfers the pencil from one hand to the other while drawing. They also note whether the child turns around too much, whether he drops the pencil and looks for it under the table, whether he started drawing, despite instructions, in a different place or even traces the outline of the sample, whether he wants to make sure that he draws beautifully, etc.

EVALUATION OF TEST RESULTS:

Task No. 1 – drawing a male figure.

1 point set when executed following conditions: the drawn figure must have a head, torso, limbs. The head and body are connected to the neck and should not be larger than the body. There is hair on the head (perhaps they are covered with a hat or cap) and ears, on the face - eyes, nose, mouth, hands ending in a five-fingered hand. The legs are bent at the bottom. The figure has male clothing and is drawn in the so-called synthetic way (contour), which consists in the fact that the entire figure (head, neck, torso, arms, legs) are drawn immediately as a single whole, and not composed of separate completed parts. With this method of drawing, the entire figure can be outlined with one outline without lifting the pencil from the paper. The figure shows that the arms and legs seem to “grow” from the body, and are not attached to it. In contrast to the synthetic method, a more primitive analytical method of drawing involves depicting separately each of the component parts of the figure. So, for example, first the torso is drawn, and then the arms and legs are attached to it.

2 points. Fulfills all requirements for the unit, except for the synthetic drawing method. Three missing parts (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.

3 points. The figure must have a head, torso, and limbs. Hands and feet are drawn with two lines (volumetric). Absence of neck, hair, ears, clothing, fingers and feet is acceptable.

4 points. Primitive drawing of a head and torso. Limbs (one pair is enough) each drawn with one line.

5 points. There is no clear image of the torso (“cephalopod” or predominance of “cephalopod”) or both pairs of limbs. Scribble.

Task No. 2 – copying words written in written letters.

1 point. The written sample was copied well and completely legibly.

The letters are no more than twice the size of the sample letters. The first letter is clearly the same height as a capital letter. The letters are clearly connected into three words. The copied phrase deviates from the horizontal line by no more than 30 degrees.

2 points. Still legibly copied sample. The size of letters and adherence to a horizontal line are not taken into account.

3 points. Explicit division of the inscription into at least two parts. You can understand at least four letters of the sample.

4 points. At least two letters match the pattern. The reproduced sample still creates a caption line.

5 points. Scribble.

Task No. 3 – drawing a group of points.

1 point. Almost perfect copying of the sample. A slight deviation of one point from a row or column is allowed. Reducing the sample is acceptable, but increasing it should not be more than twice. The drawing should be parallel to the sample.

2 points. The number and location of points must correspond to the sample. You can ignore the deviation of no more than three points per half the width of the gap between the row and column.

3 points. The drawing generally corresponds to the sample, not exceeding its width and height by more than twice. The number of points may not correspond to the sample, but there should be no more than 20 and no less than 7. Any rotation is allowed, even 180 degrees.

4 points. The outline of the drawing does not correspond to the sample, but still consists of dots. The dimensions of the sample and the number of points are not taken into account. Other forms (for example, lines) not allowed.

5 points. Scribble.

Working with the verbal subtest

The fourth page in the answer form is intended for working with the verbal subtest. The experimenter must fully record the child's response to each question on the subtest.

Instructions for the verbal subtest:

“Now I will ask you questions about a variety of things that you, of course, are familiar with, and therefore will be able to tell me about them. Listen to question one. »

The subtest is administered individually. Each question is read only once. The experimenter needs to monitor his speech; it must be friendly and clear in order to prevent the child from misunderstanding the question. You should not allow leading questions, correct if the child answers incorrectly, or additionally encourage a more complete answer. Necessary exceptions to this requirement are specifically stated in the test key.

Verbal subtest.

Which animal is bigger - a horse or a dog?

Horse = 0 points.

Incorrect answer = -5 points.

In the morning we have breakfast, and in the afternoon

Let's have lunch. We eat soup, meat = 0 points.

We have dinner, sleep, other erroneous answers = -3 points.

It's light during the day and at night

Dark = 0 points.

The sky is blue and the grass

Green = 0 points.

Incorrect answer = -4 points.

What are cherries, pears, plums, apples?

Fruit = 1 point

Why does the barrier go down before the train passes?

To prevent the train from colliding with the car. So that no one gets hit by a train (etc.)= 0 points.

Incorrect answer = -1 point.

What are Moscow, Rostov, Kyiv?

Cities = 1 point.

Stations = 0 points.

Incorrect answer = -1 point.

What time does the clock show?

Correctly shown = 4 points.

Only a quarter, a whole hour, a quarter and an hour are shown, correct = 3 points.

Doesn't know the clock = 0 points.

A small cow is a calf, a small dog is this, a small sheep is this?

Puppy, lamb = 4 points.

Only one answer out of two = 0 points.

Incorrect answer = -1 point.

Is a dog more like a chicken or a cat? How are they similar, what do they have in common?

Like a cat, because it also has 4 legs, fur, claws, and a tail (one similarity is enough)= 0 points.

For a cat (without giving similarities)= -1 point.

For chicken = -3 points.

Why do all cars have brakes?

Two reasons (braking downhill, stopping at a turn; stopping in case of danger of a collision, stopping altogether after finishing driving)= 1 point.

1 reason = 0 points.

Incorrect answer (example: he wouldn't drive without brakes)= -1 point.

How are a hammer and an ax similar to each other?

Two common signs (they are made of wood and iron, they have handles, these are tools, you can hammer nails with them)= 3 points.

1 similarity = 2 points.

How are squirrels and cats similar to each other?

Determining that they are animals or giving two common characteristics (they have 4 legs, a tail, fur, and can climb trees)= 3 points.

One similarity = 2 points.

Incorrect answer = 0 points.

What is the difference between a nail and a screw? How would you recognize them if they were lying in front of you?

They have different characteristics: the screw has threading (carving, such a twisted line, around a notch, etc.)= 3 points.

The screw is screwed in and the nail is driven in; the screw has a nut = 2 points.

Incorrect answer = 0 points.

Football, high jumping, swimming?

Sports, physical education = 3 points.

Games (exercises), gymnastics, competitions = 2 points.

Incorrect answer = 0 points.

What vehicles do you know?

Three land vehicles, plane or ship = 4 points.

Only three ground vehicles or a complete list with an airplane and a ship, but only after explaining that vehicles are something you can move on = 1 point.

Incorrect answer = 0 points.

What is the difference between an old person and a young person? What's the difference between them?

Three signs (gray hair, lack of hair, wrinkles, can no longer work like that, sees poorly, hears poorly, would rather die than be young)= 4 points.

One or two differences = 2 points.

Incorrect answer (he has a stick, he smokes)= 0 points.

Why do people play sports?

For two reasons (to be healthy, hardened, strong, to be more mobile, to stand straight, not to be fat, to achieve a record, etc.)= 4 points.

One reason = 2 points.

Incorrect answer (to be able to do something)= 0 points.

Why is it bad when someone avoids work?

The rest must work for him (or an expression that someone else is harmed as a result). He is lazy. Earns little and cannot buy anything = 2 points.

Incorrect answer = 0 points.

Why do you need to put a stamp on the envelope?

This is how they pay for sending, transporting a letter = 5 points.

The other one had to pay a fine = 2 points.

Incorrect answer = 0 points.

After conducting the survey, the results are calculated based on the number of points achieved according to individual issues. The quantitative results of this task are distributed into the following 5 groups:

Group 1 – plus 24 or more

Group 2 – plus 14 to 23

Group 3 - from 0 to 13

Group 4 - from -1 to -10

Group 5 - less than -11

By classification positive are considered first three groups. Children who score from plus 24 to plus 13 are considered ready for schooling.

General assessment of test results.

Children are considered ready for school if they score in the first three subtests from 3 to 6 points.

7-9 points– children represent the average level of development of readiness for schooling.

9-11 points– children require additional research to obtain more objective data.

12-15 points– special attention should be paid to this group of children (usually these are separate guys), since this constitutes development below the burrow. Such children need a thorough individual examination of intelligence, development of personal and motivational qualities.

Thus, we can say that the Kern-Jierasek method provides preliminary guidance on the level of development of readiness for schooling.

Kern-Jirasek's School Orientation Test

The test consists of three tasks. The first is drawing a male figure from memory, the second is drawing written letters, the third is drawing a group of dots. The result of each task is assessed using a five-point system (1 is the highest score, 5 is the lowest score), and then the total result for the three tasks is calculated. The development of children who received a total of 3 to 6 points on three tasks is considered above average, from 7 to 11 - as average, from 12 to 15 - below normal. Children who received 12-15 points need to be examined in depth, as there may be mentally retarded children among them.

All three tasks of this graphic test are aimed at determining the development of fine motor skills of the hand and coordination of vision and hand movement. In addition, the test allows you to determine in general terms the intellectual development of a child (drawing a male figure from memory) (FOOTNOTE: There is a whole direction that deals with determining a person’s mental development using drawing tests (F. Goodenough, D. Harris, K. Machover, etc.) This refers to the classic version of the test, without the later added subtest for verbal reasoning.).

J. Jirasek conducted a study to establish a connection between the success of the school maturity test and success in further education. It turns out that children who do well on a test tend to do well in school, but children who do poorly on a test may do well in school.

It should be borne in mind that without further examination, the group of children who received 12-15 points cannot be classified as underdeveloped, characterized by school immaturity, since, according to Jirasek, a satisfactory result of the orientation test is a relatively reliable basis for the conclusion about school maturity with a prognosis of good school performance , but an unsatisfactory result cannot serve as a sufficient basis for the conclusion about school immaturity with a prognosis of poor school performance. His research showed that, as a rule, the majority of students who showed an above-average and average level of development on the test adapt well to school requirements and successfully master all sections of the school curriculum in grades I-II. Those students who, according to the test, showed a level of development below average, for the most part experience difficulties in adapting to school requirements and mastering writing (using a pencil and pen at the beginning of school), but by the end of the second grade, almost half of them are doing well in native language and mathematics. These are probably children with normal intelligence, who by the time they entered school had poor development of volition and fine motor skills of the hand. Without additional examination, it is difficult to conclude what is the cause of poor test performance - low intellectual development, poor development of volition, as a result of which the child cannot qualitatively complete a task that is uninteresting to him, or underdevelopment of sensorimotor connections and fine motor skills of the hand. There are also cases when children with good intelligence schematically draw the figure of a man, which significantly worsens their total score, and left-handed children do not cope well with task No. 2 (drawing written letters). All of the above once again indicates that a poor result on the Kern-Jirasek test does not have an unambiguous interpretation and requires additional clarification (FOOTNOTE: The practice of using the Kern-Jirasek test shows that often children from disadvantaged families refuse to draw the figure of a man, and children who know written letters, rewrite the proposed sample in block letters. In this case, you need to have a sample of written letters in a foreign language.).

The author of the test also notes the limitations of the methodology due to the non-use of verbal subtests, which allow one to make a conclusion about the development of logical thinking (the school maturity test mainly allows one to judge the development of sensorimotor skills).”

The Kern-Jirasek test can be used both in a group and individually.

Instructions for using the test. The child (group of children) is given a test form. The first side of the form should contain data about the child and leave free space for drawing the figure of a man, on the back in the upper left part there is a sample of written letters, and in the lower left part there is a sample of a group of dots. The right side of this side of the sheet is left free for the child to reproduce samples. A sheet of typewritten paper can serve as a form, oriented so that the bottom of the sheet is longer than the side. The pencil is placed in front of the subject so that it is at the same distance from both hands (if the child is left-handed, the experimenter must make an appropriate entry in the protocol).

Instructions for task No. 1:“Here (show each child) draw a man. The way you can.” No further explanations, assistance or drawing attention to errors and shortcomings in the drawing is allowed. If the children still start asking how to draw, the experimenter should still limit himself to one phrase: “Draw as best you can.” If a child does not start drawing, then you should approach him and encourage him, for example, say: “Draw, you will succeed.” Sometimes guys ask the question whether it is possible to draw a woman instead of a man, in which case they must answer that everyone draws a man and they also need to draw a man. If the child has already started drawing a woman, you should be allowed to finish drawing her, and then ask him to draw a man next to him. It should be borne in mind that there are cases when a child categorically refuses to draw a man. Experience with the test has shown that such a refusal may be associated with trouble in the child’s family, when the father is either not in it at all, or he is, but some kind of threat comes from him. In such a situation, you should not insist that the child draw a man.

After finishing drawing a human figure, children are told to turn the sheet of paper over to the other side.

Since the Kern-Jirasek test uses a drawing of a male figure from memory as one of the tasks, based on this drawing it is possible to obtain some indirect information about the child’s personal characteristics. The interpretation of the drawing in terms of personal characteristics is based on K. Machover’s “Draw a Person” test (K. Machover, 1996; A. Anastasi, 1982; I. Shvantsara and Col, 1978). In this case, the location of the human figure on the sheet and its size, the quality of the lines of the drawing (bold, depressed, thin, repeated tracing of one line), the size various parts body, disproportion of body parts, absence of any body parts or any facial features, drawing of eyes (pupils, eyelashes). If, for example, a child does not draw fingers or draws arms that are too long, then it is necessary to study the peculiarities of his communication. When all the lines of the drawing are thick, depressed, circled many times.

It should be noted that J. Jirasek did not make such conclusions, since the test is intended to determine functional readiness for school, which does not include the child’s personal characteristics; it is necessary to examine the subject for anxiety. The size of the depicted figure and its location on a sheet of paper (in the center, in the corner) give reason to assume certain features of self-esteem. But it should be remembered that all this indirect information about the child’s personal characteristics should not be taken as his characteristics. This information can only be a guide for an individual examination. It is possible that upon closer examination of the child, assumptions about his personal characteristics that arose on the basis of the interpretation of the drawing will be rejected.

Instructions for task No. 2:“Look, there’s something written here. You don’t know how to write yet, but try, maybe you can do the same. Take a good look at how it’s written, and here, next to it, in the free space, write the same way.” It is suggested to copy the phrase: “He ate soup” (written in written letters). If some child unsuccessfully guesses the length of the phrase, and one word does not fit on the line, you should draw his attention to the fact that you can write this word higher or lower.

It should be borne in mind that there are children who already know how to read written text, and then, after reading the proposed phrase, they write it in block letters. In this case, it is necessary to have a sample with foreign words, also written in written letters.

Instructions for task No. 3:“Look, there are dots drawn here (FOOTNOTE: A sample of dots is also given in the “Workbook of a School Psychologist.” M., 1991). Try to draw it here, next to it, in the same way.” In this case, it is necessary to show where the child should draw, since one should take into account the possible weakening of the concentration of attention in some children.

While the children are performing tasks, it is necessary to monitor them, while making brief notes about their actions. First of all, pay attention to which hand the future student draws with - right or left, and whether he transfers the pencil from one hand to another while drawing. They also note whether the child turns around too much, whether he drops the pencil and looks for it under the table, whether he began to draw, despite instructions, in a different place or even traces the outline of the sample, whether he wants to make sure that he draws beautifully, etc.

Evaluation of test results.

Task No. 1 - drawing a male figure.

1 point is awarded if the following conditions are met. The drawn figure must have a head, torso and limbs. The head and body are connected by the neck and should not be larger than the body. The head has hair (perhaps covered by a cap or hat) and ears, and the face has eyes, a nose and a mouth. The arms end in a five-fingered hand. The legs are bent at the bottom. The figure has male clothing and is drawn in the so-called “synthetic” (contour) method, which consists in the fact that the entire figure (head, neck, torso, arms, legs) is drawn immediately as a single whole, and is not composed of separate completed parts. With this method of drawing, the entire figure can be outlined with one outline without lifting the pencil from the paper. The figure shows that the arms and legs seem to “grow” from the body, and are not attached to it. Unlike the synthetic one, the more primitive “analytical” method of drawing involves depicting separately each of the component parts of the figure. So, for example, first the torso is drawn, and then the arms and legs are attached to it.

2 points are awarded in the following case. Fulfillment of all requirements for 1 point, except for the synthetic method of drawing. Three missing details (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn synthetically.

3 points. The figure has a head, torso and limbs. Arms or legs are drawn with two lines (volume). Absence of neck, hair, ears, clothing, fingers and feet is acceptable.

4 points. A primitive drawing with a head and torso. The limbs (one pair is enough) are drawn with only one line each.

5 points. There is no clear image of the torso (“cephalopod” or predominance of the “cephalopod”) or both pairs of limbs. Scribble.

Task No. 2 - copying words written in written letters.

1 point. The written sample was copied well and completely legibly. The letters are no more than twice the size of the sample letters. The first letter is clearly the same height as a capital letter. The letters are clearly connected into three words. The copied phrase deviates from the horizontal line by no more than 30°.

2 points. Still legibly copied sample. The size of letters and adherence to a horizontal line are not taken into account.

3 points. Explicit division of the inscription into three parts. You can understand at least four letters of the sample.

4 points. At least two letters match the pattern. The reproduced sample still produces the caption line.

5 points. Scribble.

Task No. 3 - drawing a group of points.

2 points. The number and location of points correspond to the sample. A deviation of no more than three points per half the width of the gap between a row or column can be ignored.

5 points. Scribble.

The described test is convenient for initial acquaintance with children in that it gives a general picture of development and can be used in a group, which is very important when registering children for school, so as not to lengthen the registration procedure. Having familiarized himself with the test results, the psychologist can call the children he needs for an individual examination in order to more clearly imagine their mental development. If a child scores from 3 to 6 points on all three tests, then, as a rule, there is no need to have an additional conversation with him to clarify the picture of his intellectual development. (Note that this test provides almost no information about personality characteristics.) Children who score 7-9 points, if these points are evenly distributed among all tasks, may also not be invited for an interview, since these children, as a rule, represent the average level development. If the total score includes very low ratings(for example, a score of 9 consists of a score of 2 for the first task, a score of 3 for the second and a score of 4 for the third), then it is better to talk with the child (conduct an individual examination) in order to more accurately understand the characteristics of his development. And of course, it is necessary to additionally examine children who received 10-15 points (the lower limit of average development is 10-11 points and development below normal is 12-15 points).

An additional individual examination should help the psychologist identify the characteristics of the child’s intellectual and personal development so that he can outline a correctional and preventive program of work with him. In this regard, it is very important to select appropriate methods for this type of examination.

Workbook of a school psychologist / I.V. Dubrovina, M.K. Akimova, E.M. Borisova and others; Ed. I.V. Dubrovina. - M.: Education, 1991.- 303 p.: ill.- (Psychological science-school)

Hi all! The topic of school readiness is relevant for many. I decided to go through some of the school readiness tests and questionnaires, so to speak, so that we could just get to know them to get an idea of what we need to teach the kids. I think it is clear to everyone that when preparing for school, the point is not to memorize tasks, but to ensure that the child masters those mental operations, techniques, and skills that would help him complete these tasks not only during testing, but also in educational process and in life situations.
I will start with a test that was one of the first used in school testing practice.

Kern-Jirásek (Їrasika) School Orientation Test updated.

Age: Preschool 5-7 years.
Goal: Determining the child’s level of readiness for school. The test reveals the general level of mental development, the level of development of thinking, the ability to listen, remember and understand, and perform tasks according to the model.

The Kern-Jirasek (Irasek) test consists of 4 parts:

a) test “Drawing of a man” (male figure);
b) copying a phrase from written letters;
c) drawing points;
d) questionnaire.

Short story.

This test was proposed by J. Jirasek as a modification and update of the existing method of A. Kern and received the combined name “Updated Kern-Jirasek test”. In 1978, the Kern-Jirasek graphic test was first published in Russian, but it was widely used only 6-10 years later. The exceptional simplicity of testing and maximum accessibility have made it a favorite tool not only among psychologists, but also among teachers and even kindergarten teachers.

Some would-be specialists very freely interpreted the results of the examination, labeling children who did not score the required number of points as “underachieving”, “lagging behind”, and even used stronger expressions that put an end to the child who was “unlucky” to perform the test well. Meanwhile, J. Jirasek warned against such an interpretation; he provided the technique with very clear instructions and gave precise explanations for the interpretation.

What does the Kern-Jirasek test tell you and who is it for?

This technique is intended for 5-7 year old children, its purpose is to test their readiness for schooling. This includes assessing the child’s personal maturity (task 1), his fine motor skills hands and visual coordination (task 2), the test also allows you to identify the visual-spatial perception of the future first-grader, visual memory (task 3) and thinking (based on the overall assessment of the entire test). The test can be used individually or in a group.

The child is given an A4 sheet folded in half and a simple pencil. The sheet should lie like a notebook. The first page is blank. On the unfolded side (on the left half of the sheet) at the top, write a short sentence in advance in written (NOT printed!) letters: He ate soup, or She was given tea, or I am sitting.

Below you draw a group of dots. The right half of the sheet is for the drawing task.

The child should sit in a way that is comfortable for him, so that the table and chair take into account his height.

When everything is ready, sit the child down, place a folded sheet of paper in front of him, give him the first task and wait for him to complete it. Then ask him to unfold the sheet for the second task, etc.

a) Test “Drawing of a person”.

Exercise.“Here (shown where) draw some uncle, (man) as best you can.” While drawing, it is unacceptable to correct the child (“you forgot to draw the ears”), the adult silently observes. If a child asks if it is possible to draw a woman, say: “You need to draw a man.” If the child has already started drawing a woman, wait until he finishes and repeat the request to draw a man. It happens that a child refuses to draw a man. In this case, do not insist - this is food for thought for you. (Such a refusal, presumably, may indicate trouble in the child’s family, when the father is absent altogether, a threat comes from him, or traumatic impressions are associated with him (But do not immediately draw hasty conclusions - the reason may be Bad mood or previous stress).

Assessment

1 point: a male figure is drawn (elements of men’s clothing), there is a head, torso, limbs; the head and body are connected by the neck, it should not be larger than the body; the head is smaller than the body; on the head – hair, possibly a headdress, ears; on the face - eyes, nose, mouth; the hands have hands with five fingers; legs are bent (there is a foot or shoe); the figure is drawn in a synthetic way (the outline is solid, the legs and arms seem to grow from the body, and are not attached to it.
2 points: fulfillment of all requirements, except for the synthetic method of drawing, or if there is a synthetic method, but 3 details are not drawn: neck, hair, fingers; the face is completely drawn.
3 points: the figure has a head, torso, limbs (arms and legs are drawn with two lines); may be missing: neck, ears, hair, clothing, fingers, feet.
4 points: a primitive drawing with a head and torso, arms and legs are not drawn, can be in the form of one line.
5 points: lack of a clear image of the torso, no limbs; scribble.

Regarding the interpretation, J. Jirasek noted that high quality of performance indicates a greater likelihood that the subject will successfully cope with school curriculum. However, if he did poorly on the test, this does NOT mean that at school he will become a poor student and an ignoramus. Not at all. The children study well. It just happens that a child, in principle, draws a person schematically, which only affects the total score.

b) Copying a phrase from written letters

Exercise. “Look, there's something written here. Try to rewrite the same here (show below the written phrase) as best you can.”
Write a phrase on a piece of paper in capital letters, the first letter is capital: He ate soup.

Assessment
1 point: the sample is well and completely copied; letters may be slightly larger than the sample, but not 2 times; the first letter is capital; the phrase consists of three words, their location on the sheet is horizontal (a slight deviation from horizontal is possible).
2 points: the sample is copied legibly; the size of the letters and horizontal position are not taken into account (the letter may be larger, the line may go up or down).
3 points: the inscription is divided into three parts, you can understand at least 4 letters.
4 points: at least 2 letters match the sample, the line is visible.
5 points: illegible scribbles, scribbling.

c) Drawing points.

Exercise. “There are dots drawn here. Try to draw the same ones next to each other.”
In the sample, 10 points are located at an even distance from each other vertically and horizontally.

Assessment
1 point: exact copying of the sample, small deviations from the line or column are allowed, reduction of the picture, enlargement is unacceptable.
2 points: the number and location of points correspond to the sample, deviation of up to three points by half the distance between them is allowed; dots can be replaced by circles.
3 points: the drawing as a whole corresponds to the sample, and does not exceed it in height or width by more than 2 times; the number of points may not correspond to the sample, but there should not be more than 20 and less than 7; We can rotate the drawing even 180 degrees.
4 points: the drawing consists of dots, but does not correspond to the sample.
5 points: scribbles, scribbles.

After evaluating each task, all points are summed up.

So, if a child scores in total on all three tasks:
3-6 points – that’s his high level readiness for school;
7-12 points – quite an average level;
13-15 points - so be it, low level readiness, the child needs additional activities, research, etc. (or maybe the child was just in a bad mood? - in a day let's take the test one more time! Everything will work out, but you need to be more careful!)

The worksheet for the two tasks looks like this.

(The dots on the right (vertical) indicate the fold line of the paper.)

G) Questionnaire.

Reveals the general level of 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:

Which animal is bigger - a horse or a dog?
(horse = 0 points; incorrect answer = -5 points)

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)

It's light during the day, but at night...
(dark = 0; wrong answer = -4)

The sky is blue and the grass...
(green = 0; incorrect answer = -4)

Cherries, pears, plums, apples - what are they?
(fruit = 1; correct answer = -1)

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)

What are Moscow, Odessa, St. Petersburg? (name any cities)
(cities = 1; stations = 0; incorrect answer = -1)

What time is it now? (show on a watch, real or toy)
(correctly shown = 4; only a whole hour or quarter of an hour is shown = 3; does not know the hour = 0)

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)

Is a dog 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;
for a cat without explanation = -1, for a chicken = -3)

Why do all cars have brakes?
(two reasons are indicated: to slow down from the mountain, stop, avoid a collision, etc. = 1;
one reason = 0; wrong answer = -1)

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)

How are cats and squirrels similar to each other?
(determining that these are animals or giving two common characteristics: they have 4 legs, tails, fur, they can climb trees, etc. = 3; one similarity = 2; incorrect answer = 0)

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)

Football, high jump, tennis, swimming - it's...
(sport (physical education) = 3; games (exercises, gymnastics, competitions) = 2; doesn’t know = 0)

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)

What is the difference between an old person and a young person? What's the difference between them?
(3 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

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)

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)

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.
If the verbal intelligence score is low or below average, additional examination and additional classes are necessary.

Now the subtleties: do not rush to conclusions from the series “All children are like that, but mine..!!” And yours is super! The results of this testing are not the main ones, not the last ones, but intermediate ones. And the introduction to the test is not carried out so that the child learns to put exactly these dots and draw exactly these letters. I repeat - you need to get acquainted in order to understand: what mental operations need to be developed so that the child not only completes the test tasks, but then the tasks in the school textbook, and in the future solves life problems.
I wish you success!!!

Hello,
Dear adults!

As promised, I offer you Kern–Jerasik test, which I found on the Internet.

This test has a number of significant advantages for the initial examination of children: it does not require a long time to carry out; can be used for both individual and group examinations; has standards developed on a large sample; does not require special means or conditions.

Brief description of the test.

The indicative test of school maturity by J. Jerasik is a modification of the test by A. Kern. J. Jerasik introduced an additional fourth task, which consists of answering questions (each child is asked to answer 20 questions)

All three tasks of A. Kern’s method are aimed at determining the development of fine motor skills of the hand, coordination of movements and vision. All this is necessary for a child to learn to write at school. In addition, with the help of this test, you can generally determine the child’s intellectual development, the ability to imitate a model and the ability to concentrate and concentrate.
The technique consists of three tasks:

1. Drawing written letters.
2. Drawing a group of points.
3. Drawing a male figure.

The child is given a sheet of unlined paper. The pencil is placed so that it is equally comfortable for the child to take it with both the right and left hand.

A. Copying a phrase"She was given tea"

A child who does not yet know how to write is asked to copy the phrase “She has been given tea,” written in written(!) letters. If your child already knows how to write, then you should invite him to copy a sample of foreign words.

Instructions. “Look, there’s something written here. You can't write yet, so try to draw it. Take a good look at how it is written, and at the top of the sheet (show where) write the same.”

7-6 points - the letters are divided into at least two groups. You can read at least 4 letters.

5-4 points - at least 2 letters are similar to the samples. The whole group looks like a letter.
3-2 points - doodles.

B. Drawing a group of points

The child is given a form with a picture of a group of dots. The distance between the points vertically and horizontally is 1 cm, the diameter of the points is 2 mm.

Instructions. “There are dots drawn here. Try to draw the same ones here yourself” (show where).

10-9 points - exact reproduction of the sample. Dots are drawn, not circles. Any minor deviations of one or more points from a row or column are allowed. There can be any reduction in the figure, but an increase is possible no more than twice.

8-7 points - the number and location of points corresponds to the given pattern. Deviation of no more than three points from a given position can be ignored. It is acceptable to depict circles instead of dots.

6-5 points - the drawing as a whole corresponds to the sample, no more than twice its size in length and width. The number of points does not necessarily correspond to the sample (however, there should not be more than 20 and less than 7). Deviation from the specified position is not taken into account.

4-3 points - the outline of the drawing does not correspond to the sample, although it consists of individual dots. The dimensions of the sample and the number of points are not taken into account at all.

1-2 points - doodles.

B. Drawing of a man

Instructions: “Here (indicate where) draw some man (uncle).” No explanations or instructions are given. It is also prohibited to explain, help, or make comments about errors. Any child’s question must be answered: “Draw as best you can.” You are allowed to cheer up the child. To the question: “Is it possible to draw an aunt?” — it is necessary to explain that you need to draw your uncle. If the child begins to draw a female figure, you can allow him to finish drawing it, and then ask him to draw a man next to him.

When assessing a person’s drawing, the following is taken into account:

- presence of main parts: head, eyes, mouth, nose, arms, legs;

— the presence of minor details: fingers, neck, hair, shoes;

- a way of depicting arms and legs: with one or two lines, so that the shape of the limbs is visible.

10-9 points - there is a head, torso, limbs, neck. The head is no larger than the body. On the head there is hair (hat), ears, on the face there are eyes, nose, mouth. Hands with five fingers. There is a sign of men's clothing. The drawing is made in a continuous line (“synthetic”, when the arms and legs seem to “flow” from the body.

8-7 points - compared to those described above, the neck, hair, one finger of the hand may be missing, but no part of the face should be missing. The drawing was not made in a “synthetic way”. The head and torso are drawn separately. Arms and legs are “stuck” to them.

6-5 points - there is a head, torso, limbs. Arms and legs should be drawn with two lines. There is no neck, hair, clothes, fingers, or feet.

4-3 points - a primitive drawing of a head with limbs, depicted on one line. According to the principle “stick, stick, cucumber - here comes the little man.”

1-2 points - lack of a clear image of the torso, limbs, head and legs. Scribble.

QUESTIONNAIRE
J.Jerasika

Reveals the general level of thinking, horizons, and development of social qualities.

It is conducted in the form of a question-answer conversation.

Exercise 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; wrong 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 watch, real or toy)
(correctly shown = 4; only a whole hour or quarter of an hour is shown = 3; does not know the hour = 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 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; incorrect answer = 0)

15. Football, high jump, tennis, swimming are...
(sports (physical education) = 3; games (exercises, gymnastics, competitions) = 2; incorrect answer = 0)

16. What vehicles do you know?
(three land vehicles + plane or ship = 4; only three land vehicles or a complete list with an airplane, ship, but only after explaining that vehicles are something you can move on = 2; incorrect 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 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.
Amount + 24 and above– high verbal intelligence (outlook).
Amount from + 14 to 23- above average.
Sum from 0 to + 13– average indicator of verbal intelligence.
From -1 to – 10- below the average.
From – 11 and less– low indicator.

If the verbal intelligence score is low or below average, additional examination of the child’s neuropsychic development is necessary.

Good luck to you!

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Copying a phrase from written letters. Diagnostics of the level of perception of children of primary school age

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