Drawing a group of target core points. Kern-Jirasek school maturity test. Theoretical analysis of sensorimotor functions

The Kern-Jerasik test allows you to quickly determine how well a child has developed the functions necessary for school: speech, mental development, ability to perform an educational task, visual 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.

By doing this test assistance is prohibited.

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 the sheet over to back side which a sample phrase is written.

“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.”

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. Possibly less or large quantity points.

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 psychomotor development as mature, that is, ready for school.

6-7 points – the average level of 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:

All three tasks of the Kern-Jirasek Graphic Test for School Readiness 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, this children's test allows general outline define intellectual development child (first task). The second and third tasks reveal his ability to imitate a model, which is necessary in school education. They 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 interesting to him.

The test, as mentioned above, 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 on a five-point system (1 is the highest, 5 is the lowest points), then the total result for the three tasks is calculated. The development of children who received a total of 3 to 6 points is considered above average, from 7 to 11 - as average, from 12 to 15 - below normal.

The Kern-Jirasek method for school maturity can be used both in a group and individually.

Kern-Jirasek School Readiness Test (children's tests):

Instructions, stimulus material.

Before completing the first task, the child is asked to depict the figure of a man (without further explanation). Helping the test taker or drawing his attention to errors and shortcomings in the drawing is excluded. If a child finds it difficult to complete this task, then he should be encouraged (for example, by saying: “Draw, you will succeed”). Sometimes children ask if they can draw a woman instead of a man. In this case, a negative answer should follow. If the child begins to draw a woman, then he should be allowed to finish drawing her, and then ask him to draw a man next to him.

After finishing drawing, the child is asked to turn the sheet of paper over to the other side and is asked to copy two words (“ This is a ball"), written in written letters (second task). If the child did not guess the length of the phrase and one word did not fit on the line, then he can be advised to write this word higher or lower.

In the third task, children are asked to copy a group of drawn dots. It is necessary to show the child the place on the sheet of paper where he should draw, since some children may have a weakening of concentration. Below is a sample suggested for reproduction:

Key to the school maturity test.

Exercise 1

1 point. The drawn figure must have a head, torso and limbs. The head is connected to the body and should not be larger than it. The head has hair (perhaps under 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 feet are bent at the bottom. The figure has men's clothing and is depicted in a synthetic (contour) way (drawn immediately as a single unit, and not composed of separate completed parts), in which the entire figure can be outlined with one contour 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. All requirements (except for the use of a synthetic drawing method) are met by one. The absence of three details (neck, hair, one finger, but not part of the face) can be ignored if the figure is drawn in a synthetic way.

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

4 points. A simplified 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 2

1 point. The entire sample has been copied. The letters are no more than twice the size of the sample letters. The first letter is the same height as a capital letter. The letters are clearly connected into two words. The copied phrase deviates from the horizontal line by no more than 30°.

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

3 points. Explicit division of the inscription into 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 produces the caption line.

5 points. Scribble.

Task 3

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 is parallel to the sample.

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

3 points. The drawing as a whole 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°.

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 shapes (eg lines) are not allowed.

5 points. Scribble.

Interpretation, decoding.

If a subject scores 3-6 points on all tasks of the Kern-Jirasek test, then, as a rule, there is no need to clarify the picture of his intellectual development. Children who score 7-9 points (if these points are evenly distributed among all tasks) have an average level of development. If the total score includes very low ratings(for example, a score of 9 consists of scores of 2 for the first task, 3 for the second and 4 for the third), then it is better to conduct an individual examination in order to more accurately understand the characteristics of the child’s development. And, of course, it is necessary to additionally examine children who received 10-15 points (10-11 points are the lower limit of average development, 12-15 points are below normal development).

The described test is convenient for initial acquaintance with children. It gives an overall picture of development and can be used in a group, which is very important when enrolling children in school.

The Kern-Jirasek test is intended to study the intellectual sphere, but on the basis of its first task (drawing a male figure from memory) it is possible to obtain some indirect information about the child’s personal characteristics. When interpreting this test, the location of the human figure on the sheet and its size, the quality of the drawing lines (bold, depressed, thin, repeated tracing of one line), the size of various parts of the body, its disproportion, the absence of any body parts or any features are taken into account faces, drawing of eyes. The space allocated in the drawing to each of the main parts of the body, for example, the head, facial features, hair, neck, shoulders, chest, torso, hips and limbs, is also taken into account. If, for example, a child does not draw fingers or draws too Long hands, then you should study the features of his communication. When all the lines of a drawing are thick, depressed, and circled many times, it is necessary to examine it 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 must be remembered that all this indirect information about the child’s personal characteristics should not be taken as his characteristics.

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

First task -

Drawing a female figure from memory

second – drawing of written letters

third – drawing a group of figures.

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 in general terms the intellectual development of the child.(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 a child (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. Right part 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 is written, and here, next to it, on free space write the same." 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 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, they 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 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 is set when the following conditions are met: the drawn figure must have a head, torso, and 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. A primitive drawing of a head and body. 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.

Kern–Jierasek test was proposed by J. Jirasek as a modification of the existing technique of A. Kern and received a combined name. 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.

The test consists of three tasks. The first task is to draw a male figure from memory, the second is to draw written letters, the third is to draw a group of dots. Can be used both in a group and individually.

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 movements. These skills are necessary in school to master writing. In addition, the test allows you to determine in general terms the intellectual development of the child (drawing a male figure from memory).

The tasks “copying written letters” and “copying a group of dots” reveal the child’s ability to imitate a model. This skill is also necessary in school teaching. Subtests also allow you to determine whether a child can concentrate, without distraction, for some time on a task that is not very attractive to him.

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 one to make a conclusion about the development of logical thinking (the school maturity test mainly allows one to judge the development of sensorimotor).

Instructions. The child (group of children) is offered 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. 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). The form is placed in front of the child with its clean side.

Kern-Jirasek test

Task 1. Draw an uncle (man)

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. Such a refusal may 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.

Children are asked to draw a man so that they can see the legs of the human figure and evaluate how the child maintains proportions when drawing a man. It is important to pay attention to how the child draws details, face, elements of clothing. While drawing, it is unacceptable to correct the child (“you forgot to draw ears”), the adult silently observes.

Grade

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 present 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.

Task 2. Copy the sample

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”, “She is given tea”, etc.) 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.

Many parents think that this activity is aimed at testing whether the child can write in cursive letters, but this is not true. The test is aimed at identifying the ability to copy, maintain proportions, see the line, and highlight individual words. A sample is given, you must write exactly the same. For example: She was given tea .

Grade

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.

Note. The test shows how ready the child is to learn to write, whether he sees a line or individual words.

Task 3. Draw points from the sample

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, they 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 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.

In the sample, 10 points are located at an even distance from each other vertically and horizontally:

Grade

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.

Summarizing

After evaluating each task, all points are summed up. If the child scores in total on all three tasks:

• 3-6 points- him high level readiness for school;
• 7-12 points- average level;
• 13-15 points – low level readiness, the child needs additional examination of intelligence and mental development.

Questionnaire for the orientation test of school maturity

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. Can't be allowed leading questions, correct if the child answers incorrectly, and additionally encourage a more complete answer. Necessary exceptions to this requirement are specifically stated in the test key.

Instructions to 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 the first question..."

1. Which animal is bigger - a horse or a dog?

Horse = 0 points, wrong answer = - 5 points.

2. In the morning you have breakfast, and in the afternoon... We have lunch.

We eat soup, meat = 0 points. We have dinner, sleep and other erroneous answers = - 3 points.

3. It’s light during the day, but at night...

Dark = 0 points, wrong answer = - 4 points.

4. The sky is blue and the grass...

Green = 0 points, incorrect answer = - 4 points.

5. Cherries, pears, plums, apples - is this...?

Fruit = 1 point, wrong answer = - 1 point.

6. Why does the barrier drop before the train passes along the track?

To prevent the train from colliding with the car. So that no one gets hit by a train (etc.) = 0 points, wrong answer = - 1 point.

7. What are Moscow, Rostov, Kyiv?

Cities = 1 point. Stations = 0 points. Incorrect answer = - 1 point.

8. What time does the clock show (show on the clock)?

Well shown = 4 points. Only a quarter, a whole hour, a quarter and an hour are shown correctly = 3 points. Doesn't know the clock = 0 points.

9. A small cow is a calf, a small dog is..., a small sheep is...?

Puppy, lamb = 4 points, only one answer out of two = O points. Incorrect answer = - 1 point.

10. Is a dog more like a chicken or a cat? How are they similar, what do they have the same?

Like a cat, because they have 4 legs, fur, tail, claws (one similarity is enough) = 0 points. For a cat (without giving similarity signs) = - 1 point. For chicken = - 3 points.

11. Why do all cars have brakes?

Two reasons (braking down a mountain, braking at a turn, stopping in case of danger of a collision, stopping altogether after finishing driving) = 1 point. 1 reason = 0 points. Incorrect answer (for example, he would not drive without brakes) = - 1 point.

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

Two common features = 3 points (they are made of wood and iron, they have handles, these are tools, you can hammer nails with them, they are flat on the back). 1 similarity = 2 points. Incorrect answer = 0 points.

13. How are squirrels and cats similar to each other?

Determining that these are animals or bringing two common features(they have 4 paws, tails, fur, they can climb trees) = 3 points. One similarity 2 points. Incorrect answer = 0 points.

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

They have different signs: the screw has a thread (thread, such a twisted line around the notch) t 3 points. The screw is screwed in and the nail is driven in, or the screw has a nut = 2 points. Incorrect answer = 0 points.

15. Football, high jump, tennis, swimming - is this...?

Sports, physical education = 3 points. Games (exercises), gymnastics, competitions = 2 points. Incorrect answer = 0 points.

16. Which ones do you know? vehicles?

Three land vehicles, aircraft or ship = 4 points. Only three land vehicles or a complete list, with an airplane or a ship, but only after explaining that vehicles are something you can use to get somewhere = 2 points. Incorrect answer = 0 points.

17. How is it different? an old man from a young man? What's the difference between them?

Three signs ( White hair, lack of hair, wrinkles, can no longer work like that, sees poorly, hears poorly, is sick more often, is more likely to die than young) = 4 points. 1 or 2 differences = 2 points. Incorrect answer (he has a stick, he smokes, etc.) = 0 points.

18. Why do people play sports?

Two reasons (to be healthy, fit, strong, to be more mobile, to stand straight, not to be fat, they want to achieve a record, etc.) = 4 points. One reason = 2 points. Incorrect answer (to be able to do something) = 0 points.

19. Why is it bad when someone avoids work?

The rest must work for him (or another expression for the fact that someone else suffers as a result of this). He is lazy. Earns little and cannot buy anything = 2 points. Incorrect answer = 0 points.

20. 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 would have to pay a fine = 2 points. Incorrect answer = 0 points.

After the survey is completed, the results are calculated based on the number of points achieved on individual questions. The quantitative results of this task are divided into five groups:

• 1 group - plus 24 or more;
• Group 2 - plus 14 to 23;
• Group 3 - from 0 to 13;
• Group 4 - from minus 1 to minus 10;
• Group 5 - less than minus 11.

According to the classification, the first three groups are considered positive. Children who score from plus 24 to plus 13 are considered ready for school.

Full description

Diagnosis of a child’s readiness for school (Determination of school maturity using the Kern-Jirasek test).

This test is widely used and can be used by psychologists, teachers, parents and other interested parties. The instructions were developed by the Institute of Hygiene for Children and Adolescents of the USSR Ministry of Health, but the test remains relevant to this day.

The Kern-Jirasek orientation test is used to examine 6-year-old children.

Before the test, the child’s first and last name, age and date of the test are written down on a piece of paper. Samples of written phrases and points are also prepared.

1 task. Drawing a human figure.

The child is given a sheet of unlined white paper and a set of colored pencils (or a simple pencil).

The following task is proposed: “Here (shown where) draw some guy in full height, because you know how.” The child is not given any other explanation. An adult is not allowed to interfere with the drawing process, comment, or help. If a child says: “I don’t know how,” the adult encourages: “I understand that you are not an artist. But draw as best you can!” If the child wants to draw someone else (for example, an aunt), allow him to do so, but then insist that he draws an uncle.

For an observant person or a specialist, the drawing process itself is of interest, the colors selected by the child, as well as the size and location of the figure on the sheet. If the color is unnatural (for example, the hair is blue or green or red), etc. – this is a reason for additional study of the child’s characteristics.

Test results evaluation:

1 point. The drawn figure should have a head (with eyes, mouth, nose), hair or a hat on the head, and ears drawn. The head should not be larger than the body and is connected to it by the neck. There are 5 fingers drawn on each hand. The legs are proportional to the body; Often children prepared for school draw shoes. There are signs of men's clothing. The limbs are not drawn on by the child; the drawing has a certain integrity and even three-dimensionality.

2 points. There is a head, torso, arms, legs, but the image is not solid (“synthetic”). The head and torso are drawn separately, and arms and legs are attached to the torso. There are three possible missing body parts: neck, hair, one finger, but no part of the face should be missing.

3 points. There is a head, torso, limbs (arms and legs should be drawn between the two lines). There is no neck, hair, clothes, fingers, feet (or shoes).

4 points. A primitive drawing of a head with a torso and limbs. According to the principle “stick-stick-cucumber, here comes the little man.”

5 points. There is no clear image of the torso and limbs (“doodles”).

Interpretation of results:

1 point: high level of intellectual development;

2 points: average level;

3 points: below average;

4 points: low level;

5 points: very low level.

Task 2. Writing a phrase.

The second task is formulated as follows: “Look, something is written here. You don’t know how to write yet, but try to take a good look at how it’s written and write the same thing.” Usually the child is asked to copy a phrase written in written letters: “He ate soup,” or “She was given tea,” sometimes they are offered a phrase in a foreign language.

1 point. The written sample was copied well and completely legibly. The letters are no more than 2 times the size of the sample letters. The first letter is clearly the same height as a capital letter. The letters are clearly connected into 3 words. The copied phrase deviates from the horizontal line by no more than 30°.

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

3 points. Explicit division of the inscription into 3 parts. You can understand at least 4 letters of the sample.

4 points. At least 2 letters match the pattern. The reproduced sample still produces the caption line.

5 points."Scribble".

3 task. Drawing a group of points.

The third task can be presented as follows: “Look at the dots in the picture and draw the same thing next to it.”

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

2 points. The number and location of points corresponds to the sample. You can ignore the deviation of no more than 3 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 not be more than 20 and less than 7 (if the sample contains 10 points). Any turn is allowed - even 180°.

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 shapes (for example, lines) are not allowed.

5 points."Scribble".

After testing is completed, the total result for 3 tasks is calculated. The development of children who received a total of 3 to 6 points on 3 tasks is considered above average, from 7 to 11 - as average, from 12-15 points as below normal. Children who received 12-15 points must be examined in depth, because Among them may be mentally retarded children.

A satisfactory result of the school maturity orientation test is a relatively reliable basis for a conclusion about school maturity with a prognosis of good school performance, but an unsatisfactory result cannot serve as a sufficient basis for a conclusion about school immaturity with a prognosis of poor school performance.

As a rule, the majority of students who show an above-average and average level of development on the test adapt well to school requirements and successfully master all sections school curriculum in grades 1-2. Those students who showed a below-average level of development on the test, for the most part experience difficulties in adapting to school requirements and mastering writing, but by the end of 2nd 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 reason for poor test performance - low intellectual development, poor development of volition, or underdevelopment of sensorimotor connections and fine motor skills of the hand.