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School maturity test core jiraseka form. Orientation test of school maturity A

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 general outline intellectual development of a child (drawing of a male figure from memory) (FOOTNOTE: There is a whole direction that deals with determining the mental development of a person using drawing tests (F. Goodenough, D. Harris, K. Machover, etc.). This refers to the classic version of the test, without a later added verbal reasoning subtest).

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. The research he conducted 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. 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 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 school psychologist". M., 1991. 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 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.

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.

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 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.

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°.

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.

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 about personal characteristics this test provides almost no information.) Children who score 7-9 points, if these points are evenly distributed among all tasks, also may not be invited for an interview, since these children, as a rule, represent the average level of development. If the total score includes very low marks (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 features of its 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)

Age: Preschool 5-7 years old, Ready for school.

Question: readiness to learn.

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

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 existing methodology 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 (see part 2).

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 an assessment of the child’s personal maturity (task 1), his fine motor skills and visual coordination (task 2), and the test also reveals 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.

Methodology

The child is given an A4 sheet folded in half and a simple pencil. The sheet should lie like a notebook. 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.

Below you draw a group of points as shown in Fig. The right half of the sheet is for the child who will complete the drawing task.

He 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.

1. Draw a man. Because you know how (we don’t say anything else and in response to all the child’s remarks we repeat the instructions without our explanation). If he asks if you can 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 (later I will explain why this could be). Then we do the next task.

2. The child turns the sheet over and sees a sentence at the top left. You say: “Look, there’s something written here. You don’t know how to write yet, but try, maybe you can do the same. Look carefully and write the same thing here in the empty space.” Those. we invite him to copy the phrase. If your child already knows how to read written text, write any phrase in another language unknown to him, for example, in English: He eats soup.

3. It then moves on to a group of points. You say: “Look, there are dots drawn here. Try to draw the same thing here, next to me.” You can use your finger to show the place where he will draw them.

After finishing the test, do not forget to praise your child.

If in the first task the child flatly refuses to draw a man, do not insist - this is food for thought. Such a refusal may indicate trouble in the child’s family, when the father is absent altogether, a threat comes from him, or traumatic experiences are associated with him.

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. And such children study well. It just happens that a child sketches a person, which affects total amount points.

So if you don’t get the scores you would like, think about whether you are doing everything for your child’s development? Show him more attention, engage him more often in all the games and exercises that develop fine motor skills, memory and thinking.

SO, WE CARRY OUT ALL FOUR PARTS OF THE KERN-JIRASEK TEST:

a) Test “Drawing of a person”(very important!) - applied in all CIS schools:

Exercise

“Here (shown where) draw some guy as best you can.” While drawing, it is unacceptable to correct the child (“you forgot to draw the ears”), the adult silently observes.

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.

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; letter size and horizontal position is 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

“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 examination intelligence and mental development (or maybe the child just had Bad mood? - in a day let's take the test one more time! God willing, everything will work out, but you need to be more careful!)

d) QUESTIONNAIRE. The last part of the Kern-Jirasik test (Kern-Jurasik in another spelling)

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; wrong 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 bringing two common features: they have 4 legs, tails, fur, they can climb trees, etc. = 3; one similarity = 2; wrong 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)

Which ones do you know vehicles?

(three land vehicles + plane or ship = 4;

only three ground vehicles or full list with an airplane, ship, but only after explaining that vehicles are something you can move around on = 2;

wrong answer = 0)

What is the difference an old man from a young man? 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.

Sum from 0 to + 13 – average verbal intelligence.

From - 1 to - 10 – below average.

From -11 and less is a low indicator.

If verbal intelligence is low or below average, additional testing is necessary neuropsychic development child.

Literature:

1. A. Kern, modification by J. Jirasek. Gutkina N.I. Psychological readiness for school. -

M.: NPO "Education", 1996

2. Psychological readiness for school. - 4th ed., revised. and additional -

St. Petersburg: Peter, Series " Tutorial", 2004.

The following tests for admission to 1st grade are used after the Kern-Jirasek test:

Methodology "House"

The technique is a task of drawing a picture depicting a house, the individual details of which are made up of elements of capital letters.

The task allows you to identify: the child’s ability to focus his work on a model; the ability to copy it.

These skills require a certain level of development: voluntary attention; spatial perception; sensorimotor coordination and fine motor skills of the hand.

(A sheet with a “house” is placed in front of them; Fig. 1.) The teacher addresses the child: “Take your time, be careful, try to make the drawing exactly the same as this sample. If you draw something wrong, you can’t erase it with an eraser. You need to draw the correct one on top of the incorrect drawing or next to it. Do you understand the task? Then get to work."

Work progress

Before completing the task, the teacher addresses the children with the words: “Before you lies a sheet of paper and a pencil.” On this sheet they are asked to draw exactly the same picture as they see in the picture.

Processing of experimental material is carried out by counting points awarded for errors. The following are considered errors:

a) the absence of any detail of the picture (fence, smoke, pipe,
roof, window, base of the house) - 4 points;

b) an increase in individual details of the drawing by more than two
times while maintaining relatively correct size
the entire drawing (points are awarded for each detail) - 3
points;

c) an incorrectly depicted element (smoke rings, fence -
right and left side, shading on the roof, window,
pipe) - 2 points.

The element is evaluated as a whole. If part of it is copied correctly, then 1 point is awarded. The number of elements in a drawing detail is not taken into account;

d) incorrect arrangement of parts in space (fence

not on a line common with the base of the house, displacement of pipes, windows, etc.) - 1 point;

e) deviation of straight lines by more than 30° from the specified
directions (skew of vertical and horizontal
lines, collapsing a fence) - 1 point;

f) gaps between lines in the places where they should be

connected (for each break) - 1 point. In the event that the hatch lines on the roof do not reach its line, 1 point is given for the entire hatch as a whole;

g) if one line goes beyond another (for each climb),
then 1 point is given. Roof shading is estimated at
in general;

h) error-free copying of a drawing - 0 points. A “0” is given for good execution of the drawing. Thus, the worse the task is completed, the higher the total score received by the subject.

0 points - well-developed voluntary attention;

1-2 points - average development of voluntary attention; more than 4 points - poor development of voluntary attention.

It is necessary to take into account the age of the subject. Five-year-old children almost never receive a score of “0,” but if a test subject at 10 years old receives more than 1 point, this indicates poor development.

The Kern-Jirasek test is often used to diagnose the knowledge of children entering school. This test allows parents to understand whether their child is ready for school.

The orientation test of school maturity by J. Jirasek, which is a modification of the test by A. Kern, consists of 3 tasks: imitation of written letters, drawing a group of dots, drawing a male figure from an idea. The result is assessed using a five-point system, and then the total result for all three tasks is calculated. This technique allows you to determine the level of development of fine motor skills, predisposition to master writing skills, the level of development of hand coordination and spatial orientation. Reveals the general level of mental development, the level of development of thinking, the ability to listen, perform tasks according to a model, and the arbitrariness of mental activity.

1. Draw an uncle (man)

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.

Evaluation is carried out as follows using a five-point system:

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.

2. Copy sample

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: I am sitting, she has been given tea, I am sitting.

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 pattern, the line is visible.

5 points: illegible scribbles, scribbles.

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

3. Draw points from the sample

Accurate reproduction is necessary; one point may be out of place. (The dots can be in any order, they can form a pattern, and are often drawn in cells.)
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 pattern, 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. If the child scored in total on all three tasks:

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

Questionnaire of the orientation test of school maturity by J. Jirasek

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 go down 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, incorrect answer = - 1 point.

7. What are Kyiv, Odessa, Kharkov?
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 citing two common characteristics (they have 4 legs, 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. What vehicles do you know?
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. 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, 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:

Group 1 - 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.

Overall assessment of test results

Children who receive 3 to 6 points in the first three subtests are considered ready for school. The group of children who received 7-9 points represents the average level of development of readiness for school learning. Children who received 9-11 points require additional research to obtain more reliable data. Special attention should be focused on a group of children (usually individual children) who scored 12-15 points, which is below normal development. Such children need a thorough individual study of intellectual development, the development of personal and motivational qualities.
There are many other tests and methods for determining school readiness. The school can also create its own package for interviewing or testing children.

The child’s memory, attention, logical thinking, the level of his ideas about the world around him must be examined, fine motor skills, level of speech development and reading ability, development mathematical representations.

The Kern–Jirasek test is often used to diagnose children entering school.

The orientation test of school maturity by J. Jirasek, which is a modification of the test by A. Kern, consists of 3 tasks: imitation of written letters, drawing a group of dots, drawing a male figure from an idea. The result is assessed using a five-point system, and then the total result is calculated for all three tasks. This technique allows you to determine the level of development of fine motor skills, predisposition to master writing skills, the level of development of hand coordination and spatial orientation.

Reveals the general level of mental development, the level of development of thinking, the ability to listen, perform tasks according to a model, and the arbitrariness of mental activity.

1. Draw an uncle (man).

Evaluation is carried out as follows according to a five-point system

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, they are in the form of one line.

5 points: lack of a clear image of the torso, no limbs; scribble.

2. Copy the sample.

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, it is extremely important to write exactly the same. For example: I am sitting, she has been given tea, I am sitting.

Grade. 1 point: the sample is well and completely copied; letters are 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 must be larger, the line can 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.

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

3. Draw points from the sample.

Accurate reproduction is necessary; one point may be out of place. (The dots can be in any order, they can form a pattern, and are often drawn in cells.)

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 are replaced by circles.

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. If the child scores the total for all three tasks:

3-6 points – he has a high level of readiness for school;

7-12 points – average level;

13-15 points – low level of readiness, the child needs additional examination of intelligence and mental development.

ORIENTATION TEST QUESTIONNAIRE

SCHOOL MATURITY J.JIRASEKA

Which animal is bigger - a horse or a dog?

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

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.

It's light during the day, but at night...

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

The sky is blue and the grass...

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

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

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

Why does the barrier go down 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, 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 (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.

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.

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.

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.

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.

How are squirrels and cats similar to each other?

Determining that these are animals or citing two common characteristics (they have 4 legs, 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) and 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. What vehicles do you know?

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. 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, 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:

Group 1 - 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.

Overall assessment of test results

Children who receive 3 to 6 points in the first three subtests are considered ready for school. The group of children who received 7-9 points represents the average level of development of readiness for school learning. Children who received 9-11 points require additional research to obtain more reliable data. Particular attention should be paid to a group of children (usually individual children) who scored 12-15 points, which constitutes development below the norm. Such children need a thorough individual study of intellectual development, the development of personal and motivational qualities.

There are many other tests and methods for determining school readiness. The school can also create its own package for interviewing or testing children.

The child’s memory, attention, logical thinking, the level of his ideas about the world around him, fine motor skills, the level of speech development and reading ability, and the development of mathematical concepts must be examined. Read about this in other sections of the site.

6. Test “The fourth is extra.”

The ability to generalize, logical, and imaginative thinking is revealed. For older children preschool age You can use both pictures and words. It is important not only that the child chooses the wrong one, but also how he explains his choice.
Posted on ref.rf
Prepare pictures or words, for example: an image of a porcini mushroom, boletus mushroom, flower and fly agaric; pan, cup, spoon, cupboard; table, chair, bed, doll. Possible verbal options: dog, wind, tornado, hurricane; brave, courageous, determined, angry; laugh, sit, frown, cry; milk, cheese, lard, yogurt; chalk, pen, garden, pencil; puppy, kitten, horse, piglet; slippers, shoes, socks, boots, etc. If you use this technique as a developmental one, you can start with 3-5 pictures or words, gradually complicating the logical series so that there are several correct answer options, for example: cat, lion, dog - a dog (not from the cat family) should also be extra ), and a lion (not a pet).

7. Test "Classification".

Purpose: Research logical thinking. Prepare sets of cards that include various groups: clothes, dishes, toys, furniture, domestic and wild animals, food, etc. The child is asked to arrange the pictures (pre-mixed) into groups, then he is given complete freedom. After completing the task, the child must explain why he arranged the pictures this way (children often put animals or images together kitchen furniture and dishes, or clothes and shoes, in this case, offer to separate these cards) High level of task completion: the child arranged the cards correctly into groups, was able to explain why and name these groups (“pets”, clothes”, “food”, “ vegetables” etc.)

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 schooling. 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.

Grade

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 foreign words, also written in written letters.

Grade

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 for learning 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.

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 scored in total on all three tasks:

3-6 points– he has a high level of readiness for school;
7-12 points- average level;
13-15 points– low level of 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. 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.

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 go down 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, incorrect 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?

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

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

Determining that these are animals or citing two common characteristics (they have 4 legs, 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?

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

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

16. What vehicles do you know?

17. What is the difference between an old man and a young man? What's the difference between them?

18. Why do people play sports?

19. Why is it bad when someone avoids work?

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:

Group 1 - 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.