Psychological tests for children 4 years old. Option for the youngest children

Over more than half a century of research, many different psychological tests have been created for children and adults - to determine the level of intelligence, the presence of musical or other abilities, educational success, the depth of some special interests, and so on. Taking into account the strength or weakness of a person's psyche, as well as his intellectual, artistic and social interests, tests greatly facilitate helping people who need to get along in life. own home, adapt to conditions at school, at work, and so on. Children's tests are especially convenient and useful because they provide an opportunity to get to know the child better, to better understand those feelings, emotions and experiences that the child himself cannot yet tell and explain. Also, children's tests allow us to identify the level of development of the child's skills, and, depending on the test results, focus on the development of certain abilities, using the necessary developmental techniques.

• Using and interpreting tests requires great skill and considerable experience. Tests are by no means absolutely precise units of measurement like physical measures. But this does not mean that they are less useful, although it should be emphasized once again: they should only be used and deciphered by specialists.

If the baby is four years and five months old, this type of testing is selected, corresponding to four, and not four and a half years, if the baby is more than 4.5 years old, then proceed to testing for children of five years of age. On the sheet, put pluses against those questions to which you can give positive answers, and minuses if the answers are negative.

Start of child development test

1. General awareness. State your first name, last name, gender; Ask a question about gender in the following form: “Are you a girl or a boy?”; (positive assessment - everything is named correctly).
2. General understanding. Name several displayed objects and a generalizing word (how can this be called in one word?); positive assessment - the general word is correctly named (shoes, clothes, dishes, transport).
3. Concentration of attention. Name three numbers (listen carefully, now I will name three numbers: 3, 8, 5 - repeat); positive assessment - all three numbers are named correctly.
4. Practical mathematical thinking. Count 4 objects (count how many cubes are in front of you); positive assessment - counted correctly and without prompting.
5. Inductive thinking. Knowledge of the simplest geometric shapes: circle and square (what shape is a ball?, what shape is a window?); positive assessment - out of three questions, two correct answers.
6. Experience of perception. Compare the length of the lines (prepare a set of three lines or strips of paper of different lengths, show the child two of them three times. Question: “Which one is longer?”); positive score - with two correct answers.

Test result

Count and add up all the minuses and pluses given during the test and compare the result with the answers below.

1. If you haven’t given any minuses, the child’s level of mental development corresponds to the age norm.
2. There are two or more disadvantages - the baby develops in a unique way, somewhat differently than most of his peers. Therefore, it is recommended to consult a child psychologist who will give specific advice on raising and educating the child.
3. If there is only one minus, we move on to additional examination.

Additional test information

The child is tested on a point that corresponds to the previous age period: if the baby is less than four years old, then - minus six months; if the child is from four to twelve years old - minus one year. The procedure is the same as in the main examination.

• If there is not a single minus among the answers, the level of mental development corresponds to the age norm.
• There is at least one drawback - consultation with a psychologist is recommended.

P.S. Don't forget: if your baby recently turned four years old and hasn't yet learned to, say, count to four, don't panic. After all, the baby still has a whole year to master this skill!

Have your child take simple tests. This will be a new type of game for him. And while he is “playing”, you will be busy research work and decoding inner world your baby. What is this world like? What makes a child happy? What's upsetting? Does he have fears and insecurities? Does he like to fantasize? Does he experience loneliness in his family?

Test "my family"

Children have their own ideas about the family, their own theory about the “unit of society.” Want to know what your child thinks about relationships with their immediate family? Give him a sketchbook sheet, colored pencils, enough time and ask: “Draw our family.”

◈ It is advisable that you are not nearby when the child is completing the task. He should be free and relaxed, he should not have any instructions: draw as best as possible so that he likes it.

◈ Let it be fun for the baby, and for you - material for research.

◈ If your child is in a bad mood or has witnessed a family conflict the day before, postpone the test for a more appropriate moment.

◈ If a child asks questions like: “How to draw?”, “What to draw?” or “Where to start?”, this suggests that, in essence, he does not know what “family” is. This is a pebble for your garden. It is necessary to find out and eliminate the reasons for such ignorance. Of course, this is a job for the whole family.

◈ Be sure to discuss the finished drawing with your child, even if “everything is clear to you.” It is important to speak out loud, clarify some points, the baby will help you with this and will willingly share his thoughts. Ask questions: “Who is this? Who's nearby? How many fingers does he have on his hands?

DECODING THE TEST

1. Is everything in place? Before you begin to interpret the test, you should know that there is nothing superfluous or random in a child’s drawing. Everything is important, everything carries its own meaning and has an emotional coloring (pencil pressure and color as well). If a child did not include one of the family members in the drawing, he did not just “forget.” He displaces this person at the subconscious level. How deep is it and what are the reasons? Perhaps these relationships can be adjusted on your own, or perhaps you will need the help of a specialist. If a child forgot to depict himself in the drawing, at least two reasons indicate this: “nobody needs me here” or “I live well without this company.”

2. Image size. A simple law works here: the larger the character drawn, the more significant it is for the child. If your brother or sister turns out to be giants, and mom and dad turn out to be midgets, admit that the parents are currently playing a secondary role for the baby.

3. Strangers among their own. It happens that children finish drawing fictional characters or even equipment. In their minds, they are full members of the family. These could be friends, neighbors, animals (real and non-existent), fairy-tale characters, cars. The presence of such characters indicates that the child lacks communication, understanding, and emotional closeness in the family, and he is looking for it outside the home.

4. Higher-lower. Notice how the characters are positioned in the picture. The higher the image, the more power. Accordingly, the lower the image is on the sheet, the less rights and powers it has. You have the opportunity to find out who runs the show in your family (if you don’t already know about it).

5. Distance between characters. This is an important detail in a child’s drawing, which indicates the psychological distance between the child and different family members. The close proximity of the characters to each other or their touching speaks of mutual understanding between relatives.

6. What am I like? If a child draws himself small in the corner of the picture, this indicates his low self-esteem. If he painted himself as a giant occupying most of the space, he has good opinion about yourself, beloved. Basically, in children preschool age self-esteem is often inflated: they are “princes and princesses” after all. Over time, when children's egocentrism dissolves, this patina of “chosenness” will be erased in most children.

7. Pets. If your child has drawn your four-legged family member next to him, do not be offended: this is his dearest “person” and closest friend. After all, he doesn’t demand anything, doesn’t force you to wash your hands before dinner, put away toys, doesn’t scold you for dirty pants, etc. He doesn’t need anything, he just wags his tail with joy and gives his animal, but such unselfish love. Too much emotional attachment to pets may indicate that the child does not receive enough attention from people.

8. Alarm button. The character who is drawn with great emphasis, circled several times, shaded, causes the “artist” the greatest anxiety. Anxiety can be triggered by anyone in the family. Often adults (especially the older generation) unconsciously set their own programs and taboos, and for a child they can carry negative information and fear. Anxiety can also be expressed by timid pencil movements, weak lines and strokes.

9. Head and eyes. The biggest-headed member of your family is the smartest. Pay special attention to the mirror of a person’s soul—the eyes. In psychology, this part of the face reflects our emotional state, it is the source of tears, sadness or joy. If the eyes are huge, this is a cry for help, high anxiety, a need for affection and support. If, on the contrary, they are small (in the form of dots or slits), here you can read a ban on expressing emotions, restraint, fear of expressing oneself, weakness, uncertainty, depression.

10. Ears. Huge ears indicate a desire to listen to other people's opinions. The one with the biggest ears is the most docile and submissive. “Public opinion”, criticism of others, praise or censure are important to him. If a child draws himself with big ears, this may reflect the qualities of an auditory person: he perceives the world through hearing, and this is his leading information channel. In addition, large ears can indicate alertness and anxiety: the baby, like a radar, constantly picks up suspicious information about himself and the world.

11. Mouth. Pay attention to the size of the mouth. If it is large, open, shaded, this is a source of screaming, resentment, dissatisfaction, aggression, and expressed aggression. By and large, this is even good: it is better to express and throw out your feelings than to accumulate and hold them back. If the mouth is drawn as a small line, a dot, or is completely absent, it means that the character has a taboo on expressing his emotions, primarily negative ones. Such a person is afraid to express his own opinion, relies on the will of others, it is better for him to carry out orders than to take the initiative into his own hands. The presence of teeth indicates that the character is defending himself by attacking.

12. Neck. This body part is link between reason and feelings. In the Japanese spiritual tradition, for example, there is the concept of “kokoro” - the place where the mind and heart meet, their harmonious fusion. Perhaps the neck is this place. If it is drawn, it means that the character has common sense, a rational mind, will over feelings. The absence of a neck is a sign of uncontrolled emotional manifestations.

13. Hands. These are our guides in the world of relationships, achievements, goals, aspirations. With them we “test” our capabilities, with their help we realize our abilities and talents. Pay attention to the presence and number of fingers on your hands. If they exist, this speaks of self-confidence and the ability to express oneself as much as possible in the world. The fingers of the left hand reflect connections within the family circle, the fingers of the right hand - outside of it. Large hands speak of open-mindedness, courage and power.

14. Legs. This is our support, confidence, strength, firmness. Strong legs with large feet indicate that the character is well grounded and feels powerful support of his kind. Thin legs hanging in the air indicate isolation from the world, fear of the unknown, and lack of self-confidence. In addition, the legs symbolize the opening of new spaces, the possibility of movement in life, change and transformation in the mental space of a person.

A person’s eyes, if you really look into them and not casually, carry a lot of information. Look into your child's eyes as often as possible. Do this not with the goal of “come on, tell the truth,” but with love. When you talk to your baby, sit down and get down to his level. This will help you establish a child-child relationship rather than a parent-child relationship. The more often your “inner child” gets in touch with your baby, the more chances you will have to understand the nature of children's consciousness and accept it as it is.

Sad fact

The results of numerous tests by psychologists indicate that modern children are increasingly lazy to invent, think creatively, fantasize and dream. If you ask a child to draw something just like that, he will most often draw primitive things: dots, sticks, circles. There is an explanation for this. Children are strongly focused on evaluation from adults, on results and praise, rather than on the process for pleasure.

Your baby has turned 4 years old, which means there is a great opportunity to help your baby develop his intelligence in a timely manner. The time has come to check whether the degree of formation of his mental processes corresponds to the norm, check potential capabilities in different areas of knowledge, identify which of them he succeeds in and which require additional attention.

Unfortunately, most adults underestimate the capabilities of this particular age, children’s needs for new information, and believe that there is still a lot of time ahead and it is too early to work with the child. Active preparation for education begins only a year before entering school. As a result, development stops and the child’s cognitive activity, and subsequent express ones lead to overload and fatigue, which subsequently cause a negative attitude towards studying.

With the help of these tests, you can easily determine the level of development of your baby, and most importantly, you can summarize the work done on the development of your child, and prepare him for the next, more in-depth stage of studies.

At 4 years old, a child should be able to:

Attention.

Repeat the movement after the adult in a certain sequence: clap your hands, raise your arms up, arms to the sides, lower your arms.

Clap your hands only when he hears a certain word, such as snow. (Say the words: house, thunderstorm, snow, book, cup, telephone, snow, rose, snowflake, icicle, man, snow, window, vase, daisy).

Build simple buildings from a construction set according to the proposed model.

Find signs of similarities and differences between two toys.

Identify the similarities and differences in the pictures independently.

Find identical objects without outside help.

Fold a picture or postcard cut into 2-3 or 4 parts.

Complete tasks without distraction for 5-7 minutes.

Keep 4-5 objects in your field of vision.

Thinking.

Collect a pyramid of seven rings in the correct order without the help of an adult; stack the bowls, placing them inside each other.

Select your own inserts for the required holes.

Call each group of objects with a general word: 1) dog, cat, cow, horse, goat; 2) squirrel, hare, bear, wolf, fox; 3) rose, chamomile, bell, cornflower; 4) table, bed, wardrobe, chair.

Find the extra item in each group and correctly explain your choice.

Find a pair for each item.

Answer the questions: “How many paws does a dog have? How much does a chicken have? What are clock hands for? What is a doorknob for? Why are windows needed in houses? What needs to be done to make the tea sweet?”

Choose opposite words: it’s light during the day, but at night... (dark); It’s cold in winter, and in summer... (warm); cotton wool is light, and stone... (heavy); the brick is hard, and the pillow... (soft); the tree is tall, and the stump... (low); the river is wide, and the stream... (narrow); The elephant is big, and the mouse... (small).

Solve simple logic problems.

Find 3-4 inconsistencies in the picture showing absurdities. Explain what is wrong, why it is not so and how it really should be.

Memory.

Repeat after adults a few syllables in order by ear: ma-ta-sa; ki-le-ti-di; pa-sa-ni-ki.

Accurately complete a task consisting of three or four commands: go to the kitchen, sit on a chair, take a cup, bring it into the room.

Determine in one attempt which object has disappeared. To do this, you can put five objects in front of the baby, naming each one, then ask him to turn away, and at that moment hide one of them; the baby will have to determine which object has disappeared.

Repeat after an adult aurally four or five words: table, house, cat, tree stump, vase.

Repeat the numbers by ear in a certain order: three – seven – five; one – four – two – six.

Memorize and name 4-5 objects without the help of an adult.

Tell a few nursery rhymes, poems, riddles by heart.

Retell the content of a fairy tale you heard.

Remember the content of the plot drawing.

Recall in your memory recent events as well as significant events in your life.

Fine motor skills.

Launch small tops.

Show one finger (index) separately, then two (index and middle).

Make “flashlights” with your hands.

String large buttons and beads onto a thread.

Tie knots on thick rope or cord.

Fasten buttons, hooks, zippers.

Show rings in the air, alternately connecting each finger to the thumb.

Draw lines exactly along the points without lifting the pencil from the paper.

Shade the figures with even straight lines, without going beyond the contours of the drawings.

Carefully color the pictures without going beyond the contours.

Draw straight lines along the middle of the path, without going beyond its edges.

Draw vertical, horizontal and inclined lines of the required size.

Mathematics.

Show objects in the room, of which there are one at a time, and those of which there are many.

Show objects that are similar in shape to a circle, square, triangle, rectangle, oval.

Show your right and left hand.

Show objects that are to the right of it and to the left.

Show what is above and below it.

Find many objects and one object in the environment.

Compare groups of objects using superposition techniques and applications; Explain in words which objects are more (less) and which are equal.

Compare two or three objects by size (length, width, height); explain in words which object is larger (smaller), longer (shorter), wider (narrower), higher (lower).

Recognize and name square, circle, triangle, rectangle, oval.

Understand the words: top, bottom, left, left, right, right.

Speech development.

Like a dog barks, a cat meows, a cow moos, a rooster crows, a mouse squeaks, a pig grunts, etc.

What can these animals do (a fish swims, a bird flies, a snake crawls, a hare jumps, a person walks).

After looking at an object, a picture or http://, compose a simple descriptive story of three to four sentences about this toy.

Pronounce all vowels and consonants, except sibilants and sonorants.

Agree words in gender, number, and case.

Understand generalizing words: furniture, transport, dishes, shoes, clothing.

Correctly use nouns with prepositions: in, on, under, for.

Use sentences with homogeneous members.

Answer simple questions.

The world.

State your first and last name; names of mother, father, grandmother, grandfather.

Say how old he is.

Name the city in which he lives; your home

Tell me what time it snows, flowers grow, butterflies fly, snowmen are made, snow melts, yellow and chasm leaves appear on the trees.

Name 2-3 trees, several flowering ones herbaceous plants

Name distinctive features appearance home - them and wild animals and their cubs.

Distinguish and name common household objects, their sizes, colors and shapes/, purpose, essential details and parts of objects.

Identify and name weather phenomena.

Name several professions.

Distinguish between 2-3 types of vegetables and fruits by taste.

Child 4 years old: developing emotions

Psychologists say that a child’s emotions, like everything else, also need to be taught. And it’s best to start developing facial expressions and gestures in him when the child is 4 years old. Where to start and how to help a 4-year-old child master the world of emotions?

When a child is 4 years old, the baby should already be able to grasp the mood of another person and empathize with others. But he needs help to learn this. How?

For example, look at a family album together, discussing what mood your loved ones were in, what they felt: surprise, fear, joy...

Tell us about the situation when the photo was taken. This activity not only teaches you to understand feelings and emotions, but also strengthens family ties and attachments.

You can also ask the child to frown like an autumn cloud or an evil sorceress; smile like Pinocchio or a sly fox; to be frightened, like a hare who sees a wolf, or a kitten at which a dog barks.

Try together to portray the fatigue of a person who has done hard work, etc.

So, by playing and imagining, you will psychologically competently “train” and educate the child’s emotions.

Diagnostics of the development of children 4–5 years old will help you independently assess the level of mental development of your child and find out what still needs to be worked on. Diagnostics involves nine small tests that will take you very little time. If the diagnostic results please you, then continue to work with your child as you have it, your child has everything necessary for full development. If the diagnosis shows a low level of development of your child, then you should conduct a more in-depth diagnosis to determine the reasons for the low level of development of a particular mental process. In this case, it is better to contact a psychologist who will professionally conduct an in-depth diagnosis and give appropriate recommendations.

Target: assessment of the degree of formation of the perception of shape and spatial relationships.

Procedure. Take the corresponding figures, which you will probably find among your child’s toys. Place this box in front of your child. Give your child insert figures.

Instructions:“Look carefully, each figure in this house has its own window through which it can enter. Look carefully at the figure and find the window that is intended for it.”

Criteria for evaluation:

• The child completes the task based on the visual correlation of figures with slits - 2 points.
• The child does not always use visual correlation; he often tries it on and applies the insert figure to the appropriate slot - 1 point.

Target: identifying the maturity of the concept of quantity, the state of motor skills, the presence of persistence of interest.

Procedure. The child is offered a matryoshka: “Take the matryoshka apart,” “Give me the biggest matryoshka, the smallest,” “Rank them by height,” “Assemble the matryoshka.”

Criteria for evaluation

• The child understands the instructions and assembles the nesting doll by visual correlation - 2 points.
• The child understands the instructions, but assembles the nesting doll by trying it on - 1 point.
• The child does not cope with the task - 0 points.

Target: identifying the level of development of holistic perception and the ability for visual synthesis.

Procedure. Take a picture with a large image of an object familiar to the child, cut it into 4 parts, as shown in the picture. Offer your child these four parts of the picture. The parts are laid out so that they not only need to be moved together, but given the desired spatial position. The adult says: “In front of you is a picture cut into pieces. What do you think is shown in this picture? What do you get when you put the pieces together?” The child must say what is shown in the cut picture. If he cannot understand what will happen as a result of adding the parts, the adult suggests: “Add the parts and let’s see what is drawn in the picture.”

Criteria for evaluation

• The child names what is drawn in the picture and completes the task based on visual correlation - 2 points.
• The child does not name what is drawn on the cut picture, completes the task by trial - 1 point.
• The child does not cope with the task - 0 points.

Target: study of the volume of figurative memory.

Procedure. The child is offered a sheet with pictures of eight objects. Instructions:“Look carefully at the picture, examine and name the objects drawn, try to remember them.” After some time, the adult removes the sheet and invites the child to remember what was depicted on it.

Criteria for evaluation

• The child remembered at least 5 pictures - 2 points.
• The child remembered 3-4 pictures - 1 point.
• The child remembered less than 3 pictures - 0 points.

Target: assessment of the ability to understand instructions, stability, concentration, attention span, as well as purposefulness of activity and characteristics of visual perception.

Procedure. There is a drawing in front of the child. Instructions:“Look - a girl and a boy are holding a ball and a kite by strings. You need to determine who is holding what. To do this, you need to guide along the string with a pointer. You can’t tear the pointer off the string.” After completing this task, the adult places another drawing in front of the child and asks: “Show me which path the dog and the squirrel will run to their home.”

Criteria for evaluation

• The child completes the task and can trace the path to the desired object independently - 2 points.
• The child understands the task, but makes mistakes due to inability to concentrate; he is corrected with the help of an adult (“Look again, be careful”) - 1 point.
• The child did not complete the task - 0 points.

Goals: identifying the ability to establish the identity, similarity and difference of objects based on visual analysis; assessment of the degree of development of observation, stability of attention, focus of perception.

Procedure. The child is shown pictures. “Look, they are drawn here different flowers. Among them you need to find the same one as this one (the adult points to the flower placed on the left in the frame). ...Now find the same mushroom (as in the frame).

Criteria for evaluation

• The child completes both tasks correctly - 2 points.
• A child completes one task without the help of an adult - 1 point.
• The child does not cope with the task - 0 points.

Target: identifying the level of development of visual-figurative thinking, the ability to group pictures, select generalizing words.

Procedure. The child is shown 4 houses (see picture). Each house has 4 windows. In the attic of the first house there is a picture of a piece of utensils (a plate), of the second - a vegetable (carrot), of the third - a fruit (orange), and of the fourth - a piece of clothing (jacket). Then the child is offered pictures one by one: “Find the house where this picture lives.” The first picture is posted by adults. After the child places all the pictures, he is asked the question: “Why do these pictures live together in the same house?” (in the electronic version the question will be: “Why are these pictures in the same row?”)

Possible help from an adult: if the child does not immediately understand the task, the adult asks: “Why do you think the carrots and cucumbers ended up in the same house? How to call them in one word?

Criteria for evaluation

• The child correctly groups pictures and selects a generalizing word independently - 2 points.
• The child completes the task with the help of an adult and does not name all generalizing words - 1 point.
• The child cannot complete the task even with the help of an adult - 0 points.

Evaluation of results

High level - 14-18 points.
Average level - 9-13 points.
Low level - 0-8 points.

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Sometimes it’s not easy for adults to understand what’s going on in kids’ heads. That's why we've put together tests that will help parents determine their child's type of thinking and character traits to make finding a common language easier.

1. Marshmallow test (from 4–5 years and older)

Another name for the test - test of delayed gratification. It helps to understand which type of thinking is closer to the baby - strategic or tactical. The strategist is willing to refuse a less advantageous offer today if the possible benefits from agreement increase tomorrow. The tactician does not wait for tomorrow and works with what he has today.

What you will need: a treat, a table, a chair and a room where nothing can distract the child’s attention (no toys, phones or TVs).

What to do: on the table in front of the child there is a treat (marshmallows, candy, a chocolate bar or a small cake). We explain to the child that this sweet is offered to him and he can eat it as soon as he is left alone in the room. But if he resists the temptation and waits 10 minutes, we'll come back with another surprise and then he'll get twice as much. If there is no treat on the table when the adult returns, he will not receive a second one.

What to pay attention to: Some children eat the sweets right away. Many fight temptation to the last: they cover their eyes with their hands, tug at their hair, play with treats to distract their thoughts. But in the end they eat dessert. These are tactics. A third of the children wait for the adult to return and receive a double reward. These are strategists.

2. Games with color construction sets and coloring books (from 3 to 7 years old)

The test helps to recognize the traits of an introvert or an extrovert in a child.

What you will need: for small children it is better to choose a colored construction set with large details; for children over 5 years old - a children's coloring book and pencils or felt-tip pens.

What to do: we give small child constructor and suggest assembling a house. It doesn't matter what shape it turns out to be. Let's give the little architect complete freedom!

We give an older child a coloring book and markers and explain that there is no need to rush. You should color the drawing at a comfortable pace and the way you want. The colors he chooses to paint this or that part of the drawing do not matter.

What to pay attention to: If a child has assembled a house from colored parts, note whether there is an order in the choice of color. If during construction he stacked cubes, combining them by color, or each part of the house has its own color, then we have a child with introverted traits. He pays attention not to the form itself, but to its content and features of the details.

If a child gets a coloring book, look at how diligently he painted over the drawing. If the details of the drawing are painted within the area, without going beyond the lines, it means that we have an introvert.

3. Test with salty and sweet porridge

The test helps determine what type of behavior in society is characteristic of a child: agreeing with the majority, avoiding conflict, or defending one’s own position - a trait that speaks of leadership qualities.

What you will need: several family members or friends (adults and children) and bowls of sweet porridge (this is important!).

adults and children sit at the table and eat porridge. They notice out loud that the porridge is too salty, it is impossible to eat. At this moment, it is important to draw the child’s attention to what is happening. Each of those present, in turn, clearly tastes the porridge again and confirms that it is too salty. Then it’s the child’s turn. We ask him the same question: does he think the porridge is salty? Children for whom it is important to maintain peace within the team, who are not ready to “play against the rules,” will answer that the porridge is salty. They perceive this situation as a kind of game where the rules suddenly changed. And in order to keep up with others, they follow new rules, even if they seem unclear to them. Their own opinion about the taste of porridge is not so important for them compared to the opportunity to “continue playing in the company.” Let’s say the child answers that his porridge is sweet, we try the porridge from his plate and confirm the same: “The porridge is salty.” If a child continues to defend his own point of view, then he definitely has leadership qualities - for him it is not so important what others think of him, but the fact that he will express a thought that seems correct to him.

4. Luscher test with flowers

Thanks to this test, you can analyze a child's personality based on his choice of colors in 5 minutes. The test was developed by the Swiss psychologist Max Luscher, who believed that the perception of colors is objective and universal, but color preferences are subjective, reflect the psychological state of the subject, and determine personality traits.

What to do and what to pay attention to: It is enough to take the test with your child. The adult asks a question, the child points to the color. At the end, the result appears on the site.

5. Test “Right-handed or left-handed”

It is easy to determine which hand is active in a child - right or left - already at 2 years old. In right-handed people, the figurative-motor hemisphere is located on the right, and the logical hemisphere on the left. For left-handed people it's the opposite. Knowing this, you can determine in which types of activities it is easier for a child to realize himself. Every second of us is left-handed and right-handed at the same time. Such people are called ambidextrous. Determining a child’s dominant hand helps parents in their upbringing: teaching a left-handed person to actively use their right hand is wrong, as this has a negative impact on the child’s development. Left-handers more often choose the professions of artists, painters, and writers.

Option for the youngest children:

Pay attention to which hand the child uses most often: holding a spatula, pointing to the right thing, reaching for a treat or taking a toy.

Options for children over 3 years old:

• We suggest gathering your fingers into a lock. On top is the thumb of the hand that is active.
• Pay attention to which hand the child unscrews the bottle cap - this is the dominant hand.
• We ask the child to cross his arms over his chest. The hand that is on top is the active one.

1. Children who independently chose their menu from simple dishes in this way developed very well. None of them gained excess weight or became thin.
2. Despite the apparent disorder, the child over a certain period gained all the elements he needed, as if he was following a special diet.
3. The child’s appetite changed on different days and even times of day. But this did not affect the final result. One of the kids ate only vegetables for a couple of days, and then suddenly became interested in meat or fish. The share of a particular product could also change: at some point the child wanted a lot of milk, immediately after that he could seem to forget about it for a while. Thus, the child’s brain independently determined, depending on the needs of the body, what to eat. Clara Davis repeated the same experiment with older children, separately studying the behavior of absolutely healthy and sick children, but the results were similar.

What to do and what to pay attention to: the experiment can be easily repeated at home by dividing the diet by type of food: vegetables, meat, fish, fruits, brown bread, cereals, dairy products, baby juices and tea. A child and an adult can prepare a diet for 1–2 days in advance. Some scientists note the importance of selecting products based on seasonality. For example, in June, offer your child strawberries among the fruits, and in August, melon or watermelon.

Models: Samira Yunusova, Alir Vagapov
Photographer: Roman Zakharchenko