All parents strive to predict the professional future of their child. We offer you a test with which you can determine what abilities your child has, so that, knowing them, you can form the necessary professional interests in him.
Below are eight areas in which a person can show his talents and their characteristics. Give a score (on a five-point scale) for each of the specified characteristics.
If some characteristic is inherent in your child to the highest degree, give 5 points, if it is above average - 4 and so on. A score of 2 is the lowest.
I. Intellectual abilities
1. Your child acquires new knowledge very quickly and grasps everything easily.
2. Has a sense of "common sense" and uses knowledge in practical, everyday situations.
3. He reasons well. Thinks clearly, does not get confused in thoughts. Good at grasping the connection between one event and another, between cause and effect. He understands well the unsaid, guesses what is often not directly expressed by adults, but is meant. Captures the reasons for the actions of other people, the motives of their behavior.
4. He quickly remembers what he hears or read without special memorization, and does not spend a lot of time repeating what he needs to remember.
5. He knows a lot about events and problems that his peers do not know or suspect.
6. Rich vocabulary, easily uses new words, easily expresses his thoughts.
8. Solve complex problems that require mental effort.
9. Asks adults a lot of questions. Has varied interests.
10. Outperforms his peers in academics by a year or two. Often gets bored in class due to the fact that the educational material is already familiar to him (her) from books, magazines, and adult stories.
11. Thinks originally and offers unexpected, original answers and solutions.
12. Very receptive, observant, quickly reacts to everything new and unexpected.
II. Artistic ability
1. Drawings and paintings are distinguished by a variety of subjects.
2. Takes works of art seriously. He becomes thoughtful and very serious when he sees a good picture, hears music, sees an unusual sculpture, or performs a thing beautifully and artistically.
3. He is original in his choice of subject (in a drawing, an essay, a description of an event), and creates interesting compositions (from flowers, drawings, stones, stamps, postcards, etc.).
4. I am always ready to use any new material to make toys, paintings, drawings, compositions, in the construction of children's houses on the playground, in working with scissors and glue.
5. When he has free time, he willingly draws, sculpts, and creates compositions that have an artistic purpose (decoration for the home, clothes, etc.).
6. Resorts to drawing or modeling in order to express his feelings or mood.
7. Interested in works of art created by other people. Can give his own assessment and tries to reproduce what he liked in his own drawing or created toy or sculpture.
8. Loves to work with glue, plasticine, clay to depict events or things in three dimensions and spatially.
III. Musical talent
1. Responds very quickly and easily to rhythm and melodies.
2. Sings well.
3. He puts a lot of energy and feeling into playing an instrument, singing or dancing.
4. Loves recorded music. Eager to go to a concert or somewhere where you can listen to music.
5. Loves to sing together with others so that it turns out harmoniously and well.
6. In singing or music he expresses his feelings and state.
7. He composes original, his own melodies.
8. Plays any musical instrument well.
IV. Abilities for scientific work
1. Expresses ideas clearly and accurately (orally or in writing).
2. Reads books, articles, popular science publications a year or two ahead of his peers.
3. Has above average ability to understand abstract concepts and establish generalizations.
4. Good “motor” coordination, especially between the eye and the hand (captures well what he sees and clearly records what he hears).
6. He is not discouraged if his project or new idea is not supported by his teacher or parents, or if his “experiment” does not work out.
7. Tries to find out the causes and meaning of events.
8. He devotes a lot of time to creating his own “projects” (constructing a radio receiver, building a telescope, an aircraft, collecting a collection, etc.).
9. Likes to discuss scientific events, inventions, often thinks about it.
V. Literary talent
1. Can easily construct a story, starting from the beginning of the plot and ending with the resolution of any conflict.
2. Comes up with something new and unusual when talking about something familiar and known to everyone.
3. Sticks to only the necessary details in stories about events, discards everything unimportant, leaving the main, most characteristic.
4. When talking about something, he knows how to adhere well to the chosen plot and does not lose the main idea.
5. In his stories he chooses words that well convey the emotional state of the characters, their experiences and feelings.
6. He is able to introduce into stories such details that are important for understanding the event in question (which his peers usually do not know how to do), and at the same time does not miss the main storyline.
7. Loves to write stories and poems.
8. He portrays his characters in his stories as very alive, conveys their feelings and moods, the character of the characters.
VI. Artistic talent
1. Easily takes on the role of a character, another person, etc.
2. Interested in acting.
3. Changes the tone and expression of his voice when he portrays another person.
4. Understands and depicts a conflict situation when he has the opportunity to act out any dramatic scene.
5. Conveys feelings through facial expressions, gestures, movements.
6. Seeks to evoke emotional reactions in other people when talking about something.
7. He dramatizes with great ease, conveys feelings and emotional experiences.
8. Plastic and open to everything new, “does not get hung up” on the old. He does not like already tested options, he always tests an idea that has arisen and only after an “experimental” test can he abandon it.
VII. Technical ability
1. Performs all kinds of manual labor tasks well.
2. Interested in mechanisms and machines.
3. His hobbies include designing cars, instruments, model trains, and radios.
4. Can easily repair damaged appliances, use old parts to create new crafts and toys.
5. Understands the reasons for the “whims” of mechanisms, loves mysterious breakdowns.
6. Likes to draw drawings of mechanisms.
7. Reads magazines and articles about the creation of new devices and machines.
VIII. Ability for sports
1. Energetic and gives the impression of a child who needs a lot of physical movement to feel happy.
2. Loves to participate in sports games and competitions.
3. Constantly succeeds in some kind of sports game (wins in some kind of sports game).
4. Runs the fastest in kindergarten and in class.
5. Better than others, he is physically coordinated in his movements, moves easily and gracefully.
6. Likes to go hiking and play on outdoor sports fields.
7. Prefers to spend his free time in outdoor games (playing hockey, basketball, football, etc.).
Add up the scores for all attributes within each of the eight talent “areas.” Divide the total number of points scored within one area (for example, “intellectual ability”) by the number of questions (there are 12 in this area) and write the resulting number in your notebook. Compare the average results for all areas. Select 3–4 highest indicators and, focusing on them, strive to create conditions for the development of your child’s noticed abilities (purchase of books, necessary technical or sports equipment, adherence to a regime, organization of classes in sections, clubs, studios, etc.).
The best result can be obtained if several adult family members of the same child independently give answers to these statements concerning him.
Test to identify a child's humanitarian abilities
To determine the humanitarian abilities that underlie, for example, literary creativity, we propose recording the child’s impressions of some significant event. Humanitarian abilities can be manifested in the following signs:
The emotionality of the story, that is, any event in the life of a child in the humanities evokes an emotional response, a vivid, deep experience;
Imagery of impressions: when talking about an event, the child imagines it well, as if he sees it in space, conveys external signs - color, details, etc.;
Humanism, goodwill towards the world around us; the child wants the world to become a better place, relationships are kinder, there is no war, people and animals do not die or get sick, etc.
Invite your child to compose the story “How I went to the zoo.” In order for the story to be detailed and help all the above characteristics to appear, we offer you questions for composing the story.
1. When and with whom did you go to the zoo?
2. What was your mood that day?
3. What animals did you see at the zoo?
4. Which animal do you remember especially well and why?
5. Describe it.
What size and color is it?
What is its structure?
What was his behavior like?
6. If the animals in the zoo could talk, what would they ask you to do?
7. Remember a time when you or another person helped animals.
Story Analysis
1. Identification emotionality is made on the basis of the second, fourth and sixth sentences.
In the second sentence, the child describes his mood not in one word (cheerful), but in more detail, deeply (I was happy, worried, really looking forward to this day...).
In the fourth sentence, the words that reflect the feelings, the emotional response of the child (funny, scary, cheerful, playful, cunning) and not the description (shaggy, with a tail, big...) will be significant.
In the sixth sentence, significant statements will be those showing the child’s desire to interact with animals as with people (play with me, hug me, let’s be friends with you...).
2. Diagnostics imagery the child’s representations are made on the basis of an analysis of the first, third and fifth sentences.
The first sentence counts not a monosyllabic answer (in the summer with mom), but a detailed one (description of the time of year, weather, road, nature, route to the zoo, etc.).
The third sentence also positively evaluates not just the listing of animals, but their detailed description. You can encourage your child to describe with additional questions. Sign words that make the image of the animal clear and detailed are taken into account.
In the fifth sentence, answers like “big”, “gray”, “with paws” are not signs of imagery. The signs mentioned above will be significant. Comparison words are also counted (similar to..., like..., the same as...).
3. Conclusion about humanism The child’s attitudes are made on the basis of an analysis of the answers to the sixth and seventh questions.
The sixth and seventh sentences take into account a friendly, humane, compassionate attitude towards animals.
The child may even cry, remembering the suffering of animals. He will say that the animals want to be released, that they still have a mother, father or children there. And in life, a child is distinguished by his love for animals; he cannot not only show aggression or cruelty towards them, but also observe how others do this.
Processing the results
If in two sentences out of three there are signs of emotionality, imagery, and also in one sentence out of two there are signs of humanism, then the child has qualities that underlie humanitarian abilities.
Diagnostics of visual creativity abilities
To determine the artistic abilities of 6-7 year old children, you can offer them two tasks:
Test "Circles" - to identify creative abilities;
The “House” test is for hand-eye coordination.
Test "Circles"
The child is offered a sheet with 20 drawn circles with a diameter of at least 2 cm and is given the task: “Turn the circles into some unusual objects (draw them using these circles).” You are given 5 minutes to complete the task.
Processing the results
Creative abilities are manifested in originality, flexibility, and fluency.
The originality of the image is manifested in the fact that the child comes up with new, non-standard ideas for drawing objects in the shape of a circle.
Ordinary, i.e. standard, images will be those that are often found in children's drawings (apple, ball, sun, human face, bunny face, plate, wheel, balloon, flower, etc.). For such drawings 0 points are assigned.
Images of objects that are not often drawn by children can be considered original (bell button, cake, button, hedgehog curled up into a ball, Kolobok, smiley face, planet Mars, mirror, hockey puck, cherry, etc.). Each original drawing is worth 1 point. If a child combines 2 or more circles into one composition, then you can add 1 point for originality for each combination.
Flexibility- this is the child’s ability to put forward a variety of drawing ideas, turning to various areas of knowledge, using a wide range of objects and phenomena. To assess flexibility, the number of generalizing words-concepts is calculated, which can include several drawn objects and phenomena at once.
For example, drawings of a person or just a head (face) can be combined under the general concept of “person”.
Other words-concepts combine other objects, for example: “celestial bodies” (Moon, Sun, planet), “fruits and vegetables” (apple, cherry, tomato, watermelon). So, you can include objects drawn by your child in the groups “animals”, “plants”, “dishes”, “accessories”, etc.
The number of groups, which may include several subjects or even one, is calculated and scored - 1 point for each group. Please note that when analyzing and counting groups, all images are taken into account, not just the original ones.
Fluency- this is the speed and productivity of a child’s visual activity, i.e. it is the ability to complete a large amount of work in a limited amount of time (5 minutes), to draw many round objects. In our test, we count the number of circles that the child used to depict objects. For each circle-drawing, 1 point is given.
Interpretation of results
The test results do not reflect the fullness of a child’s creative potential. Observe your child: if he always comes up with something, composes, fantasizes, then his creative potential is obvious; if he prefers to act according to a model, instruction, template, is afraid to take the initiative, help the child feel the joy of creativity.
Test "House"
This task is used to study the coordination of actions in the eye-hand system. The test shows how much the eye controls the movements of the hand, because artistic abilities are manifested not only in the originality of the idea, but also in the technique of execution, in the ability to accurately and clearly convey this idea, to make the idea understandable to others. Also important in drawing are steadiness of the hand, accuracy of the drawn line, and the ability to correctly convey the size and proportions of the object. The child is given a sample drawing of a house and asked to draw exactly the same house, looking at the sample.
Processing the results
For each mistake, 1 point (penalty) is awarded.
1. Absence of any detail in the drawing. The drawing may lack a fence (one or both halves), smoke, a chimney, a roof, shading on the roof, a window, a line depicting the base of the house - 1 point.
2. Enlargement of individual details of the picture by more than 2 times (window, fence, roof) while maintaining relatively correct proportions of the picture as a whole - 1 point.
3. Incorrect arrangement of parts in the drawing space. The location of the fence is higher than the base line of the house, the pipe is shifted to the left, the window is not placed in the center - 1 point.
4. Significant deviation of the lines from the given direction, due to which, for example, the house collapses, the fence warps, the roof becomes rectangular, and smoke rises from the chimney - 1 point.
5. Incorrectly depicted element of the drawing: incorrect image of smoke rings, shading on the roof, incorrectly drawn elements of the fence - 1 point. Errors in transmitting the number of elements are not counted.
Interpretation of results
0-1 point - high level of hand-eye coordination;
2-3 points - average level;
Over 4 points – low level.
Below is an example of a drawing by a 7-year-old child with low levels of hand-eye coordination.
If the drawing is very different from the sample, as in this case, it is necessary to consult with a specialist - a child psychologist, a neuropsychiatrist.
Diagnosis of special abilities of children
To diagnose the severity of various special abilities in a child, you can use the “Ability Map” questionnaire. The proposed test was developed by American psychologists, specialists in the field of child psychology A. de Haan and G. Kaf and became widespread in the USA. The questionnaire is addressed to parents, as well as teachers and psychologists. With its help, they can assess the abilities of their children.
Instructions
Here are 80 statements that relate to the characteristics of the child’s behavior and activities. At the end of the test, 10 areas of activity are listed in which the child can show his talents. Do not get ahead of yourself or read them until you have completed the answer sheet. Study the statements carefully and rate your child using the following scale:
++ - the property being assessed is well developed, clearly expressed, and appears frequently;
+ - the property is noticeably expressed, but does not manifest itself constantly;
0—the assessed property is not clearly expressed and is rarely manifested.
Put your grades in the answer table. The rating for the first statement is placed in the cell with the number 1, the rating for the second - with the number 2, etc. If you find it difficult to assess the child’s abilities because you do not have sufficient information for this, leave the corresponding cell empty.
Answer table
Statements
1. The child is prone to logical reasoning and is able to operate not only with concrete, but also with abstract concepts.
2. Thinks outside the box and often offers unexpected, original solutions.
3. Learns new knowledge very quickly, “grabs everything on the fly.”
4. Original in the choice of subjects. The drawings usually depict many different objects, people, and situations. Avoids monotony.
5. Shows great interest in musical activities.
6. Likes to compose (write) stories or poems.
7. Easily takes on the role of any character: human, animal, etc.
8. Interested in mechanisms and machines.
9. Takes initiative in communicating with peers.
10. Energetic, gives the impression of a child who needs a large range of movements.
11. Shows great interest and exceptional ability to classify objects, establishing their belonging to any group.
12. Not afraid of new activities, new ideas, techniques, methods, actions.
13. Quickly remembers what he hears and reads without special memorization, does not spend a lot of time on what needs to be remembered.
14. Becomes thoughtful and very serious when he sees a picture, hears music, sees an unusual sculpture, a beautiful (artistically executed) thing.
15. Reacts sensitively to the character and mood of the music.
16. Can easily construct a story, starting from the beginning of the plot and ending with the resolution of any conflict.
17. Interested in acting.
18. Can use various construction kit parts and small objects (clothespins, spools, screws, acorns, etc.) to create new crafts, toys, and devices.
19. Maintains confidence when surrounded by strangers.
20. Likes to participate in sports games and competitions.
21. Knows how to express his thoughts well and has a large vocabulary.
22. Inventive in using various objects to organize a game (setting up a headquarters, hut), can use furniture, household items, and natural materials.
23. Knows a lot about events and problems that his peers usually do not know about.
24. Able to create original compositions from flowers, drawings, stones, stamps, postcards, etc.
25. Sings well.
26. When talking about something, he knows how to stick well to the chosen plot and does not lose the main idea.
28. Likes to understand the causes of mechanical malfunctions.
29. Communicates easily with children and adults.
30. Often wins against peers in various sports games.
31. Good at grasping the connection between one event and another, between cause and effect.
32. Capable of getting carried away, “immersing himself” in an activity that interests him.
33. Is ahead of his peers in knowledge and academic skills by a year or two.
34. Likes to use some new material to make toys, create collages, and drawings.
35. Puts a lot of energy and feeling into playing a musical instrument, singing or dancing.
36. Sticks to only the necessary details in stories about events, discards everything unimportant, leaving the main, most characteristic.
37. When acting out a dramatic scene, he is able to understand and depict the emotions of the characters.
38. Likes to draw drawings and diagrams (room plan, electrical wiring; motor diagram, maps indicating the location of the hiding place, etc.).
39. Captures the reasons for the actions of other people, the motives of their behavior. He understands facial expressions and gestures well.
40. Runs faster than his peers.
41. Likes to solve complex problems that require mental effort.
42. Able to offer different ways to solve the same problem.
43. Shows pronounced, versatile curiosity.
44. Willingly draws, sculpts, creates compositions with artistic purposes (decorations for home, clothing, etc.) in his free time, without prompting from adults.
45. Loves recorded music. Eager to go to a concert or somewhere where you can listen to music.
46. Chooses words in his stories that well convey the emotional state of the characters, their experiences and feelings.
47. Tends to convey feelings through facial expressions, gestures, and movements.
48. Reads (likes to have people read to him) stories about the creation of new devices, machines, mechanisms.
49. Often directs the games and activities of other children.
50. Moves easily and gracefully. Has good coordination of movements.
51. Observant, likes to analyze events and phenomena.
52. Able to not only propose new ideas, but also implement them.
53. Reads encyclopedias and fiction, a year or two ahead of his peers.
54. Turns to drawing or modeling in order to express his feelings and mood.
55. Quickly learns to play a musical instrument.
56. Able to convey in stories such details that are important for understanding events (which his peers usually do not know how to do), and at the same time does not miss the main line of the events he is talking about.
57. Seeks to evoke emotional reactions in other people when talking about something with passion.
58. Enjoys listening to or reading children's popular literature dedicated to technical inventions, knows the names of famous inventors.
59. Tends to take on responsibilities beyond his age.
60. Likes to go hiking and play on open sports fields.
61. Able to retain symbols, letters, and words in memory for a long time.
62. Likes to try new ways to solve everyday life problems, does not like already tested options.
63. Able to draw conclusions and generalizations.
64. Likes to create three-dimensional images, work with clay, plasticine, paper and glue.
65. In singing and music, he strives to express his feelings and mood.
66. Tends to fantasize, tries to add something new and unusual when talking about something already familiar and known to everyone.
67. Conveys feelings and emotional experiences with great ease.
68. Likes to assemble airplanes, cars, ships, etc. from construction parts, and can come up with his own original models.
69. Other children prefer to choose him as a partner in games and activities.
70. Prefers to spend his free time playing outdoor games (hockey, basketball, football, etc.).
71. Has a wide range of interests, asks many questions about the origin and purpose of objects.
72. Productive, no matter what he does (drawing, inventing stories, designing, etc.), able to offer a large number of different ideas and solutions.
74. Can give his own assessment of works of art, tries to reproduce what he liked in his own drawing or craft.
75. Composes his own, original melodies.
76. Knows how to portray his characters as very alive in a story, conveys their character, feelings, and moods.
77. Loves dramatic games.
78. Masters the computer quickly and easily.
79. Has the gift of persuasion, is able to instill his ideas in others.
80. Physically tougher than peers.
Processing and analysis of results
Count the number of pluses vertically. Write the results of your calculations below, under each column. Each column corresponds to one or another area of activity.
I. Intellectual, cognitive abilities.
II. Creative, creative abilities.
III. Academic, study abilities.
IV. Abilities for artistic creativity.
V. Musical, vocal and performing abilities.
VI. Literary ability.
VII. Artistic abilities.
VIII. Technical, design abilities.
IX. Leadership and communication skills.
X. Sports, physical abilities.
Assessment of the degree of expression of abilities has four levels:
0-4 points - low level (ability is not expressed);
5-8 points - average level (ability is poorly expressed);
9-12 points - above average level (pronounced abilities);
13-16 points - high level (pronounced abilities that are noted even by strangers).
Using this test, you can determine your child’s strengths and understand what abilities should be developed.
Is your child talented? How to find out? We will help parents figure out how to identify talent
In approximately ten to fifteen percent of children, natural abilities (talent) appear before the age of three. Aptitudes for music or art are formed before the age of one. Parents need to recognize their child’s talent as early as possible in order not to miss the time necessary for its development.
Parents should know that there is a difference between concepts such as abilities, inclinations and talent.
Abilities are individual and psychological traits that may indicate that a child is highly interested in a particular type of activity. The formation of inclinations is carried out taking into account the influence of the environment and parental education. Talent, unlike these two concepts, is a less common thing.
There are several ways to identify a child's talent. It can be creative, intellectual, or athletic in nature. There are both simple and more complex methods.
By observing children, parents may discover that they enjoy certain games more than others. For example, a child chooses not a ball or a car, but a musical instrument. He may also be attracted to construction sets, cubes from which he builds structures.
You can also form an opinion on certain questions that children most often ask. In this case, you can recognize a child’s talent by listening to him. If he is interested, for example, in how this or that object works and what it consists of, then perhaps the baby is inclined towards technical sciences or logic.
Parents can keep a diary in which they will record the stages of their child's development. We record what he does throughout the day, what successes he was able to achieve. There are special tests that help detect talent in a child. Their results are analyzed, which makes it possible to draw certain conclusions.
Children may have extraordinary intelligence. In this case, you can determine the child’s talent, taking into account certain nuances:
- The baby has excellent memory, is able to think clearly and reason;
- The ability to quickly and easily master new material is demonstrated;
- Thoughtful questions often arise;
- Shows a love of reading;
- The child is observant, receptive, unlike his peers, well aware of various events.
Many children have natural talents that are artistic in nature. In this situation, you can recognize a child’s talent if he:
- constantly tries to evoke emotions in listeners by telling different stories;
- has facial expressions and gestures that have a vivid expression;
- imitates peers or adults, copying voice or behavior;
- constantly wants to speak in front of an audience.
Talent for sports also has certain manifestations. The child is active and energetic. He takes part in competitions, where he wins. Talented children may have a natural ability for specific sports, for example, figure skating, football.
If parents pay attention to what the child prefers to do and what adults are interested in, they will be able to monitor in which particular area his talents are revealed. The indifferent attitude of loved ones and misunderstanding on their part can lead to the child’s interest in a particular activity disappearing.
In the preschool years, a child may exhibit specific abilities in one of the areas of human activity, which indicates the child’s innate abilities and giftedness. American psychologists A. de Haan and G. Cough developed a test questionnaire to identify these abilities.
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Test questionnaire
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"How to determine your child's talent..."
In the preschool years, a child may exhibit specific abilities in one of the areas of human activity, which indicates the child’s innate abilities and giftedness. American psychologists A. de Haan and G. Cough developed a test questionnaire to identify these abilities.(The test questionnaire is taken from the book by L. Khakhalin).
Musical ability (5 signs)
Your child has musical talent if he:
- loves music and musical records, always goes where he can listen to music;
- responds very quickly and easily to rhythm and melody, listens carefully to them, and remembers them easily;
- if he sings or plays musical instruments, he puts a lot of feeling and energy into the performance, as well as his mood;
- composes his own melodies;
- learned or is learning to play any musical instrument.
Technical abilities (5 signs)
Your child has obvious technical ability if he:
- interested in a wide variety of machines and mechanisms;
- loves to design models, instruments, radio equipment, he himself “gets to the bottom” of the causes of malfunctions and vagaries of mechanisms or equipment, loves mysterious breakdowns or malfunctions of mechanisms;
- can repair damaged devices and mechanisms, use old parts to create new toys, devices, crafts, and finds original solutions;
- loves and knows how to draw (“sees”) drawings and sketches of mechanisms;
- interested in specialized, even adult technical literature.
Abilities for scientific work (5 signs)
Your child has the ability to do scientific work if he:
- has a clearly expressed ability to perceive abstract concepts and generalizations;
- knows how to clearly express in words someone else’s and his own thoughts or observations, and often writes down (or asks to write down) not for the purpose of boasting, but for himself;
- loves to listen (or read) popular science publications, adult articles and books, being several years ahead of his peers in this;
- often tries to find his own explanation of the causes and meaning of a wide variety of events;
- enjoys spending time creating his own projects, designs, schemes, collections;
- does not become discouraged and does not cool down to work for a short time if his inventions or project are not supported or ridiculed.
Artistic talent (7 signs)
Artistic talent is manifested in your child by the fact that he:
- often, when he lacks words, expresses his feelings through facial expressions, gestures and movements;
- seeks to evoke emotional reactions in others when he talks passionately about something;
- changes the tone and expression of his voice, involuntarily imitating the person he is talking about;
- speaks in front of an audience with great desire, and strives for his listeners to be adults;
- easily imitates habits, postures, expressions;
- flexible and open to everything new;
- loves and understands the importance of beautiful and distinctive clothing.
Extraordinary intelligence (9 signs)
Your child has extraordinary intelligence if he:
- reasons well, thinks clearly, understands what is unsaid, grasps the reasons and motives of other people’s actions;
- has a good memory;
- easily and quickly grasps new educational material;
- asks a lot of thoughtful and situation-justified questions;
- loves to read (or listen to) books, and according to his own program, which is several years ahead of preschool or school literature;
- is ahead of his peers in intelligence, and is not necessarily an excellent student academically; he often complains that he is bored at school (or in kindergarten classes);
- much better and more widely informed than many of his peers about events and problems that do not directly concern him;
- has self-esteem and common sense, is reasonable beyond his years, even prudent;
- very receptive, observant, quickly but not necessarily acutely, reacts to everything new and unexpected in life.
Sports talent (8 signs)
Don't be angry with your naughty guy - he just has athletic talent:
- he is energetic and wants to move all the time;
- he is brave to the point of recklessness and is not afraid of bruises and bumps;
- he almost always gains the upper hand in fights or wins in some sports game;
- it is not known when he managed to learn how to deftly handle skates and skis, balls and clubs;
- better than many other peers physically developed and coordinated in movements, moves easily and gracefully;
- prefers games, competitions, even aimless running around to books and quiet entertainment;
- it seems that he never gets seriously tired;
- it doesn’t matter whether he is interested in all sports or just one, but he has his own hero - an athlete whom he imitates.
Literary talent (5 signs)
Your child has literary talent if he:
- when talking about something, he knows how to stick to the chosen plot and does not lose the main idea;
- likes to fantasize or improvise on the theme of the actual event, and gives the event something new and unusual;
- chooses words in his oral or written stories that well convey the emotional state and feelings of the characters in the story;
- depicts the characters of his fantasies as lively and interesting, humanized;
- loves, in solitude, to compose (or write) stories, poems, and is not afraid to start writing (composing) a novel about his own life.
Artistic ability (6 signs)
Your child's artistic abilities may be demonstrated by:
- not finding words or choking on them, resorts to drawing or modeling in order to express his feelings or moods;
- in his drawings or pictures he reflects all the diversity of objects, people, animals, situations, and does not “get hung up” on the image of something completely successful;
- takes works of art seriously, becomes thoughtful and very serious when his attention is attracted to any work of art or landscape;
- when there is free time, he willingly sculpts, draws, draws, combines materials and paints;
- strives to create any work that has obvious practical value - decoration for the home, clothing, or something similar;
- he is not shy to express his own opinion even about classical works, and can try to criticize them, citing quite reasonable arguments.
Having become familiar with these “signs of identification” of talent, arm yourself with a pencil and paper and rate each characteristic feature in all eight described talents in points (from 2 to 5). If some characteristic is especially suitable for your child, give him 5 points, if it is expressed only well - 4 points, and so on (but do not give a rating below 2 points).
Then add up the scores within each of the eight questionnaires for each type of talent. Divide the resulting amount by the number of signs of talent (for example, the amount obtained by adding up the points for sports talent should be divided by 8).
Now let's build a graph. Let's draw the coordinate axes. There are 8 positions on the horizontal axis (according to the number of types of talent). On the vertical axis, place numbers from 2 to 5 at equal distances. At the intersection of the projections of the average score in points and the type of talent, place a dot. By connecting the resulting points, you will get the graph you need.
Why do you need a child's giftedness chart? In order for the child to simultaneously study music and swimming, as well as mathematics and drawing. By looking at the chart, you can assess the baby's prospects. This child is gifted in the fields of music, science, intelligence and artistic fields. Swimming and technical circles are alien to him and will be a burden.
What if the line on the graph has no peaks? Don’t worry, the method proposed to you for identifying a child’s giftedness using a questionnaire is still quite simple, and talent tends to lead a “hidden life” for a long time and manifest itself vigorously and brightly.
First, you need to understand such concepts as abilities, inclinations, and inclinations. What is the connection between them and how do they differ?
Capabilities – individual psychological characteristics of a person that are related to the success of one or more types of activity. When child just born, we will not be able to immediately answer the question: what abilities does he have, since child develops from the moment of birth. Therefore, abilities cannot be understood as only innate capabilities. baby. Only anatomical, psychological or physiological features can be congenital; they are also called the makings, which underlie the development of abilities. The abilities themselves are always the result of development. Thus, makings - some genetic features of the structure of the brain and nervous system, sensory organs and movement, which act as natural prerequisites for the development of abilities. For example, a light musculoskeletal system and plastic muscles serve as a prerequisite for the development of gymnastic and dancing abilities. The inclinations contain opportunities for developing abilities in the process of training, education, and work. That is why it is so important to identify the inclinations of children as early as possible in order to purposefully shape their abilities. The inclinations, first of all, manifest themselves in inclinations to a certain type of activity (special ability) or in increased curiosity about everything (general ability).
Tendencies - This is the first and earliest sign of an emerging ability. Inclination manifests itself in desire, gravitation baby to a certain activity (drawing, playing music). So, capabilities represent a fusion of natural and acquired. Natural properties, being innate, are processed and developed in the conditions of education and in the process of labor. It is important to note that the innateness of inclinations does not always mean that they are hereditary. For example, in the Bach family there were 60 musicians, 20 of them outstanding, that is, in this case we can say about the heredity of the inclination. But it is known that many outstanding people had unremarkable children, despite a good education. We can say that all inclinations are innate, but not all inclinations are hereditary. In order to determine what abilities he has child, it is necessary to answer the question: what kind of abilities are there? Psychologists classify abilities in accordance with several areas of activity (Table 1):
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Every field of activity baby characterizes it from one side or another, which allows both parents and specialists to recognize the presence of abilities in children. The proposed classification does not provide information about the time at which these abilities were identified, but allows us to determine their type. Experts note that only 10-15% of children have clearly expressed inclinations and stable interests at an early age (up to 3-5 years). Musical, artistic and motor abilities make themselves felt earlier. For example, the musical abilities of a baby under one year old can be judged only by indirect signs: the baby becomes quiet at the sound of music, a smile appears, and he actively hums. Such children distinguish all the melodies they hear and intone them accurately.
Diagnosis of a child's tendencies
No one knows baby better than his family members. IN early age (up to 3 years) process of identifying aptitudes baby falls mainly on the shoulders of parents and immediate surroundings (grandparents, etc.)
Observation - one of the widely used methods for studying children. By observing the baby and studying his creative works, parents can get a general idea of his capabilities, while focusing on a qualitative assessment of the developmental features of the motor sphere, memory, speech, thinking, attention, etc. Focusing on cognitive activity(what child likes to do what he asks adults about) - a leading indicator of inclination baby to any type of activity, one can trace in which area the preschooler’s talent begins to reveal itself.
A game makes it possible to explore many features baby(this is especially true for younger children). Take a closer look at what games your baby chooses. However, you should consider: child chooses when given the opportunity to choose. The older he gets, the more time he spends outside the home, the more situations in which mom and dad cannot watch him. Here you can turn to specialists for help: psychologists, teachers, early childhood development specialists. There are two main approaches to the ability diagnostic procedure baby. The first is based on a single assessment system (one test is used, for example, test Wexler aimed at determining the level of intellectual development baby, assessment of its potential; methodology "Nonexistent Animal", which determines not only the emotional, mental state baby, but also his creative potential. The second approach involves a comprehensive examination. Currently, comprehensive diagnostics, including various methods, techniques, directions for drawing up a holistic picture of the baby’s development, allows us to fully identify his abilities. This can include targeted surveillance specialist for the child, which can be carried out over a certain period of time ( longitudinal study) in order to track changes baby over time (over several months and even years). The most common method of determining aptitudes is also included in a comprehensive examination baby- This testing. The testing procedure includes a variety of tasks: to kid may ask certain questions (if we are determining intellectual or academic achievements) or offer to perform a set of exercises (for example, draw something, repeat some movements (sports, dance), etc. In any case, specialists (psychologists, teachers additional education) can obtain the necessary and sufficient information to make a conclusion about the presence of baby certain abilities. So, among the purposes of these procedures we can highlight the following:
- determining the level of intellectual development baby;
- assessment of its potential;
- creative potential analysis baby.
Diagnosis of the abilities of young children is carried out using projective techniques, using various drawings, all kinds of games and exercises, role-playing situations and fairy-tale plots. The game creates the most natural conditions for unlocking potential baby. Moreover, the more exciting the plot of this game, the more data a specialist will be able to collect. Recently, the results of testing children have been supplemented by a variety of questionnaires, which are filled out by both parents and teachers. Therefore, diagnostic procedures should be based not only on test results, but also on life observations of a child . Life observations provide valuable information regarding behavior baby at home and in kindergarten. These observations are also valuable because they help to identify certain, especially rare abilities that may be missed during the examination. baby. Moreover, if a child is observed systematically over a certain period of time (for example, in a preschool institution), its results will form a “chronology” of development baby, which cannot be obtained with any set of tests. Parents can also keep a “chronicle” of the baby’s development, including all the features of his life. Journal entries over a week, a month, a year can reveal the activities that are most satisfying to kid. This will not only be valuable research material, but will also allow you to retain in your memory all the bright and memorable events of the baby’s development. In general, identifying abilities at an early age is a rather risky undertaking. First of all, because the interests baby may change under the influence of the environment (family, kindergarten, relatives, etc.). However, all this does not in any way detract from the importance of early identification of abilities and inclinations in children. Some parents tend to compare their baby with others. But, as we have already noted, everyone child- unique individuality. Comparison can be useful, but it can also lead to completely erroneous conclusions. Therefore, conclusions about what baby ability, should be done very carefully. It must be remembered that diagnostic results do not determine future achievements, but only reflect their likelihood. So, the problem of identifying the abilities and inclinations of children is complex and requires the involvement of highly qualified specialists, as well as the attentive and sensitive attitude of parents.
