Is My Child Ready for Kindergarten Quiz
Questions: 15 · 10 minutes
1. At a meal away from home, how does your child handle familiar containers, utensils, and asking for assistance?
Attempts several steps but needs adult help repeatedly during the meal.
Manages familiar items and clearly requests help for a difficult container or spill.
Usually waits for an adult to manage most items and organize the meal.
Manages most items with an occasional reminder or bit of assistance.
2. In a group setting, your child needs help but the familiar caregiver is not nearby. What is most likely?
Waits or withdraws without signaling the need, even when an adult checks in.
Approaches a responsible adult and communicates the specific need with words or gestures.
Signals discomfort or stays near an adult but needs prompting to explain the need.
Asks for help after a reminder about which adult is available.
3. With a preferred crayon, pencil, or other accessible drawing tool, how does your child approach making a picture or name-like marks?
Makes brief marks mainly when an adult guides or models each step.
Creates recognizable shapes, letters, or name-like forms and explains what they made.
Usually leaves the activity quickly or asks the adult to make it instead.
Makes purposeful marks or shapes independently for a short period.
4. During play, your child is invited to count a group of about eight objects. What is most typical?
Uses some number words but skips objects, counts objects twice, or loses the sequence.
Counts each object once and gives the correct total without help.
Counts accurately after a reminder to touch or move each object once.
Moves or names the objects but does not yet use a stable counting sequence.
5. A block structure falls after your child has worked on it for several minutes. What most often happens next?
After a prompt, uses a familiar calming strategy and then retries or chooses another activity.
Remains overwhelmed for a prolonged period even with adult support.
Pauses and independently retries, changes plans, or asks for useful help.
Needs sustained adult comfort or guidance before deciding what to do next.
6. During a short group activity with a song, story, or demonstration, what does your child usually do?
Participates for most of it and follows the group’s main cues with little support.
Joins briefly when an adult sits nearby and redirects attention several times.
Usually remains outside the activity or leaves despite supportive invitations.
Participates through much of it with an occasional cue or movement break.
7. When it is time to leave a preferred activity, how does your child usually transition?
Transitions after a familiar warning, visual cue, or single reminder.
Becomes upset and needs extended adult co-regulation before joining the next activity.
Moves on with repeated reminders and close adult support.
Usually transitions promptly while expressing disappointment in a manageable way if needed.
8. After a familiar caregiver leaves your child at a known program or activity, what is the usual pattern?
Shows some hesitation but settles after reassurance and a familiar arrival routine.
Separates and begins participating with little or no support.
Remains distressed and unable to join for much of the observed period despite support.
Needs extended one-to-one support before beginning an activity.
9. After hearing a short, unfamiliar story, what does your child most often do when asked what happened?
Recalls the main events in order and may explain a character’s action or feeling.
Shares one relevant detail when given a prompt or choice.
Responds with something unrelated or does not yet describe an event from the story.
Describes the main event or two connected events without needing choices.
10. Two children want the same classroom material. How does your child most often respond?
Uses a simple solution such as taking turns, trading, or asking an adult for help.
Needs an adult to stay involved and guide each part of resolving the disagreement.
Can accept a suggested solution after a brief adult prompt.
Has difficulty continuing the activity, even after an adult offers a solution.
11. When your child sees their printed first name among several names, how do they usually respond?
Recognizes it reliably, including in more than one common print style.
Does not yet distinguish it from the other printed names.
Recognizes it when given a clue, such as being shown the first letter.
Usually recognizes it in a familiar style or location.
12. During a familiar get-ready routine involving a coat and backpack, what is your child most likely to do?
Completes most steps but benefits from one or two reminders.
Waits for an adult to complete most of the routine.
Completes the routine and checks for familiar essentials independently.
Participates in each step with repeated verbal or hands-on guidance.
13. At a playground, your child wants to join peers who are already playing. What is most typical?
Approaches but waits nearby until an adult or another child creates an opening.
Uses words, gestures, or the play itself to enter and adjusts if the first attempt does not work.
Usually stays separate even when an adult offers help joining.
Joins after an adult suggests a phrase, role, or way to participate.
14. Faced with a new, age-appropriate puzzle or building challenge, what does your child usually do?
Tries more than one approach and explains the problem or asks for specific help if needed.
Watches or copies an adult’s approach before attempting part of it.
Tries an approach, then asks for a hint or model when stuck.
Usually stops before trying and wants someone else to complete it.
15. In a familiar bathroom setting, which description best matches your child’s current routine?
Signals the need to go but requires help with several parts of the routine.
Manages toileting, clothing, and handwashing independently in most familiar settings.
Currently needs an adult to manage most parts of the routine.
Manages most parts and asks for help with a specific step when needed.