#!/usr/bin/perl # # File: build_pqk.cgi # # Brenda S. Muller, 2000 # #eval `exec perl -S -x $0 ${1+"$@"}` # if 0; # require "/var/www/cgi-local/lock.pl"; print "Content-type:text/html\n\n"; # # # MAIN # #open(LOGF,">>$LOG"); read(STDIN, $buffer, $ENV{'CONTENT_LENGTH'}); @pairs = split(/&/, $buffer); # Clean data and put into FORM array foreach $pair (@pairs) { ($name, $value) = split(/=/, $pair); $value =~ tr/+/ /; $value =~ s/%([a-fA-F0-9][a-fA-F0-9])/pack("C", hex($1))/eg; $value =~ s/~!/ ~!/g; $FORM{$name} = $value; } print < Personality Questionnaire for Kids
PersonalityPage.com Be your best self
Main Menu

The Personality Questionnaire for Kids

The Personality Questionnaire for Kids is appropriate for children aged 6-12 years.

This questionnaire is designed to be filled out by both the parent or caregiver and the child in question. Some questions are directed more toward the adult, and some more toward the child. Both parent and child should participate in the answers. It's best if the adult who helps the child knows their own personality type.

As adults, we sometimes like to think that our children have behaviors and attitudes that they do not actually possess, so the child's input is quite important.

There will be questions that you're not sure how to answer for the child. This is expected and completely normal. For these questions, you should choose "Do not know" as your answer.

Remember... this isn't a test! There are no right or wrong answers. There are no "good types" and "bad types". As Isabel Myers put it, "Each type has its own path to excellence, and its own pitfalls."

  1. Compared with other kids of a similar age, is the child more of a
    Slow, deliberate reader, absorbing every detail Fast reader, sometimes skimming over details Do not know
  2. When dealing with other people, does it describe the child better to say that they
    Need approval, and are very upset if someone expresses dissatisfaction with them Seek approval, but can function without it Do not care what others think Do not know
  3. Does the child more often
    Think something through before speaking
     Speak up before they've thought something through
     Do not know
  4. When criticized, does the child usually
    React emotionally and/or cry
    Not cry or get emotional, although they may be confused or upset
    Do not know
  5. When meeting new people, is the child more likely to
    Be shy until they get to know them
    Be friendly and unafraid, and enjoy meeting the strangers
    Observe from the sidelines for a short while, and then be friendly and unafraid
    Do not know
  6. When the child has done a good job at something, do they
    Know that they've done well, and not need praise to reinforce this
    Know that they've done well, but seek praise to affirm
    Need for someone to praise them before they realize that they've done well
    Do not know
  7. Does the child usually get things done
    Early or on time
    At the last minute or late
    Do not know
  8. Does it describe the child better to say that he or she
    Seems to always be talking
    Is more quiet
    Do not know
  9. When speaking, does the child usually show more
    Sensitivity to people's feelings
    Directness and honesty
    Do not know
  10. Does the child
    Seem to need to follow a routine schedule to be comfortable
    Follow a routine or not - it doesn't appear to matter overly to the child
    Enjoy being able to "go with the flow" without having to follow a schedule
    Do not know
  11. When interacting with others (NOT the parents), is the child more
    Affectionate and cuddly
    Reserved and doesn't really like to be fussed over
    Do not know
  12. Is the child more
    Organized
    Disorganized
    Do not know
  13. Is the child more interested in reading or hearing stories that are
    Similar to real-life situations, with realistic characters
    Fantasy-based, with unrealistic characters and situations
    Do not know
  14. Does the child
    Always seem concerned about people's feelings
    Sometimes say things that are hurtful
    Do not know
  15. Does the child more often
    Value having everything put away in its place
    Not show any value for having things orderly or tidy
    Do not know
  16. When upset about something, will it help the child more if you
    Help them to logically solve the problem
    Hug and comfort them
    Do not know
  17. When there is a last minute change in plans, is the child more often
    Perfectly fine with it
    A bit unsettled by the change
    Do not know
  18. Is the child
    Always very aware of their surroundings and other people
    Sometimes off in their own world, or daydreaming
    Do not know
  19. Which type of school assignment would the child find easier:
    Writing a 2-page essay about a given topic
    Memorizing a long paragraph
    Do not know
  20. Does the child prefer to do a chore when
    They are told what steps should be taken to do the task
    They are given a general goal and left alone to achieve it in their own way
    Do not know
  21. Is the child generally
    Calm and quiet
    Loud and full of energy
    Do not know
  22. When doing a project, does the child tend to
    Enthusiastically start a project but not necessarily follow it through to completion
    Follow a project through to completion, or very close
    Do not know
  23. Does the child
    Often keep their thoughts to themselves
    Share most of their thoughts and ideas
    Do not know
  24. Is the child generally more
    Laid-back, accepting, flexible, and open to new experiences
    Decisive, discerning, structured, and needs time to adjust to new environments
    Do not know
  25. In school, does the child prefer
    Math
    Science
    Writing or English
    Art
    Do not know
  26. When doing a homework assignment, is the child
    Tolerant of distractions, such as TV and other people talking
    Irritated by distractions, and prefer to work alone
    Do not know
  27. When given a division math problem to work on, which of the following approaches better describes this child's method to solving the problem:
    The child notes that this is a division problem, refers to the list of steps (mental or written) that must be taken to solve a division problem, then works the problem step-by-step until they get an answer
    The child notes that this is a division problem, reminds himself or herself of what division means, perhaps by drawing a picture (mental or written) of dividing objects into parts, then uses their understanding of the goal to solve the problem
    Do not know
  28. Does the child
    Not have many friends
    Have a couple of close friends
    Have lots of friends
    Do not know
  29. When working on a big project, is the child more likely to
    Work steadily on the project until it's completed
    Work in bursts, i.e. not do anything for several days and then do a lot in one day
    Do not know
  30. In the classroom, is the child more likely to
    Raise their hand and speak up often
    Hold back, and not participate unless called upon
    Do not know
  31. Is the child more
    Oblivious to their environment
    Very observant and aware of the details of their environment
    Do not know
  32. When approaching a new situation, is the child
    Ready to jump in and try anything
    Willing and eager to jump in after they have watched for a short while
    Cautious and reserved, but interested in joining in
    Cautious and reserved, and unlikely to join in
    Do not know
  33. Does the child
    Have a good memory for details
    Often forget details, or else they never noticed them in the first place
    Do not know
  34. Which describes the child best:
    A female who is very interested in clothes and general appearance
    A female who is NOT overly interested in clothes and appearance
    A male who is very interested in sports
    A male who is NOT overly interested in sports
    Do not know
  35. In a situation where someone is yelling, does the child
    Become quite upset, regardless of whether or not they are the ones being yelled at
    Take it pretty much in stride
    Do not know
  36. Does it describe the child better to say that they
    Form strong opinions about things, usually pretty quickly
    Are not especially opinionated, and do not form opinions quickly
    Do not know
  37. When the child is really interested in something (for example, a tree), are they more likely to:
    Ask a million questions about all of the details related to their interest, such as \'How many leaves are on that tree?\' and \'how tall is the tree?\'
    Ask a few deep, global questions about their interest, such as \'Where did trees come from?\'
    Do not know
  38. When meeting someone new, is the child more likely to be
    Ready to think the best about the new person
    Ready to think the worst about the new person until they get to know them
    Do not know
  39. In the classroom, is it more important to the child that their teacher
    Treats them fairly, i.e. gives them the grade that they deserve
    Appreciates them as individuals and likes them
    Do not know
  40. Does the child more often
    Make decisions quickly
    Seem to be unable to decide
    Do not know
  41. Does it describe the child best to say that they are
    Very interested and in tune with how others are feeling
    Interested in others and extremely sensitive to what other people think of them
    Interested in other peoples ideas and thoughts, but not overly interested in their emotions
    Somewhat unaware of and insensitive to other people\'s feelings
    Do not know
  42. Would the child\'s attitude be more like:
    I want it the way I want it
    I take things as they come
    Do not know
  43. Is the child more
    Imaginative and dreamy
    Down to earth
    Do not know
  44. In a group of strangers, is the child
    Comfortable with being the center of attention More comfortable with being in the background Do not know

EOF exit;