The Personality Questionnaire for Kids

Before starting, scroll down and make sure you see the SUBMIT button at the bottom of the screen! If not, press "Reload" or "Refresh" and check again.

The Personality Questionnaire for Kids is being offered free of charge while we gather information from users on the internet. This tool is appropriate for children aged 7 - 12 years.

The Personality Questionnaire for Kids is a tool to help parents and other adults understand their children better, so that they can support their healthy development. For this tool to be most effective, it's important for the adults to know their own personality type as well as the children's types. It's also important that this questionnaire be filled out by both the parent and the child in question. Some questions are directed more toward the parent, and some more toward the child. Both parent and child should participate in the answers. 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. Like other such tools that are dependent on your input for scoring, results are dependent on choosing answers that truly reflect the child's behaviors and attitudes. Please answer the questions thoughtfully, and take a few moments after receiving the child's type to verify that it is the best fit for them. This can be done by reading a couple of other possible profiles to see if they are a better fit. We have done our best to create a questionnaire that is very accurate, please do your best to see that the child is typed accurately!

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."

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
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
Does the child more often
think something through before speaking
speak up before they've thought something through
Do not know
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
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
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
Does the child usually get things done
early or on time
at the last minute or late
Do not know
Does it describe the child better to say that he or she
seems to always be talking
is more quiet
Do not know
When speaking, does the child usually show more
sensitivity to people's feelings
directness and honesty
Do not know
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
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
Is the child more
organized
disorganized
Do not know
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
Does the child
always seem concerned about people's feelings
sometimes say things that are hurtful
Do not know
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
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
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
Is the child
always very aware of their surroundings and other people
sometimes off in their own world, or daydreaming
Do not know
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
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
Is the child generally
calm and quiet
loud and full of energy
Do not know
When doing project, does the child tend to
enthusiastically start a project but not necessarily follow it through to completion
follow a project through to completion
Do not know
Does the child
often keep their thoughts to themselves
share most of their thoughts and ideas
Do not know
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
In school, does the child prefer
Math
Science
Writing or English
Art
Do not know
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
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
Does the child
not have many friends
have a couple of close friends
have lots of friends
Do not know
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
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
Is the child more
oblivious to their environment
very observant and aware of the details of their environment
Do not know
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
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
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
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
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
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
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
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
Does the child more often
make decisions quickly
seem to be unable to decide
Do not know
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
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
Is the child more
imaginative and dreamy
down to earth
Do not know
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

The Personality Questionnaire for Kids © 2000-2015

Contact us