What this is — and what it is not.

The questionnaire asks what a parent has seen consistently over the past two weeks: how a child communicates, solves everyday problems, moves, builds, connects with people, and responds to music, colour, plants, or animals. It does not test the child directly.

That makes it useful for spotting patterns and starting conversations. It also means the result is only as good as the parent’s recent observations. A child who is tired, new to a setting, or going through a developmental leap may look different on another day.

The six dimensions — Language, Logic & Math, Spatial, Movement, Interpersonal, and Art & Nature — are a practical parent-facing adaptation of the broad idea of multiple intelligences. They are not separate “types of intelligence” with fixed ceilings. They are six useful lenses for noticing where a child currently spends time, energy, and attention.

Each dimension has two kinds of evidence: a milestone question (what the child can do) and an everyday exploration question (what the child is drawn to when nobody is directing the activity). The report combines both because ability without inclination is an incomplete picture — and inclination without practice is incomplete too.

The same sentence — “can retell a story” — means something very different at 3 and at 8. Questions are selected from an age band, and the comparison group is matched to the child’s month of age. A same-age position describes where a pattern sits relative to that group; it is not a school mark and it is not a percentage of the child’s potential.

Across the six dimensions the report shows a same-age position. The full report also includes evidence from the answers, because a number without the behaviour behind it is easy to over-read.

A lower position usually means less exposure, not less ability. The report deliberately reframes the least-practised area before showing it, and suggests carrying it with a strength rather than drilling it. This is a design choice: a parent who reads “weakness” stops observing, while a parent who reads “less practice” can try something small this week.

Six temperament dimensions — Focus, Resilience, Adaptability, Rules, Motivation, and Sensitivity — describe how a child meets the world. Two children can share the same top strength and need very different support: one warms up fast, one watches first; one needs a challenge, one needs to be genuinely needed.

The temperament section is descriptive, not diagnostic. It gives parents language and scripts, not a label for the child.

It is not a medical or psychological diagnosis. If you have a concern about speech, hearing, movement, learning, or mental health, speak to a qualified professional. Do not use this report to delay that conversation.

It is a snapshot. Sleep, stress, a new sibling, a new school, or a recent illness can change what a parent sees. Re-taking the test after a few weeks is more useful than treating one result as fixed.

It is parent-report. It does not include teacher observations, direct assessment, or a developmental history. Those are valuable and outside the scope of a five-minute online tool.

No account is required. The nickname is optional; the tool asks for birth month and year, not a precise birth date. In the beta, answers and results are stored in the browser until the parent clears them. Checkout sends only the product and locale to Stripe — not the child’s answers, nickname, or birth month.

The report is a parent-facing observation, not a child account. There is no advertising profile and no sale of personal data.

This product is informed by broad, widely discussed frameworks, not by a single proprietary test:

• Howard Gardner’s work on multiple intelligences (1983), used here as a set of everyday lenses rather than a diagnostic taxonomy.
• Thomas and Chess’s temperament research (1977), especially the ideas of reactivity, adaptation, and goodness of fit.
• General developmental observation practice: describe behaviour, compare with age, look for patterns over time, and avoid single-score labels.

These sources inform the design; they do not endorse this product, and this page is not a substitute for professional training.