Quiz less, name more
Support learning rather than turning play into a test.
What if quizzing toddlers gets in the way of learning instead of helping? Questions meant to teach by asking young children what they know can turn play into a test.
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Quizzing toddlers means asking questions we already know the answer to, and that the child didn’t ask to be asked, usually with the intention of teaching. “What’s this called?” “How many blocks are there?” “What sound does a cow make?” The idea is simple: if they get it wrong, we correct them, and later we might ask again until the right answer sticks.
A toddler holds a bright block. “What color is that?” we ask, wanting to teach. “Blue,” the child guesses. “It’s not blue, it’s red,” we correct, hoping to have taught the child something.
Although well-intentioned, quizzing toddlers is not the best way to teach them. It pulls their attention away from natural exploration and onto giving the right answer, turning play into a kind of test. This reduces the time they spend fully absorbed in discovering things on their own.
Occasional quizzing might not matter, but when it becomes a pattern, it can feel like interrogation. Children may begin to doubt themselves, feel frustrated, and even shut down, especially when they often don’t know the answer. They may come to rely on adults to confirm they are correct. Even when they do know the answer most of the time, quizzing still shifts learning away from curiosity and toward evaluation.
Teaching a child through corrections is like being in a foreign country, just learning the language, while locals keep asking, “What’s this called?” Instead of feeling free to explore and speak, you start to feel pressured and annoyed, and might stop trying to learn altogether.
Instead of quizzing, focus on naming things. If the child points, respond to that: the child points to a block, and you say, “Block.” Or point things out yourself: “There are six blocks.” “A cow says moo!” “The color is red.” Naming keeps their attention on what they are doing and on play and exploration. Over time, they absorb new words and concepts naturally, without feeling interrogated. Along with quizzing less, it helps to praise less and help less.
Teaching a child through naming is like being in a foreign country, just learning the language, while locals point things out and name them. You feel free to explore and speak, and can keep moving and discovering at your own pace.
Of course, some questions are perfectly fine. The test is whether you already know the answer. “I wonder where it went?” “What do you notice?” These don’t demand a correct response. They invite shared attention.
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To teach most effectively, quiz less, name more, and notice what children do, supporting their curiosity and letting learning unfold naturally.
