What Really Motivates Children to Learn?
- Kelly Hutton
- Jun 25
- 3 min read
We often think of learning as something that is structured, through textbooks, worksheets or tests. But if we peek behind the curtain of childhood curiosity and you will find that the true spark of learning is far less about worksheets and far more about wonder and awe.
So what really motivates children to learn and how, as parent educators can we really nurture that motivation?
Intrinsic Motivation: The Love of Learning for it's Own Sake
Children are naturally curious. From exploring in the garden to asking "why" five times in a row, this early curiosity is a powerful driver of learning. Educational psychology consistently shows that intrinsic motivation, learning for the sheer joy or satisfaction of it, it the most enduring and effective form of motivation.
In fact, research by Mark Butcher (2022) emphasised that children thrive when they are in environments that support their intrinsic desire to explore and discover. These environments when created by highly motivated and responsive adults allow for freedom, emotional safety and a sense of purpose.
Emotional Connection
Wall's foundational study on motivation (1958) along with other prominent researchers of the time, found that children learn best when they feel emotionally safe and accepted. That "will to learn" is most powerful when children are free from anxiety, fear or unmet emotional needs. A child who feels secure is more likely to take intellectual risks and embrace challenges.
This means that love, not pressure, is the best fertiliser for growth.
Parental Involvement
One of the most powerful predictors of academic motivation is parental involvement. When parents show interest in the child's learning, by asking questions, engaging in topics or modelling curiosity, children become more parent-orientated in their motivation. They strive to learn, not just for themselves, but to connect with their caregivers.
Cheung and Pomerantz (2012) demonstrated this in a multi-year study, showing that children with involved parents were more likely to develop both controlled and autonomous motivation and this was directly linked to academic performance.
Learning through Exploration, Not Prescription
A compelling study into Home Education by Fensham-Smith (2021) highlights how many home educators shift away from traditional pedagogies to embrace what they call "invisible pedagogies". These prioritise child-led exploration, intrinsic interests and relational learning over formal curriculum coverage.
Home educators often see learning emerge organically, during a nature walk, in a spontaneous science experiment or while building a cardboard castle. This kind of learning is meaningful and memorable because it is driven by the child.
The Role of the Adult: Guide, Not Commander!
Children are often motivated, not by control, but by support. Adults who scaffold rather than direct, by listening, guiding, modelling and reflecting with, tend to inspire more engaged, independent learners. When adults shift from "teaching at" to "learning with" motivation deepens.
Butchers work again highlights that those adults who model curiosity, persistence and joy in learning,
create emotionally and intellectually rich environments where children thrive.
Motivation isn't something we give to Children
It is something that we uncover and nurture, so to truly motivate your child to learn:
Trust their interests
Provide emotional safety
Stay curious with them
Engage, don't impose
When learning becomes a shared journey, not a destination, we raise not only knowledgeable children, but motivated, resilient and joyful ones.
Further Reading:
Butcher, M. (2022). Love Teaching to Inspire Love of Learning. Childhood Education. Link
Cheung, C. & Pomerantz, E. (2012). Why Does Parent Involvement Motivate Children to Learn?. Journal of Educational Psychology
Fensham-Smith, A. (2021). Invisible Pedagogies in Home Education.
Wall, W.D. (1958). The Wish to Learn: Research into Motivation. Educational Research
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