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A Giant List of Adjectives to Describe Kids

ByLauren @ Simply-Well-Balanced

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Words are powerful. This is especially true when you consider the words that you choose to describe your child – or children you work with. Today we are sharing a huge list of adjectives about kids to increase self-confidence and esteem in children.

Adjectives About Kids: Using the Power of Words to Increase Confidence

What's Inside:

As a teacher and parent, I know first hand how true that quote is.

I have seen behaviors, attitudes and self-esteem completely transformed in my classroom just by carefully choosing words to describe kids in a positive light. 

You see, if a child repeatedly hears someone describe them using positive words, eventually they start to believe what they are hearing.

Because I have seen how powerful words can be, I have become more intentional with the words I use to describe the behavior, actions and personalities of my own children – and I encourage you to do the same.

Adjectives are describing words and you can pretty much guarantee that the words kids grow up hearing are the same words they will end up using to describe themselves as adults. 

How to Use Adjectives to Describe Kids

Adjectives about kids can be used in a variety of ways:

  • As a parent trying to improve the self-esteem of your own child.
  • As a teacher looking for descriptions to include in report cards or progress reports.
  • As a coach or counselor trying to find words to describe the positive personality traits you see in the kids you’re working with. 

No matter why you are looking for adjectives to describe children, it’s helpful to understand why being as specific as possible is very important.

Oftentimes we get in the habit of using the same generic phrases like “cute” or “smart” on repeat. 

When children hear these same terms repeated over and over they actually become meaningless.

Here are some tips on using adjectives to describe kids:

  • Use phrases that are as unique and individualized as possible.
  • Avoid focusing on appearance for compliments. You don’t want a child’s self-worth to be connected to the way they look.
  • Consider characteristics that set them apart from others.
  • Try to rephrase challenging aspects of their personality in a positive way that highlights how they can use them as strengths (ie instead of stubborn, describe them as determined).
  • Use these words and phrases in everyday conversation so they frequently hear themselves being described using positive words.
  • Write the words on post-it notes and leave them for your child to find in their room, on the bathroom mirror or inside their favorite book.
  • Utilize them as part of a daily affirmation routine.
  • Be genuine – kids can tell when you’re not being authentic. Be sure that the words you use accurately describe your child and how you feel about them – even if it’s just some of the time.
  • Have your child (or students) choose words from this list of adjectives for describing kids to make a poster or collage about themselves.

When used consistently these words will become a natural part of your daily routine and your child will become accustomed to hearing themselves in a positive light every day.

Now let’s get on to the list!

150 Positive Adjectives About Kids

Adjectives to Describe a Child’s Strengths

  • Determined
  • Motivated
  • Positive
  • Trustworthy
  • Artistic
  • Brave 
  • Creative
  • Diligent
  • Friendly
  • Forgiving
  • Imaginative
  • Inventive
  • Motivated
  • Observant
  • Persistent
  • Reliable
  • Resourceful
  • Understanding
  • Unique
  • Hard-working
  • Involved
  • Self-starting
  • Flexible
  • Organized
  • Structured
  • Efficient
  • Adaptable
  • Articulate
  • Clever
  • Persistent
  • Leader
  • Self-reliant
  • Detail oriented
  • Tough
  • Open-minded
  • Industrious
  • Tenacious
  • Communicative
  • Talented
  • Skilled
  • Willing to try
  • Knowledgeable
  • Confident
  • Ambitious
  • Authentic
  • Original
  • Enterprising
  • Fierce
  • Gifted
  • Believable
  • Meticulous

Adjectives to Describe a Kid’s Personality

  • Compassionate
  • Loyal
  • Adventurous
  • Charming
  • Faithful
  • Cautious
  • Polite
  • Magnetic
  • Dynamic
  • Nurturing
  • Cheerful
  • Practical
  • Selective
  • Enchanting
  • Selective
  • Logical
  • Endearing
  • Understanding
  • Entertaining
  • Sensitive
  • Aware
  • Tolerant
  • Spontaneous
  • Charismatic
  • Attentive
  • Opinionated
  • Courageous
  • Approachable
  • Affectionate
  • Easy-going
  • Accepting
  • Effervescent
  • Funny
  • Honest
  • Reflective
  • Hopeful
  • Methodical
  • Inquisitive
  • Talkative
  • Devoted
  • Steadfast
  • Patient
  • Contemplative
  • Insightful
  • Joyful
  • Loving
  • Optimistic
  • Passionate
  • Mindful
  • Aware
  • Calm
  • Resilient
  • Self-Confident
  • Witty
  • Independent
  • Hilarious
  • Philosophical
  • Logical
  • Realistic
  • Unconventional
  • Delightful
  • Modest

Words to Describe A Child’s Behavior

  • Consistent
  • Responsible
  • Kind
  • Daring
  • Considerate 
  • Energetic
  • Fearless
  • Generous
  • Gentle
  • Courteous
  • Helpful
  • Playful
  • Fiery
  • Social
  • Spirited
  • Zestful
  • Thoughtful
  • Confident
  • Cooperative
  • Spunky
  • Reserved
  • Exuberant
  • Expressive
  • Supportive
  • Animated
  • Focused
  • Expressive
  • Eager
  • Intense
  • Assertive
  • Respectful
  • Bold
  • Gutsy

Conclusion

Overtime, your child will begin to integrate the words they hear you use to describe them into their own sense of self worth. Those words and phrases will become a part of their identity and form a foundation of self-confidence and strength.

Lauren @ Simply-Well-Balanced

Hi, I'm Lauren Tingley; a working, teacher-mom of two who tried to "do it all" and ended up losing myself in the process. Determined to find joy in modern motherhood I discovered simplifying was the answer. Now I share tips for fun family activities, minimalist homemaking and simple parenting advice on Simply Well Balanced for families looking to create more balance in their homes. My ideas and advice has been shared by Parents Magazine, Good Housekeeping and Women's First.Read more about me! Or follow me on Pinterest or Instagram

200+ Words To Describe Children

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List of Adjectives For Kids

When you think of children, a huge list of adjectives may come to mind.

Children can be curious, energetic, imaginative, mischievous, and adorable, to name a few. They can also be challenging, relentless and messy! So, so messy.

But there are many other words that accurately describe children as well, including their personalities, their temperaments, what they like and dislike, how they look and how they behave. The most important thing to remember, is that they are all unique!

List of Words To Describe Children

  • active
  • adaptable
  • adorable
  • adventurous
  • affectionate
  • aloof
  • ambitious
  • animated
  • annoying
  • anxious
  • articulate
  • artistic
  • assertive
  • attentive
  • authentic
  • aware
  • beautiful
  • bold
  • brash
  • brave
  • bright
  • calm
  • careless
  • caring
  • cautious
  • challenging
  • charismatic
  • charming
  • chatty
  • cheerful
  • cheery
  • clever
  • clumsy
  • communicative
  • compassionate
  • confident
  • considerate
  • contemplative
  • courageous
  • crazy
  • creative
  • cute
  • daring
  • defiant
  • delightful
  • destructive
  • determined
  • devoted
  • diligent
  • dirty
  • distracted
  • dramatic
  • dreamers
  • dynamic
  • easy
  • easy-going
  • effervescent
  • efficient
  • emotional
  • enchanting
  • endearing
  • energetic
  • enterprising
  • entertaining
  • exuberant
  • faithful
  • fearless
  • fierce
  • fiery
  • flexible
  • forgetful
  • forgiving
  • friendly
  • fun
  • funny
  • fussy
  • generous
  • gentle
  • gifted
  • grateful
  • gullible
  • gutsy
  • happy
  • hard-workers
  • helpful
  • hilarious
  • honest
  • hungry
  • hyperactive
  • illogical
  • imaginative
  • individual
  • innocent
  • innovative
  • inquisitive
  • insightful
  • inspiring
  • intelligent
  • intense
  • inventive
  • involved
  • joyful
  • kind
  • keen
  • learners
  • logical
  • loud
  • loving
  • loyal
  • magnetic
  • mean
  • messy
  • mindful
  • mischievous
  • modest
  • motivated
  • naïve
  • naughty
  • nervous
  • nice
  • noisy
  • observant
  • old
  • opinionated
  • optimistic
  • original
  • passionate
  • patient
  • persistent
  • picky
  • playful
  • polite
  • positive
  • practical
  • proud
  • quick
  • quiet
  • reflective
  • repetitive
  • reserved
  • resilient
  • resourceful
  • responsible
  • routine
  • sad
  • selective
  • sensitive
  • shy
  • silly
  • skilled
  • sneaky
  • social
  • spirited
  • spontaneous
  • sporty
  • spunky
  • steadfast
  • strong
  • structured
  • sulky
  • sullen
  • sweet
  • talented
  • talkative
  • timid
  • tolerant
  • tough
  • trustworthy
  • unconventional
  • understanding
  • unique
  • unorganized
  • unrelenting
  • unwilling
  • wise
  • witty
  • zesty

Words To Describe Children’s Personalities

We might describe a child’s personality based on things like their: activity levels (reserved or hyperactive), their nature (eg. easy-going), their general mood, their sensory threshold and how they handle new situations and change:

  • adventurous
  • aloof
  • animated
  • anxious
  • bright
  • bubbly
  • caring
  • cautious
  • challenging
  • charismatic
  • charming
  • compassionate
  • curious
  • difficult
  • dramatic
  • easy-going
  • entertaining
  • fussy
  • hyperactive
  • inquisitive
  • loud
  • moody
  • negative
  • optimistic
  • playful
  • positive
  • practical
  • quiet
  • reflective
  • reserved
  • sensitive
  • talkative

Words To Describe Kids

When we describe kids its important to remember how much of an impact that words can have on young minds.

Using adjectives to describe kids can sometimes pigeon hole them into a certain stereotype or group. For example, instead of referring to a child as “lazy” we might choose to use the term “reserved” or instead of saying “inattentive” we can opt for “inquisitive. ”

As adults, it’s important to be mindful of the adjectives that we use to describe a child and to also encourage a growth mindset in kids so that they aren’t limited from words that others use to describe them.

If you’re interested in more lists of great describing words to use, be sure to check out:

  • 200+ Words To Describe A Mother – Adjectives For Mothers
  • 250+ Kind Words To Describe Someone
  • List of 350+ Words To Describe Feelings and Emotions
  • Words To Describe – Lists of Describing Words & Adjectives
  • 300+ Words To Describe Family – Adjectives For Family

Children's Descriptive Adjective List

Children's Descriptive Adjective List can help students understand this part of speech and improve their writing. Describing words for children should focus on adjectives that children have heard or words that are easy for them to pronounce and spell.



What are descriptive adjectives and words?

Words that describe people, places, and things, or nouns, are called adjectives. You can remember this by thinking, "the adjective adds something."



  • A descriptive adjective is one of the three main types of adjectives.
  • Descriptive adjectives or descriptive words give detailed information about a subject.
  • Descriptive adjectives can help you understand what something looks like, how many it is, what size it is, or what it's made of.
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Examples of descriptive adjectives for children

Having an extensive list of descriptive adjectives handy can help children improve their vocabulary. You can look at the list of adjectives to see how some describe the words and how others tell you different details about the noun.



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Appearance adjectives

If you need an adjective to describe a child or adult, you can use words that describe their appearance, size, or age in detail. Whenever possible, try to use positive words that describe the person. Ready Zany

Adjectives to describe emotions and feelings

Children have a lot of emotions and they often have very big feelings. Different emotion words can help you express exactly how you feel.



Printable Adjective List

Descriptive Adjective Tips

Learning adjectives can be challenging for kids, but it can also be a lot of fun. Look for creative ways to share adjective examples to make the most of these grammar lessons.

  • Buy or print flash cards with descriptive adjectives. Hold up a picture of a person, animal, or other noun and let the children sort through the stack of cards to find the right word to describe the picture.
  • After the child writes a paragraph or story, circle all of its adjectives and invite them to come up with new adjectives that could be used instead of the ones circled.
  • Use crazy library spelling to help kids learn different adjectives with humor.
  • Encourage children to combine adjectives when describing things like "adorable brown dog" rather than just "dog."
  • Teach your child to use a thesaurus or a children's dictionary to spice up their writing and keep a list of new adjectives they discover.
  • You can also try banning certain common adjectives to help your child think outside the box and make their writing more alive.

Describe in detail

Writing in elementary school is important because this is the time when children really develop their own vocabulary and writing style. Each descriptive adjective means something very specific, and children can study lists of words to find the correct adjective to use at the moment. Being able to describe things using the right details will help kids improve their communication skills and have fun with English.

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MBDOU Kindergarten No. 186 "Volgarik", Ulyanovsk. Children learning how to formulate questions

Section “We want to be inquisitive”.

Only one who is willing and able to ask questions can be considered inquisitive. After that, you can teach ways to find the answer to them.

The formation of the ability of a small child to ask different types of questions can be started from the age of three. To do this, you need to make diagrams of different types of questions, use signs for the names of signs and any objects.

Purpose: to promote the formation of skills to ask various types of questions to objects or processes.

Clarity:

1. Make a card “Ask questions” on cardboard (approximate height 5 cm, width 20 cm), which consists of 4 boxes: 3 of them are empty, in the fourth - a question mark.

2. Draw diagrams of different types of questions on cards, the size of which is 4 × 4 cm.

Explanation: due to the fact that seven types of questions are mastered with children, there should be seven cards with diagrams.

Topic: “Making different questions”.

At preschool age, seven types of questions are mastered, which are of a different nature, so we recommend:

• for children three to four years old: replenishing, descriptive types of questions;

• for children four to five years old: causal, evaluative, imaginary, specifying types of questions;

• for children five to seven years old: subjective type of questions.

The structure of the question sentence includes at least three words, in connection with this, the card has three free cells in which schemes or objects must be placed:

- A place for an icon of some type of question.

- A place for an object or a picture with an image of any object.

-Scheme of any feature

Task No. 1.

"Uncle Question's first gift."

Invite your child to choose any object, to take at random any feature scheme. Show the card that uncle gave the Question and the scheme of the supplementary question (which, which). Help the child fill in the empty cells and read the question to the object.

For example: a toy elephant is chosen as the object, the attribute scheme is “color”, the arrangement of concepts is on the card as follows:

- QUESTION ICON "WHAT"

- TOY ELEPHANT

- SCHEME OF THE SIGN "COLOR"

-?

The child, first with a little help from an adult, and then independently models questions and voices them (“reads”): what color is the elephant?

Suggestions: Encourage your child to answer the question they have formulated. When the child has no difficulty in formulating a question, play with moving diagrams and objects.

For example:

- ELEPHANT TOY

- QUESTION ICON "WHAT"

- COLOR SIGN SCHEME

-?

Wording of the sentence: “Elephant, what color are you?”

- SCHEME OF THE SIGN "COLOR"

- ICON OF THE QUESTION "WHAT"

- TOY ELEPHANT

-?

“By color, which elephant?”

Ask the child which question he likes best. Thus, you form the variability and diversity of the Russian language.

Make a diagram of the question word in your workbook.

Task No. 2.

"The second gift from Uncle Question."

Invite your child to choose any object, to take at random any feature scheme. Show the card that Uncle gave Question and the outline of the descriptive question (who, what, how, where). Help the child fill in the empty cells and read the question to the object.

For example: a toy car is selected as an object, the attribute scheme is “part”, the arrangement of concepts is on the card as follows:

- QUESTION ICON "WHERE, WHAT, WHO, HOW"

- TOY CAR

- SCHEME OF THE "PART" SIGN

-?

The child, first with a little help from an adult, and then independently models questions and voices them (“reads”): “What are the parts of the car”?

Suggestions: encourage the child to answer their own formulated question. When the child has no difficulty in formulating a question, play with moving diagrams and objects.

In the process of formulating questions, funny sentences can turn out, it is advisable to laugh with children and play with words.

Make a diagram of the question word in your workbook.

Task No. 3.

"Uncle Question's third gift."

Invite your child to choose any object, to take at random any feature scheme. Show the card that uncle gave Question and the scheme of the causal question (Why? Why?). Help the child fill in the empty cells and read the question to the object.

For example: a picture of a deer is selected as an object, the feature scheme is “size”, the arrangement of concepts is on the card as follows:

- ICON OF THE QUESTION "WHY"

- PICTURE OF THE DEER

- SCHEME OF THE SIGN "SIZE"

-?

The child, first with a little help from an adult, and then independently models questions and voices them (“reads”): “Why is the deer so big”?

Suggestions: encourage the child to answer their own formulated question. When the child has no difficulty in formulating a question, play with moving diagrams and objects.

In the workbook, make a diagram of the question word.

Task #4.

"Uncle Question's fourth gift."

Invite your child to choose any object or picture, to take at random any feature scheme. Show the card that uncle gave Question and assessment question scheme (What is good, what is bad?). Help the child fill in the empty cells and read the question to the object.

For example: a picture of a flower is selected as an object, the feature scheme is “shape”, the arrangement of concepts is on the card as follows:

- ICON OF THE QUESTION "WHAT IS GOOD AND WHAT IS BAD"

- SCHEME OF THE SIGN "SHAPE"

- FLOWER PICTURE

-?

The child, first with a little help from an adult, and then independently models questions and voices them (“reads”): “What is good, what is bad in the shape of a flower?”

Suggestions: encourage the child to answer their own formulated question. When the child has no difficulty in formulating a question, play with moving diagrams and objects.

Make a diagram of the question word in your workbook.

Task No. 5.

"Uncle Question's fifth gift."

Invite your child to choose any object or picture, to take at random any feature scheme. Show the card that uncle gave Question and the scheme of an imaginary question (What will happen if?). Help the child fill in the empty cells and read the question to the object.

For example: a picture of a house is selected as an object, the feature scheme is “humidity”, the arrangement of concepts is on the card as follows:

- ICON OF THE QUESTION "WHAT HAPPENS"

- PICTURE OF THE HOUSE

- SCHEME OF THE SIGN "HUMIDITY"

-?

The child, first with a little help from an adult, and then independently models questions and voices them (“reads”): “What will happen if the humidity changes at home?”.

Suggestions: encourage the child to answer their own formulated question. When the child has no difficulty in formulating a question, play with moving diagrams and objects.

Make a diagram of the question word in your workbook.

Task No. 6.

"Uncle Question's sixth gift."

Invite your child to choose any object or picture, to take at random any feature scheme. Show the card that uncle gave Question and the scheme of the clarifying question (Is it true? Is it true?). Help the child fill in the empty cells and read the question to the object.

For example: a picture of a bird on a branch is selected as an object, the feature scheme is “action”, the arrangement of concepts is on the card as follows:

- ICON OF THE QUESTION "IS IT TRUE"

- PICTURE OF A BIRD ON A BRANCH

- SCHEME OF THE SIGN "ACTION"

-?

The child, first with a little help from an adult, and then independently models questions and voices them (“reads”): “Is it true that a bird always sits on a branch?”.

Suggestions: encourage the child to answer their own formulated question. When the child has no difficulty in formulating a question, play with moving diagrams and objects.

Make a diagram of the question word in your workbook.

Task No. 7.

"Uncle Question's seventh gift."

Invite your child to choose any object or picture, to take at random any feature scheme. Show the card that uncle gave Question and the subjective question scheme (What do I think I know about this?). Help the child fill in the empty cells and read the question to the object.

For example: a teddy bear is selected as an object, the attribute scheme is “time”, the arrangement of concepts is on the card as follows:

- QUESTION ICON "WHAT I KNOW WHAT I THINK"

- SIGN "TIME" SCHEME

- TOY BEAR

-?

The child, first with a little help from an adult, and then independently models questions and voices them (“reads”): “What do I know about the traces of time of this bear cub?”.

Suggestions: encourage the child to answer their own formulated question. When the child has no difficulty in formulating a question, play with moving diagrams and objects.

In the process of formulating questions, funny sentences can turn out, it is advisable to laugh with children and play with words.

In the workbook, make a diagram of the question word.

Subject: “Learning to be correspondents”.

In the period up to five - five and a half years, a child can quite master all seven types of questions, which can serve as the basis for the formation of skills to clarify information and interview on any topic.

The complication is that the features of the object are found out not only basic, but also any others. Encourage the child to formulate questions related to character traits, with manifestations of specific signs, with the search for the main meaning in something.

Task No. 1.

Interview with a fairy tale character.

Take on the role of a character from a familiar literary work or cartoon. Invite the child to take out question word schemes from the box of "Uncle Question's Gifts" and ask questions to your image one by one.

For example: you turned into the Snow Maiden from the Russian folk tale "The Snow Maiden". The child took out a diagram of the evaluation question and asked: “What is good and what is bad in the fact that you, the Snow Maiden, went with the girls to the forest?”.

We recommend that you answer from the point of view of life experience, going beyond the scope of a literary work. This approach forms the child's independence in assessing the actions of literary characters.

Here is an example of an interview of a child of six and a half years old to an adult who took on the role of Kolobok:

- supplementing: "Kolobok, what is your main character trait?"

Answer: "I am carefree and do not think about the consequences of my actions."

- descriptive: "Kolobok, what did you manage to understand?".

Response: "I realized that you can't just show off and fulfill

requests without thinking, but it was already too late. "

- causal: "Why did you leave Grandma and Grandpa?".

Answer: "I wanted to run and sing a song."

- evaluative: "What's good, what's bad about being edible?"

Answer: “Good, because this is my main sign, I was created for this, but bad, because I have a short life.”

- imaginary: "What would happen if you didn't jump out of the window and stay at home?"

Answer: "There would be another story about me."

- clarifying: "Is it true that you were inquisitive?"

Answer: “No, I was not interested in anything, and I did not ask anyone for anything. That's why I'm not inquisitive."

- subjective: "Kolobok, what do you think about yourself?".

Answer: "I think I have not had enough experience to understand the cunning of the Fox."

As the child learns to interview a fairy-tale character, he can turn himself into someone from a familiar cartoon or fairy tale. In this case, the adult formulates questions to the child.

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