As we continue to test the ABC Learning Cards, I’ve started to notice that some cards get picked up over and over again, while others are left untouched. This observation led to a simple but useful question for the next test: Which cards are children most drawn to—and why?
This session was all about preference testing. I wasn’t focusing on letter recognition or sound associations this time. Instead, I wanted to observe which cards children chose to interact with when no instructions were given. What do they reach for first? What holds their attention the longest? And what, if anything, do they say about their choices?
The Setup
I arranged the full alphabet card set in a wide circle on the floor so all cards were visible. Then, I invited five children (ages 4 to 6) into the space and said, “Pick any card you like. You can look at as many as you want, and tell me which ones you like the most.”
There were no instructions beyond that. I wanted it to feel open, playful, and entirely led by the children’s instincts. After a few minutes, I asked follow-up questions like:
“What do you like about that one?”
“Do you know what it is?”
“Do you want to find more like it?”
I recorded which cards were chosen first, which ones were picked multiple times, and which ones were ignored.
What Happened
Animal cards were clear favorites. The most frequently chosen cards were:
- G for Giraffe
- E for Elephant
- C for Cat
- D for Dog
- Z for Zebra
Almost all of the children went straight for the animal images. When asked why, the answers were simple and consistent:
“I like animals.”
“I saw that at the zoo!”
“That’s a funny one with a long neck!” (about the giraffe)
One child even tried to arrange all the animal cards together in a group and called it “the zoo.” There was excitement, recognition, and storytelling around these cards. The children clearly related to animals—they had emotional and visual connections to them, often from books, toys, or past experiences.
Food cards came next. The most popular non-animal cards were:
- A for Apple
- B for Banana
- M for Milk
- O for Orange
These also sparked comments like:
“I eat that at home.”
“That’s my juice!”
“Apple is my favorite.”
The responses were more personal, tied to daily routines. Food cards had a slightly less enthusiastic reaction than animals, but they still felt familiar and accessible.
The least popular cards? Abstract or less familiar objects.
- N for Net
- Q for Quilt
- U for Umbrella
- V for Violin
These cards were barely touched. One child looked at the net card and said, “What’s that?” Another mistook the violin for a guitar. The umbrella card prompted one child to say, “I don’t like rain,” and walk away.
It’s not that the images were unclear, but these objects simply didn’t mean much to the children, at least not at first glance. Without a personal connection, they felt neutral or forgettable.
What This Tells Us
Children are more likely to engage with images that:
- Represent things they see often (pets, food, favorite toys)
- Have emotional or experiential meaning (zoo trips, snack time, picture books)
- Are visually distinctive or “funny” (giraffe, snake, zebra)
This doesn’t mean less popular cards are useless, but it does suggest that certain images are more effective entry points for learning. These high-engagement cards are where we can introduce letters, sounds, and games most successfully. Once children are comfortable and interested, we can gradually incorporate the less exciting cards into the mix.
Design Implications
Based on this session, I’ll be re-evaluating the object selection for a few letters. Not every card has to be a hit but if a card consistently gets ignored, it may be worth replacing with something more relatable.
For example:
- Quilt could become Queen, a concept many children already know from stories or costumes.
- Violin might be swapped for Van, which appears more in children’s daily environments.
It’s also worth thinking about image design itself. Even with a good word choice, the way something is illustrated matters. An umbrella might become more appealing if it’s colorful or has a character holding it. A neutral object can become more engaging with a small creative twist.
Takeaways
This test reminded me that designing for children means designing for curiosity, not just curriculum. If a child doesn’t pick up a card, it’s not because they aren’t ready to learn the letter, it might just be that the image doesn’t speak to them. And when you find the right image? Suddenly, they want to hold it, talk about it, and learn more.
