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EYFS Feelings & Friends — Warm-up

Wave 2 quiz for EYFS (Nursery & Reception) — Feelings & Friends.

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Resource guide

Key stage

EYFS

Subject

Personal, Social and Emotional Development (PSED)

Time

~15 min

Access

Free

Assessment

Included

Use the activity controls to begin. Open the guidance below for supporting information.

About this resource and curriculum

Very gentle, single-step questions for ages 3–5, best played with an adult. A rotating pool serves a fresh shuffled set each play. Solo is tracked; group mode is just-for-fun for 1–6 players.

Study guidance and sample questions

Get the most from this

Try the quiz. Read or listen to each question, take your time and choose your answer. Look at the feedback when you finish, and ask for help with a tricky idea.

This quiz offers short practice. Read or listen to questions with a younger learner where helpful, but give them time to think.

When an attempt is recorded, the dashboard may show its score and time. It does not store a per-question list of mistakes; discuss the on-screen feedback together.

Use this quiz for practice or a check-in. For early years in England, check the current EYFS statutory framework and observe what the child can do with and without support.

A recorded attempt can show score and time, not a saved list of individual mistakes. Review responses with the learner before choosing a next step.

Use any on-screen review after the quiz to discuss one response and a next step. A saved score or time is not a saved mistake-by-mistake report.

How to study with EYFS Feelings & Friends — Warm-up

This parent guide relates the page examples with a practical study routine. The listed resource is labelled Personal, Social and Emotional Development (PSED), Early Years (EYFS), Nursery, Reception, Quiz. Use that framework, the learning summary and published prompts to clarify what successful work should show.

Prepare a focused session

Read the title and learning focus together. Ask the learner to predict the ideas, language or method they may need. Scan each sample and recognise instruction words, values, hints, constraints or unfamiliar terms. Agree a manageable time window, reduce interruptions and prepare appropriate materials such as paper, pencil, ruler, coloured pens, calculator, headphones or a device. Encourage an self-directed initial attempt so the response reveals sound understanding and uncertainty. A reflective pause often supports remembering better than an instant answer.

Make thinking visible

Invite the learner to summarise the task in their own words. They can underline necessary information, break a extended problem into individual steps, design a show, sort details, compose a sentence or describe a planned method. Ask why their approach fits and whether another strategy could work. When progress stops, give a carefully scaled hint: repeat the goal, point towards a related example, reduce the choice, then show only the next step. Return control directly afterwards. Spoken reasoning exposes confusions and practises specific subject language.

Check accuracy and understanding

Compare the attempt with visible answer guidance after sustained effort. Inspect more than the final response: review the method, explanation, units, details, sequence, spelling or presentation where related. Ask the learner to identify the initial point where their reasoning changed course. Complete corrections actively in a different colour or separate space, followed by a concise description of the change. For a correct answer, ask for support and one self-directed check. This distinguishes secure ideas from guessing while building accuracy, reflection and careful working habits.

Consolidate and extend

Finish with retrieval from memory. Cover the example and ask for the main idea, process or fact again. Create one small alternative by changing a value, condition, example, viewpoint or level of support while keeping the learning focus. Invite the learner to write a related question and supply checking guidance. Record one success and one specific next step, perhaps returning to terminology, repeating a calculation, adding details or refining clarity. Recheck that target afterwards in the week because spaced review gives stronger information than instant repetition.

The interactive player, downloadable file and make answer material retain their existing access controls. The guide supports preparation, discussion and review.

Sample questions

Try these questions before opening the interactive quiz. Answers and feedback remain inside the quiz.

When we are happy we might…
When we are sad we might…
Being kind means…
A good friend will…
True or False: saying sorry is kind when we hurt someone.

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