“When a child asks you something, answer him, for goodness' sake. But don't make a production of it. Children are children, but they can spot an evasion quicker than adults, an evasion simply muddles 'em.”

Pt. 2, ch. 16
Atticus Finch
To Kill a Mockingbird (1962)

Source: Light in August

Section 4.4 <!-- p. 198 - 199-->
The Crosswicks Journal, A Circle of Quiet (1972)
Context: "Why do you write for children?" My immediate response to this question is, "I don't."... If it's not good enough for adults, it's not good enough for children. If a book that is going to be marketed for children does not interest me, a grownup, then I am dishonoring the children for whom the book is intended, and I am dishonoring books. And words.
Sometimes I answer that if I have something I want to say that is too difficult for adults to swallow, then I will write it in a book for children. This is usually good for a slightly startled laugh, but it's perfectly true. Children still haven't closed themselves off with fear of the unknown, fear of revolution, or the scramble for security. They are still familiar with the inborn vocabulary of myth. It was adults who thought that children would be afraid of the Dark Thing in Wrinkle, not children, who understand the need to see thingness, non-ness, and to fight it.

Source: Mindstorms: Children, Computers, and Powerful Ideas (1980), Chapter 2, Mathophobia: The Fear of Learning

Teaching as a Subversive Activity (1969)
Context: We can justify the list we will submit on several grounds. First, many of these questions have literally been asked by children and adolescents when they are permitted to respond freely to the challenge of "What's Worth Knowing?" Second, some of these questions are based on careful listening to students, even though they were not at the time asking questions. Very often children make declarative statements about things when they really mean only to elicit an informative response. In some cases, they do this because they have learned from adults that it is "better" to pretend that you know than to admit that you don't. (An old aphorism describing this process goes: Children enter school as question marks and leave as periods.) In other cases they do this because they do not know how to ask certain kinds of questions. In any event, a simple translation of their declarative utterances will sometimes produce a great variety of deeply felt questions.

Source: The Man Without Qualities