🌿 The Power of Tiny Noticings: Building Emotional Skills in Children

🌱 Noticing Isn’t Passive: The Importance of Awareness

Whether it's my son noticing Mommy is working downstairs or my daughter giggling at my scruffy kisses, these seemingly small moments of noticing can build a powerful foundation for emotional skills.

Imagine your son pausing to watch a caterpillar crawl across a leaf, or your daughter stopping to feel a warm breeze dance across her cheeks. These “tiny noticings” teach kids to slow down and tune into their senses—without judgment or the urge to change what they feel.

Noticing isn’t just about finding calm; it’s about building curiosity, connection, and confidence in their inner world. Each small noticing becomes a micro-step toward understanding big feelings and making gentle, thoughtful choices later on.

When we rush from one thing to the next, we might seem active—but we often slip into autopilot with our senses and emotions. In this mode, we react automatically instead of pausing to notice what we feel or need. Over time, this "mindless doing" can increase stress and emotional overwhelm, especially during the energetic summer months when excitement and big emotions are everywhere (Kabat-Zinn, 2003; Hayes, Strosahl, & Wilson, 2011).

Noticing, by contrast, is an active superpower. It invites children to pause, observe, and gently name what's happening inside and around them before they act. When kids learn to notice first, they create micro-moments of space to make flexible, gentle choices—even when they feel wiggly, silly, or overwhelmed.

That’s why playful noticing activities, like Can You Notice Like Micah?, a 5-senses game, are so powerful: they encourage kids to move, explore, and be curious, not just sit still. Instead of instantly reacting, they learn to connect with themselves and others—building tiny steps toward bigger self-regulation skills that we’ll explore more deeply soon (Hayes et al., 2011).

💚 Why Noticing Builds Emotional Muscles

Noticing isn’t just about paying attention—it’s the first building block of emotional strength. Consider any other skill, such as solving math problems or lifting weights. We wouldn’t expect a toddler to jump into algebra or deadlifts on day one. Similarly, we can’t expect a child to instantly resist grabbing a toy or stay perfectly calm at bedtime.

Early noticing skills help children build emotional flexibility. Naming sensations and feelings supports self-awareness and helps reduce overwhelm (Lieberman et al., 2007). Pausing to notice creates a helpful “space” before reacting—building impulse control and more thoughtful decision-making (Hayes et al., 2011).

🐾 Noticing Can Be Still or Moving: Embracing Different Styles

Many people think mindfulness means sitting cross-legged in silence—but noticing can happen anywhere, even while moving. “Still noticing” might mean breathing or listening to birds, while “movement noticing” can include walking, climbing, dancing—or even simple stretches.

Both forms support emotional grounding and body awareness (Shapiro, Carlson, Astin, & Freedman, 2006; Zelazo & Lyons, 2012). This flexibility is a gift: validating each child’s style helps mindfulness stick. Whether they prefer quiet stillness or energetic motion, each path fosters awareness and resilience.

🎲 Tiny Noticings, Tiny Choices: The Path to Change

From 15 years of working with families, I’ve learned that big attempts at change often backfire. Whether supporting children with autism, ADHD, or fear, or supporting parents in building connection—fundamental, long-enduring shifts begin with small moments and tiny choices.

Encouraging kids and parents to pause and notice sets the stage for gentle transformation. It frees them from chasing perfection and allows them to be present. Whether it’s writing one careful letter, listening before speaking, or sharing a complex emotion—these tiny steps are meaningful.

This idea aligns beautifully with the ACT concept of committed action—taking small, value-aligned steps that matter, even if they feel uncomfortable or imperfect (Hayes et al., 2011). Over time, these tiny choices build a child’s ability to move toward what matters most to them: connection, courage, and calm.

✨ Introducing the Noticing Adventure Cards (Free Resource)

To make noticing playful and easy, we created the Noticing Adventure Cards—four inviting prompts (two for still noticing, two for movement noticing).

Designed for all kinds of children, these cards are gentle invitations—not requirements. Parents can join in too! Shared noticing fosters a stronger connection and models naming actions, senses, and emotions aloud (Duncan, Coatsworth, & Greenberg, 2009).

💌 Conclusion: A Gentle Invitation to Notice

Emotional strength starts with tiny steps — and noticing is one of the smallest, yet most powerful, steps your child can take. We invite you to try just one Noticing Adventure Card together each day, taking your time and building confidence slowly.

Download the Noticing Adventure Cards here.

We’d love to hear your favorite noticing moments! Tag us on social media, drop us a message, or share in the comments below. And stay tuned—we’re creating a larger Noticing Adventure Bundle with even more story-driven activities, creative exploration, and gentle tools to help your family continue growing emotional strength…together.

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📚 References

• Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). A model of mindful parenting: Implications for parent–child interventions. Clinical Child and Family Psychology Review, 12(3), 255–270. https://doi.org/10.1007/s10567-009-0046-3

  
  

• Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (2012). Acceptance and Commitment Therapy: The process and practice of mindful change (2nd ed.). Guilford Press. https://psycnet.apa.org/record/2012-00755-000

  
  

• Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144–156. https://doi.org/10.1093/clipsy/bpg016

  
  

• Lieberman, M. D., et al. (2007). Putting feelings into words: Affect labeling disrupts amygdala activity in response to affective stimuli. Psychological Science, 18(5), 421–428. https://doi.org/10.1111/j.1467-9280.2007.01916.x

  
  

• Shapiro, S. L., et al. (2006). Mechanisms of mindfulness. Journal of Clinical Psychology, 62(3), 373–386. https://doi.org/10.1002/jclp.20237

  
  

• Zelazo, P. D., & Lyons, K. E. (2012). The potential benefits of mindfulness training in early childhood. Child Development Perspectives, 6(2), 154–160. https://doi.org/10.1111/j.1750-8606.2012.00241.x