Noticing does not emerge suddenly in adulthood. It develops gradually over time, shaped by early experiences and reinforced through education and professional practice. Research across education shows that observation, reflection and curiosity in early learning form the groundwork for the more complex forms of noticing required in professional contexts later in life.
In early years education, observation is central to how children learn. When children are encouraged to look carefully, describe what they see and ask questions, they begin to develop habits of attention and meaning-making. These habits help them move beyond surface observation towards interpretation and explanation. Over time, this supports learning in areas such as science, problem-solving and critical thinking.
Research highlighted by the British Educational Research Association shows how observing nature can support children’s understanding of scientific concepts and patterns. The focus is not simply on seeing, but on noticing change, relationships and cause and effect. This kind of guided observation helps children develop early analytical skills that are relevant far beyond science education.
As learners progress through school and into higher education, noticing becomes more structured and discipline-specific. Students are expected to interpret data, analyse situations and apply theoretical concepts to real or simulated problems. However, research suggests that many learners struggle at this stage because noticing is often assumed rather than taught. Students may have knowledge, but lack support in recognising what is important in complex tasks or unfamiliar situations.
This is where noticing connects closely with metacognition — the ability to reflect on one’s own thinking processes. Learners who can examine what they focus on, what they overlook and why, are better able to adjust their approach when faced with new challenges. Metacognitive awareness supports deeper learning by helping students become more intentional and reflective in how they observe and interpret information.
In professional life, noticing becomes a key part of lifelong learning. Professionals regularly face new technologies, changing expectations and unpredictable situations. Those who can notice subtle changes, emerging issues or unspoken dynamics are better equipped to respond effectively. This ability supports not only day-to-day performance, but also long-term professional growth and adaptability.
Higher education has a critical role in supporting this development. By designing learning activities that make noticing explicit and open for discussion, educators can help students build habits that last beyond graduation. Observation tasks, reflective journals, video analysis and real-world case work all help learners practise noticing in structured and meaningful ways.
Across the lifespan, noticing connects experience with understanding. When learners are supported to develop this skill from early education through to professional practice, they are better prepared to act thoughtfully and confidently in complex environments.
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