How Observing Develops and Affects Well-being Throughout Childhood

The purpose of this study is to map the empirical and theoretical evidence of children’s ability for ‘observing’ or ‘noticing’ as a core capacity for life within the Learning for Well-Being Foundation’s (L4WB) theoretical framework, and how it interacts with overall child development (ages 0–18).1More specifically, this review aims to contribute to existing knowledge in three ways: (i) it adds to the evidence of ‘observing’ as a core capacity for children from a childhood development perspective, (ii) it assesses the interaction of ‘observing’ with other core capacities and with overall child well-being, and (iii) it looks at the development of ‘observing’ as a core capacity among significant adults in children’s lives (e.g., teachers, educators, parents). Although the available evidence is limited, results show a significant link between children’s levels of observation or attention and cognitive skills in general, such as working memory and executive attention. Studies tended to focus on the middle-childhood age range, and with the exception of ‘inquiry’, are not linked to other core capacities. No studies were found that assessed the levels or application of ‘observing’ among significant adults.