What Are You Noticing?

QUESTION 1 OF 6

What Are You Noticing?

Six quick questions help you notice patterns in what engages or frustrates your child. This isn't a diagnosis or a learning-style test.

For each moment, choose any descriptions you've noticed. You can also choose “It depends” or skip what you haven't observed.

When your child starts something new, what have you noticed?

They ask what finished looks like or make a plan.They ask how it works or why it matters.They change the idea or invent another way to begin.They look for reassurance when the first step feels uncertain.They invite someone in or want to share the idea aloud.They hang back when the purpose is unclear or the work feels familiar.It depends or more than one fits.I haven't noticed this yet.

What Are You Noticing?

Use this printable reflection when scripts are unavailable. Choose any descriptions you have noticed. This is not a diagnosis or learning-style test.

1. When your child starts something new, what have you noticed?

They ask what finished looks like or make a plan. They ask how it works or why it matters. They change the idea or invent another way to begin. They look for reassurance when the first step feels uncertain. They invite someone in or want to share the idea aloud. They hang back when the purpose is unclear or the work feels familiar. It depends or more than one fits. I haven't noticed this yet.

2. When a task takes longer than your child expected, what have you noticed?

They check the goal or mark what is already done. They keep investigating one difficult part. They try a different tool, format, or approach. They want the frustration noticed before deciding what to do. They ask to think with someone or explain the problem aloud. They drift away, rush, or stop returning to the task. It depends or more than one fits. I haven't noticed this yet.

3. After a mistake, what have you noticed your child do?

They check the directions or revise the next step. They study what changed and ask what caused it. They turn the mistake into a new idea or another version. They need time, reassurance, or help naming what happened. They show someone the mistake or ask to work through it together. They pull back, dismiss the task, or say it is not worth doing. It depends or more than one fits. I haven't noticed this yet.

4. When your child can choose an activity, what have you noticed?

They choose something with a clear finish or challenge to complete. They return to a question or topic for a long stretch. They make, design, pretend, or combine ideas. They choose something familiar when the day has felt hard. They choose an activity that includes another person. They say nothing sounds interesting or switch quickly among choices. It depends or more than one fits. I haven't noticed this yet.

5. When an activity includes other people, what have you noticed?

They organize the steps or keep the group moving toward the finish. They ask questions that keep the group thinking. They add unusual possibilities or new ways to show the idea. They notice tension or need help when the group disagrees. They build on another person's idea or want everyone included. They become quiet, drift away, or do less when the role does not fit. It depends or more than one fits. I haven't noticed this yet.

6. When your child loses interest, what have you noticed helps them return, if anything?

A smaller goal or visible next step. A harder question or more room to investigate. A choice of format, tool, or approach. A calm check-in about what feels hard. A partner, audience, or chance to talk first. Clarifying whether the task feels too easy, too hard, unclear, or uninteresting. It depends or more than one fits. I haven't noticed this yet.

Patterns to consider

Goals and Progress

Your answers point to goals, planning, or persistence as useful clues. Try one clear goal and make room to revise after a mistake.

Depth and Curiosity

Your answers point to sustained curiosity or problem-solving. Ask what your child wants to investigate next, then choose one manageable next step together.

Creative Options

Your answers point to making, inventing, or trying another approach. Offer two ways to begin or let your child choose how to show an idea.

Emotional Support

Your answers point to strong feelings around mistakes or difficulty in some situations. Name what happened and ask what kind of help would make another try feel possible.

Connection

Your answers point to sharing ideas or bringing others into an activity. Ask whether your child wants a partner, an audience, or time to work alone first.

Re-engagement

Your answers point to drifting, boredom, or pulling back in some situations. Ask what felt too easy, too hard, unclear, or uninteresting before choosing support.