Why Specific Noticing & Praise Matter for Children’s Self-Regulation

In busy classrooms or homes, it’s easy to fall into general praise (“Good job!”) or overlook everyday actions. But the strategies of Specific Noticing and Specific Praise aren’t small extras—they’re powerful tools for building children’s self-regulation, confidence, and connection.

What are they?

• Specific Noticing means simply naming what you see in action, without judgment— “You lined up those toys carefully,” or “You used your quiet voice while waiting.” It gives children emotional ownership and signals that their behaviour matters. Creating Connections

• Specific Praise takes that a step further: instead of “Well done,” you say “Thanks for putting your books away so neatly” or “You helped your classmate without being asked.” This makes praise feel genuine and lets children see precisely what’s working. Creating Connections

Why it helps SR

• Children learn best when they feel seen and capable—not just when told they did well, but when they understand what they did well.

• These practices support emotional regulation, because they help children slow down, notice their own behaviour, and ideally choose strategies (waiting, breathing, attention) more deliberately.

Tips for doing it well

• Be clear and specific: notice exact actions rather than vague qualities.

• Use tone, facial expression—your voice matters.

• Don’t overburden yourself: even a few authentic notices or praises a day can make a difference.

• Be consistent—using tools like charts or icons helps remind teachers and parents to notice and praise.

Specific noticing and praise aren’t add-ons—they’re woven into the relational fabric of classrooms and homes. When children are consistently recognised for their small successes, they begin to internalise what counts as self-regulation. That builds not just behaviour change, but belonging, self-worth, and the foundation for resilience.