The Power of Observational Looking and Drawing in Early Learning
Written by Tania Lattanzio
When young children sit with a leaf in their hand, trace the curve of a shell, or sketch the shape of sticks, they are doing far more than drawing. They are learning how to look closely, notice details, and translate their observations into meaning. Observation and drawing are powerful entry points into language and thinking, because they invite children to slow down, attend to the world around them, and represent their ideas in visible ways.
Nature provides the perfect canvas for this kind of learning. Its endless shapes, textures, and patterns spark curiosity, wonder, and conversation. The outdoors also offers authentic, ever-changing provocations, what children see one day may shift the next as seasons change, flowers bloom, or clouds move. These simple acts of looking and representing lay the groundwork for developing language, focus, and thinking skills. It was wonderful to see how the children at St. Brendan’s School in Montevideo, Uruguay, connected to and represented their understanding of nature through drawing.
Looking Closely, Wondering Deeply
Children are natural noticers. A line in a shell, the intricate veins of a leaf, or the texture and shape of a pine cone, these everyday wonders spark curiosity and questions. When we invite children to pause, look closely, and share what they see, we nurture their ability to wonder, compare, and describe.
Observational looking gives children the chance to make their thinking visible, not just for themselves but for others. As Making Learning Visible (2005) reminds us documentation “is the practice of observing, recording, interpreting, and sharing the processes and products of learning through a variety of media in order to deepen and extend that learning” .
Drawing as a Form of Thinking and Communication
For young learners, drawing is more than art, it is language. When children sketch what they observe, they are representing their ideas in a form that makes their thinking visible. Through drawing, they practice sequencing, perspective, detail, and interpretation. Each of these processes supports children in organising thoughts, expanding vocabulary, and communicating meaning.
The Reggio Emilia approach reminds us that children have “a hundred languages” for expression (Edwards, Gandini & Forman, 1998). Drawing is one of these languages, a way for children to construct, negotiate, and communicate meaning.
The Importance of Using Nature
Nature grounds children in real, tangible experiences. Observational drawing of natural objects not only strengthens children’s ability to see and describe, but also deepens their relationship with the world around them. A feather, a flower, or a fallen branch becomes a source of inquiry: Why is it shaped this way? What does this tell me about how it lives or grows?
By exploring nature through drawing, children:
Develop patience and attentiveness as they look carefully at detail.
Expand vocabulary by naming textures, shapes, and patterns.
Strengthen sequencing skills by capturing growth, decay, or transformation.
Build critical and creative thinking through “why” and “what if” questions.
Cultivate a sense of care and responsibility for the natural world.
As Loris Malaguzzi, founder of Reggio Emilia schools, said: “The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences.” Nature offers an endless range of possibilities for drawing and representation.
From Observation to Language Development
Engaging in observational looking and drawing does more than sharpen the eye; it strengthens key learning skills that are essential for language development:
Vocabulary development: Naming details, shapes, colours, and textures builds a rich word bank.
Descriptive language: Talking about what they see (“The leaf has jagged edges”) fosters sentence complexity.
Critical thinking: Asking “Why does it look like that?” or “What might happen next?” builds reasoning and prediction skills.
Sequencing and organisation: Drawing what they see in order encourages narrative skills vital for reading comprehension.
Attention and focus: Sustained looking and recording develop concentration.
Why It Matters
Nature offers endless opportunities for children to observe, wonder, and represent. Observational looking and drawing remind us that language learning is not only about decoding symbols, it is about making meaning. And for young children, that meaning often begins with a pencil, a page, and the wonder of what they see in the natural world.
Ideas to Promote Close Observational and Drawing
Take nature walks with sketchbooks: Invite children to sit quietly in a garden or playground and sketch what they notice. Encourage them to add labels or words alongside their drawings.
Use magnifying glasses: Looking at leaves, insects, or shells up close deepens detail in both drawing and language.
Pair drawing with talk: After sketching, ask children to describe their observations to a partner or the class. Record key vocabulary they use.
Revisit observations: Have students return to the same object (e.g., a growing plant, a dying flower) across days or weeks and add to their drawings, noticing changes.
Display thinking: Post children’s drawings with their words or questions so the classroom environment reflects both literacy and inquiry.
Encourage multiple representations: Children might sketch, then model with clay, or describe in writing, moving fluidly between modes of expression strengthens learning.
References:
Edwards, C., Gandini, L., & Forman, G. (1998). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Ablex Publishing.
Malaguzzi, L. (cited in Edwards, Gandini & Forman, 1998).
Making Learning Visible Project. (2005). Five Features of Documentation. Cambridge, MA: Project Zero, Harvard Graduate School of Education.