A baby who sticks out their tongue when you do isn’t playing at random. They are practising one of a young child’s most powerful learning mechanisms: imitation.
A skill that is there from very early on
Imitating simple gestures appears in the first few weeks. Opening the mouth, sticking out the tongue, opening the eyes wide: these copies are brief and fragile, but real.
It involves a complex operation. The baby sees a face outside themselves and reproduces the movement on their own body, which they cannot see. It is a match between perception and action.
Why it matters
Imitation makes it possible to learn without costly trial and error. The child picks up a skill that an adult has already proven. That is a considerable learning shortcut.
The forms imitation takes
Immediate imitation
The baby reproduces a gesture straight away. Clapping, shaking a rattle, waving bye-bye. This form dominates before twelve months. We look at clapping in detail in our article on babies who clap their hands.
Deferred imitation
At around eighteen months, the child reproduces a gesture seen several hours or several days earlier. This ability marks a major milestone.
It proves that they have memorised a mental representation of the action. This ties in with what we describe in our article on object permanence.
Selective imitation
At around two years old, the child no longer copies everything. They choose what seems effective or relevant to them. They even start to copy the people they consider competent more often.
What children really imitate
They imitate everyday gestures before activities designed for them. Wiping with a cloth, tidying up, pouring, stirring with a spoon.
They also imitate attitudes: tone of voice, the way you react when something goes wrong, the way you greet people. This is often the most disconcerting part for parents.
A practical consequence
You don’t need to organise imitation sessions. Simply go about your ordinary tasks with your child present, without rushing.
Pace matters more than content. A slowed-down gesture, broken into steps, is far easier to imitate than an efficient one.
How to set up a supportive space
Imitation needs two conditions: seeing clearly, and being able to have a go safely.
Seeing clearly
Place your child somewhere they can watch family life going on. A spot on the floor in the living area is better than a bedroom set apart.
We cover this set-up in our article on organising a play corner.
Being able to have a go
A cushioned floor means failed attempts have no consequences. That is what makes repetition possible, and repetition is the key to learning by imitation.
Our foldable play mats move easily from one room to another. Your child stays close to the action without being put down on a hard floor. The same thinking lies behind our 3-in-1 convertible potty: copying the grown-ups on the toilet is a powerful driver of potty training.
To compare formats and uses, see our selection of play mats.
Don’t turn play into an exercise
Asking ‘Do what Mummy does’ over and over makes the exchange feel like school. Spontaneous imitation is richer than imitation on request.
Leave room for silent observation. A child who watches for a long time is not being passive. That is also the point of our article on free play.
Key takeaways
- Imitation appears very early and becomes deferred at around eighteen months.
- Children copy ordinary gestures more than dedicated activities.
- Slowing down your own gestures is enough to make them imitable.
- A floor space close to family life encourages observation.
Questions about our materials and safety testing? Our about us page explains them in detail.
