A baby who sticks out their tongue when you do is not acting at random. They are exercising one of the most powerful learning mechanisms of early childhood: imitation.
A skill present very early
Imitation of simple gestures appears in the first weeks. Opening the mouth, sticking out the tongue, widening the eyes: these reproductions are brief and fragile, but real.
They involve a complex operation. The baby sees an external face 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 already validated by an adult. That is a considerable saving in learning effort.
The forms imitation takes
Immediate imitation
The baby reproduces a gesture straight away. Clapping hands, shaking a rattle, waving goodbye. This form dominates before twelve months.
Deferred imitation
Around eighteen months, the child reproduces a gesture seen several hours or several days earlier. This capacity marks a major step.
It shows they have memorised a mental representation of the action. This connects with what we describe in our article on object permanence.
Selective imitation
Around two years, the child no longer copies everything. They choose what seems effective or relevant. They even start copying more from people they judge competent.
What a child actually imitates
They imitate everyday gestures before activities designed for them. Wiping with a cloth, tidying, pouring, stirring with a spoon.
They also imitate attitudes: tone of voice, how you react to an annoyance, how you greet someone. That is often the most disconcerting part for parents.
A practical consequence
You do not need to organise imitation sessions. Simply carry out your ordinary gestures in the child's presence, without speeding up.
Pace matters more than content. A slowed, broken-down gesture is far easier to imitate than an efficient one.
How to arrange a favourable space
Imitation requires two conditions: seeing clearly, and being able to try safely.
Seeing clearly
Place the child where they can watch family activity. A corner of floor in the living space is better than an isolated bedroom.
We cover this arrangement in our article on setting up a play corner.
Being able to try
A cushioned floor allows failed attempts without consequence. That is what makes repetition possible, and repetition is the key to learning by imitation.
Our foldable play mats move from one room to another. The child stays close to the action without being put on a hard floor. The same logic guides our 3-in-1 evolving potty: imitating grown-ups in the bathroom is a powerful driver of potty training.
Do not turn play into an exercise
Repeatedly asking "do it like mummy" makes the exchange feel like school. Spontaneous imitation is richer than requested imitation.
Leave room for silent observation. A child who watches at length is not passive. That is also the point of our article on free play.
Key points
- Imitation appears very early and becomes deferred 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.
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