Problem-solving
When your baby starts to predict where, a ball might stop, for example, they are demonstrating skills in problem-solving.
Learning from their experiences, they are developing a logical understanding of what might happen and where the ball might end up.
Your baby discovers through repetitive play that a toy or object will travel in a specific direction – they then use this information to predict where it could travel to next time.
Concentration
Your baby is showing you that they can now concentrate for a short length of time on what is happening around them.
So, when they play a repetitive game, they focus and pay attention. This helps them to recall what happened and anticipate what might happen again.
Decision-making
When your baby starts to make connections in play, it supports them in decision-making.
Being able to predict what might happen helps your baby to start to make decisions about what they will do in response. For instance, they might decide to watch a ball being thrown or follow the ball to where they think it will land.
They can make a decision because they can predict what might happen.
Memory
Prediction relies on memory. It is virtually impossible to predict what might happen without any prior information or knowledge.[1]
Your baby is showing you that they are starting to remember what has happened before, and they are able to anticipate what might happen in a game or in part of your routine.
What happens now?
You will see these skills develop all the way into adulthood. Your baby’s ability to adapt, plan, focus and work towards goals will develop over time.[2]
Playing with and talking to your baby are absolutely the best ways of supporting the development of these amazing skills. Repeating games and having fun will give them a great boost.
References:
[1] Feldman Barrett, L. (2017). ‘How Emotions are Made: The Secret Life of the Brain’. Macmillan.
[2] ‘Executive function in children: Why it matters and how to help’. Harvard Health Publishing. Available online at: Executive function in children: Why it matters and how to help - Harvard Health