Memory: acquire, store, retain, recall—early and implicit memory (Sensory memory, Short Term memory,
Long Term memory, will be discussed later)
Implicit memory-– a baby creates mental models,. images and emotions based on early life experiences
Explicit memory—starts before 1 year of age, learning — oral language production, form facts about life, recall some past events
…Pretending--a toddler starts to pretend in their interactions or isolated play. They are now associating something from the past and reproducing related actions/words.– taking a blanket and using it as a pretend cape saying “me flying”
…Role Playing--imitates activities seen done by a parent—sweeping floor etc.—takes a cloth and sweeps
….Speaking Repetitive Words or Phrases– –a parent once said–”a duck, a duck” upon seeing a duck—
Later, as a child views an image or sees a real bird other than a duck – they might say “a duck., a duck”.
They’re equating the word duck to mean all birds—which would be natural at this early age.

Attention:& Listening: Their ability to attend to a task and listen longer increases as their brain grows and their experiences are expanded
Fleeting attention (very distractible)
…..ending months of first year–quick moments of interest on one task ( a quick flash of time)
Rigid attention (focus on a task of their choosing)
….2-3 minutes –at the age of 16 months of age–focus breaks when parent speaks to them
Single-channelled attention (only attends to one task at a time or listens to a person speak—NOT both at same time)
….3-6 minutes — around age of 24 months–easily distracted by interruptions/sounds
….6-8 minutes — by age 3 — begins to switch back and forth from engaged talk with a parent, to an activity– stops doing a task to listen and respond (verbally or non-verbally)

thinking & reasoning & problem solving & understanding:
Follows Simple Directions –responds to oral requests—points to body parts
     When dressing a toddler—a parent holds a sock up and says,. “Point to where your sock goes?”
Toddler response—Points to a foot. Parent states, “Yes., time to put this sock on your foot. Here it goes!”
Categorizing/organizing/sorting—putting similar items together—when it’s time to put toys away, say,” Blocks in the bin, big toys in the big box—etc.” A toddler will gladly help if it’s made into a game–”Let’s find the cars and put them here.” They may bring them to you or put them away themselves. It will take some time for their understanding — what comes out of this container must go back in same place.. Soon they will join in and say, “blocks go here, books go here”. As their Supermodel you’re providing language to an activity and setting goals with expectations at clean up time, added PLUS– communication is flowing back and forth..
 Pattern Making–-repetition of daily activities –the brain files away patterns, creates neuron linkages.
At a mealtime – a parent may describe what one is doing when setting the table, “Down goes the bowl. Next, goes the spoon beside the bowl. Now, the glass goes above the bowl.” The toddler will watch and want to help. Repeat the setting of table in the same way—try using the exact same phrases. A pattern has emerged! Guide them—one might have them do just one step of the three steps first, success will come easier. Soon the toddler will be able to help with this job. (Note: Life does get in the way—some days are busy and hectic—whenever possible do this same sequence/pattern together while using the exact words..)
Cause and effect--block building/stacking towers—toddler places blocks on top of each other, next pushes them down and giggles. Parent observing and responds “Yes, that’s funny. You stacked the blocks up and now they came tumbling down.”  They will continue to test this theory over and over again.
spatial relationships--.position of objects—parent says, “Where is the ball? Let’s look for it.” Upon finding it. parent says “ Oh, look you found it beside the chair”. A toddler delights and claps with a squeal and says, “Again!” Toddlers like this hunting game — of finding hidden objects.
Communicators are learning language!