What is Age of Recognition in Early Years?

The “age of recognition” in early years refers to the stage when young children begin to notice and understand themselves, other people, and the world around them. They start to form an awareness of who they are, notice differences in others, and develop a sense of identity.

This idea covers how children become aware of their own feelings, physical features, names, abilities, and place within their family and wider community. At the same time, they start to notice similarities and differences in others, which shapes their attitudes and relationships.

Early Signs of Self-Recognition

Self-recognition is a core part of growing up. At around 18 months, most children begin to recognise themselves as individual people. Before this stage, babies react to their reflections or photos, but do not realise the image is actually themselves.

One of the common ways to spot self-recognition is the “mirror test.” By the age of two, many children can recognise their own face in a mirror. They might point to themselves and say their own name, or spot a mark placed on their face and try to remove it while looking in the mirror.

Signs of growing self-recognition include:

• Using their own name
• Saying “me” or “mine”
• Expressing preferences (“I like…”, “I don’t like…”)
• Pointing to themselves in family photos

Development of Personal Identity

As children move through the age of recognition, their sense of identity grows stronger. They begin to understand their likes, dislikes, strengths, and weaknesses. Personal identity includes knowing:

• Their name and gender
• Family members’ names
• The languages spoken at home
• Personal characteristics, like hair and eye colour
• Favourite activities, foods, and toys

Children explore these ideas through conversations, play, and stories. They ask questions about themselves and the world around them. This is a healthy part of building independence and confidence.

Recognising Others: Similarities and Differences

As children grow, their ability to recognise others also develops. At first, they might only notice their closest carers and family. With time, they become aware of friends, neighbours, and members of the wider community.

During the early years, children start to notice differences and similarities between people. These might include differences in:

• Skin colour
• Language or accent
• Clothes and cultural traditions
• Family structures

Learning about similarities and differences helps children respect others and develop positive social skills. Early years practitioners encourage open, honest conversations using stories, songs, and real-life experiences.

Social Recognition Skills

Part of the age of recognition is learning who is part of their social group. Children start to understand who is a family member, who is a friend, and who is part of their early years setting.

Developing social recognition skills helps children:

• Remember names and faces
• Greet others by name
• Feel safe and secure in new situations
• Build friendships and trust with adults and peers

Children start to form preferences for certain friends or playmates. They may talk about people they miss or want to see more often. These social links are a sign of growing awareness and connection.

Recognising Emotions in Self and Others

Emotional recognition means being able to spot feelings in themselves and others. This is an ongoing part of early years development. At first, children express their emotions openly and rely on adults to explain or label them.

With time, children learn to:

• Spot when they are sad, happy, angry, or scared
• Name simple feelings
• Notice if someone else is upset or joyful
• Respond with kindness (giving a hug, saying sorry)

Recognising emotions supports empathy, self-regulation, and positive behaviour. Talking about feelings in everyday situations makes these ideas real and practical.

The Role of Language in Recognition

Being able to speak and understand language is a big step in the age of recognition. Naming themselves, others, emotions, and objects helps children organise their thoughts and make sense of their experiences.

Language lets children:

• Express what they know about themselves
• Describe their likes, dislikes, and routines
• Ask questions about differences they see
• Build relationships through conversation

Practitioners support language development by modelling clear speech, asking questions, and encouraging children to share their ideas.

How Practitioners Support Age of Recognition

Practitioners play a central part in helping children move through the age of recognition. They do this by creating a welcoming environment where every child feels valued.

Ways adults support recognition include:

• Displaying family photos and diversity in the setting
• Using children’s names often
• Talking about families, communities, and cultures
• Encouraging personal stories, show-and-tell, and sharing time
• Reading books that reflect a range of people and experiences
• Discussing feelings, routines, and preferences with the group

This helps each child see themselves reflected in the environment and know that who they are matters.

Cultural Identity and Belonging

A key part of recognition is cultural identity. Children need to feel that their home language, beliefs, and traditions are welcomed in the setting. Practitioners make time to learn about each child’s background and include cultural festivals, foods, and stories in activities.

Belonging gives children pride and security. Children who feel accepted find it easier to make friends and join in. Celebrating each child’s uniqueness supports positive personal identity and strengthens relationships.

Recognition and Self-Esteem

As children move through the age of recognition, their self-esteem is closely linked with how they see themselves. Positive recognition at home and in the setting—being known, listened to, and valued—makes children feel good about themselves.

This confidence helps children:

• Try new things
• Speak up in groups
• Make decisions
• Persevere with challenges

Practitioners constantly look for ways to praise children’s efforts, acknowledge their abilities, and support their growing independence. This might be as simple as “You did that by yourself!”, “I noticed you shared with your friend,” or “Your painting shows your favourite things.”

Linking Recognition with Learning and Development

Moving through the age of recognition supports all areas of learning. When children know who they are and feel proud of themselves, they are more likely to get involved in play, explore new ideas, and build relationships with others.

Recognition is linked to personal, social, and emotional development within the Early Years Foundation Stage (EYFS). Children who are secure in their identity tend to show stronger levels of engagement, creativity, and resilience.

Signs That a Child Needs Extra Support

Sometimes, children can struggle with this stage. A child may find it hard to separate from carers, withdraw from group play, or seem anxious about differences. These could be signs they need extra reassurance or a more gradual approach to settling in.

Partnership with families helps practitioners spot concerns early. Personalised support and gentle encouragement help every child feel recognised and included.

Activities that Support the Age of Recognition

Practitioners plan activities to encourage self and social recognition, such as:

• Drawing self-portraits or family trees
• Looking at mirrors and talking about features
• Sharing “All About Me” books
• Creating class displays of birthdays and special events
• Using multicultural props and dolls in play
• Singing songs about names and families

These activities help children understand what makes them unique and how they fit into groups.

Working with Families

Families are the biggest influence in children’s self-recognition. Practitioners work closely with parents and carers to learn about children’s backgrounds, milestones, and achievements. Open communication builds trust and makes children feel supported.

Practitioners may invite families to share stories, bring in family photos, or help celebrate cultural festivals. This shows children that their home life is valued.

Final Thoughts

The skills and beliefs formed at the age of recognition echo through the rest of life. When children feel secure in who they are, can recognise and respect others, and express themselves confidently, they are well placed to thrive at school and beyond.

Early support for recognition leads to positive self-image, stronger relationships, respect for diversity, and smoother transitions into school. Practitioners play a key part by welcoming each child, celebrating uniqueness, and building strong, positive foundations.