CEN ISO/TR 8124-8:2016

Safety of toys - Part 8: Age determination guidelines (ISO/TR 8124-8:2016)

ISO/TR 8124-8:2016 provides guidelines for the determination of the lowest age at which children start playing with toys in specific toy sub-categories and is primarily directed to manufacturers and agencies that evaluate the compliance of toys with safety standards.
This Technical Report can also be used as a reference to determine the appropriateness of toys by earliest age, for use by distributors, institutions, and organizations involved with child play, as well as by paediatric institutions, teachers, other professionals that use toys in their routine activities, and consumers.
The age at which children develop different abilities is unique for each individual child. These guidelines illustrate the age ranges during which a typical child has developed certain abilities.
Although age grading has safety implications, these guidelines are not intended to address specific safety requirements. Specific safety requirements for toys can be found in the ISO 8124 series of toy safety standards (and in other regional toy safety standards and regulations). As an example, such standards will restrict the presence of small parts and small balls in toys intended for certain age groups, due to the choking hazard.
These age determination guidelines are based on the advice of experts and traditional play patterns of children; they might differ from national or regional regulations or directives that classify a toy, or category of toy, as being intended for a different age.
Annex B gives details on how information on electronic toys and electronics in toys was considered in the development of these age determination guidelines.

Sicherheit von Spielzeug - Teil 8: Leitlinien zur Alterseinstufung (ISO/TR 8124-8:2016)

Sécurité des jouets - Partie 8: Lignes directrices pour la détermination de l'âge (ISO/TR 8124-8:2016)

L'ISO/TR 8124-8:2016 fournit des lignes directrices dans des sous-catégories spécifiques de jouets pour la détermination de l'âge minimum auquel les enfants commencent à jouer avec des jouets des sous-catégories spécifiques de jouets. Ce rapport s'adresse principalement aux fabricants et aux organismes qui évaluent la conformité des jouets aux normes de sécurité.
L'ISO/TR 8124-8:2016 peut également servir de référence pour déterminer l'adéquation des jouets avec l'âge le plus bas, aux distributeurs, aux institutions et aux organismes impliqués dans le jeu des enfants, ainsi qu'aux instituts pédiatriques, aux enseignants, aux autres professionnels qui utilisent des jouets dans leurs activités quotidiennes, et enfin aux consommateurs.
L'âge auquel les enfants développent différentes capacités est propre à chaque enfant. Ces lignes directrices illustrent les tranches d'âge pendant lesquelles un enfant aura normalement développé certaines capacités.
Bien que le classement par âge ait des implications en matière de sécurité, ces lignes directrices ne visent pas à couvrir des exigences de sécurité spécifiques. Les exigences de sécurité spécifiques relatives aux jouets sont fournies dans la série ISO 8124 de normes sur la sécurité des jouets (et dans d'autres normes et réglementations locales portant sur la sécurité des jouets). Par exemple, ces normes limitent la présence de petits éléments et de petites balles dans les jouets destinés à certains groupes d'âge, en raison du danger d'étouffement.
Ces lignes directrices pour la détermination de l'âge reposent sur des avis de spécialistes et sur les habitudes de jeu traditionnelles des enfants; elles peuvent diverger de la réglementation ou des directives nationales ou locales classifiant un jouet, ou une catégorie de jouets, comme étant destiné à un âge différent.
L'Annexe B détaille la façon dont les informations sur les jouets électroniques et l'électronique dans les jouets ont été prises en compte dans l'élaboration de ces lignes directrices.

Varnost igrač - 8. del: Smernice za določitev starosti (ISO/TR 8124-8:2016)

To tehnično poročilo podaja smernice za določitev najnižje starosti, pri kateri se otroci začnejo igrati z igračami posameznih podkategorij, ki ga primarno uporabljajo proizvajalci in agencije, ki ocenjujejo skladnost igrač z varnostnimi standardi.
To tehnično poročilo se lahko uporablja tudi kot referenca pri ugotavljanju primernosti igrač v povezavi z najnižjo starostjo uporabnikov. Uporabljajo ga lahko distributerji, ustanove in organizacije, ki se ukvarjajo z otroško igro, ter tudi pediatrične ustanove, učitelji, drugi strokovnjaki, ki uporabljajo igrače pri svojih dejavnostih, in potrošniki.
Starost, pri kateri otroci razvijejo različne sposobnosti, je odvisna od posameznega otroka. Te smernice prikazujejo starostne skupine, v katerih otrok običajno razvije določene sposobnosti. Čeprav je pri določanju primernosti za določeno starostno skupino upoštevana tudi varnost, te smernice ne zajemajo specifičnih varnostnih zahtev. Specifične varnostne zahteve za igrače so zajete v skupini standardov ISO 8124 za varnost igrač (ter v ostalih regionalnih standardih in predpisih za varnost igrač). Takšni standardi na primer omejujejo prisotnost majhnih delcev in majhnih kroglic pri igračah, namenjenih za določeno starostno skupino, zaradi nevarnosti zadušitve.
Te smernice za določanje starosti temeljijo na nasvetih strokovnjakov in tradicionalnih vzorcih igre
otrok; lahko se razlikujejo od nacionalnih ali regionalnih predpisov ali direktiv, ki klasificirajo igračo ali kategorijo igrač, primernih za različne starosti.
Dodatek B določa podrobnosti, kako so podatki o elektronskih igračah in elektroniki v igračah upoštevani pri razvoju teh smernic za določanje starosti.

General Information

• Status: Withdrawn
• Publication Date: 16-Feb-2016
• Withdrawal Date: 13-Apr-2025
• ICS: 97.200.50 - Toys
• Technical Committee: CEN/TC 52 - Safety of toys
• Drafting Committee: CEN/TC 52 - Safety of toys
• Current Stage: 9960 - Withdrawal effective - Withdrawal
• Start Date: 09-Oct-2024
• Completion Date: 14-Apr-2025
• Ref Project: SIST-TP CEN ISO/TR 8124-8:2016 - Safety of toys - Part 8: Age determination guidelines (ISO/TR 8124-8:2016)

Relations

• Replaced By: CEN ISO/TR 8124-8:2024 - Safety of toys - Part 8: Age determination - First age grade for the appropriate play of toys (ISO/TR 8124-8:2024)
• Effective Date: 20-Oct-2021

Standards Content (Sample)

SLOVENSKI STANDARD
01-julij-2016
9DUQRVWLJUDþGHO6PHUQLFH]DGRORþLWHYVWDURVWL,6275
Safety of toys - Part 8: Age determination guidelines (ISO/TR 8124-8:2016)
Sicherheit von Spielzeug - Teil 8: Leitlinien zur Alterseinstufung (ISO/TR 8124-8:2016)
Sécurité des jouets - Partie 8: Lignes directrices pour la détermination de l'âge (ISO/TR
8124-8:2016)
Ta slovenski standard je istoveten z: CEN ISO/TR 8124-8:2016
ICS:
97.200.50 ,JUDþH Toys
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

CEN ISO/TR 8124-8
TECHNICAL REPORT
RAPPORT TECHNIQUE
February 2016
TECHNISCHER BERICHT
ICS 97.200.50
English Version
Safety of toys - Part 8: Age determination guidelines
(ISO/TR 8124-8:2016)
Sécurité des jouets - Partie 8: Lignes directrices pour la Sicherheit von Spielzeug - Teil 8: Leitlinien zur
détermination de l'âge (ISO/TR 8124-8:2016) Alterseinstufung (ISO/TR 8124-8:2016)

This Technical Report was approved by CEN on 23 October 2015. It has been drawn up by the Technical Committee CEN/TC 52.

CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia,
Finland, Former Yugoslav Republic of Macedonia, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania,
Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey and
United Kingdom.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION

EUROPÄISCHES KOMITEE FÜR NORMUNG

CEN-CENELEC Management Centre: Avenue Marnix 17, B-1000 Brussels
© 2016 CEN All rights of exploitation in any form and by any means reserved Ref. No. CEN ISO/TR 8124-8:2016 E
worldwide for CEN national Members.

Contents Page
European foreword . 3
European foreword
This document (CEN ISO/TR 8124-8:2016) has been prepared by Technical Committee ISO/TC 181
“Safety of toys" in collaboration with Technical Committee CEN/TC 52 “Safety of toys” the secretariat of
which is held by DS.
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. CEN [and/or CENELEC] shall not be held responsible for identifying any or all such patent
rights.
Information regarding the age classification of specific toys within the scope of the EU Toy Safety
Directive can be found in the European Commission Guidance Documents, which are available on their
website.
Endorsement notice
The text of ISO/TR 8124-8:2016 has been approved by CEN as CEN ISO/TR 8124-8:2016 without any
modification.
TECHNICAL ISO/TR
REPORT 8124-8
Second edition
2016-02-01
Safety of toys —
Part 8:
Age determination guidelines
Sécurité des jouets —
Partie 8: Lignes directrices pour la détermination de l’âge
Reference number
ISO/TR 8124-8:2016(E)
©
ISO 2016
ISO/TR 8124-8:2016(E)
© ISO 2016, Published in Switzerland
All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized otherwise in any form
or by any means, electronic or mechanical, including photocopying, or posting on the internet or an intranet, without prior
written permission. Permission can be requested from either ISO at the address below or ISO’s member body in the country of
the requester.
ISO copyright office
Ch. de Blandonnet 8 • CP 401
CH-1214 Vernier, Geneva, Switzerland
Tel. [phone]
Fax [phone]
[e-mail]
www.iso.org
ii © ISO 2016 – All rights reserved

ISO/TR 8124-8:2016(E)
Contents Page
Foreword .iv
1 Scope . 1
2 Terms and definitions . 1
3 Guidelines . 2
3.1 Children with starting ages birth to under 4 months . 2
3.1.1 Aspects related to the motor and cognitive development, and behaviour
of children with starting ages birth to under 4 months . 2
3.1.2 Recommended toy sub-categories . 3
3.2 Children with starting ages 4 months to under 8 months . 3
3.2.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 4 months to under 8 months . 3
3.2.2 Recommended toy sub-categories . 4
3.3 Children with starting ages 8 months to under 12 months . 5
3.3.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 8 months to under 12 months. 5
3.3.2 Recommended toy sub-categories . 5
3.4 Children with starting ages 12 months to under 18 months . 6
3.4.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 12 months to under 18 months . 6
3.4.2 Recommended toy sub-categories . 7
3.5 Children with starting ages 18 months to under 24 months . 8
3.5.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 18 months to under 24 months . 8
3.5.2 Recommended toy sub-categories . 8
3.6 Children with starting ages 24 months to under 36 months . 9
3.6.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 24 months to under 36 months . 9
3.6.2 Recommended toy sub-categories .10
3.7 Children with starting ages 3 years to under 4 years .11
3.7.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 3 years to under 4 years .11
3.7.2 Recommended toy sub-categories .12
3.8 Children with ages starting 4 years to under 6 years .14
3.8.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 4 years to under 6 years .14
3.8.2 Recommended toy sub-categories .15
3.9 Children with starting ages 6 years to under 8 years .16
3.9.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 6 years to under 8 years .16
3.9.2 Recommended toy sub-categories .17
3.10 Children with starting ages 8 years to under 14 years .18
3.10.1 Aspects related to the motor and cognitive development, and behaviour of
children with starting ages 8 years to under 14 years .18
3.10.2 Recommended toy sub-categories .19
Annex A (informative) Toy classification system, description of categories, and sub-
categories of toys .20
Annex B (informative) Considerations regarding electronic toys .27
Bibliography .28
ISO/TR 8124-8:2016(E)
Foreword
ISO (the International Organization for Standardization) is a worldwide federation of national standards
bodies (ISO member bodies). The work of preparing International Standards is normally carried out
through ISO technical committees. Each member body interested in a subject for which a technical
committee has been established has the right to be represented on that committee. International
organizations, governmental and non-governmental, in liaison with ISO, also take part in the work.
ISO collaborates closely with the International Electrotechnical Commission (IEC) on all matters of
electrotechnical standardization.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular the different approval criteria needed for the
different types of ISO documents should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. ISO shall not be held responsible for identifying any or all such patent rights. Details of
any patent rights identified during the development of the document will be in the Introduction and/or
on the ISO list of patent declarations received (see www.iso.org/patents).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation on the meaning of ISO specific terms and expressions related to conformity
assessment, as well as information about ISO’s adherence to the WTO principles in the Technical
Barriers to Trade (TBT) see the following URL: Foreword - Supplementary information
The committee responsible for this document is ISO/TC 181, Safety of toys.
This second edition cancels and replaces the first edition (ISO/TR 8124-8:2014), which has been
technically revised.
ISO 8124 consists of the following parts, under the general title Safety of toys:
— Part 1: Safety aspects related to mechanical and physical properties
— Part 2: Flammability
— Part 3: Migration of certain elements
— Part 4: Swings, slides and similar activity toys for indoor and outdoor family domestic use
— Part 5: Determination of total concentration of certain elements in toys
— Part 6: Certain phthalate esters in toys and children’s products
— Part 7: Requirements and test methods for finger paints
— Part 8: Age determination guidelines [Technical Report]
iv © ISO 2016 – All rights reserved

TECHNICAL REPORT ISO/TR 8124-8:2016(E)
Safety of toys —
Part 8:
Age determination guidelines
1 Scope
This Technical Report provides guidelines for the determination of the lowest age at which children
start playing with toys in specific toy sub-categories and is primarily directed to manufacturers and
agencies that evaluate the compliance of toys with safety standards.
This Technical Report can also be used as a reference to determine the appropriateness of toys by earliest
age, for use by distributors, institutions, and organizations involved with child play, as well as by paediatric
institutions, teachers, other professionals that use toys in their routine activities, and consumers.
The age at which children develop different abilities is unique for each individual child. These guidelines
illustrate the age ranges during which a typical child has developed certain abilities.
Although age grading has safety implications, these guidelines are not intended to address specific
safety requirements. Specific safety requirements for toys can be found in the ISO 8124 series of toy
safety standards (and in other regional toy safety standards and regulations). As an example, such
standards will restrict the presence of small parts and small balls in toys intended for certain age
groups, due to the choking hazard.
These age determination guidelines are based on the advice of experts and traditional play patterns
of children; they might differ from national or regional regulations or directives that classify a toy, or
category of toy, as being intended for a different age.
Annex B gives details on how information on electronic toys and electronics in toys was considered in
the development of these age determination guidelines.
2 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
2.1
age group
children that are all within a specified age range defined by the motor and cognitive development and
behaviour of children
Note 1 to entry: Extracted from Reference [4].
2.2
category
type or group of toys that children use that comprises the play category
Note 1 to entry: The following are the play categories according to the purposes and functions of the toy:
— sensorimotor activities - first age;
— toys for physical activities;
— toys for intellectual activities;
— toys that reproduce the technical world;
ISO/TR 8124-8:2016(E)
— toys for the development of feelings and empathy;
— toys for creative activities;
— toys for social relationships.
Note 2 to entry: See References [1] and [2].
Note 3 to entry: In addition to the original classification, new sub-categories have been included to take into
account the continued evolution of the toy market (see Annex A).
2.3
gross motor skills
activities of the large muscles of the body, related to functions of sustaining head positions, sitting,
walking and running
2.4
fine motor skills
clenching motion activities of the hands, such as gripping, clasping and pincer movements as well as
fine movements used for drawing and writing
2.5
starting age
first age at which it is appropriate for a child to play with a specific type of toy
Note 1 to entry: At very young ages, “play” can be considered as the interaction between a caregiver and a child,
where the caregiver is using the toy to entertain or get the attention of the child such as with a rattle. It is only
after further development that the child can actually play with the toy.
Note 2 to entry: For the purposes of this guidance document, a range of starting ages is presented for various
sub-categories of toys. The age range covers the first day of the lowest age to the day prior to the highest age in
the range. For example, a starting age range of 4 months to under 8 months would be from the day that the child
becomes 4 months old until the end of the day prior to the child becoming 8 months old.
Note 3 to entry: When a starting age is mentioned for specific categories of toys, it does not mean that all the toys
belonging to that category are to be classified as suitable for that age. The number of pieces, dimensions, level of
detail and realism, and special functions of the specific toy can change/increase the intended age.
3 Guidelines
3.1 Children with starting ages birth to under 4 months
3.1.1 Aspects related to the motor and cognitive development, and behaviour of children with
starting ages birth to under 4 months
Usually, the following development and behaviour can be observed in children with starting ages birth
to under 4 months.
— Do not yet have the motor abilities required to play with toys; they are only used as objects for
exploration and entertainment rather than for play.
— Do not yet have the ability to interact with books due to the lack of physical, cognitive and visual
abilities required for this activity.
— Are attracted by multi-sensory elements and are able to recognize their parents; have sucking and
breastfeeding reflex, but are unable to sit up by themselves; have abrupt, uncontrolled and limited
motions. They touch, grab, hold, press and shake anything in their hands unaware of the strength
in their arms.
— Around 3 months, they are capable of grabbing (reflex grasp) and holding objects (whether
suspended or not). They detect, explore and feel objects with their hands and mouth.
2 © ISO 2016 – All rights reserved

ISO/TR 8124-8:2016(E)
— The learning process occurs through the senses and reflexes by assimilating reactions to stimuli
and repetitive motions.
— The auditory system is functioning at the time of birth, but it needs neurological maturation and
sensory experiences for the hearing functions to develop fully. Children demonstrate a lot of
sensitivity to ambient sounds due to their immaturity and lack of experience. From birth, children
begin to react to sounds and human speech. By around 2 months, most babies get quiet when they
hear familiar voices. By 3 months, they locate and respond to sounds and make vocalizations that
could be related to sensations associated with bathing and eating.
— They turn the head towards a sound and are attracted by objects that emit sounds that are known
to them as being a part of their routine.
— Vision development is progressive. At birth, the eye focus of the child is best at about 20 cm. After
1 month, children are able to focus on objects up to 30 cm away, and by 3 months they can see
some meters ahead. Visual acuity upon birth is from 2,5 % to 5 %, and improves to near 20 % up
to the third month.
— Are attracted by bright colours such as yellow and red although they cannot clearly distinguish
between them. At the age of 2 months, the primary colour receptors are developed and they can
distinguish between contrasts and the primary colours blue, red, and yellow.
3.1.2 Recommended toy sub-categories
The toy sub-categories in Table 1 are recommended for this age group.
Table 1 — Sub-categories of toys for children from birth to under 4 months of age
Sub-category Starting age Description and examples of appropriate toys
1.01 0 months + Rattles and rings
1.03 0 months + Mobiles, with or without sound – toys with miscellaneous figures and
shapes to be mounted above the crib and intended to be out of the reach of the
child
1.47 0 months + Musical boxes – toys to be mounted on or near a crib with handle or button
for adult activation
1.04 2 months + Crib gyms and playmats – mats with simple play features or activities; may
include overhead structures that may have dangling objects intended for the
child to reach, grasp, or hit
1.13 2 months + Simple dolls and animals – soft-stuffed dolls and animals made of fabric or
plush with or without clothes and fixed details which cannot be removed
1.05 3 months + Cradle and playpen toys – balls, characters attached to cribs, strollers, or
enclosures
1.09 3 months + Squeeze toys – constructed of soft material, with or without internal rattle
or noise feature
1.25 3 months + Cloth and similar soft material balls and geometric forms
3.2 Children with starting ages 4 months to under 8 months
3.2.1 Aspects related to the motor and cognitive development, and behaviour of children with
starting ages 4 months to under 8 months
Usually, the following development and behaviour can be observed in children with starting ages 4
months to under 8 months.
— Are attracted by multi-sensory elements and have increasing interest in the environment
surrounding them. Are in the oral phase and teeth begin to appear. Have natural involuntary
ISO/TR 8124-8:2016(E)
motions. The learning process still occurs through the senses, especially the mouth, and reflexes,
by assimilating reactions to stimuli and repetitive motions.
— Continue with hearing development and already use their visual and motor abilities to play with
other people. Are capable of interacting with toys and objects. Begin to be aware of the existence
and permanence of objects (objects continue to exist even when out of sight). Imitate simple motions
and gestures.
— Are perfectly capable of locating sounds. Engage in vocal games that emphasize repetition of a same
syllable like “mamama”, “papapa”, from 4 months on. Start interacting with the adult to develop
language games with the child in which words are spoken in a repetitive way. Enjoy songs and sounds.
From 4 to 6 months, they are more sensitive to sounds, and react to changes in voice tones and sounds.
— Use the limbs to move, rolling onto their sides, launching themselves forwards and backwards. Have
greater ability to position themselves on the floor to play, start sitting by themselves, and crawling
between 5 and 6 months.
— Have low gross and fine motor coordination, as well as involuntary motions of the limbs. The fine
motor coordination of hands is still developing. Grab objects with the palm of hands (primitive
grasping). Grab strongly, extend the palm of their hand to reach objects, and are capable of
transferring objects from one hand to another.
— Have a progressive development of motions, such as holding, grabbing, pressing, shaking, pulling
and throwing objects onto the floor. Grabbing and holding are totally mastered around 6 months.
They are capable of turning thick pages clumsily.
— At around 6 months, visual acuity and colour receptors are almost equal to that of an adult. They are
attracted by red and yellow colours and printed patterns.
3.2.2 Recommended toy sub-categories
The toy sub-categories in Table 2 are recommended for this age group.
Table 2 — Sub-categories of toys for children starting ages 4 months to under 8 months
Sub-category Starting age Description and examples of appropriate toys
1.02 4 months + Teethers and teething rings
1.07 4 months + Activity playboards – boards that are attached to the crib with various play
features such as miscellaneous coloured shapes, shatterproof mirrors, spin-
ners that rattle, buttons to push, parts that slide on guides, doors that open
1.11 4 months + Bath toys – animals, small boats, and floating objects
1.45 4 months + Balls or cylinders – clear material with visible contents
1.17 5 months + Simple blocks, nesting toys, and stacking toys
1.12 6 months + Simple books made of textiles or plastic
1.20 6 months + Simple push/pull rolling toys (without cord or handle) which make
sounds and/or have coloured lights – wheeled animals or vehicles
1.48 6 months + Simple keyboards or hand-held toys with buttons that activate lights
and sounds
1.18 6 months + Simple ball and track toys
4 © ISO 2016 – All rights reserved

ISO/TR 8124-8:2016(E)
3.3 Children with starting ages 8 months to under 12 months
3.3.1 Aspects related to the motor and cognitive development, and behaviour of children with
starting ages 8 months to under 12 months
Usually, the following development and behaviour can be observed in children with starting ages 8
months to under 12 months.
— May be anxious in case of the mother’s (or father’s) absence or in the presence of strangers. They
become attached to objects (blanket, plush toy, etc.), which provide comfort and a sense of security.
Start the development of imitative behaviours and are able to recognize and imitate voices, songs
and sounds. They can repeat songs and sounds after hearing a number of repetitions.
— From 8 months, their babbling is similar to the sounds of their mother tongue. They start to imitate
some actions that are familiar to them with the use of materials or toys, like cradling a doll (it is the
first phase of symbolization), and understand the meaning of some gestures (kiss, goodbye, and
come here). Start to express themselves by gestures (such as extending and contracting the hand
when they want something), however, they still only recognize what is in their immediate field
of vision. During this age range, they start to verbalize their first words and associate them with
actions, but they limit themselves to the knowledge of their immediate surroundings. Therefore,
intentional verbal and physical communication is already occurring. They are still attracted by
elements that stimulate the senses.
— Start to relate objects to their intended purposes and have full awareness of an object’s existence
and permanence (continue to be aware of them even when out of sight). Are able to turn the pages
of a book with more ease, understand simple cause and effect relationships, and are more aware of
themselves. They begin to have a notion of heights and the dangers of falls.
— They have better body balance, interest in the movement and placement of objects (balance, motion),
and also greater refinement and ability of movement. Have interest in exploring the environment,
can crawl and sit unaided. Remain standing and make their first steps with support.
— Have muscle control and more developed fine motor coordination. Primitive clenching is more
coordinated (holding, pincer grip) and are able to play instruments with the fingers (usually the
forefinger). Use the forefinger with the purpose of pointing out objects and people.
— Are able to hold two objects simultaneously, but cannot coordinate them. Objects remain in their
hands for longer time and they grab and beat the objects with more frequency. They practice their
fine motor skills by grabbing, pushing, pulling, pressing, clapping, caressing, nudging, shaking and
scribbling. They are capable of scribbling with crayons and felt-tipped pens, but are not able to draw
or write effectively.
3.3.2 Recommended toy sub-categories
The toy sub-categories in Table 3 are recommended for this age group.
ISO/TR 8124-8:2016(E)
Table 3 — Sub-categories of toys for children starting ages 8 months to under 12 months
Sub-category Starting age Description and examples of appropriate toys
1.14 8 months + Roly-poly toys, bop-punching toys, and pop-up action toys – figures and
animals that rock in a to-and-fro motion, made of rigid or inflatable plastic,
jack in the box, push-down spinning toys
1.16 8 months + Books with thick (chunky) pages
1.35 8 months + Soft materials in various shapes for stacking
1.31 9 months + Learn to walk toys (walk behind) – wheeled unit with a solid base and han-
dle to support the child in the early stages of walking
5.02 9 months + Dolls, imaginary animal characters, with no removable components –
dolls representing fictional characters, including animal or human forms
3.4 Children with starting ages 12 months to under 18 months
3.4.1 Aspects related to the motor and cognitive development, and behaviour of children with
starting ages 12 months to under 18 months
Usually, the following development and behaviour can be observed in children with starting ages 12
months to under 18 months.
— May not be able to alternate their feet when pushing ride-on toys, they cannot yet pedal. The first
ride-on toys do not need steering mechanisms because young toddlers may not be able to use them
effectively. Also, they can imitate sports only in a playful way, without rules.
— Grow slower and have more developed motions and gross motor skills. Fine motor skills are
in continuous development, but dexterity is still limited. On-going enhancement of eye-hand
coordination.
— Start to choose their own toys and keep them close by. Can remember past events and still like
to explore objects with hands and mouth. Use all the senses to explore the world. Have simplistic
symbolic thinking.
— Around 13 months, they start to sing to themselves. Have increasing linguistic skills, present more
verbalizations as a means of communication, and understand the meaning of a number of words.
Distinguish repetitive and rhythmic sounds. Like to hear simple stories and can relate the pictures
with the spoken word.
— Adore songs that involve the body (such as “10 Little Fingers”), appreciate rhythmic instruments
and exploration play with musical instruments. Listen to rhymes and jingles, and are able to move
objects according to the musical rhythm. Watch TV and other media and want to watch the same
program repeatedly.
— Are more and more curious and like new objects. Exploration play is the predominant activity
in this phase.
— They start to see differences in the size, shape and mobility of things. Are capable of matching simple
shapes and start to recognize simple shape fits such as triangular, square, rectangular, etc. in terms
of exploration. They are able to feel different textures.
— Are capable of handling and carrying toys and light objects. Throw and kick soft and lightweight balls.
— Like small vehicle toys that can be pushed. Like toy cars with doors or compartments to carry toys.
— Like to turn knobs and dials that have low resistance. Hold, handle, pass objects from one hand
to another and release them deliberately. Turn pages of books or magazines (several at one time),
paying attention to images, not text. Identify an illustration upside down. Like to scribble and can
use dough and modelling clays with adult assistance.
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ISO/TR 8124-8:2016(E)
— Observe and perform imitations of other children and adults. Have greater capacity for social
contact, but are egocentric. Solve problems by trial and error.
— Are more able to walk but still may have unstable balance, muscles are not well strengthened and
developed yet. However, from around the age of 16 months, the majority of children are capable of
walking and standing in place. Begin to explore their environment; start to walk, going up and down
stairs one foot at a time, climb on to furniture, playground toys, etc.; rarely fall on smooth and even
surfaces; are aware of heights and the dangers of falls and rudimentary spatial relationships.
— Close to 18 months, are able to run and stay on tip toes with no support. Have increased mobility,
start to dance, and jump with both feet together. Perform simple rotation of body parts.
3.4.2 Recommended toy sub-categories
The toy sub-categories in Table 4 are recommended for this age group.
Table 4 — Sub-categories of toys for children starting ages 12 months to under 18 months
Sub-category Starting age Description and examples of appropriate toys
1.23 12 months + Boxes, tubs, buckets, and containers – to store toys
1.29 12 months + Rocking animals and rocker chairs – size suitable for children to ride and
rock
1.30 12 months + Push toys with a long handle that provides stability – corn popper, lawn-
mower
1.33 12 months + Self-standing foot to floor riding toys, trikes, without pedals – wheeled
toys, vehicles without pedals that are propelled by the power provided by the
child’s feet on the ground
1.37 12 months + Sliding beads on a fixed loop or shaft – bead maze or frame
1.39 12 months + Shape sorters with miscellaneous shapes and colours – containers and
vehicles with holes of different geometrical shapes that only allow parts to
pass through the corresponding openings and to fall inside
1.41 12 months + Tool benches, pounding benches – toys simulating carpenter’s benches
(strictly pounding toys at this age)
1.43 12 months + Mechanically and electrically operated toys – vehicles, dolls, animal char-
acters, etc. made of plastic, metal, fabric, or plush, with motions powered by
spring, or battery
2.10 12 months + Lightweight balls (plastic)
5.19 12 months + Imitation dashboard panels – controls imitating driving activities of cars,
boats, airplanes, or spaceships
5.20 12 months + Simple costumes and disguises – slip-on costumes without fasteners and
with large openings for arms and legs; basic dress-up materials including
hats, headscarves or other hair accessories and shoes
6.25 12 months + Musical toys – simple musical instruments such as pianos, guitars, drums,
tambourines, horns, and others
6.26 12 months + Simple play sets – basic structure with three to five figures with limited
detail
ISO/TR 8124-8:2016(E)
3.5 Children with starting ages 18 months to under 24 months
3.5.1 Aspects related to the motor and cognitive development, and behaviour of children with
starting ages 18 months to under 24 months
Usually, the following development and behaviour can be observed in children with starting ages 18
months to under 24 months.
— Have more refined fine motor abilities and increased gross motor skills, but limited dexterity.
Can build a few building blocks together. Turn pages of a book carefully so as not to tear them and
regularly name and point out familiar objects in books. Understand that images tell a story and that
an adult is reading the story. Still require non-verbal means of expression.
— Have comprehension of daily routine activities by the sequence of events, and increasingly imitate
observed behaviours. Already have representation thinking and exhibit symbolic play, role-playing
with daily activities in an isolated way (mother and daughter, talk on the telephone, etc.).
— Around 20 months, they are able to carry objects in their hands while walking, are capable of fitting
together and separating individual parts (simple fitting method). Use blocks to build structures and
think that overturning them is a funny activity. Are able to thread large beads on a cord provided
there are large holes. Draw abstract forms and simple angles.
— Spatial sense is under development: “ahead”, “behind”, “up”, and “down”. Recognize parts of the
human body. Exhibit higher memory development and are capable of playing with simple toys and
puppets. Learning occurs by repetition and gradually understanding cause and effect relationships.
Actions with purposes are already evident.
— Are capable of fitting their limbs (arms) into large openings. Explore other physical abilities, such as
balancing, running, and jumping. Can walk properly, but are still unable to pedal and drive vehicles
with precision. Are able to pull carts and wagons. Have strength and balance and are more stable
and confident walking. Can dance, jump, run, turn, leap, clap hands, beat feet, etc.
— Are able to press keyboard keys (computer/tablet/smart phone), with an understanding of the
expected response. Are able to use remote controls (e.g. TV) and other simple devices. Are aware of
the use of electronic devices (e.g. tablets, smart phones, and computers) by adults.
— Develop a concept of looking after their toys; still put them in the mouth but with less frequency.
— Speak many words and are gaining an understanding of how they can be used in different situations
and with different meanings, without fully understanding the meaning of the words. Start to
interact more with adults with the ability to sustain a short and simple dialogue. Like to hear songs
for children and repeat them with adults. Start to form phrases with single words (e.g. baby, Nana).
Up to 24 months, they are able to build phrases of up to three words (e.g. baby wants food) and are
in the questioning phase, e.g. “What is this?”
— Towards the end of this age range, awareness, feelings and empathy are more developed; they identify
the difference between real objects and toys, choose their own toys, and start to exhibit their liking
for social play, but still with little interaction. They still do not share their toys very much.
— Appreciate play with sand and water but are unaware of the risk of drowning.
3.5.2 Recommended toy sub-categories
The toy sub-categories in Table 5 are recommended for this age group.
Table 5 — Sub-categories of toys for children starting ages 18 months to under 24 months
Sub-category Starting age Description and examples of appropriate toys
1.19 18 months + Push-pull and rolling toys with cord or handle
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ISO/TR 8124-8:2016(E)
Table 5 (continued)
Sub-category Starting age Description and examples of appropriate toys
1.21 18 months + Wheelbarrows and other vehicles to fill up and empty
1.27 18 months + Toys for sand and water – pails, small shovels, moulds to play with sand and
water
3.07 18 months + Toy activity panels with fixed parts and turning gears activated by
twisting motions or a crank
3.09 18 months + Simple building blocks with overlapping parts that may or may not
interlock
3.13 18 months + Simple mechanical toys – inclined planes to slide objects, toys actuated by
paddles, wheels, and other parts using water and/or sand
4.08 18 months + Simple vehicle miniatures, without mechanisms – cars, trains, motorcy-
cles, trucks, aircrafts, boats and ships, and others
5.45 18 months + Dolls for imitating care activities (bathing and feeding) – simple dolls
imitating babies, without hair or with moulded hair, with painted eyes and
without articulated arms and legs
3.6 Children with starting ages 24 months to under 36 months
3.6.1 Aspects related to the motor and cognitive development, and behaviour of children with
starting ages 24 months to under 36 months
Usually, the following development and behaviour can be observed in children with starting ages 24
months to under 36 months.
— Exhibit enhanced gross as well as fine motor skills and strength. Already have greater dexterity and
there is connection between motor and cognitive actions. Are able to throw, catch and kick a ball
without falling. Walk, run, jump and balance reasonably well.
— Are able to recognize simple melodies; music is related to other physical activities, such as moving,
dancing and clapping hands simultaneously. Like vocal activities, especially singing. Remember and
repeat simple melodies and song lyrics. Sing their favourite songs, rhymes and jingles in their own
rhythm. Are interested in different sounds of musical instruments and are capable of perceiving
volume changes.
— Binocular vision, as well as eye-hand coordination, is still being developed. They are usually unable
to distinguish fine details of objects within close reach.
— Learn to pedal and are able to drive toy vehicles usually using their feet for braking. Are more
interested in closed spaces (hut, cave, etc.) and role-playing. Like environments, such as beaches,
parks and zoos.
— Have increasing recognition of symbolic connections (reality versus fantasy). Are cognitively
capable of interacting with animals and exploration toys for simple learning.
— Are in the anal phase, which is essential for bowel motion control. Value their independent functions
and achieve sphincter control. Start to be trained to stop using diapers.
— Exhibit brief attention spans. Prefer free-motion activities and play alone in an exploratory way.
Like company and have increasing interest in social activities and may want to play with others. Do
not yet understand the concept of games involving rules and strategies.
— Have greater power of reasoning, memory, attention and observation of details. Are able to assemble
simple puzzles. Appreciate simple figures with few details. Combine simple pieces and fit smaller
figures in bigger ones, by observing colours, shapes and images.
ISO/TR 8124-8:2016(E)
— Exhibit greater ability with hand and finger motions with more coordinated grasping. Are able to
move each finger independently, perform simple turning motions, but do not have coordination for
other activities, such as inserting a screw into a hole or attaching a nut. Are able to wind springs (up
to two turns) with low-torque keys.
— Are capable of playing fishing games with magnetic fishing rods, moving a lever and fitting an object
into a large opening. Are capable of pushing buttons and stacking blocks and cubes with no assistance.
— Are aware of the existence of writing (letters and words), are capable of drawing vertical and
circular lines (circles and crosses), are able to use scissors. Have better comprehension of cause and
effect relationships.
— Are able to throw and catch balls (e.g. catch a small soft ball with one hand and a large ball with both
hands) while in a standing position. May prefer playing in sitting position and are capable of aiming
at a target and throwing things at it.
— Have interest in electronic devices, if they are a part of a play context. Are able to utilize software
programs that require simple answers (e.g. by pushing a single key on the keyboard/screen to
answer). Use the mouse in a limited way but may have difficulty clicking on small icons.
— Like to hear stories repeatedly. Make up answers and memorize them to repeat later. Like to have
their own books and turn pages. Appreciate books with pop-up figures and/or hidden images
behind windows and doors. Are capable of naming figures and some parts of the body.
— Start to understand the purpose of numbers and numerical sequences in counting objects, so they
can now understand the concept of “two”. Plural words appear. The number and comprehension
of words, phrases and sentences is increasing. Call familiar people by their nam
...