SIST-TP CEN ISO/TR 8124-8:2025

SLOVENSKI STANDARD
01-julij-2025
Nadomešča:
SIST-TP CEN ISO/TR 8124-8:2016
Varnost igrač - 8. del: Smernice za določitev starosti - Prva starostna skupina,
primerna za igro z določeno kategorijo igrač (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)
Sicherheit von Spielzeug - Teil 8: Leitlinien zur Alterseinstufung (ISO/TR 8124-8:2024)
Sécurité des jouets - Partie 8: Détermination de l'âge - Première tranche d'âge pour
l'utilisation appropriée des catégories de jouets (ISO/TR 8124-8:2024)
Ta slovenski standard je istoveten z: CEN ISO/TR 8124-8:2024
ICS:
97.200.50 Igrače Toys
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

CEN ISO/TR 8124-8
TECHNICAL REPORT
RAPPORT TECHNIQUE
October 2024
TECHNISCHER REPORT
ICS 97.200.50 Supersedes CEN ISO/TR 8124-8:2016
English Version
Safety of toys - Part 8: Age determination - First age grade
for the appropriate play of toys (ISO/TR 8124-8:2024)
Sécurité des jouets - Partie 8: Détermination de l'âge - Sicherheit von Spielzeug - Teil 8: Leitlinien zur
Première tranche d'âge pour l'utilisation appropriée Alterseinstufung (ISO/TR 8124-8:2024)
des catégories de jouets (ISO/TR 8124-8:2024)

This Technical Report was approved by CEN on 21 September 2024. 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, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway,
Poland, Portugal, Republic of North Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Türkiye and
United Kingdom.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION

EUROPÄISCHES KOMITEE FÜR NORMUNG

CEN-CENELEC Management Centre: Rue de la Science 23, B-1040 Brussels
© 2024 CEN All rights of exploitation in any form and by any means reserved Ref. No. CEN ISO/TR 8124-8:2024 E
worldwide for CEN national Members.

Contents Page
European foreword . 3

European foreword
This document (CEN ISO/TR 8124-8:2024) 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 shall not be held responsible for identifying any or all such patent rights.
This document supersedes CEN ISO/TR 8124-8:2016.
Any feedback and questions on this document should be directed to the users’ national standards
body/national committee. A complete listing of these bodies can be found on the CEN website.
Endorsement notice
The text of ISO/TR 8124-8:2024 has been approved by CEN as CEN ISO/TR 8124-8:2024 without any
modification.
Technical
Report
ISO/TR 8124-8
Third edition
Safety of toys —
2024-09
Part 8:
Age determination — First age grade
for the appropriate play of toys
Sécurité des jouets —
Partie 8: Détermination de l'âge — Première tranche d'âge pour
l'utilisation appropriée des catégories de jouets
Reference number
ISO/TR 8124-8:2024(en) © ISO 2024

ISO/TR 8124-8:2024(en)
© ISO 2024
All rights reserved. Unless otherwise specified, or required in the context of its implementation, 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
CP 401 • Ch. de Blandonnet 8
CH-1214 Vernier, Geneva
Phone: +41 22 749 01 11
Email: copyright@iso.org
Website: www.iso.org
Published in Switzerland
ii
ISO/TR 8124-8:2024(en)
Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
2 Normative references . 1
3 Terms and definitions . 1
4 Starting ages . 2
4.1 Children with starting ages birth to under 4 months .2
4.1.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages birth to under 4 months .2
4.1.2 Recommended toy sub-categories .3
4.2 Children with starting ages 4 months to under 8 months .4
4.2.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 4 months to under 8 months .4
4.2.2 Recommended toy sub-categories .4
4.3 Children with starting ages 8 months to under 12 months .5
4.3.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 8 months to under 12 months .5
4.3.2 Recommended toy sub-categories .5
4.4 Children with starting ages 12 months to under 18 months .6
4.4.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 12 months to under 18 months .6
4.4.2 Recommended toy sub-categories .7
4.5 Children with starting ages 18 months to under 24 months .7
4.5.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 18 months to under 24 months .7
4.5.2 Recommended toy sub-categories .8
4.6 Children with starting ages 24 months to under 36 months .9
4.6.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 24 months to under 36 months .9
4.6.2 Recommended toy sub-categories .10
4.7 Children with starting ages 3 years to under 4 years .11
4.7.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 3 years to under 4 years .11
4.7.2 Recommended toy sub-categories . 12
4.8 Children with starting ages 4 years to under 6 years .14
4.8.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 4 years to under 6 years .14
4.8.2 Recommended toy sub-categories . 15
4.9 Children with starting ages 6 years to under 8 years .16
4.9.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 6 years to under 8 years .16
4.9.2 Recommended toy sub-categories .17
4.10 Children with starting ages 8 years to under 14 years .18
4.10.1 Aspects related to motor and cognitive development, and behaviour of children
with starting ages 8 years to under 14 years .18
4.10.2 Recommended toy sub-categories .18
Annex A (informative) Toy classification system, description of categories, and sub-categories .20
Annex B (informative) Considerations regarding electronic toys .27
Annex C (informative) Examples of considerations regarding complexity or play patterns
affecting appropriate product-specific age grading .28
Bibliography .30

iii
ISO/TR 8124-8:2024(en)
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 document 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).
ISO draws attention to the possibility that the implementation of this document may involve the use of (a)
patent(s). ISO takes no position concerning the evidence, validity or applicability of any claimed patent
rights in respect thereof. As of the date of publication of this document, ISO had not received notice of (a)
patent(s) which may be required to implement this document. However, implementers are cautioned that
this may not represent the latest information, which may be obtained from the patent database available at
www.iso.org/patents. ISO shall not be held responsible for identifying any or all such patent rights.
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation of the voluntary nature of standards, the meaning of ISO specific terms and expressions
related to conformity assessment, as well as information about ISO's adherence to the World Trade
Organization (WTO) principles in the Technical Barriers to Trade (TBT), see www.iso.org/iso/foreword.html.
This document was prepared by Technical Committee ISO/TC 181, Safety of toys, in collaboration with
the European Committee for Standardization (CEN) Technical Committee CEN/TC 52, Safety of Toys, in
accordance with the Agreement on technical cooperation between ISO and CEN (Vienna Agreement).
This third edition cancels and replaces the second edition (ISO/TR 8124-8:2016), which has been technically
revised.
The main changes are as follows:
— the title of the document has been revised to better align with the scope and intent of the contents
therein;
— clarification has been added that this document only provides information for use in the determination
of the lowest age at which children start playing with toys in specific toy sub-categories;
— "projectile toys" and “soft compound materials” have been included as sub-categories;
— Annex C has been added to provide visual examples of the differing levels of complexity or play pattern
of product categories from the simplest operation (starting age grade) to higher appropriate age grades.
A list of all parts in the ISO 8124 series can be found on the ISO website.
Any feedback or questions on this document should be directed to the user’s national standards body. A
complete listing of these bodies can be found at www.iso.org/members.html.

iv
ISO/TR 8124-8:2024(en)
Introduction
This document provides information for use in the determination of the lowest age at which children start
playing with toys in specific toy sub-categories. Toys of the same sub-categories suitable for older children
due to additional skills or complexity are not listed. Due to a number of factors, including size, complexity
or other considerations (e.g. the number of pieces, dimensions, weight, level of detail and realism, brand or
licence and special functions), the actual appropriate age grade for a specific toy can vary compared to the
intended age. Specific products can therefore carry an age grade which is appropriate for a child that is older
than the starting age grade listed in this document.
This document is based on the advice of experts and on the traditional play patterns of children.
NOTE It is possible that national or regional regulations or directives will 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 this document.
Annex C gives details on how differences in complexity or play pattern will affect the appropriate age grade
beyond the starting age grade.

v
Technical Report ISO/TR 8124-8:2024(en)
Safety of toys —
Part 8:
Age determination — First age grade for the appropriate
play of toys
1 Scope
This document provides an indication of the lowest age at which children start playing with toys in specific
toy sub-categories. It is primarily directed to manufacturers and agencies that evaluate the compliance of
toys with safety standards.
This document can 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. This document
illustrates the age ranges during which a typical child has developed certain abilities.
Although age grading has safety implications, this document is not intended to address specific safety
requirements. Specific safety requirements for toys (e.g. restriction of the presence of small parts and small
balls in toys intended for certain age groups, due to the choking hazard) can be found in the ISO 8124 series
and in other regional toy safety standards and regulations.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
ISO and IEC maintain terminology databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https:// www .iso .org/ obp
— IEC Electropedia: available at https:// www .electropedia .org/
3.1
age group
children that are all within a specified age range which is generally associated with certain developmental
milestones or certain behaviours, or both
Note 1 to entry: Adapted from Reference [5].
3.2
toy category
classification of a toy according to its specific purpose and function
Note 1 to entry: This document implements the following seven toy categories (see Annex A):
— toys for sensorimotor activities;

ISO/TR 8124-8:2024(en)
— toys for physical activities;
— toys for intellectual activities;
— toys that reproduce the technical world;
— toys for the development of feelings and empathy;
— toys for creative activities;
— toys for social relationships.
Note 2 to entry: See References [2] and [3].
3.3
toy sub-category
type or group of toys with similar play features within a toy category
3.4
gross motor skills
activities of the large muscles of the body, related to functions of sustaining head positions, sitting, walking
and running
3.5
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
3.6
starting age
first age at which it is appropriate for a child to play with a specific type or group of toys
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 attract the attention of the child such as with a rattle. It is only after
further development that the child is able to interact and play with the toy by themselves.
Note 2 to entry: For the purposes of this document, a range of starting ages is presented for various toy sub-categories.
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, weight, level
of detail and realism, brand or licence and special functions of the specific toy can change or increase the intended age
(see the examples provided for reference in Annex C).
4 Starting ages
4.1 Children with starting ages birth to under 4 months
4.1.1 Aspects related to 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.
— They do not yet have the motor abilities required to play with toys; toys are only used as objects for
exploration and entertainment rather than for play.
— They do not yet have the ability to interact with books due to the lack of physical, cognitive and visual
abilities required for this activity.

ISO/TR 8124-8:2024(en)
— They 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.
— The learning process occurs through the senses and reflexes by assimilating reactions to stimuli and
repetitive motions.
— The auditory system is functional 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 become quiet when they hear familiar voices. By
3 months, they locate and respond to sounds and make vocalizations. Examples of these could be related
to sensations associated with bathing and feeding.
— 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.
— They 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.
4.1.2 Recommended toy sub-categories
The toy sub-categories in Table 1 are recommended for this age group.
Table 1 — Toy sub-categories 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.
2 months + Crib gyms and playmats – mats with simple play features or activities; can in-
1.04 clude overhead structures that can 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.

ISO/TR 8124-8:2024(en)
4.2 Children with starting ages 4 months to under 8 months
4.2.1 Aspects related to 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.
— They are attracted by multi-sensory elements and have increasing interest in the environment
surrounding them. They are in the oral phase and teeth begin to appear. They have natural involuntary
motions. The learning process still occurs through the senses, especially the mouth, and reflexes, by
assimilating reactions to stimuli and repetitive motions.
— Their hearing development continues and they already use their visual and motor abilities to play with
other people. They are capable of interacting with toys and objects. They are beginning to be aware of
the existence and permanence of objects (objects continue to exist even when out of sight). They imitate
simple motions and gestures.
— They are perfectly capable of locating sounds. They engage in vocal games that emphasize repetition of a
same syllable like “mamama”, “papapa”, from 4 months on. They start interacting with adults to develop
language games in which words are spoken in a repetitive way. They enjoy songs and sounds. From 4 to
6 months, they are more sensitive to sounds, and they react to changes in voice tones and sounds.
— They use their limbs to move, for example, rolling onto their sides or launching themselves forwards and
backwards. They have greater ability to position themselves on the floor to play. They start sitting by
themselves, and start crawling between 5 and 6 months.
— They have low gross and fine motor coordination, as well as involuntary motions of the limbs. The fine
motor coordination of hands is still developing. They grab objects with the palm of hands (primitive
grasping). They grab strongly, extend the palm of their hand to reach objects, and are capable of
transferring objects from one hand to another.
— They have a progressive development of motions, such as holding, grabbing, pressing, shaking, pulling
and throwing objects onto the floor. Grabbing and holding are fully mastered at 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.
4.2.2 Recommended toy sub-categories
The toy sub-categories in Table 2 are recommended for this age group.
Table 2 — Toy sub-categories 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 fea-
tures such as miscellaneous coloured shapes, shatterproof mirrors, spinners 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.
1.18 6 months + Simple ball and track toys.
1.20 6 months + Simple push/pull rolling toys (without cord or handle) which make sounds or
have coloured lights, or both – wheeled animals or vehicles.
1.48 6 months + Simple keyboards or hand-held toys with buttons that activate lights and sounds.

ISO/TR 8124-8:2024(en)
4.3 Children with starting ages 8 months to under 12 months
4.3.1 Aspects related to 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.
— They are potentially anxious in case of the parent'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. They 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 (this is the first
phase of symbolization) and understand the meaning of some gestures (e.g. kiss, goodbye, come here).
They start to express themselves through 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.
— They 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). They 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. They have interest in exploring the environment, and
can crawl and sit unaided. They can remain standing and can make their first steps with support.
— They have muscle control and more developed fine motor coordination. Primitive clenching is more
coordinated (holding, pincer grip) and they are able to play instruments with the fingers (usually the
forefinger). They use the forefinger with the purpose of pointing out objects and people.
— They are able to hold two objects simultaneously, but cannot coordinate them. Objects remain in their
hands for longer periods of time and they grab and beat 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.
4.3.2 Recommended toy sub-categories
The toy sub-categories in Table 3 are recommended for this age group.
Table 3 — Toy sub-categories 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 handle 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.

ISO/TR 8124-8:2024(en)
4.4 Children with starting ages 12 months to under 18 months
4.4.1 Aspects related to 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.
— They are not yet necessarily able to alternate their feet when pushing ride-on toys and they cannot yet
pedal. The first ride-on toys do not need steering mechanisms because young toddlers will not necessarily
be able to use them effectively. Also, they can imitate sports only in a playful way, without rules.
— They 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.
— They start to choose their own toys and keep them close by. They can remember past events and still
like to explore objects with hands and mouth. They use all the senses to explore the world. They have
simplistic symbolic thinking.
— Around 13 months, they start to sing to themselves. They have increasing linguistic skills, present more
verbalizations as a means of communication, and understand the meaning of a number of words. They
distinguish repetitive and rhythmic sounds. They like to hear simple stories and can relate the pictures
with the spoken word.
— They adore songs that involve the body, appreciate rhythmic instruments and exploration play with
musical instruments. They listen to rhymes and jingles, and are able to move objects according to
the musical rhythm. They watch television and other media and want to watch the same programme
repeatedly.
— They are increasingly 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 objects. They 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.
— They are capable of handling and carrying toys and light objects. They can throw and kick soft and
lightweight balls.
— They like small vehicle toys that can be pushed. They like toy cars with doors or compartments to carry toys.
— They like to turn knobs and dials that have low resistance. They can hold, handle and pass objects from
one hand to another and release them deliberately. They can turn pages of books or magazines (several
at one time), paying attention to images, not text. They can identify an illustration upside down. They like
to scribble and can use dough and modelling clays with adult assistance.
— They observe and perform imitations of other children and adults. They have greater capacity for social
contact, but are egocentric. They solve problems by trial and error.
— They are more able to walk but can still 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. They are beginning to explore their environment: starting to walk, going
up and down stairs one foot at a time, climbing onto furniture, playground toys, etc. They rarely fall on
smooth and even surfaces. They are aware of heights and the dangers of falls and rudimentary spatial
relationships.
— Close to 18 months, they are able to run and stay on tip toes with no support. They have increased
mobility, and they start to dance and to jump with both feet together. They can perform simple rotation
of body parts.
ISO/TR 8124-8:2024(en)
4.4.2 Recommended toy sub-categories
The toy sub-categories in Table 4 are recommended for this age group.
Table 4 — Toy sub-categories 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.
1.24 12 months + Soft compound materials – manipulation by squishing and squeezing only (no
tools/moulds).
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, lawnmower.
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 characters,
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, head-
scarves or other hair accessories and shoes.
6.25 12 months + Musical toys – simple musical instruments such as pianos, guitars, drums, tam-
bourines, horns, and others.
6.26 12 months + Simple play sets – basic structure with three to five figures with limited detail.
4.5 Children with starting ages 18 months to under 24 months
4.5.1 Aspects related to 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.
— They have more refined fine motor abilities and increased gross motor skills, but limited dexterity. They
can build a few building blocks together. They can turn pages of a book carefully so as not to tear them
and regularly name and point out familiar objects in books. They understand that images tell a story and
that an adult is reading the story. They still require non-verbal means of expression.
— They have comprehension of daily routine activities by the sequence of events, and increasingly imitate
observed behaviours. They have representation thinking and exhibit symbolic play, roleplaying with
daily activities in an isolated way (parent and child, talk on the telephone, etc.).
— At 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). They use blocks to build structures and
think that overturning them is a funny activity. They are able to thread large beads on a cord provided
there are large holes. They can draw abstract forms and simple angles.

ISO/TR 8124-8:2024(en)
— Spatial sense is under development: “ahead”, “behind”, “up”, and “down”. They recognize parts of the
human body. They 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.
— They are capable of fitting their limbs (arms) into large openings. They explore other physical abilities,
such as balancing, running and jumping. They can walk properly, but are still unable to pedal and drive
vehicles with precision. They are able to pull carts and wagons. They have strength and balance and are
more stable and confident walking. They can dance, jump, run, turn, leap, clap hands, beat feet, etc.
— They are able to press keyboard keys (e.g. tablets, smart phones and computers), with an understanding
of the expected response. They are able to use remote controls (e.g. television) and other simple devices.
They are aware of the use of electronic devices (e.g. tablets, smart phones and computers) by adults.
— They develop a concept of looking after their toys; they still put them in the mouth but with less frequency.
— They speak many words and are gaining an understanding of how words can be used in different
situations and with different meanings, without fully understanding the meaning of the words. They
start to interact more with adults with the ability to sustain a short and simple dialogue. They like to
hear songs for children and repeat them with adults. They 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.
— They appreciate play with sand and water but are unaware of the risk of drowning.
4.5.2 Recommended toy sub-categories
The toy sub-categories in Table 5 are recommended for this age group.
Table 5 — Toy sub-categories 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.
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 can (but do not necessar-
ily) interlock.
3.13 18 months + Simple mechanical toys – inclined planes to slide objects, toys actuated by paddles,
wheels and other parts using water or sand, or both.
4.08 18 months + Simple vehicle miniatures, without mechanisms – cars, trains, motorcycles,
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 articu-
lated arms and legs.
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