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幼兒服飾除了具有防寒保暖的顯性功能外，還具有促進幼兒心理發(fā)展的隱性功能，具體表現(xiàn)為服飾對幼兒具有認知教育功能、美育功能、促進個性發(fā)展的功能和智育功能。
Children's clothing not only has the dominant function of keeping warm and cold, but also has the recessive function of promoting children's psychological development. Specifically, clothing has the function of cognitive education, aesthetic education, promoting personality development and intellectual education.
一、服飾對幼兒具有認知教育功能嬰幼兒時期是認知能力發(fā)展的關(guān)鍵時期。認知能力作為早期智力開發(fā)的重點，能夠為兒童認識世界、獲取更多的知識、掌握獲取知識的技能起到重要的作用。
1、 Clothing has the function of cognitive education for children, and the infant period is the key period for the development of cognitive ability. As the focus of early intelligence development, cognitive ability plays an important role in children's understanding of the world, acquiring more knowledge and mastering the skills of acquiring knowledge.

研究發(fā)現(xiàn)，具有良好認知能力的幼兒能夠正確、客觀地認識周圍的事物和環(huán)境；能夠?qū)η榫w及身心的變化進行良好的認知評價；能夠妥善處理學(xué)習(xí)和生活中所遇到的困難，及時調(diào)整自己的狀態(tài)，盡快適應(yīng)新環(huán)境。
The study found that children with good cognitive ability can correctly and objectively understand the surrounding things and environment; can make a good cognitive evaluation of emotional and physical and mental changes; can properly deal with the difficulties encountered in learning and life, timely adjust their own state, and adapt to the new environment as soon as possible.
而認知能力差的幼兒，對周圍變化的環(huán)境不能形成正確的認識，常常是怨天尤人，喜歡鉆牛角尖，久而久之，將不利于其心理的健康發(fā)展。認知教育是早期智力開發(fā)的重要環(huán)節(jié)之一，而服飾又是嬰幼兒生活中不可缺少的貼身物品，對幼兒有著潛在的影響力和感染力。
However, children with poor cognitive ability can't form a correct understanding of the changing environment around them. They often complain and like to get into trouble. Over time, it will not be conducive to the healthy development of their psychology. Cognitive education is one of the important links of early intelligence development, and clothing is an indispensable personal item in infants' life, which has potential influence and appeal on infants.
從幼兒思維發(fā)展的特點來看，幼兒的科學(xué)認知具有明顯的象征性特征，形象、畫面、動作是他們思維的中介和符號。幼兒對世界的思考模式是具體形象的圖畫式的，他們對周圍世界的把握往往是用一種整合的方式進行的。
From the characteristics of children's thinking development, children's scientific cognition has obvious symbolic characteristics. Image, picture and action are the intermediary and symbol of their thinking. Children's thinking mode of the world is a concrete image of the picture, and their grasp of the world around them is often carried out in an integrated way.
比如，有不少幼兒服飾在面料圖案上加入了字母、數(shù)字等元素，并且其中大部分都將這些字母、數(shù)字元素作了卡通化效果處理。這些加入了字母和數(shù)字元素的童裝已具有了一定程度的早期教育意識，而進一步將其卡通化可以使幼兒更容易接受并且喜歡它，將認知元素融入到幼兒服飾的設(shè)計中，從而使認知教育的人文性與幼兒服飾的生活實用性在理論上直接相通，在實踐上相互啟發(fā)和支撐。
For example, many children's clothing adds letters, numbers and other elements to the fabric pattern, and most of them have cartoon effect on these letters, numbers and other elements. These children's clothes with letters and numbers have a certain degree of early education awareness, and further cartoon can make children more easily accept and like it, and integrate cognitive elements into the design of children's clothing, so that the humanistic nature of cognitive education and the practical life of children's clothing are directly linked in theory, and inspire and support each other in practice.