幼儿服饰除了具有防寒保暖的显性功能外，还具有促进幼儿心理发展的隐性功能，具体表现为服饰对幼儿具有认知教育功能、美育功能、促进个性发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、服饰对幼儿具有认知教育功能婴幼儿时期是认知能力发展的关键时期。认知能力作为早期智力开发的重点，能够为儿童认识世界、获取更多的知识、掌握获取知识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.

研究发现，具有良好认知能力的幼儿能够正确、客观地认识周围的事物和环境；能够对情绪及身心的变化进行良好的认知评价；能够妥善处理学习和生活中所遇到的困难，及时调整自己的状态，尽快适应新环境。
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.
而认知能力差的幼儿，对周围变化的环境不能形成正确的认识，常常是怨天尤人，喜欢钻牛角尖，久而久之，将不利于其心理的健康发展。认知教育是早期智力开发的重要环节之一，而服饰又是婴幼儿生活中不可缺少的贴身物品，对幼儿有着潜在的影响力和感染力。
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.
从幼儿思维发展的特点来看，幼儿的科学认知具有明显的象征性特征，形象、画面、动作是他们思维的中介和符号。幼儿对世界的思考模式是具体形象的图画式的，他们对周围世界的把握往往是用一种整合的方式进行的。
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，有不少幼儿服饰在面料图案上加入了字母、数字等元素，并且其中大部分都将这些字母、数字元素作了卡通化效果处理。这些加入了字母和数字元素的童装已具有了一定程度的早期教育意识，而进一步将其卡通化可以使幼儿更容易接受并且喜欢它，将认知元素融入到幼儿服饰的设计中，从而使认知教育的人文性与幼儿服饰的生活实用性在理论上直接相通，在实践上相互启发和支撑。
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.