Child Cognitive Development
Abstract Thinking in Children: When Does It Develop?
Quick answer: Abstract thinking in children starts small around age 2 with pretend play, grows into real logic about things they can see from about 7 to 11, and begins to work with pure ideas around age 11 or 12. Even then, it keeps growing all through the teen years and into early adulthood. You can help it along every day with “what if” questions, pretend play, and talk about feelings and big ideas.
Key Takeaways
- Abstract thinking means thinking about things you cannot see or touch, like time, fairness, or “what if.”
- It grows in stages: pretend play first, then logic with real objects, then logic with pure ideas.
- Most kids start real abstract reasoning around 11 or 12. It is still growing at 15, and at 21.
- Your child does not need fancy toys. Boxes, stories, and good questions do the job.
- Some kids, including many autistic kids, take words very literally. That is a difference, not a failure.
What is abstract thinking in children?
Abstract thinking is the ability to think about ideas that are not right in front of you. Things like love, time, fairness, numbers, and “what might happen if…” are all abstract.
Its opposite is concrete thinking. A concrete thinker deals with what they can see, hear, and touch. A banana is a banana.
An abstract thinker can see a banana and also think, “This could be a phone.” Later, they can think, “Why do people say ‘going bananas’ when they mean silly?”
Here is the thing I want you to know right up front. Every child starts as a concrete thinker. That is not a problem. It is the starting line.
Abstract thinking is one part of a bigger set of thinking skills. For the full picture, see our guide on how children learn to think and reason.
When does abstract thinking develop?
Abstract thinking develops in steps. Symbol use shows up around age 2, logic with real objects grows from about 7 to 11, and true abstract reasoning starts around age 11 or 12. These ages come from the stage theory of the psychologist Jean Piaget, and they are rough guides, not deadlines.
Simply Psychology explains that Piaget’s final stage, the “formal operational” stage, usually begins around age 11. That is when kids can reason about ideas with no physical object attached, like justice or algebra.
For more on how all thinking skills shift over time, read how cognitive development changes with age.
| Age | What it looks like | Everyday example | How you help |
|---|---|---|---|
| Toddlers (about 2 to 3) | First symbols. One thing can “stand for” another. | A block becomes a phone. A doll “eats” dinner. | Play along. “Hello? Who is calling?” |
| Preschoolers (3 to 6) | Rich pretend play. Scribbles and drawings “mean” things. | A box is a car, then a boat, then a house. | Give open-ended props. Ask “What else could it be?” |
| School-age (7 to 11) | Strong logic, but tied to real things they can picture. | Knows a tall glass and a wide glass can hold the same water. | Use objects, then drawings, then “picture it in your head.” |
| Tweens and teens (11+) | Starts to reason about pure ideas and “what if.” | Debates fairness. Gets sarcasm. Tries algebra. | Talk about big ideas. Ask for reasons, not just answers. |
Ages 2 to 6: pretend play is abstract thinking
Pretend play is the very first form of abstract thinking. When your 3-year-old turns a stick into a magic wand, they hold an idea in their head that is not really there. That is a big deal.
This same skill later helps them see that the squiggle “6” means six things, and that letters stand for sounds. Our guides to cognitive development in toddlers and cognitive development in preschoolers go deeper into these years.
Ages 7 to 11: logic with real things
From about 7 to 11, kids get much better at logic, but they still lean on real objects. Simply Psychology notes that in this “concrete operational” stage, children build logic about physical objects and situations, but still find abstract or “what if” thinking hard.
So if your 9-year-old nails a math problem with coins but freezes on the same problem in words, that is normal. See cognitive development in school-age children for what else is going on at this age.
Ages 11 and up: ideas, not just things
Around 11 or 12, many kids start to argue about what is “fair,” enjoy puns, and ask deep questions. This is where abstract thinking really takes off. But “takes off” does not mean “done.” Keep reading, because this next part surprised me.
Is abstract thinking finished by the teen years?
No. Abstract thinking keeps growing through the teen years and into the early twenties, and many people never use it fully in every area of life. Age 11 is when it can start, not when it is complete.
Here is the number that made me stop and reread. Simply Psychology reports that a large UK survey by Shayer, Küchemann and Wylam (1976) found only about 30% of 16-year-olds showed even early signs of formal reasoning, and fewer than 15% showed the mature form. The same page notes that a 1979 review by Keating found roughly 40 to 60% of college students did not reason at a fully formal level on standard tasks.
Understanding figures of speech grows slowly too. A 2016 study in PLOS ONE tested 11-year-olds, 15-year-olds, and young adults. It found clear progress in understanding metaphors between ages 11 and 15, and again between 15 and 21.
“If your 12-year-old still takes some things literally, they are not behind. They are right on schedule for a skill that takes a decade to grow.”
What is the difference between concrete and abstract thinking?
Concrete thinking focuses on what is real, present, and literal. Abstract thinking looks for meaning, patterns, and possibilities beyond what is in front of you. Most of us use both every day.
| Situation | Concrete thinker | Abstract thinker |
|---|---|---|
| “It’s raining cats and dogs.” | Looks out the window for animals. | Knows it means heavy rain. |
| A story ends sadly | Retells what happened. | Talks about the lesson or why the character chose it. |
| Solving a puzzle | Tries pieces one by one. | Pictures the answer first, then tests it. |
| “Be home soon.” | Asks, “How many minutes?” | Guesses a rough time from the situation. |
| A sad face emoji in a text | Sees a yellow circle. | Knows the sender feels down. |
Notice something. The concrete answers are not “wrong.” Asking “How many minutes?” is a smart question. Concrete thinking is honest and clear. Abstract thinking simply adds more tools.
What are examples of abstract thinking in children?
Examples include pretend play, getting a joke, guessing how a character feels, sorting things into groups, and asking “what if” questions. You probably see a few of these at home every week.
- Pretend play: a spoon becomes a microphone.
- Symbols: knowing a red octagon means “stop,” or that “3” means three cookies.
- Feelings and motives: “I think the wolf was hungry, not mean.”
- Grouping: “Cats, dogs, and cows are all animals with fur.”
- Time: understanding “next week” or “when you were a baby.”
- Humor: laughing at a pun or a riddle.
- Big ideas: “Is it fair that my brother gets a later bedtime?”
- Planning: thinking through steps before starting a project.
Abstract thinking also powers problem solving, because kids can test ideas in their head before trying them. Our article on how children develop problem-solving skills shows how the two link up.
How can I help my child develop abstract thinking?
You help most by asking open questions, encouraging pretend play, and moving gently from real objects to pictures to ideas. Here are the 8 moves I would start with.
1. Ask “what if” and “why” questions
Try, “What if dogs could talk?” or “Why do you think the leaves fall?” Then listen. There is no wrong answer. The goal is the thinking, not the fact.
2. Give open-ended props
A plain cardboard box beats a plastic toy kitchen for this. Boxes, scarves, sheets, and blocks can be anything. Ask, “What else could this be?”
3. Go from objects to pictures to “in your head”
This is my favorite. Understood.org shares a three-step method for math: start with real objects like blocks, then move to drawn dots on paper, then ask your child to picture the objects in their mind. It also says plainly that it takes time and there are no quick fixes.
4. Talk about feelings in stories
Pause a book and ask, “How do you think she feels? Why?” Feelings cannot be seen, so naming them is real abstract practice.
5. Explain idioms out loud
When you say “break a leg,” add, “That is a funny way to say good luck.” Then make it a game. Who can find the silliest saying this week?
6. Play sorting and pattern games
Sort laundry by color, then by owner, then by “things for cold days.” Each new rule asks your child to see the same items in a new way.
7. Make time visible
Time is very abstract for kids. Use a calendar with stickers, or a sand timer. “When the sand is gone, we leave.”
8. Have “big idea” talks at dinner
With older kids, toss out a question like, “Is it ever okay to break a rule?” Ask for reasons. Disagree kindly. Let them win sometimes.
Pro Tip: When your child gives a literal answer, do not correct it. Build on it. If they say the box is “just a box,” say, “You’re right! Now let’s pretend. If it were a boat, where would we sail?”
Pro Tip: Think out loud about abstract stuff. “I’m saving this money because future me will be glad.” Your child hears how a grown-up connects today to a day they cannot see yet.
Is abstract thinking linked to ADHD or autism?
Abstract thinking is not a symptom of ADHD, and autistic people can be strong abstract thinkers. But some kids with ADHD or autism may find certain abstract tasks harder, such as figurative language or planning ahead, and they often do well with small changes in how ideas are taught.
Let’s take ADHD first. The CDC describes ADHD symptoms as mostly inattentive, mostly hyperactive-impulsive, or a mix of both. Abstract thinking is not on that list. A child with ADHD may struggle to slow down and plan, which can make some abstract work feel harder, but that is a different thing.
Now autism. Autism is common: the CDC estimates that about 1 in 31 (3.2%) children aged 8 has been identified with autism, based on its ADDM Network data. The National Autistic Society notes that some autistic people find it more challenging to understand words that are not used literally, such as metaphors, idioms, jokes, irony, and sarcasm.
That does not mean an autistic child “can’t think abstractly.” Many autistic people think deeply about patterns, systems, and big ideas. It means clear words help. A few ideas that often work:
- Say what you mean. “Please put your shoes by the door” beats “Get your stuff together.”
- If you use a saying, explain it.
- Use pictures, objects, and written steps for new ideas.
- Connect new ideas to your child’s interests. Trains can teach fractions.
- Give extra time to think before expecting an answer.
A gentle note: This article is not a way to diagnose your child. Kids grow abstract thinking at very different speeds. If your child still struggles a lot with things like jokes, “what if” questions, or schoolwork that needs abstract ideas, and it is making daily life hard, talk with your pediatrician, a speech-language therapist, a child psychologist, or your child’s school team. Asking early is a smart, caring step.
FAQ: Abstract thinking in children
Q: What are some examples of abstract thinking in children?
A: Pretend play, understanding that numbers and letters stand for things, guessing how a story character feels, sorting items into groups, getting a joke, and asking “what if” questions are all examples.
Q: At what age do kids have abstract thinking?
A: Simple symbol use starts around age 2 with pretend play. True abstract reasoning usually begins around age 11 or 12, and it keeps growing through the teen years and into the early twenties.
Q: Is abstract thinking a symptom of ADHD?
A: No. The CDC describes ADHD symptoms as inattention, hyperactivity, and impulsivity. Some kids with ADHD may find planning or slowing down harder, which can affect some abstract tasks, but abstract thinking itself is not an ADHD symptom.
Q: Are autistic people abstract thinkers?
A: Many are. Autistic people think in many different ways. Some autistic people find non-literal language like idioms and sarcasm harder, so clear, direct words and visual supports often help.
Q: What is concrete thinking?
A: Concrete thinking is thinking about what is real, present, and literal: things you can see, touch, and count. All young children start as concrete thinkers, and adults still use it every day.
Q: Can you teach abstract thinking?
A: You can grow it. Open questions, pretend play, talking about feelings, and moving from objects to pictures to ideas all give your child practice. It takes time, so keep it fun and low-pressure.
The bottom line
Abstract thinking does not switch on one day. It grows slowly, from a toddler’s pretend phone call to a teen’s late-night debate about what is fair. Your child does not need flashcards for this. They need a box, a story, and a grown-up who asks, “What if?”
Abstract thinking is one of several thinking skills that grow together. To see how it fits with memory, attention, and language, read our guide to the main areas of cognitive development, or start with what cognitive development in children is.