The child is not satisfied with simple imitation or mere repetition, whether it be good or bad in its results.

He now sees his errors and aims consciously to improve.

Note the child's struggles to speak a word right by imitation of the pronunciation of others.

And he succeeds.

He gradually gets his muscles under control by persistence in his try-try-again.
Then he goes further--about the beginning of his second year, usually.
He gets the idea that imitation is the way to learn, and turns all his effort into imitations experimentally carried out.