We observe "repetition" when a particular event, or series of events, occurs again and again.
Defining functions is one way in which we show that we recognize the repetition in a relationship involving two or more quantities.
One way of understanding a function is as an ordered process detailing a path from input to output. That path is the same every time - meaning that inputs repeatedly undergo the same processes. Being able to recognize this repetition is key to foundational algebraic thinking.
Children may use vocal inflection to highlight the structure of a particular pattern (for example, using the same inflections to denote repeated sections).
Children may also use gesture to emphasize the structure of a particular pattern.
Children encounter repetition in their daily and weekly routines - i.e. everyday after they wake up, they eat breakfast and brush their teeth; every week, they go to school for five days, and then stay home on the weekend for two days. These patterns continue, on and on.
Children rely on procedures and routine for accomplishing tasks, i.e. washing the table is a process with a particular sequence of steps that can be repeated as needed (whenever the table needs to be cleaned).
Children encounter repetition in music as well. They sing the chorus of a song after the verses. They hear repeated rhythms and motifs that they can recognize and appreciate.