Psychology of women / 06.11.2020

Coursework: Development of memory in preschool age. Uruntaeva G.A.

Children in preschool age develop very quickly and if parents do not miss this moment, then in subsequent years they will endlessly rejoice at the success of their baby

The most important feature of any person is his memory. Scientists have proven that without memory it is impossible for a person to function as an individual and a person; the lack of the ability to remember is a serious pathology that leads to disruption of all mental activity. At each period of life there are certain features of the development of memory and mental activity; children under one year old have their own process of memorization, while an adult has a completely different one. Development of memory in children up to school age also has its own specific characteristics. It is believed that it is at this age that the ability to memorize can be developed, which will have a positive impact on further study and development. little man as individuals.

BASIC TYPES OF MEMORY

Human memory is usually classified by type. In modern psychology, classification on several grounds is most widespread and used.

Features of mental activity divides memory into:

Motor. This type of memorization is expressed by memorizing and then reproducing various movements, ranging from the simplest to the most complex. It is this memory that helps the baby learn to roll over, sit, walk, and subsequently write, study certain types sports, driving a bicycle and a car.
Emotional. When using this type of memorization, a person retains experiences and everything connected with them.
Figurative memory is also called visual memory. That is, the proposed information is remembered in the form of certain images, smells, that is, the sense organs are involved in the formation of figurative memory. Figurative memorization in some people has certain characteristics, these often include manifestations of eidetism. At the same time, a person can describe previously perceived images in the smallest detail; such memory often occurs in children of preschool and school age.
Verbal-logical. In this type of memorization, the products of human culture are assimilated through communication and words.

Memory is also divided according to the duration of its storage, that is, it can be short-term, long-term or operational. Short-term memory is present every day in every person. That is, a few minutes after visiting a store, a person can, for example, describe the buyer standing in front of the queue. As a rule, this information is gradually erased throughout the day.

Most important memory in the development of a person as an individual is considered long-term. It is thanks to this type of memorization that each person accumulates his life experience. Information with this type of memory is remembered for a long time for completely different reasons. Both special memorization and vivid emotions experienced by a person at a certain moment in life help in this. A person needs RAM to support his activities. The necessary information can either be forgotten due to its uselessness, or pass into long-term memory.

The features of our memory are also divided by the nature of its purposes. It can be involuntary or voluntary. Involuntary memorization occurs even if a person does not make any effort to do so. Voluntary occurs when a person specifically expends some effort to remember the information he needs.

Depending on the method of memorization, memory is divided into semantic and mechanical. Repeated repetition without establishing meaning between opposing objects is rote memory. Semantic memorization is based on establishing some connection between objects.

WHAT CHARACTERIZES MEMORY IN PRESCHOOL CHILDREN?

Preschool age is considered to be age period from 4 to 6 years. At this time, most children already speak clearly, calmly construct sentences, and learn to express their thoughts. All features mental development a child at this age is associated with perception and thinking. That is, the child learns to perceive information and subjects it to various analyses. At this time, the main type of memory can be called figurative. The perception of information becomes purposeful, but at the same time the child highlights the most striking and expressive features of the object, while others, sometimes more important, remain unattended. That is, a preschooler often retains the unimportant, secondary, and quickly forgets the most important thing.

Preschoolers also have certain characteristics of motor memory. The child already knows quite complex movements that require sequential actions. An example is a dance where the baby can make movements with his legs, spin around and at the same time wave a handkerchief. Gradually, the child learns not only to perform movements correctly, but also to control the process of their execution by others at exactly the same time. That is, in outdoor games, the child tries not only to correctly perform the required set of actions, but also makes sure that other participants in the game also act according to the rules. This feature of memory development allows, starting from preschool age, to engage in games with elements of a relay race or attraction.

In preschool age, automation is gradually achieved in performing some basic and frequently performed actions. Based on a sample in his memory, the baby can remember and perform various actions based on the involvement fine motor skills. That is, at this age, a child can already sew in his own way and work with scissors.

The development of memory in preschool children is also based on the active development of speech function. A child’s verbal memory begins to develop through listening and subsequent reproduction of poems and fairy tales. During this period, communication not only with parents, but also with children’s peers is also important. The child can already reproduce the text he once heard, and he is also able to tell what happened to him. That is, a preschooler learns to share own experience and knowledge.

In preschool children, involuntary memory also predominates. In order for a child to remember any information at this time, it is enough to feel certain emotions at that moment. That is, a child may be attracted by the emotional coloring of a fairy tale or poem. The child often pays attention to the unusualness of a thing, to a certain contrast. Starting from about the age of four, the child’s memory begins to acquire some features of voluntary memorization. During this period, the child can already be purposefully taught to remember. Initially, the goal of remembering should be formed by adults. In the future, the preschooler can memorize information on his own, hoping that it will be useful to him in the future. Self-control first appears in children at the age of four. Children from five to six years old can already fully control themselves, specifically memorizing and then reproducing the material they need to achieve any goals.

Peculiarities of memorization in the preschool period also include the formation of personal memories. That is, the child remembers what has somehow affected his life. This could be success in various activities, vivid emotions that arise when communicating with peers or parents. The baby can already remember for a long time an insult, injustice, a feeling of pain, a memorable trip or entertainment.

Special role in development Not random memory The preschooler plays a role in constant observation. If the baby’s attention is purposefully focused on a natural phenomenon, an object, then long-term memory can be formed.

The development of voluntary memory in preschoolers occurs faster if adults specifically encourage the child to reproduce accumulated experience. That is, you need to teach your child certain games, retelling fairy tales and poems, and composing various stories.

HOW TO TEACH A CHILD TO MEMORY

A preschool child must be specially taught the art of memorization. If you devote enough time to your child during the preschool period, there will be fewer problems in elementary school with the acquisition of new knowledge. The child will now control his own thought process and will be taught techniques for quickly memorizing the proposed information.

Mastery of basic memorization techniques in preschool age depends on the following conditions:

The content and nature of the material intended for the child. A preschooler remembers more easily what interests him and evokes any memorable emotions and feelings.
The nature of the learning process. It is necessary to properly organize activities with the child, you need to ensure that memorization becomes a logical chain.
The child must know why accurate memorization and subsequent recall are necessary.
To encourage the child to think and develop long-term memory it is necessary to check the results of mastering the material.

The necessary development of voluntary memory in preschoolers is facilitated by didactic games, during which children must follow certain rules and observe certain features of the order of actions.

CHARACTERISTIC FEATURES OF MEMORY IN PRESCHOOL CHILDREN

In preschool age, certain features of the formation and development of memorization are distinguished. These include:

The predominance of figurative involuntary memory in preschoolers.
Acquisition by a child of the intellectual character of memorization. Memory is steadily united with thinking and speech.
The development of verbal-semantic memory expands the child’s area of cognition.
Arbitrary memory begins to form.
In preschool age, special prerequisites are formed that transform the memorization process into a specific mental activity.
Memory begins to influence the development of the child as an individual.

A sufficient level of memory in a preschooler also increases the child’s self-confidence.

HOW TO DEVELOP THE MENTAL ACTIVITY OF A PRESCHOOLER

It is imperative to work with a preschooler child. A properly designed educational program will prepare your child for school and will be the beginning of his development as a person. Preschool age cannot be missed; at this time, the baby is like a sponge capable of absorbing information and adults are only required to direct brain activity in the right direction. Certain techniques have been developed and are successfully used in practice to help the development of memorization in a child and the use of memory in any life situations. Naturally, in kindergartens, teachers are required to work with children according to special programs. But it will not be superfluous to direct the activity of the child and at home in the right direction. There are certain exercises, the constant implementation of which helps to train different types of memory in preschoolers.

EXERCISES THAT TRAIN MOTOR MEMORY

Several people are needed to complete this exercise. The leader can be an adult or one child. This person must perform the role of a “puppeteer”; the exercise consists of performing the following actions:

One of the children needs to be blindfolded.
The “puppeteer,” holding the child by the shoulders from behind, must lead him along a certain route.
The presenter must remain silent. The child himself must choose his actions, that is, he can take three steps forward, then go back a few steps. Also on this route the baby can jump, stand on one leg, and sit down.
After completing the route, the bandage is removed from the baby and he is asked to repeat the entire sequence of actions he performed during the exercise.

The exercise should begin by performing movements that are not difficult for the child. The gradual expansion of tasks makes it possible to strengthen the motor memory of a preschooler.

EXERCISE TRAINING VISUAL MEMORY

This exercise is easy and very interesting. To do this, you must first prepare two cards with the same images. In one picture, the displayed item must have one of its elements missing. First, the child is shown the original version, asked to remember it, and then shown another picture. At first, the child may look for differences for a long time, then gradually he learns to identify even minor changes in identical images.

EXERCISES FOR TRAINING ASSOCIATIVE MEMORY

An adult must name an object known to the child, and he, in turn, must list all those associations that arise at the moment of figurative representation of this object. Thus, a child associates a ball with the fact that it is round, bouncy, hard or soft, and multi-colored.

As you can see, some exercises for developing the memory of a preschooler are not at all difficult, and their periodic implementation has a positive effect on the mental and mental activity of the preschooler. Children in preschool age develop very quickly, and if parents do not miss this moment, then in subsequent years they will endlessly rejoice at the success of their child.

§ 3. Development of memory in preschool age

In preschool age, the main type of memory is figurative. Its development and restructuring are associated with changes occurring in various spheres of the child’s mental life, and above all in cognitive processes - perception and thinking. Perception, although becoming more conscious and purposeful, still remains global. Thus, the child predominantly highlights the most striking features of an object, without noticing others, often more important. Therefore, the ideas that make up the main content of a preschooler’s memory are often fragmentary. Memorization and reproduction are fast, but unsystematic. The baby “jumps” from one sign of an object or component of a situation to another. He often retains the unimportant in his memory, but forgets the essential. The development of thinking leads to the fact that children begin to resort to the simplest forms of generalization, and this in turn ensures the systematization of ideas. Being fixed in the word, the latter acquire a “pictorial quality”. Improving analytical and synthetic activity entails a transformation of representation.

During preschool age, as A.A. Lyublinskaya showed, a transition is observed:

From individual ideas obtained in the process of perceiving one specific object to operating with generalized images;

From an “illogical”, emotionally neutral, often vague, vague image, to which there are no main parts, but only random, insignificant details in their incorrect relationship, to an image that is clearly differentiated, logically meaningful, causing a certain attitude of the child towards it;

From an undivided, fused static image to a dynamic display used by older preschoolers in various activities;

Preschool age covers the period from 4 to 6 years. At this time, almost all cognitive processes are intensively developing, thanks to which the child’s intellectual development reaches a fundamentally new level. Most important role at the same time, thinking and perception begin to play: the child learns about the world around him. Moreover, he does this purposefully, highlighting from the general mass objects and phenomena that are interesting to him. However, his memory will help him gain significant experience and retain the learned material for a long time. Consider the development various types memory in preschool age briefly.

Good memory is one of the most important components intellectual development

What are the distinctive features of memory in preschool age?

Noting the features of the development of memory processes in preschool children, it is necessary to pay attention to the following:

First of all, a preschooler’s memorization is still involuntary.

Memory processes - classification

Because of this, the child is able to “catch” only the bright, catchy features of objects. This often leads to remembering unimportant, secondary features, quickly forgetting more important ones. In order for memorization to occur more intensely, the perceived information must have a certain emotional connotation. And the purpose of memorization should be clear to the child and formulated by adults in the most accessible form.

Child development indicators - how to evaluate

In preschool age, motor memory develops most intensively.

These features largely explain why it is at this age that it is most effective to send a child to sports clubs and dances. By memorizing the movements, the child can perform them consistently, consciously and in control of what is happening to him. More high level the development of this type of memory is also very clearly visible in play activity: trying to adhere to the established rules, the child makes sure that others follow them.

Thanks to the development of children's memory, many actions performed by the child are brought to automaticity and do not require increased control from the mind.

Speech memory can only develop if the baby is constantly talking

The child assimilates patterns, which he subsequently independently transforms into more complex ones. Moreover, over time, this rule extends not only to elementary processes, but to types of activities that require the participation of fine motor skills.

Preschool age is a period when a child begins to accumulate his own, personal memories associated only with him and his personal experience.

Sensory cognition is the first stage of memory development

As a rule, a child remembers events that play a significant role in his life and are filled with vivid emotions. The child begins to remember holidays and trips that he remembers; but at the same time - remember the grievances, pain, etc.

Intensive development of voluntary memory in the preschool period is also achieved through the development of voluntary attention.

By purposefully observing certain objects or phenomena, the child begins to remember their distinctive features and characteristic properties. Subsequently, these same features will form the basis of long-term memory.

Features of organizing educational activities for preschoolers

Since memorization in early preschool age is still involuntary, one of the main tasks in this period is teaching the child voluntary memorization. This will play an invaluable role in his future; in particular - for schooling. The child will be able to effectively control the thought process and remember the material offered to him to the maximum extent possible. short terms. In addition, preschoolers, unlike older children, memorize information mechanically, without building certain connections that structure the material.

Mnemonics for kids - how it works

Thus, another priority task of developmental activities is the child’s mastery of elementary logical laws.

Classes to develop memory are necessary for a child, primarily because in the preschool period this process is formed most effectively. The child very effectively absorbs everything that the parent puts into him and adults can only properly guide and structure him cognitive activity. Developed memory is also a condition for preparing a child for school. Without the ability to remember information, the child will not properly perceive the material offered to him.

Definition - what is memory

It is necessary to develop a child’s memory in the process of specially organized activities and using special techniques. They allow you to successfully develop various types and forms of memory, as well as consolidate them and allow the child to successfully apply them in practice.

Assessment of a child's memory capabilities

In order to monitor the quality of a child’s assimilation of information provided to him in classes, as well as to promptly notice deficiencies in memory development, the child’s mnemonic abilities must be regularly assessed. The level of development of short-term visual and auditory memory can be taken as the main criterion.

The testing procedure is simple: you just need to ask the child to immediately reproduce the information provided to him (words, pictures, etc.).

Long-term memory is assessed by the child's ability to remember material that was given to him some time ago. However, we should not forget that due to certain individual characteristics, children may differ in the unequal level of development of various types of memory. For example, it is easy to retell the plots of fairy tales and cartoons without understanding everyday instructions, etc.

Card method for monitoring memory in a child

Memory impairments in preschoolers

Considering that the development of memory processes in preschool children is closely related to all cognitive processes, disruption of its development can negatively affect the intellectual development of the child as a whole. It will also significantly complicate his future training. For example, poorly developed short-term memory deprives a child of the ability to properly remember lesson material and respond to teacher requests. A low level of visual memory development inhibits the development of writing and reading skills. All this inevitably leads to the child’s academic performance falling, and others perceive this as a manifestation of laziness, lack of educational and cognitive interest, etc. Children who are unable to master the school curriculum are more likely than others to violate discipline and experience difficulties in relationships with teachers and peers.

Children with memory impairment are more likely to display deviant behavior

Didactic games for memory development

In order to successfully develop voluntary memorization in a child, you can successfully use all kinds of didactic games. In order for their result to be effective, the game must meet the following conditions:

The content of the game should evoke certain emotions and feelings in the child. You should not remember that the brightness and novelty of stimuli still play an important role in this process.
Memorized material must be carefully structured for children. It should contain simple and accessible logical connections for the child.
The key to correct memorization is formed motivation. The child must understand quite clearly why exactly he needs the memorized material and how exactly he will be able to use it in the future.
In order to make sure that the child has really mastered the proposed material, you need to periodically check the results of memorization.

Types of memory in children

Exercises for the development of short- and long-term memory should teach the child to find similarities and differences between objects, build associations, find cause-and-effect relationships, find distinctive features every object in the world around it. It is also necessary to pay attention to the development of all types of this process.

In order for a child to develop short-term memory, he can be asked to consistently reproduce spoken words, or to identify pictures or toys shown to him.
To develop long-term memory, it is useful to invite the child to organize objects or phenomena, look for connections between them and remember them.

First of all, we need to develop associative thinking. Game - Find out the emotion

In order for a child to actively form logical memorization, it is also necessary to pay attention to the development of associative thinking. These features will allow the child to establish connections between objects according to various parameters (most often by contiguity, similarity, difference, contrast). Parents need to encourage the child to independently find similarities and differences between objects, and also explain them based, in particular, on the personal experience that is formed during this period. Good exercise may be a selection of associations: having chosen any word, the parent invites the child to construct a number of other words, in his opinion, in a certain way related to it. It is very desirable for the child to explain the connections they have built: in addition to developing memory, this will give the child the opportunity to develop innovative thinking and creative skills.

Selection of associations - basic principles

Each exercise used for children is best repeated with a certain frequency so that the information is fixed in the child’s memory as firmly as possible. Over time, you can complicate the tasks, offering the child solutions to increasingly complex and varied problems.

Other aspects of child memory development

The conditions necessary for the normal development of a child’s memory include:

Proper nutrition. It has been noticed that if a child does not receive enough vitamins and minerals, his intellectual development, in particular the development of memory processes, will be significantly inhibited. In order for the child’s brain to receive what it needs nutrients, the diet must contain protein foods, fresh fruits and vegetables, and sugar in moderation.

Educational games are the main way to develop memory

It is very important to control the duration and intensity of children’s intellectual activity. The characteristics of preschoolers are such that they are not yet distinguished by perseverance; concentration of attention quickly falls, the quality of assimilation of the material disappears. The optimal duration of the lesson is 15-20 minutes. After this, it is very advisable to switch the child’s attention by offering him another type of activity.

It will help a preschool child to take a break from tiring intellectual activity. physical activity. Regular sports activities and outdoor games also help improve blood supply to the brain and prevent oxygen starvation.

Conclusion

To summarize briefly, we note that most psychologists agree: memory processes develop most intensively in preschool age. Therefore, parents should pay maximum attention to its development and take into account its characteristics. Properly selected methods are a key stage in intellectual development and its preparation for school. The development of various types of memory in preschool children is a multi-stage process that requires taking into account all the characteristics of children.

Psychology: Textbook. aid for students avg. ped. textbook establishments. - 5th ed.

Let us emphasize the features of memory in early childhood:

The content of ideas is enriched;

The volume and strength of material preservation increases;

A new memory process appears - reproduction;

Verbal memory is rapidly developing.

§ 3. Development of memory in preschool age

Perception, although becoming more conscious and purposeful, still remains global. Thus, the child predominantly highlights the most striking features of an object, without noticing others, often more important.

Therefore, the ideas that make up the main content of a preschooler’s memory are often fragmentary. Memorization and reproduction are fast, but unsystematic. The baby “jumps” from one sign of an object or component of a situation to another.

He often retains the unimportant in his memory, but forgets the essential. The development of thinking leads to the fact that children begin to resort to the simplest forms of generalization, and this in turn ensures the systematization of ideas.

Being fixed in the word, the latter acquire a “pictorial quality”. Improving analytical and synthetic activity entails a transformation of representation.

During preschool age, as A. A. Lyublinskaya showed, a transition is observed:

From individual ideas obtained in the process of perceiving one specific object to operating with generalized images;

From an undivided, fused static image to a dynamic display used by older preschoolers in various activities;

More details on the website pedlib.ru

Motor memory is established in the first year of a baby’s life. And it is expressed in conditioned reflexes. The toddler can remember movements and actions, especially those that are accompanied by certain emotions and results.

Up to two years of age, figurative memory is formed. At this age, the main feature of a child is getting to know his relatives, mastering walking, etc. The nervous system develops more actively during this period, and by the age of three, the volume of remembered information increases.

Baby takes over logical thinking, which helps him remember complex phrases, and his vocabulary becomes more extensive.

Around the age of four, mechanical memory develops predominantly. What the child acts with is best remembered. Therefore, it is better to debug in memory what interested or attracted the most.

And reading the same stories with adults in a circle does not tire the kids at all.

Memorizing in an involuntary form is a dominant feature of memory development in preschool children. But by the age of five, voluntary memory already develops. And saving data becomes a special activity.

A child can use special techniques to remember information, for example, comparison with already known material, repetition, and others.

Presentation: "Ways and methods of developing attention in children with mental retardation"

Development of memory in children and their mental abilities h It also depends on their diet. Peculiarities proper diet lead to improved brain activity.

The toddler's diet should include legumes, fish, seeds, whole grains, vegetables, and vegetable oils.

Memory and attention

Attention is an important feature of consciousness, characterized by the processing and filtering of information. It gradually develops from involuntary (arising on its own) to voluntary (requiring special concentration). So, a newborn will be attracted to a bright light, which will be an irritant, and an older child will already consciously focus on some phenomena or objects.

Depending on the emotional and psychological state and age, the ability to actively concentrate attention will vary, from 7 minutes in 3-year-olds to half an hour in 7-year-olds. Particularly restless children are often called hyperactive. It is necessary to find a special approach to such children.

In order to develop a child’s attention and memory, parents must first learn to communicate with their child. And having established contact, begin special exercises in the form of exciting games.

Presentation: "Development of memory and attention as a condition for successful learning at school"

Exercises that will help you focus your attention do not require special preparation. They can be carried out anywhere and at any time.

For example, you can show objects, numbers around us and help describe them in detail. Such activities form conscious perception and teach you to focus attention on the noticed object.

Exercises for the development of memory in preschool children will help train short-term memorization of what is seen or heard in the required sequence and quantity, and long-term memory - in comparison, grouping objects or phenomena, and finding differences.

It is also important to develop associative memory. In order to easily establish a connection between objects, find their similarities and contrasts.

Educational games for different ages

Children of three or four years old are very restless, and it is necessary to invite them several times to exercise. For best results, parents need to be at the same level as the baby.

Having established contact, you can look at the colorful drawings in the book with your child, find any elements that are not in the foreground, and compare objects by color, shape, or pairs. At this age, it is worth starting to study numbers, which you can use your fingers to familiarize yourself with, fingering and counting them in a fun way. Classes should last no more than 10 minutes with an hour rest interval.

Presentation: "Memory development in young children"

For children five to six years old, you can select exercises to develop a certain type of memory, for example:

To train visual perception, you can ask the child to describe the illustration or what is happening around, or compare objects drawn on different cards. It is necessary to supplement his narrative and teach him to notice all the small details.
To train motor memory, you can do exercises with the movement of body parts, which the baby must repeat in order after the adult, or show in a mirror image.
You can tactfully remember information if, for example, you touch it with eyes closed several different items, and then name them in the right order.
To develop associative memory, it is suggested to compare the named words with other objects.

The development of memory in a 6-7 year old child is especially important. This period is associated with preparation for school and requires attentiveness and memorization of even larger amounts of information.

Therefore, the baby must be able to reason and reflect. To do this you need to learn small poems, retell cartoons and fairy tales or invent your own stories. You can add other elements to games like “mirror reflection”, for example, numbers, letters, words and repeat them in the desired sequence.

Numbers in children's memory

Parents who play educational and developmental games all the time give a lot useful information, they teach to write, count, and don’t wonder when exactly to introduce numbers to the baby. Using different techniques for early development For a child, recognizing these symbols will not be difficult, but in order to understand the numerical value, both adults and children will need to work hard.

The peculiarity of memorizing numbers for a child is the same learning as memorizing any object, letters, or some elements from a picture. To study each number you need to conduct individual lessons.

There is an opinion that a child who can count is especially good at remembering numbers. Parents just have to play a few fun games, of which there are many, to learn and better remember numbers. For example, while walking on the street with your baby, you can count everything around you, from cars passing by to goods on store shelves.

You can study numbers with the help of songs, cubes, and home signs. You can draw them and learn poems about counting.

Post posters with large and colorful numbers in the nursery and name each of them, associating them with something.

All these methods will help not only learn numbers, but also expand imagination and creativity, and help you think logically.

Materials for self-development and health

More details on the website TonusMozga.ru

Memory development in children

A preschool child, unlike schoolchildren, teenagers and adults, remembers information mechanically. Preservation in the memory of preschool children of seen, heard or tactilely perceptible material, as well as knowledge about objects and concepts, occurs without the use of special methods of memorization and logical comprehension of information.

This happens until the child, under the guidance of parents and teachers, learns to manage his own memory. Further successes or, on the contrary, failures in learning, as well as the state of memory, will depend on how correctly the process of development of the basic mental functions of a preschooler proceeded.

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Memory impairment

Memory impairment in children of primary school age can be a separate defect in the formation of mental functions or part of a whole complex of them. A child with a weak memory usually does not master the school curriculum well and violates discipline in the classroom.

Impaired short-term memory leads to the fact that schoolchildren have difficulty remembering the content of the lesson and the teacher’s instructions. This can lead to serious performance problems. Due to memory problems, children are often perceived as lazy or poorly motivated.

Problems with visual memory in a child can manifest themselves in poor perception of the sequence of words and slow acquisition of reading skills.

How children's mnemonic abilities are assessed

As a rule, the ability to remember is assessed by visual and/or auditory short-term memory, that is, by the child’s ability to immediately reproduce the information just received. Long-term learning is assessed by the volume of the child’s active vocabulary and the ability to reproduce general information.

These abilities largely depend on upbringing and some other factors. Many adults can recall cases of short-term memory impairment in preschoolers and primary schoolchildren, when they could not retell, for example, the content telephone conversation. Some children who are unable to remember the simplest instructions have exaggerated long-term memory: they can remember very distant events with precision.

Age-related features of memory development in children

From 0 to 1 year. First of all, newborns develop motor memory, which is expressed in the first conditioned reflexes. In the period from birth to one year, if there is no developmental disorder, the baby remembers the movements performed.

Actions that are accompanied by a certain result and receive emotional reinforcement are best remembered.

From 1 year to 2 years

A one-year-old child makes his first attempts to recognize close adults (except parents). During this period, the development process is actively nervous system, due to which the volume and strength of memorization increases. The rapid enrichment of a child’s experience is particularly facilitated by the development of walking. In the second year of life, the foundations of figurative memory are formed, so the first conscious memories belong specifically to this period of childhood.

From 2 to 4 years

At this stage of the formation of mnemonic abilities, mechanical memorization dominates. However, after 2 years, the child begins to master the basics of logic and learns to memorize complex words. At the same time, the baby retains memories associated with early childhood.

During this period, with normal development, the child acquires basic motor skills.

From 4 to 6 years

The main feature of memory development in preschool children is the involuntary nature of memorization. This process occurs regardless of desire or willpower child.

Memorization and recollection are carried out within the framework of a specific activity and strongly depend on its characteristics. In the absence of developmental disorders, a 4-6 year old child can remember what he paid attention to during the activity, something exciting, interesting, evoking strong emotions.

Memory exercises

Motor memory training

This preschool memory activity is designed for a small group of participants. The presenter (child or adult) becomes the “puppeteer”.

He guides a child who wants to take part in the game, blindfolded, along a simple route, for example, within a room or playground. The “puppeteer” should be silent and only hold the child by the shoulders. The sequence of actions may vary.

For example, a “doll” takes 3 steps forward, squats, 2 steps back, stands on one leg and jumps. Then the blindfold is removed from the child’s eyes and he is asked to repeat the path just taken, making the same movements.

Visual memory training

To complete this exercise for developing memory in preschool children, you will need 2 pictures: one should depict an object that is well known to the child, and the other should show the same object, but with missing elements. First, the baby is shown the first picture and asked to remember well what is depicted on it (half a minute is given to memorize). Then the child is shown a second picture and asked to name the differences from the first picture.

Auditory and associative memory training

Lessons for the development of memory in preschool children take place in a playful way. The adult names different words, and the child must mentally imagine the image, describe appearance, properties, features or actions that can be performed with named objects. For example, shampoo is fragrant, slippery, and can sting your eyes.

Associative thinking training

The adult names the word, and the child lists all the associations he has with this concept. For example, if the word “car” is named, the child can name the following associations: road, wheel, driver, steering wheel, etc. In this memory development exercise in preschool age, an adult can help come up with as many words as possible.

Training logical and associative thinking

The adult tells the child a couple of words or shows cards on which these words are written. There should be no obvious logical connection between the two concepts. Examples of such pairs can be “jug-flower”, “carpet-tea”, “balcony-bicycle”, “shirt-rain”.

The child can imagine these two objects and think about what might connect them. The baby can tell any associations that come to his mind.

For example, for the “shirt-rain” pair, you can come up with the following story: while out for a walk, the boy got caught in the rain, his shirt and pants got wet, and at home his mother hung them up to dry, and gave the baby dry clothes. You can give the child an album and pencils and ask them to draw an invented story.

With Tenoten for Children you can quickly develop your baby's memory

Development of voluntary memory in preschool children

Sections: Work with preschoolers

Memory is one of necessary conditions for the development of the intellectual abilities of a preschool child, from whose development other cognitive functions and personality qualities are built (P. P. Blonsky, L. S. Vygotsky, L. V. Zankov, P. I. Zinchenko, A. N. Leontyev, A. R. Luria, A. P. Nechaev, S. L. Rubinshtein, A. A. Smirnov, etc.).

Memory is a cognitive process that performs the functions of remembering, forgetting, preserving and reproducing material. Memory is the basis of learning and education, the acquisition of knowledge, personal experience, skills formation. In the preschool period, memory develops faster than other abilities.

The preschool period is the era of the dominance of natural, immediate, involuntary memory.

The relevance of the topic lies in the fact that during preschool age there is an active development of all types of memory of the child and the task of an adult is to pedagogically competently help this development, since the transformations that occur in preschool age are extremely important for further full development.

Early childhood is the most fertile ground for the development of memory in its diversity. Already in infancy, memory appears in its elementary form of imprinting and subsequent recognition of influences that are vital for the child. At the early stages of development, memory is included in the process of perception and is unintentional and involuntary in nature.

In children of early preschool age, involuntary, visual-emotional memory predominates.

For younger preschoolers, the only form of memory work is involuntary memorization and involuntary reproduction. The child cannot yet set a goal to remember or remember something and, of course, does not use special techniques for this.

In older preschool age, there is a gradual transition from involuntary to voluntary memorization and reproduction of material.

It is believed that with age the speed at which information is extracted from long-term memory and translated into operational, as well as the amount and duration of RAM. It has been established that a three-year-old child can operate with only one unit of information currently located in RAM, and a fifteen-year-old child can operate with seven such units.

With the help of mechanical repetitions of information, children of older preschool age can remember it. They show the first signs of semantic memorization.

As a result of a study of memory development, Z. M. Istomina made the following conclusions: from early preschool age to older age, noticeable changes in memory occur. First of all, by the end of preschool childhood, memory is allocated to a special, independently controlled mental function of the child, which he can control to one degree or another.

In early and middle preschool age (3-4 years), memorizing and reproducing material is still part of various types of activities and is carried out mainly involuntarily. In older preschool age, thanks to the setting of special mnemonic tasks for children, a transition to voluntary memory is made.

The transition from involuntary to voluntary memory includes two stages:

Stage 1: the necessary motivation is formed, i.e. the desire to remember or remember something.

Stage 2: the mnemonic actions and operations necessary for this arise and are improved. By the end of preschool age, the process of voluntary memorization can be considered formed. Its internal, psychological sign is the child’s desire to discover and use logical connections in the material for memorization.

Based on numerous experiments, scientists came to the conclusion: the memory of preschool children can be controlled by teaching special mnemonic techniques for classifying homogeneous objects by L. M. Zhitnikova, 1966, semantic correlation by Z. M. Istomin, 1975, semantic grouping.

The purpose of my work was: Studying the relationship between voluntary and involuntary memorization in children in different age groups.

Revealing Productivity different types memorization throughout preschool age, as well as the ratio of indicators obtained from the same children with different types of memorization.
Learn like children different ages cope with the task of remembering the material, at what age they begin to use memorization methods and which ones.

Analysis of the results showed:

In younger preschoolers, the productivity of involuntary and voluntary memorization is almost the same. Memorizing pictures younger preschoolers was predominantly involuntary. Few children used repetition and classification to remember.
The mnemonic task encouraged children of middle and older preschool age to look at the pictures more carefully, name them, and re-perceive them. In easier conditions, classification was performed by more than half of the middle and almost all older preschoolers. The use of classification for mnemonic purposes caused especially great difficulties for middle preschoolers. Some children were able to partially group pictures, but were not able to subordinate the classification to memorization purposes.
Most children preparatory group the task to remember caused more complex and varied mnemonic activity: systematic repetition, verification of memorization by reproduction. Children of this age also found significantly greater capabilities in performing classification for cognitive purposes, and some of them also used classification for memorization purposes.

The results obtained confirmed: the memory of preschoolers gradually improves from year to year, but significant differences may exist between younger preschool age and older preschool age, since only by the end of preschool age children’s memory undergoes significant changes, acquiring elements of arbitrariness and long-term durability.

I offer the methodological recommendations I have developed for educators and parents on the development of memory in preschoolers:

Play contributes to the development of a preschooler's memory. Play is the main activity of a preschooler. It is in the game that manual movements and mental operations are improved. The game will be a means of developing mental abilities: thinking, imagination, memory, attention. An adult must skillfully lead the game; he influences all aspects of the child’s personality development: feelings, consciousness, behavior. In the game, the child acquires the knowledge, skills and abilities necessary for further education at school.
Many games are aimed at developing memory, which gradually becomes voluntary. Each game is a communication between a child and an adult, with other children; it is a school of cooperation.
In memory development games, focus on teaching planning and consistent implementation of the intended plan, on the development of purposeful and voluntary forms of behavior. Speech plays a big role in the development of thinking and memory, so there are a lot of verbal games.
One of the means of developing voluntary memory is didactic play, since it is easier for children to learn a task and remember a task mediated by a game motive. Didactic games are aimed at developing arbitrary figurative memory, marked by the following requirements:
the memorization process must begin with a special organizational perception aimed at highlighting such various features of an object as color, shape, size, spatial arrangement of the object and objects, their relative quantities, etc.
the memorization process should be based on mental operations: analysis, comparison, generalization, highlighting the essential properties of an object.
complication must be provided didactic games, which consists in changing the quantitative (reducing exposure time, recognition or reproduction) and qualitative (complicating the content, increasing the details of memorized objects) indicators of the game material, its rules, and, consequently, the memorization indicators themselves.
During the game, it is necessary to ensure a rational combination of the teacher’s guidance and the children’s independent activity.
it is necessary to ensure the development of self-control, which consists of checking the results of memorization and analyzing errors.
the game should promote the development of voluntary memory and is therefore built taking into account the identified stages of this process

I offer corrective and developmental exercises, memory development games, and techniques to help memorize for educators and parents. The appendix contains games, tasks and exercises recommended for developing the memory of preschoolers 3-4-5-6 years old.

Literature:

Wenger L. A. On the formation of cognitive abilities in the process of teaching preschool children // Preschool education. 1979 - No. 5. P.36-39.
Zinchenko P. I. Involuntary memorization. M., 1978.
Ilyina M. N., Golovneva N. Ya. Tests for children. M., 1998.
Istomina Z. M. Age and individual differences in the ratio of different types and aspects of memory in preschool age. M., 1967.
Luria A.R. A small book about a big memory. M., 1994.
Simonova L. F. Memory. Children 5-7 years old. Yaroslavl, 2001, p. 143.
Cheremoshkina L.V. Development of children's memory. Yaroslavl, 1997.
Elkonin D. B. Child psychology. M.1960, pp. 21-30, 138-187.

Characteristics of memory as a mental cognitive process

MEMORY DEVELOPMENT IN PRESCHOOL AGE

Means of organizing and developing attention

1. The position of an adult (especially in infancy, when joint actions with an adult support the baby’s attention on a subject in which he has lost interest).

2. Daily routine (creates reference points in children’s lives, facilitates switching, distribution, concentration of attention).

3. Involuntary attention is supported by positive emotional experiences.

4. Reading fairy tales and stories.

5. Classes at preschool educational institutions.

Principles of organizing activities with children

1. Taking into account the age capabilities and characteristics of children (the younger the children, the less time the classes last).

2. Reliance on involuntary attention.

3. Changing activities to maintain attention.

4. Classes should not be intense, because During the next lesson, children may become overexcited or tired.

Thus, the development of voluntary attention is the most important task DOW, because in the future, it will ensure the success of the child’s education at school, will facilitate the implementation of the teacher’s instructions and control oneself.

SITUATION. Mom decided to make up for the lack of time during the week, compensate on Sunday: visit the puppet theater with her son Misha, play together computer games, go visit your family, watch a TV show together.

· Give a psychological analysis of mom's actions.

1. Characteristics of memory as a mental cognitive process

2. Main features of memory development in preschool age

3. Memory development tools

Memory- this is the readiness of the human brain to perceive, capture the surrounding reality, store, reproduce and forget information.

Memory occupies a special place in the system of cognitive processes, combining perception, imagination and thinking into a single system aimed at understanding reality.

Memory is the basis of any learning and a prerequisite for creative activity. Memory as a mental process is not given to a child from birth. It develops as the brain matures under the influence of surrounding life, upbringing and learning.

Types of memory:

Figurative - verbal

Emotional - logical

Propulsion - mechanical

According to the duration of retention of the material: According to the consciously set goal of memorization:

Long-term - involuntary

Short-term - arbitrary

Infancy

· Immediately after birth, various stimuli begin to act on the child and figurative memory begins to function (in its elementary form). In the first month of life, the child develops the same type of reaction to a repeated stimulus. Thus, memory appears in its simplest forms: recognition and imprinting. From the first days, the child’s brain is able to capture the difference in stimuli, differentiate and imprint it in memory.

· The infant’s memory functions “inside” sensations and perceptions. Memory manifests itself first in the form of imprinting, then recognition; characterized by short-term preservation.

· Recognition occurs based on one, insignificant sign. By the end of the year, memory is separated from perception and the ability to reproduce an object in its absence is created.

· The child fixes the material involuntarily, because memory is not an independent mental process. If a child is fed, bathed, and put to bed at the same time, a reflex gradually forms and the child begins to “get ready.”

· First, motor, emotional and figurative memory develops, and by the end of the first year, the prerequisites for the development of verbal memory are formed (the child gradually begins to associate an object with a word, remembers its name).

Early age

As one masters walking and speaking, memory rapidly develops, because... a large number of objects become available to the child and interaction with the outside world expands.

· The memory image is more flexible and mobile, because ideas about objects and actions are formed.

· Memory is separated from the process of perception, the ability to reproduce an object in its absence arises, and the interval between memorization and recognition lengthens.

· By the age of 3, the volume and strength of memory increases.

· Verbal memory is rapidly developing due to an increase in vocabulary.

· The child remembers better in the game, practical activities and something that makes a deep emotional impression.

Preschool age

During the preschool period, significant changes occur in memory: broadening of horizons, the desire to master knowledge, abilities, skills - all this leads to changes in the child’s memory. According to L.S. Vygotsky, preschool age is the most favorable period for memory development, because at this age memory is dominant mental function

Features memory of preschoolers

1) lack of system

2) unity

3) patchy

· The child's memory is involuntary. The main type is figurative memory. Due to the peculiarities of perception (globality) and thinking (fragmentary ideas), memorization and reproduction occur quickly, but unsystematically (the child jumps from one feature of an object to another; forgets the main thing).

· In the 4th year, memory is unintentional. The child does not know how to set a memorization task and does not know the methods. The child remembers better what he acts with. Speech plays a big role in this, because... the inclusion of a word in an activity changes the perception of an object and memorization of color, shape, and size occurs. Children enjoy listening to the same fairy tales and stories over and over again.

· The child’s memory is involuntary, selective, i.e. What is interesting and attractive is remembered better. The contents of children's memory are objects, people's actions, toys, etc. the surprise of the appearance and novelty of the toy, the surprise moment used by the teacher, leaves a deep imprint in the child’s memory.

· The most important changes in the memory of preschoolers occur around 4 years of age. The structure of mnemonic activity (memorization activity) changes: memory acquires elements of arbitrariness (i.e., involuntary memorization develops into complex, regulated activity). Memorization turns into a special activity that is subordinate to the goal of remembering. This is due to the increasing regulatory role of speech, the emergence of ideal motivation and the ability to subordinate one’s actions to certain goals. Z.I. Istomina notes that in the role-playing game as a leading activity, symptoms of voluntary memorization and reproduction first appear.

· The development of voluntary memory begins with the child identifying special mnemonic tasks for memorization, i.e. when a child is faced with conditions in which he needs to remember something. In such situations, a motive appears to achieve results. The child begins to use some memorization techniques (in the 5th year): repetition, logical memorization by meaning, classification, correlation with previously known.

· Mechanical memorization of meaningless material occurs most easily in a child, due to the fact that the child is attracted to the sound side of the material.

· Eidetism- a feature of the memory of preschoolers, very accurate memorization of all the details in the situation in which the child was.

· The child’s motor memory content changes significantly (movements become complex and include several components). Movements are carried out on the basis of a visual-motor image formed in memory.

· The phenomenon of reminiscence - memorized material is reproduced by preschoolers after 3-5 days much better; those details that were initially forgotten are remembered.

· Verbal memory develops intensively in the process of active speech acquisition, while listening and reproducing literary works, and communicating.

· The child develops personal memories that reflect significant events in the child’s life, successes in activities, relationships with adults and peers. Thus, the development of memory is included in the development of personality.

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Coursework: Development of memory in preschool age. Uruntaeva G.A.