Memory development in preschool children

Memory is a complex of cognitive abilities and higher mental functions for the accumulation, preservation of information and reproduction of acquired knowledge and skills. In other words, memory provides us with the memorization and subsequent use of accumulated information. Memory is necessary for the normal and full existence of a person. The ability to remember provides the child with the opportunity to accumulate experience, and this, in turn, is a necessary condition for the formation of perception, thinking and speech. Therefore, the development of memory in preschoolers becomes an important task for teachers and parents.

How does a child's memory work?

A preschool child is active in learning about the world around him, looking for answers to his questions, trying to get as much information as possible about what interests him. New knowledge is remembered and stored, and when the need arises, it is reproduced. This form of reflection of experience is called memory.

The development of memory in preschool children is inextricably linked with the formation of other cognitive processes. Thus, recognition of objects and phenomena in perception is possible only if they have already been perceived in the past, and information about them is imprinted in memory. On the other hand, the process of memorization is the establishment of connections between what is observed and perceived directly at this moment and what was in the child’s experience earlier.

Objects and phenomena can be reflected in memory, both those to which attention is directed, and those that come into the child’s field of vision by chance, but evoke an emotional response in him. That is why the quality of memorization of various types of information is influenced by the child’s personal characteristics: his interests, mood, preferred types of activities.

The strength of memorization is influenced by the degree of comprehension of the material. Meaningful memorization consists in the fact that a person tries to correlate new information with that which was in his experience earlier, due to which knowledge is systematized.

When learning by rote, a person does not understand the meaning of the material.

What does memory ability depend on?

There are several factors at play here. First of all, age - the older the child, the better his memory works. This direct dependence is associated not so much with the direct development of memory, but with the improvement of the technique of its use. The baby remembers the proposed material without making any effort, based on his natural ability. Older children and adults resort to certain techniques to remember - they connect new information with previous experience, forming associations, prepare notes, etc. In other words, they more actively turn on the mechanism of the so-called mediated memory.

In addition to age, the accumulated knowledge base is important - memory develops with an increase in the amount of knowledge.

The development of memory is also influenced by the level of mental abilities - the more the baby can do, the more actively he thinks about something, the more he is able to remember. As a child grows, his mental abilities develop, and memory develops along with them.

What types of memory are there?

The information that is reflected in memory may be different. This difference lies in the involvement of different senses (analyzers) when perceiving it. There is no single and indivisible memory. In reality, human memory consists of three main components. These are the so-called types of human memory. Each of them is important at a certain stage of memorization. Only the coordinated and harmonious work of all “parts of memory” allows each of us to acquire new knowledge, assimilate a variety of information and remember past events.

The following types of memory are distinguished:

visual (memorizing images and phenomena seen);
auditory (remembering heard information);
olfactory (memory for smells);
tactile (reflection of tactile sensations in memory);
gustatory (memorizing taste sensations).

If we take into account the nature of the child’s mental activity associated with the process of memorization, then memory can be:

Motor - aimed at remembering movements and their sequences. Plays an important role in the formation of walking, running, writing, labor and other motor skills.
Figurative - represents a reflection in memory of objects and phenomena that were perceived through the senses (visual, auditory images). It is figurative memory that is predominant in preschoolers.
Emotional - responsible for remembering experiences. Thanks to this, having recalled some life events, a person can again feel the emotions associated with it (joy, shame, fear). This type of memory serves as a support for the moral education of preschool children.
Verbal-logical - in this case, the object of memorization is thoughts and concepts. In this case, information can be reproduced both verbatim and in a verbal form that is more accessible to humans for understanding.

Depending on how long information will be stored, memory can be short-term, long-term and operational. Short-term memory allows you to store and reproduce information immediately after it is perceived.

Thanks to RAM, it is possible to retain certain knowledge for the time necessary to carry out any activity. If this knowledge, after a person achieves a goal, loses its significance, then it is forgotten.

Long-term memory is responsible for storing information for a long time. Thanks to this, the strength of memorization of the knowledge and skills acquired by a person is ensured.

According to the degree of human activity in the process of memorization and reproduction, voluntary and involuntary memory are distinguished. Involuntary memorization occurs when a person, in the process of some activity, without much effort, learns useful and interesting information. Voluntary memorization presupposes the presence of a goal to assimilate this or that material and is impossible without the volitional efforts of a person.

Depending on the orientation of the child’s personality, memory is characterized by individual characteristics: memory volume, accuracy of reproduction, speed of forgetting. The individuality of children's memory is manifested in the fact that, observing the same phenomenon, different children will remember an unequal number of details, and not everyone will be able to tell well about what they saw over time.

Classification of types of memory

In modern science, it is customary to distinguish some classes of memory into groups:

The type of mental activity involves memory through images. It includes memories through the body's sensory systems, for example, through vision, taste, hearing, smell, and tactile sensations. This type also includes emotional and motor memory.
The difference is awareness. Memory is divided into unconscious, which appears secretly, and conscious, during which a person tries to recall knowledge acquired earlier.
Duration of capturing images. This class includes:

— Instant – holding the information image for a few seconds;

— Short-term – 20-30 seconds with memorization of 4-8 elements of information;

— Operational. Saves information until the end of the current action;

- Long-term. It forms the basis for acquiring knowledge for many years; it is designed for use, which involves many images restored in memory.

Features of memory development in preschool children

The development of memory in preschoolers is characterized by high intensity, changes in its qualitative (level of awareness, focus) and quantitative (volume of material, duration of storage) characteristics.

The main characteristic of the memory of preschool children is the predominance of involuntary forms of memorization. It is easy to remember what is bright, new and interesting for a child, what causes an emotional reaction in him.

Preschool children are actively developing speech, accumulating vocabulary, all this helps to improve the memorization of verbal material. Preschoolers easily remember dialogues from cartoons, songs and poems. Children are already able to notice if an adult makes a mistake when telling their favorite fairy tale.

The need to remember material in children of middle preschool age may arise during games, when performing household errands, or during classes in kindergarten. Faced with the need to remember something, the child begins to look for ways to remember. Thus, some preschoolers, when memorizing presented material, try to connect it with past experiences (associative method of memorization). For example, by remembering images in pictures (a ball, a jump rope, a bow), a girl can combine them by recalling events from her life: “I have a jump rope, but I prefer to play with a ball. And yesterday my mother tied a red bow for me.”

Preschool children often demonstrate the ability to accurately imprint whole situations in memory, and then reproduce these memories in detail. Such memory is called eidetic (figurative). It is based on the visual perception of subjective images. This type of memory gives a very high memorization effect in the child’s learning process.

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 in the shortest possible time. 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 assimilates everything that the parent puts into him and adults can only properly guide and structure his 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.

How to develop a preschooler's memory

A child of preschool age is active in exploring objects and phenomena of the surrounding world; the task of an adult is to direct his perception, to ensure that he receives a variety of information about the subject that interests him. For example, in order to remember the characteristics of an apple, a child must determine its shape, color (use vision), touch it (get tactile sensations), taste it (use taste buds), while an adult will supplement this information with a story about how apples are grown.

The child’s participation in receiving information ensures the strength of its memorization. The material that is intended for memorization must be significant in the child’s activities.

An important role in a preschooler’s memorization is played by his interest in the observed object. Therefore, in the education of preschoolers, creating motivation for activity plays a special role. To do this, when offering a task to a child, you need to try to create an imaginary game situation, evoke a desire to make a discovery, and gain satisfaction from success. For example, a game where the child needs to help guide forest friends across the road will help you remember the colors of traffic lights. Such activity is associated with the child’s emotional inclusion in a situation that requires him to memorize the material.

If an adult sets a child the task of remembering material, then it needs to be done in such a way that it is clear to him why it is needed. Conscious memorization and reproduction of information is already the beginning of the development of arbitrariness of memory. Such purposeful assimilation of material occurs in the process of educational games.

The development of a preschooler's memory is facilitated by adherence to a daily routine. This involves performing certain actions at the same time every day. Such frequent repetition ensures the strength of involuntary memorization.

Thus, the development of memory in preschoolers requires:

constantly involving the child in activities that involve memorizing and reproducing material;
creating conditions for the child’s activity and independence in cognitive activity;
establishing a connection between what is being studied and the needs and interests of the child;
inclusion of new information about objects and phenomena intended for memorization into the system of existing knowledge.

Preschooler memory development

Features of memory development in infancy.

At the first stage of life, memory appears in an elementary form - imprinting and recognizing influences that are vital for the body.
The first impressions of a newborn, which are recorded in memory, can be unconscious (lighting, air or bathing water temperature, etc.) and social (voice, mother’s face, household items). This leads to the accumulation of personal experience, and new forms of behavior are mastered. Figurative memory (in elementary form) appears immediately after birth: in the 1st month. life - the same type of reaction to a repeated stimulus, for 3-4 months. - an image of an object is formed (the foundation of figurative memory): recognizes the mother’s voice and face, which helps to establish contacts with adults, recognizes objects related to feeding; at 5 months distinguishes people by their voice, 6 months. - highlights favorite toy, 7-8 months. - recognition of an object is mediated by a word (“Where...?”), 8-9 months. - recognizes a familiar person after 2-3 weeks of separation. By 12 months - distinguishes a melody if it evokes positive emotions; at the request of an adult, performs simple movements (“hands on”, waves his hand when parting). Recognition of objects usually occurs based on one insignificant feature, but minor changes in appearance can lead to non-recognition of the object.

Gradually, the period between memorization and recognition lengthens. In the form of free recollection, figurative memory is observed only at the beginning of the 2nd year of life.

Motor memory - its manifestation is indicated by the formed reflex to the feeding position (in the “under the breast” position - sucking movements). Activates in the 2nd half of the year, when it begins: active manipulation of objects; crawling and attempts to walk. Emotional memory - manifests itself more clearly in the 2nd half of the 1st year of life, when the child experiences certain emotions when encountering certain objects or situations. The first prerequisites for verbal memory appear by the end of the 1st year of life, when an adult associates a word with an object, their signs, actions, properties.

Thus, memory in infancy is not yet an independent process, but is included in perception and sensation and is involuntary.

Features of memory development at an early age. As a result of expanding familiarization with the objective world, the child begins a new stage in the development of memory. The child begins to master objective actions in accordance with their function and purpose - masters new movements and skills. All this leads to the fact that memory becomes more flexible and mobile.

The child develops ideas about objects, their distance, size, direction of movement, actions performed, and events. The child already recognizes an object regardless of the situation and identifies it by its essential features.

At the beginning of the 2nd year of life, the child’s memory is separated from the process of perception, i.e. becomes an independent mental process. The ability to reproduce an object in its absence arises. The interval between memorization and recognition lengthens (by the end of the 1st year of life, the child recognizes his own face after a 2-3 week separation, at the 2nd year of life - 1.5 - 2 months; at 3 years - after 1 year).

By the end of early childhood, the volume and strength of children's memory sharply increases. The main feature of memory during this period is its unintentional nature, i.e. everything is remembered as if “by itself.” Basically, young children remember what is, to one degree or another, included in their play or some practical activity, what they directly need and are interested in, and what had an emotional impact on them and made a deep impression.

Verbal-semantic memory begins to develop intensively, as the child already begins to respond to the meaning of the word, and not to its rhythmic and melodic structure. In the 3rd year of life, the child understands every single word of the phrase, and his active and passive vocabulary expands.

The memory of young children is characterized by great plasticity; they remember quickly and easily. Unlike adults, a child's memorization is rapid, but often chaotic. A child can remember complex material or retain in his memory random events, insignificant (in the opinion of adults) details, snatches of adult conversations, individual phrases and expressions, the meaning of which may not be entirely clear to him. The plasticity of a child's memory often leads to the fact that he can reproduce unnecessary material that unexpectedly pops up in the child's memory. This is also due to the fact that memorization and reproduction have not yet become completely independent processes, but are only a way of mastering language.

The objective basis for memorizing various words and phrases, nursery rhymes, poems, however, continues to be the rhyme and rhythmic structure of this material. The characteristic features of early children's ideas are their: unsystematic nature; unity; immobility; patchiness (fragmentality). The child “jumps” from one feature of an object to another, from one component of the situation to another. What is often retained in memory is what is unimportant rather than what is essential. Ideas are primarily associated with surrounding household items, toys, objects of animate and inanimate nature, space and time, etc.

The main directions of memory development in preschool age. Throughout preschool childhood, significant changes occur in children's memory. Continuous expansion of horizons, the desire to master knowledge, skills and abilities, and the complication of activities and relationships with adults lead to both quantitative changes in the child’s memory and to those qualitative transformations that ultimately determine the further development of memory. Preschool age is characterized by intensive development of the ability to remember and reproduce.

Involuntary memory and conditions for its development. Throughout preschool age, involuntary memory predominates. The child most often does not set conscious goals for himself to remember anything. Memorization and recollection occur independently of his will and consciousness. They are carried out in activity and depend on its nature. The child remembers what was paid attention to in the activity, what impressed him, what was interesting.

In younger preschoolers, involuntary memorization and involuntary reproduction are the only form of memory work. The child cannot yet set himself the goal of remembering or remembering something, and certainly does not use special techniques for this. The preschooler retains the dependence of memorizing the material on the following features: emotional appeal, brightness, sound, intermittent action, movement (mechanical toys), contrast, unusualness, etc. That is why kids remember for a long time the characters that teachers include in surprise moments. The unexpectedness of the appearance and novelty of the toy, combined with the emotionality of the teacher, leave a deep imprint in the child’s memory.

Until 3-4 years of age, a child’s memory is predominantly unintentional. The child not only does not yet know how to set himself the goal of remembering - to remember, but also does not accept the mnemonic task coming from outside. He also does not master those methods and techniques that would allow him to deliberately carry out the processes of memorization and reproduction. It is involuntary memorization that provides him with a variety of knowledge about objects and phenomena of the surrounding world, their properties, connections, about people, their relationships and activities.

Something that is repeated many times can be imprinted involuntarily. What the child acts with, what is included in his activity, is involuntarily imprinted. Speech is of great importance. The child remembers the objects he handles better if he names them. The inclusion of words in a child’s activity significantly changes his perception and memorization of not only various objects, but also their color, size, shape, spatial location, as well as the actions performed by the child himself.

The productivity of involuntary memorization in children increases with age if the task they perform requires not passive perception (looking at pictures), but active orientation in the material, performing mental operations (grouping pictures by content, inventing words, establishing specific semantic connections).

The quality of involuntary memorization of pictures, objects, words depends on: the content of the material (it is easier to remember visual, close to the child’s life experience); if you draw the child’s attention to the object; the material must make an impression; active action with objects (especially in the game); handling objects, naming them; detailed perception, thinking, grouping; multiple repetition.

A child’s memory is selective: what is better remembered is what is attractive, funny, expressive, interesting, what made an impression. A child’s memory is his interest, so throughout preschool childhood it is very important to make everything interesting for children that they need to remember. It should be taken into account that the material with which the baby did something is easily remembered and preserved: felt, cut, matched pairs, built, rearranged, etc.

Development of voluntary memory.

Life constantly requires the child to use his existing experience. Every day, in practical, playful, and everyday activities, a child must rely on the methods of acting with objects that he has learned and must use the acquired knowledge, skills and abilities. Without this, self-care activities, completing the teacher’s tasks in class, verbal communication with adults and peers, playing games and any other activities are impossible. Increasingly, there is a need to deliberately remember and then remember.

An important prerequisite for the development of voluntary memory processes is a relatively high level of development of immediate memory, because the richer the experience and knowledge of children, imprinted by them involuntarily, the easier it is to use the products of involuntary memory in the practical and mental activities of preschoolers. With age, the structure of mnemonic activity becomes more complex: direct and involuntary memorization develops into complex, consciously regulated activity, based on more and more complex ways of processing the memorized material, i.e. The main qualitative changes in the memory of a preschool child consist of a gradual transition from its involuntary forms to voluntary ones.

The development of voluntary memory begins with the child identifying special mnemonic tasks for memorization and recall. Moreover, the goal to remember appears before the goal to remember; voluntary reproduction develops first, followed by voluntary memorization. The child realizes and identifies mnemonic goals only when faced with conditions that require him to actively recall and memorize. However, the mere presence of such a requirement cannot yet lead to awareness of this goal. The motive that motivates the child to activity is also important; it is important that the goal is accepted by the child.

The most important change in a preschooler’s memory occurs around the age of four. Memory acquires elements of arbitrariness. Previously, memorization of material occurred simultaneously with the performance of some activity: the child played and remembered a toy, listened to a fairy tale and remembered it, drew and remembered the names of the colors of the spectrum. In older preschool age, memory gradually turns into a special activity, which is subordinated to the special goal of remembering.

The child begins to accept the adult’s instructions to remember or remember, to use the simplest techniques and means of memorization, to be interested in the correctness of reproduction and to control its progress. The emergence of voluntary memory is not accidental; it is associated with the increasing regulatory role of speech, with the emergence of ideal motivation, with the ability to subordinate one’s actions to relatively distant goals, with the formation of voluntary mechanisms of behavior and activity.

Stages of development of voluntary memory

1. Initially, the goal to remember is formed verbally by an adult.

2. Gradually, under the influence of educators and parents, the child develops the intention to remember something for recall in the future. Moreover, recall occurs earlier than memorization becomes voluntary. A preschooler, having difficulty in recalling the required material, comes to the conclusion that he did not remember well in the past.

3. Awareness and identification of a mnemonic goal: a) when the child encounters words that require him to actively recall and memorize; b) the motive that motivates the child to activity and the acceptance of the goal are important (better in the game).

4. The child recognizes and uses some memorization techniques, distinguishing them from familiar activities. With special training and control by an adult, logical memorization techniques, which are mental operations, become available to the preschooler. Initially: repeating the instructions after the adult; speaking the material in a whisper; touching pictures; their spatial movement, etc. In the future: semantic correlation and semantic grouping; schematization; classification; correlation with previously known. This promotes the development of arbitrary logical memory.

5. The effect of self-control first appears in a child at 4 years old. A sharp change in its level occurs during the transition from 4 to 5 years. Children 5-6 years old already successfully control themselves, memorizing or reproducing material. With age, the desire for complete and accurate reproduction changes. If at 4 years old children make self-corrections in the retelling in connection with plot changes, then 5-6 year old preschoolers correct textual inaccuracies.

So memory becomes more and more under the control of the child himself.

An important point in the development of a preschooler’s memory is the emergence of personal memories. They reflect significant events in the child’s life, his success in activities, relationships with adults and peers. So, a child can long remember an insult inflicted on him, a birthday present, or how he and his grandfather picked strawberries in the forest last summer.

Development of other types of memory.

In preschool age, the main type of memory is figurative. Its development and restructuring are associated with changes occurring in different areas of the child’s mental life, primarily in cognitive processes - perception and thinking. Thus, the child predominantly highlights the most striking features of an object, without noticing others, often more important.

Therefore, ideas, preserved images of previously perceived objects, which constitute 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.

The main content of children's memory and children's knowledge are ideas, i.e. specific, visual images of objects, their properties, actions. These are, first of all, ideas about surrounding people and their activities, about household items, toys, about objects and natural phenomena - trees and flowers, birds and animals, rain, snowfall, rainbows, about space and time, about fairy-tale characters, music, paintings and so on. They are the “building material” that a child uses in his games, drawings, and stories. Without clear and correct ideas, children cannot further acquire the necessary concepts. These features of ideas clearly appear in the early activities of a preschooler, especially in drawings.

In 3-4 year old children there is often a confusion between what actually happened and what the child invented himself. Sometimes adults take this for a lie, but here there is a combination of fantasy and memory.

Thus, during preschool age, noticeable changes occur in the development of figurative memory:

1. The volume of stored views increases.

2. Thanks to the development of perception, ideas about objects and phenomena, schematic, united and diffuse (vague, unclear) in younger preschoolers, become more and more meaningful, clear and differentiated. At the same time, they acquire an increasingly generalized character.

3. Representations become coherent and systematic. They can be combined into groups, categories or pictures.

4. The mobility of stored images is increasing. The child can freely use them in different activities and in different situations.

5. Becoming meaningful, ideas are increasingly subject to control. Older preschoolers can call them up at will and combine them in accordance with a specific task.

The content of motor memory changes significantly in a preschooler. Movements become complex and include several components. In children of middle and senior preschool age, some movements and actions become skills, since it is motor memory that underlies their formation. At preschool age, children develop numerous new and varied skills, primarily labor, educational (pencil movements, shading, cutting, gluing, bending, etc.), basic physical education (stepping, running, jumping, climbing, crawling, turning, catching and throwing a ball; movements to music and their changes in accordance with the characteristics of its tempo and rhythm). In the formation of skills in early preschool age, a significant role is played by demonstration, a model that children imitate.

However, the persistence of such a learned movement is extremely insignificant. With age, verbal instructions become increasingly important. At first it is combined with the demonstration of movement, and then reliance on the model becomes unnecessary.

The developing skills, as well as the images of perceived objects retained by the child, are at first very unclear and unstable. By performing the same action several times, the child makes many unnecessary movements. Many muscles are tense, the child gets tired quickly, and actions are uneven, scattered and slow. Only as a result of repeated repetitions only the necessary movements remain.

Verbal memory develops intensively in the process of active speech acquisition: when listening and reproducing literary works; storytelling; in communication with adults and peers. Reproduction of the text, presentation of one’s own experience becomes logical and consistent.

Voluntary memorization is divided into mechanical and logical, depending on the method of memorization used by the person.

Mechanical memorization continues to be the main one in older preschool age. From repeating out loud, children move on to repeating in a whisper or silently. In the process of mechanical memorization, the child relies only on external connections between objects. Therefore, children easily remember rhyming rhymes, verbal puns, insufficiently understandable phrases, meaningless material, and can reproduce verbatim material that is not always meaningful.

The reasons for this fact: interest in the sound side of this material; emotional attitude: feeling funny, comic; often this material is included in play activities. For children, the task of remembering is often realized by literal reproduction, with all the details and features. Children do not allow distortion of the original, rearrangement of words, omissions, and often correct adults if they modify the material.

Limited speech capabilities of children, such as an insufficient supply of words, expressions, antonyms, do not at all indicate a lack of understanding by them of what they remember and reproduce. The tendency not to delve into the meaning of what is remembered is not an age-related feature of children's memory. Children who are intellectually passive, not accustomed to mental effort, and who do not know how to think, most often take the path of rote learning in older preschool and primary school age.

The role of literature in the formation of memory of preschool children

One of the most effective methods of achieving the desired result in developing memory in preschool children is reading fairy tales and other children's literature, as well as listening to children's audio books. Reading fairy tales and stories is very important for the development of memory in preschool children. When choosing fiction for a child, you need to make sure that it is accessible to his understanding, has a connection with his life, and contains pictures that correspond to the meaning of the text. Preschoolers enjoy listening to stories about children and commenting on illustrations, because it is close to their experience. Thus, based on listening, the opportunity to examine the image, to emotionally experience the events described, a holistic image is created in the child’s mind, which is easily remembered.

If the content of a fairy tale or story is interesting to the child, you can invite him to answer questions or retell the text based on the illustrations. Reproducing new information for an adult is also a way to develop a child’s memorization skills. Repeated repetition ensures the strength of storing the material in memory.

The role of play in the development of memory in preschool children

Play is the leading activity for children aged 4-6 years, so the development of memory in children of this age group involves the use of gaming techniques that increase the motivation to remember. For example, by playing the role of a buyer in a game, a child can remember the list of products that he should purchase. But memorizing the same list outside the game will not be so productive and will require a significant number of repetitions.

The development of memorization is facilitated by finger games, which involve establishing a connection between a word and an action and ensure the child’s activity in mastering new knowledge - the baby, listening to the adult, repeats the movements after him. After several repetitions, the child will try to independently reproduce not only the movements, but the words.

Minerals, vitamins and amino acids that help improve memory

Vitamin C is the real king among vitamins, which is capable of increasing the mental activity of the brain, along with its other great abilities to work wonders in our body. Every child probably knows where vitamin C is found. And of course these are bell peppers, cabbage (especially sauerkraut), spinach, broccoli, many berries (currants, raspberries), rose hips, and of course citrus fruits.
Choline, or vitamin B4, is used by the body to produce the neurotransmitter acetylcholine, which is essential for the normal functioning of all cells. Choline is especially important for brain function, as it affects areas of the brain responsible for memory functions and learning throughout life. Choline is also essential for transporting nutrients throughout the body, including the brain. Eggs are a rich source of choline and other sources include beef, cauliflower, wheat, peanuts and lettuce. Similar to taurine, choline is usually fortified in milk powder. Products containing choline - meat, milk, soy, egg yolk, cauliflower. These foods also contain other B vitamins, which also have a beneficial effect on brain function.
Taurine is an amino acid that supports neurological development and increases memory power in children. Taurine is also believed to have antioxidant properties that help brain function. Taurine is found in meat, fish and breast milk. Most commercially produced dry formulas are fortified with taurine, since the body of young children deprived of breast milk does not have the ability to synthesize taurine from their diet. Regular cow's milk does not provide enough taurine.
Folic acid reduces homocysteine levels, elevated levels of which have a bad effect on memory. Foods rich in folic acid include whole grains, soy, spinach, green peas, broccoli and oranges. There is ample research evidence to support the use of folic acid as a memory booster.
Vitamin K (phylloquinone) strengthens the walls of blood vessels, protects them from destruction and gives them elasticity, prevents the development of atherosclerosis of all vessels, including brain vessels. It is known that this substance improves memory and activates mental activity. This vitamin is found in foods of plant origin - spinach, white cabbage, green tea and black tea, tomatoes, broccoli, dates, watercress, legumes and many others. etc. Among animal products, vitamin K contains beef liver, cod liver, eggs, and goat milk.
Omega 3. The benefits of this polyunsaturated fatty acid are that it promotes brain development. Food sources of omega-3 fatty acids include fish oil and some vegetable or nut oils. Tuna, salmon and herring are also animal sources of Omega 3s. Peanuts, walnuts and almonds are also common sources of this fatty acid. For children who do not like to eat fish or nuts, fish oil is available in capsules or in the form of gelatin figures with different flavors.
Magnesium is necessary for our body and brain, as it is an anti-stress substance, participates in the metabolism of fats, carbohydrates, proteins, transmission of nerve impulses, cleanses the body of toxins, and so on. This trace element improves memory and attention. Magnesium is found in almost all nuts, cereals, sprouted cereal grains, mustard, bananas, seaweed and legumes. Among vegetables, magnesium is found in sufficient quantities in broccoli, beets, avacados, onions and greens. Cocoa fruits and, accordingly, dark chocolate are also rich in magnesium.
Selenium is a powerful antioxidant necessary for strengthening memory, as it protects nerve cells from their destruction. Selenium is found in herring, crab, garlic, oregano, olive oil, shrimp, porcini mushrooms, wheat germ and Brazil nuts.

Parents should also know that if a child has serious memory problems and it is very difficult for him to remember, it may be worth contacting a neuropsychologist.

Formation of arbitrary memory

The prerequisites for the development of voluntary memory in a preschooler are personal age-related changes. Volitional functions begin to form. The child learns to subordinate his actions to accepted rules; at the suggestion of an adult, he tries to control his speech and pronounce words correctly.

In preschool age, the formation of will-controlled mechanisms that control behavior and activity occurs.

The use of volitional efforts is manifested in relation to every cognitive process, including memory.

It is interesting that remembering first becomes arbitrary. A mother will ask a 3-year-old child where he put his toy, and the child will try to remember. And, often successfully.

Voluntary memorization comes later. The exception is a simple chain of actions. Younger preschoolers remember well how to play a “melody” of three notes on the piano, and how to put together an elementary structure according to a pattern.

Patterns of formation of arbitrary memory

The development of voluntary memorization is subject to certain patterns. It is not immediately that a preschooler comes to the point of aiming to learn certain information. First, an adult formulates such a goal for him: “Let’s learn a poem,” “I’ll show you a few pictures, try to remember what is shown in them.”

Even with an immediate response, the child will show attention too superficially. The first result will be weak.

If a preschooler is somehow affected by a disappointing indicator, he will agree to try again. Reproduction will be more successful, but not sufficient.

Only when the child himself realizes that he is experiencing difficulties in reproduction will he direct efforts to remember every word, every picture.

From here follow the conditions for the development of voluntary memory. For effective memorization, a preschooler must have a motive. Motivation can be different: competitive (to remember more than others), a challenge to oneself (I will remember the first time), responsible (I must remember in order to convey it accurately).

Games and exercises for developing memory in preschoolers

Game: “Explain without words.” Goal: development of motor memory. A game for a group of children from 4 years old.

One child stands next to the adult, the rest turn their backs to them. The adult shows the child a series of movements that contain certain information. For example, he walks (I went into the bathroom), imitates washing his hands and washing his face (I washed my hands and washed my face). The child immediately repeats after the adult. And when the other children turn to face them, he reproduces the entire series of sequential movements for them. Participants must guess what the child was trying to tell them. The complexity of the selected movements and their number depend on the age of the children.

Game "What's missing?" Goal: development of figurative memory.

To play, you will need 3 to 7 small objects (depending on the age of the children), for example, small animal figurines.

It is better to play the game individually or in a group of no more than three children. The figures are lined up, each is named and discussed. Next, the child is asked to close his eyes, and the adult quietly removes one figure. In the case of animals, a game task for a child might look like this: “Look, who’s missing? Who went for a walk?" And the task arises of remembering all the figures that were presented and determining which one is missing.

Exercise “What did it sound like?” Goal: development of auditory memory.

The exercise uses musical toys, for example, a bell, a rattle, a tambourine, a drum.

Toys are shown to the child. He can explore them, listen to how they sound. The adult suggests the name of each item. After this, the child turns away, the adult rings the bell, for example. Game task for a child: name which toy makes such a sound.

Exercise “Remember and name.” Goal: development of short-term memory.

To carry out the exercise, you need to find a plot picture, for example, which depicts children playing.

The child studies the picture together with the adult, names what objects are depicted, and describes them. After this, the picture is hidden, and the child is given the task: “Remember what you saw in the picture?” If difficulties arise, you can prompt the child by asking questions.

Game "What's in the bag?" Goal: development of indirect memorization.

To play you need a bag and 3 to 8 small objects, for example, a ball, a bell, a pencil, an apple.

Looking at each object, the child comes up with what it looks like, for example, a ball - like the sun, a pencil - like a stick. After this, all the items are collected in a bag, and the adult gives the task: “Remember what I have in my bag according to my clue words.” And so the child, according to the definition word, must remember all the objects: the sun - a ball, a stick - a pencil, and so on all the others.

Games for memory development

For very young children (10 months - 1.5 years), there are games that develop memory, for example, “Find the toy”.
First, in front of the child, a toy is placed under one of the two diapers lying in front of him. The baby will begin to study them, as if trying to figure out what kind of toy it is? The concentrated expression on his face will show that he is trying to remember where she was hidden. Finally, he will pull off the diaper and be glad that he was not mistaken. This experiment is repeated several times, and the toy is always placed under the same diaper. And then, under the baby’s supervision, they hide it under another one. And, although the little one saw everything perfectly, for some time he will still look for the toy in the same place. This happens because this particular option is recorded in his memory. Later, from 1 to 1.4 years, the search time is reduced: now the baby remembers where you put the toy, or even notices the bulge and can figure out what’s under the diaper. The game “Hide and Seek” is also good for memory development in young children, starting from 8-10 months. The easiest option is to throw a scarf over your face and ask: “Where is mommy?”, and then open your face or let your baby pull the fabric off. With a slightly older child, about a year old, you can try hiding behind a chair or headboard for a few seconds. When the mother “disappears,” the baby’s memory preserves her image, and when she appears again, the baby experiences genuine joy from the coincidence of this image and the mother’s appearance in reality.

Children over 2 years old are perfectly developed by the game “What’s gone?” ("What is missing"). Several objects and toys are placed on the table. The child looks at them carefully for one to two minutes and then turns away. At this moment, the adult removes one of the objects. The child’s task is to remember which item is missing (for children of older preschool age, a more complex option is offered - with the disappearance of two or more toys). Children's responses may vary. Depending on readiness, the baby can find a toy on another table, in the room, at a more distant distance, choose a sign with the name of the toy, etc. This game has another option. The child needs to remember the location of the toy among others, and after the adult behind the screen breaks this order, return it to its original place. The opposite version is also possible - the game “Who came to us?”, when the adult does not remove, but adds an object or several objects behind the screen.

There is another memory game - “Box”. Children from 2 to 6 years old can play it. The box is made up of small boxes, which are placed in pairs and glued together. Their number gradually increases (by older preschool age up to 12 pieces). An object is hidden in one of them in front of the child, after which the box is covered with a screen for a while. Then he is asked to find an object.

Exercises to develop memory and attention

"Detective". Development of voluntary attention. The child looks at 15 pictures for 15 minutes, after which the pictures are removed; The child must name the pictures that he remembers.
"Pyramid". Development of short-term mechanical memory. The adult tells the child one word, the child repeats; then says two words, the child repeats, then three words, the child repeats, etc.
"Pathfinder". The adult shows the child a toy and says that he will hide it in the room now; the child turns away; the adult hides the toy, and the child must find it.
"Cloth". The child must remember in what order he put on the items of clothing in the morning.
“What did you have for lunch?” The child remembers what he ate for lunch.
Draw the same one. An adult draws a simple object on a piece of paper, the sheet is turned over, and the child must draw the same object.
“I put it in a bag.” An adult puts various objects into a bag in front of the child; The child must remember what is in the bag.
"Short story". An adult reads a short story, the child must repeat it.
"Tower". The child is shown a schematic representation of a tower consisting of many geometric shapes. The child must remember these figures and name them.
"Stick Figure" An adult lays out a figurine from sticks (pebbles, twigs, beads); the child remembers it and puts out the same one from memory.

Mnemonics is an effective method for developing memory in preschool children

Many of you watched the show with the host Yakubovich - “I Can”. Do you remember how people with phenomenal visual memory surprised and delighted you? One of the participants said that he started training his memory quite recently and shared that he used one technique for training, namely, mnemonics. Mnemonics (“the art of memorization”) is a technique for developing memory, which is based on the creation of images and associations. In other words, to learn to remember, you need to imagine various objects in your imagination. The child has excellent associative memory and a rich imagination, so mnemonics are very effective for the development of memory in childhood. The main principle of this method is to create the most complex associative chain. The more unusual the situation you create in your mind, the more strongly it sticks in your memory.

Some kindergartens practice mnemonics to develop memory in preschool children, but there are not many of them, and most likely you will have to master this technique yourself with your child. There is literature describing this technique on the Internet, as well as on bookstore shelves. One of the most interesting and useful books on mnemonics was written by R. Geisselhart and it is called “Memory. Memory training and concentration techniques." This book describes this technique and exercises in detail and popularly. Once you have mastered it, you will be able to practice with your child on your own, and you will also learn to train your memory.

Methods

First, you need to get to know exactly what methods of memory development children have and which of them can be successfully implemented at home. It would also be a good idea to find out in kindergarten and school what they use there, so that there are no contradictions in pedagogical systems.

Games

Since the leading activity in childhood is play (especially in preschool children and in primary school), this method of memory development is considered one of the most effective. The choice is quite large. The main thing is to fit into the age range.

For the development of visual memory

"Let's go to the exhibition"

An illustration, a picture, a reproduction of an artistic canvas (depending on age) is given for study for 30-60 seconds. The task is to describe it in detail.

"Auction"

Several toys are displayed and removed after a minute. Whoever describes the items they like the most and in more detail wins.

For the development of auditory memory

"Telling a fairy tale"

In a group of 5-7 people, each person takes turns composing 2-3 sentences; all subsequent storytellers should not be confused about the characters and should continue the storyline to make a fairy tale.

"Shop"

Talk out the shopping list (the number varies depending on age) so that the child remembers it.

These games will help develop memory in preschoolers and primary school children. Teenagers need to be offered something different. In particular, tabletop (chess, checkers, lotto) and computer (strategy, action).

For more memory development games, see the link.

Exercises

Special exercises help train your memory well. They are already deprived of a playful form and prepare children for the fact that this process often requires effort and perseverance. In adolescence, this method becomes the leading one.

"Remember the words"

An adult says aloud several unrelated words. The task is to repeat them in the same sequence immediately, after half an hour and after 2-3 hours.

"Sea of Sounds"

A melody or any sound is turned on. We need to guess a song, a piece of music, or who pronounces such sounds and where we can hear them.

"Pig in a poke"

Having put your hands into a closed and tight bag, you need to feel the objects lying there and name what they are.

"Young Artist"

The adult names the words, the child draws them. At the same time, it is not necessary to depict every detail and strive for proportions and aesthetic artistry. The task is to name these words in an hour, using your own illustrations.

Exercises that develop memory are good because they can be used at literally any age by choosing the right tasks. After 12 years of age, a child can perform them independently, without adult supervision.

Techniques for different ages are in the article earlier.

Neurobics

Neurobics - gymnastics for the brain. Modern developing technology at the peak of popularity. Programs adapted for children have already appeared.

Mental arithmetic, without a calculator.
Solving puzzles, crosswords, riddles.
Go with your child to kindergarten, school, store, or just for a walk on different routes. Let him remember the characteristics of each.
Starting at the age of 10, ask him once a week to perform familiar actions with the other hand: brushing teeth, holding a spoon, writing.
Ask your child a basic question and ask him to answer in different ways.

Example of the last task.

Question: what kind of apple is this?

Possible answers:

“Delicious” (green, big and its other characteristics using adjectives).
“I need to try it to answer this question.”
“It was bought in a store” / “It was recently picked from the garden”, etc.

Neurobics develops thinking, brain activity and intellectual abilities, and at the same time trains memory. The volume of memorized information becomes larger.

Finger gymnastics

Finger gymnastics synchronizes the work of the right and left hemispheres, and also helps to develop the child’s speech abilities at an early age. Experts say that it must be included in memory training classes from 3 to 10 years and even older. There are a huge number of complexes in verse that will be interesting to all children:

White-sided magpie;
Bunny;
Lock;
Ship;
Berries;
Maple;
Fish and many others.

Example of the “Lock” exercise:

All poems for finger gymnastics exercises are read by adults clearly, rhythmically, but slowly. For the first time, you can do everything together, and then ask the child to repeat the movements to the words of an adult independently.

Speech exercise

To develop a child’s memory, you definitely need to speak tongue twisters with him. With age they should become more complex and longer. They activate the speech areas of the brain and strengthen neural connections.

For preschoolers

Ivashka has a shirt, the shirt has pockets, Pockets have a shirt, Ivashka has a shirt.

For elementary school

Grass in the yard, firewood on the grass. Don't cut wood on the grass in your yard.

For teenagers

The cap is not sewn according to Kolpakovsky, the bell is not poured according to Kolokolovsky. The bell needs to be re-capped and re-caulked, the bell needs to be re-bellied and re-caulked.