Development of memory in preschoolers games and exercises

Development of memory in preschool children. It is impossible to imagine a mentally healthy person without memory. This simply cannot happen. After all, memory is a tool with which an individual can apply his experience and rely on previously acquired knowledge. It is important to teach your memory to work correctly so that it does not fail. For this, a fertile period will be preschool age, when the emergence and development of mental activity occurs.

Features of memory development in a preschool child

Each time period of a person’s life is different from others, because at each stage new knowledge comes. In addition, the ability to remember depends on a person’s physical and mental abilities. In preschool age, memory is excellent, the child literally grasps everything on the go. Everything he learns interests him; this is the process of cognition. But what seemed uninteresting will remain overboard.

Memory is a meaningful action. If a child does not understand something, he will not remember it. Involuntarily, things that touched and impressed the child are remembered. And in order to remember something that, in a child’s opinion, is not at all interesting, you need to work hard. Meanwhile, the child who is already learning to analyze, compare, generalize, and masters other operations of mental activity remembers better.

Bright pictures are very important for children; their eyes catch colorful illustrations, and their brain forces them to put these images in their memory. Movement also helps memory. A child cannot be passive, so outdoor games and exercises help develop his memory.

The first important stage in the period of growing up of a preschooler appears at the age of four. If before this period there were first actions that gave rise to memorization, then in the middle group of kindergarten the child can already remember the words spoken to him and perform some actions based on instructions. He can even plan some actions himself based on the remembered material, and first of all, the support for these memories will be the child’s personal observations.

At the age of five, a preschooler comprehends logical memorization; adults help him with this when they give some instructions or explanations for any actions. During this period, the interaction of mental operations is important.

Additional recommendations

If you have decided to develop the memory of a preschooler, then you should not limit yourself to direct methods. There are a number of conventions that have a significant impact on brain function, which can significantly harm the effectiveness of training. Therefore, it is very important to pay attention to them, as well as bring all the necessary changes into the child’s life.

Daily regime

Establishing the correct daily routine is an important condition, without which it will not be possible to develop memory. A child needs to sleep at least 8 hours every night, and he must have enough free time during the day or evening to devote to his favorite entertainment.

It is important to plan the day for your child in such a way that he does not experience overwork. Even if you need to perform a difficult task for a very long time, you must take short rest breaks. You should also make sure that the baby does not suffer from idleness and is not lazy.

Emotions

The emotional component is of greatest importance in the life of a preschooler. It is on her that the future of the baby, the characteristics of his development and the perception of the world around him depend. Parents should devote as much time to him as needed. Lack of communication is detrimental to a child’s psyche.

You need to spend a lot of time with a preschooler, give advice, show care, and help if necessary. He must feel parental love. Only in this way will he have the desire to develop, be a good person and communicate with the people around him.

Nutrition

Almost every parent prohibits their child from eating junk food. For this reason, children make scandals, cry, get very offended, and the most desperate ones simply run away from adults, without thinking about the consequences. Therefore, you need to prepare the child by explaining why certain foods cannot be eaten.

Fatty or fried foods, fast food, carbonated drinks should be excluded from the diet, and the amount of sweets consumed with baked goods should be limited. The most beneficial will be: nuts, grains, fruits, vegetables, herbs, mushrooms, cheese, white meat, seafood, fish and liver.

Physical activity

Movement is life. It even affects the level of intellectual development and the quality of memorization. This is due to the fact that physical activity increases blood circulation, which increases the efficiency of the brain. At the same time, metabolism is normalized, the likelihood of the occurrence of certain diseases is reduced, and mental stress disappears.

For preschool children, light jogging in the park, dancing, yoga, and swimming are suitable. It is acceptable to engage in other sports, but when choosing, be sure to take into account the child’s personal wishes.

It is recommended to spend more time outdoors. This is especially useful for children's bodies. With daily walks, memory development during preschool age will become even more effective.

Types of memory

Development of memory in preschool children. There are several types of memory.

motor,
emotional,
verbal-logical,
figurative.

In turn, it is necessary to note involuntary memory, when images and objects are remembered as if by themselves, without any effort, and voluntary, when a diligent process of memorization is underway. Involuntary memory is typical for younger preschoolers. Older preschoolers are already beginning to master voluntary memorization.

Emotional development of a preschooler

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, play certain sports, drive 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 the images he previously perceived 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.

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.

Long-term memory is considered the most important memory in the development of a person as an individual.

memory is considered the most important memory in the development of a person as an individual . 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.

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.

Reproduction forms

Forms of reproduction can also be divided into groups.

The simplest thing is recognition. If a person has seen or heard something before, he will certainly recognize it.
The second form is memory. For memory it is not important to see the object. It is important to remember its signs.
The third form is recollection. In this case, remembering can be difficult; in order to remember, you need to make an effort and character.
The fourth form is forgetting. It is impossible to remember everything all the time. Forgetting is the case when the brain refuses to remember the characteristics of an object or replaces one object or phenomenon with others because recognition is blurred.

In preschoolers, figurative memory dominates. He remembers the signs of an object and phenomenon, if they are vivid and catch his imagination. Can remember minor details, but most importantly, forget important things.

In addition, when working with children, you need to remember another feature of the children's brain: selectivity. Everything that is interesting to a preschooler is remembered without difficulty. Everything that is boring and uninteresting is immediately forgotten, because there is no fixation on its main features.

The third feature: repetition is the mother of learning, teachers say following the author of the historical phrase. If a child repeats the same actions over and over again, he automatically remembers.

The fourth distinctive feature of a preschooler’s memory is that emotional influence leads to memorization. What touches you cannot help but leave a trace in your memory.

When the amount of information accumulates, with the development of perception, the child is able to master coherent and systemic ideas. And the next step will be meaningful operation of the acquired knowledge.

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.

Norms of memory development in preschoolers

For a specific age stage there are different norms.

Up to a year - motor memory, there are reflexes, memorization at the level of emotions.
1-2 years – development of the nervous system, figurative memorization.
2-4 years – development of mechanical memory, memorization and logical thinking skills, recognition predominates, interest is important for memorization.
4-5 years – involuntary memorization, voluntary begins, recall prevails.
5-7 years - arbitrary. The volume of normal memorization is from 8 out of 10 items.

Developmental techniques for children

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.

How to measure a child's memory

Development of memory in preschool children. You can measure your child's memory using special tests.

Visual memory

The child is invited to look at the pictures. It will take one and a half minutes to open. Then the child is asked to draw from memory what he saw.

If the child correctly drew most of the objects, his memory is good. If not, there are memory problems.

Another option is to show the child pictures, ten in total. Then they ask him to name the objects he saw.

If the child correctly named more than 8 pictures, his memory is good. If you made a mistake about five times, the result is average. If you made more than five mistakes, then your memory is bad.

Auditory memory

The teacher calls out the numbers, the child must repeat after him. If the child names at least 5 numbers from a series correctly, then his memory is good.

Recognition test

The child is shown a picture depicting certain objects. Then he is asked to find these objects in a large picture.

If a child managed to find at least eight out of 10 objects, his memory is good. Made more than five mistakes - the result was weak.

Simple workouts

Achieving memory development in preschoolers is not as difficult as it might seem at first glance. You just need to provide the child with comfortable conditions, as well as put into practice the techniques you like, but do this in such a way that the child does not experience negative emotions during the training process. To fulfill the last condition, it is necessary to take into account the interests of children, giving them the right to vote in the choice of technology for development. It’s best to start with methods that are simpler and more accessible in everyday life.

Poems

At school, many children begin to dislike poems, because... It is extremely difficult for them to cope with memorizing long poetic works. If you learn interesting rhymes before school, then this outcome can be prevented. At the same time, memorizing even light quatrains will be beneficial, making the child’s memory much stronger.

It is important that the child himself likes the poem. At the same time, parents should in every possible way encourage his desire to learn a few more lines. It’s enough to simply praise the baby, saying how great he is. It is best to approach learning poems at the age of 5-6 years.

Memorizing information

Simple memorization is a popular method for schoolchildren to memorize important information. But it can be extremely effective for preschoolers too. This is due to the fact that with active memorization, the child’s memory is seriously trained, becoming stronger. For these purposes, you can select short, simple rules or interesting facts. The child will have to reproduce the memorized text as accurately as possible.

It is not recommended to get carried away with this method, because... it may have a negative impact on future learning. If a child gets used to memorization, then involuntary memory will work less effectively, and the desire to understand and understand the subject will be blocked by attempts at simple memorization.

Reading

Literature can also be very useful in developing memory. If the child has already learned to read, then he can be given simple books that he can master. Preschoolers who cannot yet read even a short story on their own should be helped by their parents. You just need to read any interesting book to your baby before bed or during the day.

After reading, parents should discuss the story they read with their child. You can ask for comments on certain events, tell your impressions, or offer to find references to certain things on the pages of the work. It is also advisable to give the child the task of briefly retelling the story he heard.

What I saw

A very simple method to strengthen your memory. It represents an interesting interaction between parents and child. The idea is that adults ask the child questions or ask him to talk about any recent event. For example, going to the circus or an evening walk. You need to choose activities that evoke a lot of emotions in your child.

With such discussions, the child will develop memory, sociability, outlook, as well as a desire to show increased attention to detail. It is important to ask questions with motivation, so that the child understands why he is being asked about this, and the conversation does not resemble an interrogation.

Associations

One of the most effective mnemonic techniques is association. They are very often used by children to memorize information, but when used purposefully, this method leads to memory strengthening. Its essence is to create associative chains in which each item is connected to each other by a certain characteristic. This memorization allows you to retain the maximum amount of information in your memory.

It is recommended to use the technique for preschoolers 6-7 years old. Younger children will not be able to fully use all the conditions of associative chains.

Scientists have proven that 70% of information received is forgotten the very next day, another 25% is forgotten within a month. It turns out that of the memories that are not further consolidated, only 5% remains in the head.

Exercises and games to develop memory

Remembering that it is easier for a preschooler to remember things that he understands, you need to build the learning process through play, based on motor activity and emotions caused by interest.

Development of figurative memory

Development of memory in preschool children. The child’s ability to involuntarily memorize objects can be used in the “Classification” game. In this case, the child is offered several pictures with images of some objects. The child needs to arrange the illustrations into groups. For example, he must arrange pieces of furniture into “rooms”: bedroom, living room, kitchen, bathroom. Or there are pictures of animals. The child should put domestic animals in the “house” and wild animals in the “forest”.

The game “Shop” will help to develop figurative memory. The child shopper “does” the shopping, who must put into a basket the items he was told to “buy.”

Development of imagination in preschool children

Development of auditory memory

When a child hears some information, he mentally processes it and only then takes action. What if the child does not know how to listen and hear? Then there is no need to talk about his future success at school. Therefore, it is very important for preschoolers to develop auditory memory. You can use these exercises.

Verbal relay race

In this game, the leader names a word. The child must repeat the word that the leader said and say his own word. Then it’s the presenter’s turn. He names these two words and adds a third. Child's turn: he repeats all the words and adds a fourth word. It is desirable that the words be on a specific topic: “Summer”, “Vegetables”, “Transport”, “Dishes”, etc. The one who made a mistake, knocked down the verbal chain, lost.

Game of colors

In this exercise, the child must color the picture. But before that, he listens to a text passage that talks about the plot in the picture and names the colors. For example, in the picture there is a house with a brown roof, red apples grow on the tree house, and blue flowers grow in the clearing. In order to color the picture correctly, the child must remember the text.

Tact

Clap your hands or knock with a hammer, beating time. The child must repeat the sound combination.

Memory

Memory is a property of human consciousness, the renewal in the consciousness of those images that once made an impression. Not a single mental function can function without the participation of memory.

Definition 1

Memory is a form of mental reflection of experience and underlies personal experience, training and education, the acquisition of knowledge, and the formation of skills.

The most favorable age for memory development is preschool childhood. Lev Semenovich Vygotsky believed that memory is the dominant function and goes a long way in its development.

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Development of visual memory

Development of memory in preschool children. Bright pictures attract children's attention, but are kids able to retain the image in memory? To develop their abilities, you can invite preschoolers to play the following games:

"Restore the pattern"

A pattern is laid out on the surface using painted parts. The child remembers it. Then the child is asked to lay out the same pattern from memory.

"Scout"

There are objects on the table. The child looks at them and remembers what and where it is. Then the child turns away, and some objects are swapped. The child must name the objects that were moved.

"Walk"

While walking, the child sees many colors and objects, he involuntarily remembers what attracted his attention. An adult should help focus attention. After the walk, you can ask your child to draw what he remembers.

In children of different ages

Let's consider the features of memory development in children depending on age. Newborns have motor memory, the basis of which is conditioned motor reflexes. Simply put, the child remembers his basic actions and can demand food with some specific movement.

At 5 months, the active development of emotional memory begins - the baby recognizes mom and dad and rejoices when they appear. By 12 months, he has already memorized a fairly large number of objects and can point to them with his head at the request of an adult.

From one year to 2 years

A child at this age must complete the main task - learn to walk. The boundaries of his external world are expanding. He learns and remembers a lot of new information about the surrounding reality, its objects and realities. The formation of figurative memory comes to the fore, and the first conscious memories appear.

2–4 years

Speech is actively developing, memories are becoming increasingly clear.

The features of the period are:

formation of long-term memory;
What is remembered first of all is what affected the emotional sphere of the baby;
memory is involuntary, the child does not strive to learn anything;
motor memory allows you to improve physical abilities and skills - the baby learns to jump, climb;
The baby can remember no more than 3 words at a time.

Verbal memory is combined with semantic memory, which makes it possible to compose a short plot story.

5–6 years

Visual-figurative memory continues to develop. The child remembers better what caused an emotional response in him, while abstractions are put aside very weakly and reluctantly.

By the end of the preschool period, voluntary memory begins to form, that is, conscious memorization for the purpose of subsequent use or reproduction. The child learns poems, songs, and the alphabet.

The memories themselves become longer; the baby can remember events that happened several weeks ago and talk about them.

Games for 3–4 years old

Fun games will help develop memory in the little ones; once immersed in them, the child will not even notice that he is doing something important. Let's give a few examples.

For the development of auditory memory

Children will certainly enjoy playing “Shop.” In addition, this fun will help improve short-term auditory memory. First you need to come up with and equip a store that will sell something you have at home. This could be food, toys, clothing. The main thing is that the baby finds it interesting. It is also permissible to use subject cards.

The essence of the game:

Mom asks the child to go shopping.
She voices the goods that need to be purchased. The baby’s task is to remember. To begin with, the list should be small, include 2-3 items, gradually the number increases.
The child goes to the “store”, where the mother has already transformed into a seller, and makes purchases.

If the baby cannot remember, you need to prompt him, hint at associations. For example, if it is milk, you can ask them to remember what mom cooks porridge with or what dad likes to drink.

Another option is “I’ll say it, and you repeat it.” The adult lists several words, in the first stages preferably one semantic group - for example, plants. The child’s task is to remember and reproduce them. Gradually the number of words increases, they are selected in random order and are in no way connected with each other.

For visual memory

The simplest training game is “Restore the Row”. Its essence is this: the mother places 3-4 toys on the table in a certain sequence, asks the child to look carefully at the row, try to remember it, and then turn away.

Next, you should move the toys, informing the baby that there was a hurricane that disrupted the order. The child’s task is to remember and restore the sequence.

Game options:

Do not change places, but put away toys - the child must name the missing one and show its place.
Add an object - the baby will have to find the extra one.

Gradually, the number of toys should be increased, and movements should be made more and more large-scale.

Another interesting game for 3-4 years old, aimed at improving visual memory, is “Repeat the Pattern.” Kids love to draw, which is what we will use.

The procedure is as follows:

Mom draws a simple pattern on a piece of paper, such as a line.
The child examines it for a couple of minutes.
Then the picture is removed.
The child’s task is to reproduce the drawing from memory.

Gradually, the tasks become more and more complex; instead of patterns, you can draw houses, flowers, plants, cars, supplement the illustration with small details, asking the child to reproduce as accurately as possible.

“Remember the cards” will also help you avoid getting bored. Mom selects material of one topic, for example, vegetables. And lays out the cards in a certain sequence. The child tries to remember it, and after the pictures are removed, he tries to name everything that was depicted on them. At first there shouldn’t be too many cards, 3–5 is quite enough. Gradually the number is increased, and the time for memorization, on the contrary, is reduced.

The same game will teach your child one tricky way to memorize - by writing a coherent story. For example, if these are vegetables, then you can come up with a fairy tale in which the formidable Onion kept his subjects, Madame Cabbage and Miss Carrot, at bay. And the brave Cucumber saved everyone.

The next fun is “Button Pattern”. It will require several multi-colored buttons (they can be successfully replaced with some small objects, for example, pieces of colored paper cut into squares or parts from construction sets and mosaics). You can also use counting sticks with them, then the sequence will be more complex.

Procedure:

Mom lays out a simple pattern. For example, 2 blue buttons, 1 red, 3 yellow.
The child looks at the pattern for a while.
After this, the buttons are mixed, and the baby should try to restore the sequence.

A variant of the game is not to remove the pattern, but to make some changes to it, asking the baby to identify what happened.

If a child does not succeed, he cannot remember, you should help him, because otherwise he will quickly lose interest and faith in his abilities.

Games for 5–6 years old

The following games will help train your child’s memory:

Remember the numbers. The mother shows the baby several cards with written numbers, and the child tries to remember them. Then he reproduces it on a sheet of paper, trying to maintain the order of demonstration. To begin with, you should use no more than 2-3 digits.
Find the differences. First you need to select 2 pictures that are almost completely identical, but differ in a couple of details. The child is shown one of them for a certain time. Then they show another one, the first one is removed. The task is simple - find how the image differs from the original one. The exercise trains both memory and attentiveness.
Repeat the movements. Mom shows the baby several (4-5) simple movements, following one after another. For example: raises his left arm, jumps, lowers his arm, swings his right leg, squats. The child must repeat.
Puppet. The child closes his eyes. Mom leads him along a certain route, for example, 2 steps to the left, 3 forward. After which the baby opens his eyes and repeats the movements.
Reconnect. Several objects are laid out in pairs, the baby tries to remember their distribution, and then restore it.
Knock like me. Mom taps out the sequence, for example, with wooden spoons one against the other. The child listens and repeats.

To develop visual memory, it is not at all necessary to allocate special time. Training is easy to do in any convenient place. For example, a mother can show her baby a book with a beautiful cover, give her time to remember, and then ask her to describe what was in the picture. Or ask questions like:

Was there a fox in the picture?
What color was the bunny's fur coat?
Who was on the cover?

To prevent the baby from getting bored, you can play up the situation and pretend that the mother herself has forgotten what exactly was drawn. Or ask the baby to answer questions to help the fairy-tale character.

If there are several children, you can offer them an interesting game called “Detectives”: one of them becomes a “criminal”, the task of the others is to expose him. Procedure:

The “criminal” stands opposite the “detectives”.
An adult tells the introductory part for a couple of minutes, explaining the essence of the game. The children look at the “bandit” all this time, trying to remember as many details of his appearance as possible.
After this, the “bandit” goes into another room and changes something in his appearance (disguises himself).
Then it turns out that the task of the detectives is to see what changes have occurred.

If they can answer the question, then the criminal is considered caught, he changes places with one of the detectives. If not, the bandit managed to escape from justice.

Game option: “Describe your neighbor.” First, two children look at each other, then turn away and begin to take turns naming signs of each other’s appearance, for example, blue jeans, a checkered shirt, a flowered skirt. The one who can remember the most details wins.

“I Know” is another fun activity that children love and requires a ball. They knock him off the floor or wall and say: “I – know – 5 – names of – girls.” After which you need, continuing to beat, to list these names. Similarly, you can remember 5 rivers, seas, flowers, animals, birds and so on.

“Remember a few words.” First, the adult says words in pairs several times, for example: “apple” and “gnaw”, “jump rope” and “jump”. You shouldn’t make too many pairs; for the first training, 5–6 combinations are enough. After the words have been spoken, the adult pronounces one word out of two, the baby must remember the second and name it.

To simultaneously train your auditory and visual memory, you can play the game “We Know Everything.” The point is simple:

The adult names any object that is familiar to the baby. For example, an apple.
The child’s task is to remember this object, imagine it, and then name as many different characteristics as possible, including shape, size, color, taste.
The next step is to draw an apple from memory.

The named objects should gradually become more complicated.

Development of motor memory

To develop motor memory, you can play “puppet”. The child stands calmly, and the adult controls his arms and legs, forcing him to go right, left, forward. Then the child is asked to repeat the movements from memory.

You can also use the game “Do as I do.” The teacher makes the movements, the child repeats after him.

Developmental activities for preschool children

Recommendations for parents on developing children's memory article on the topic

Recommendations for parents on developing children's memory

Memory is one of the basic cognitive processes. Without a sufficient level of memory development, successful learning is impossible. Therefore, many parents are concerned about the question of how to develop their child’s memory.

To answer this question, you first need to understand what memory is and how it works.

Memory development

Memory can be defined as the ability to receive, store and reproduce information. Memory underlies a child’s abilities and is a condition for learning, acquiring knowledge and skills.

Memory can be voluntary (consciously remembering information) and involuntary (based on emotions and interest).

Memory can be short-term (accurate reproduction several tens of seconds after a single presentation of information) and long-term (reproduction of information after a sufficiently long time).

Depending on which sensations predominate, they talk about visual, auditory, emotional memory, etc.

Visual memory is associated with the storage and reproduction of visual images.

Auditory memory is a good memorization and accurate reproduction of a variety of sounds, for example, musical, speech. This type of memory is especially important in the development of a child. Everything that a preschool child knows, he learns by ear. In the same way, he will absorb up to 70% of the information while studying at school.

Emotional memory is memory for emotional experiences. The strength of memorizing material is based on emotional memory: what evokes emotions in a child is remembered by him without difficulty and for a longer period.

When parents complain about their children’s poor memory, they often give examples of how they force the child to literally memorize material, but the child cannot learn it in a day. In this case, the problem is that the child is required to mechanically memorize material that does not arouse his interest.

However, without support for mental activity, without support for understanding, any assimilation of knowledge is generally impossible and unnatural for a healthy child. That is why it is so important when developing memory to focus more on semantic memory and show the child various techniques that help him remember better.

Development of memory in schoolchildren

In order to help your child remember educational material more easily and effectively, you need to take into account all factors. Therefore, try to determine which type of memory predominates in your child. But still remember that sometimes it happens that a student’s memory can be mixed. Naturally, you need to take into account how your child remembers school material more easily. But it is advisable not to concentrate on only one type of memory, but to develop a little of everything.

The development of memory in schoolchildren involves memorizing material in different ways. For example, when helping your child with homework, try to read aloud to your child one day, and the next day ask him to read to you.

Try to use pictures, diagrams, drawings when doing homework. Make your child say the answers out loud. In this way, the child will develop all types of memory, and after a while it will be much easier for him to remember school material and answer in class.

Don’t forget to review the material you’ve already learned with your child, for example, every day at first, and then once a week. Also, be sure to come up with examples for the material you are studying with your child. Because it is very important that the child does not memorize the material, but understands it.

When studying any material, it is necessary to take short breaks, since children get tired quickly. Teach your child to look for basic concepts in the material, which will help the child quickly navigate and quickly remember all the material.

Recommendations for teachers and parents on memory optimization

* Make sure that the material that the child remembers is clear to him.

* It is better to divide the time for studying the material into reasonable time periods, since in small portions the material is remembered not only faster, but also for a long time.

* Ask your child to repeat the learned material on the second day.

* When memorizing, encourage your child to speak out loud.

* Get your child interested in the information he is learning, since high motivation for learning has a very large positive effect on memory.

* If your baby shows obvious signs of fatigue, take a break.

Memory development exercises:

In order to develop a good memory in a child, you need to teach him to correctly remember and study material, as well as simply develop memory and associative thinking. Simple task games are suitable for this purpose.

For example, play illogical associations with your child. To do this, tell him several unrelated words (elephant, shop, bicycle, grandfather), and the child must come up with a story in which these words will be used.

You can also offer your child several pictures, he should look at them for about thirty seconds, then you hide the pictures, and the child should draw what he remembers. You can come up with most of the games yourself, but the main thing is that the sooner you start developing your child’s memory, the easier it will be for him to learn in the future.

Recommendations for parents of hyperactive children

1. You need to communicate with a hyperactive child gently and calmly. If an adult carries out a learning task with him, then it is desirable that there are no shouts and orders, but also enthusiastic intonations and an emotionally upbeat tone. A hyperactive child, being very sensitive and receptive, will most likely quickly join your mood. Emotions will overwhelm him and become an obstacle to further successful actions.

2. Quite often, hyperactive children have extraordinary abilities in various areas, are smart and quickly “grab” information, which gives teachers the impression that these children need to be given more information faster. However, excessive demands on such children and increased workloads often lead to overwork, whims, and abandonment of activities altogether.

3. A hyperactive child, as a rule, receives a huge number of comments both at home and at school, and as a result his self-esteem suffers, so he needs to be praised more often for his successes and achievements, even the most insignificant ones. However, we must not forget that insincere and undeserved praise is unacceptable. All children, especially hyperactive (and especially sensitive) ones, will quickly “see through” you and stop trusting you.

4. However, remembering that a hyperactive child needs praise and approval from adults to build self-confidence, we must not forget that if an adult wants to praise a child for successfully completing a task, for perseverance or accuracy, it is better not to do it too emotionally, so as not to overstimulate him.

5. If an adult wants to ensure that a hyperactive child follows his instructions and requests, he must learn to give instructions to him. First of all, the instructions should be terse and contain no more than 10 words. Otherwise, the child will simply “switch off” and will not hear you. Teachers should not give the child several tasks at once. It is better to give the same instructions, but separately, adding the next one only after the previous one has been completed. Moreover, it is necessary that the tasks are feasible for the child both physically and in time. Their implementation must be monitored.

6. If adults believe that some activity of the child should be prohibited (for example, the child cannot leave the office, etc.), then we must remember that there should be very few such prohibitions, they must be agreed upon in advance with the child and formulated in a very clear and unyielding manner. In this case, it is desirable that the child knows what sanctions will be imposed for violating this or that prohibition. In turn, adults must be very consistent when implementing sanctions.

7. In everyday communication with hyperactive children, it is necessary to avoid sharp prohibitions that begin with the words “no” and “impossible.” A hyperactive child, being impulsive, will most likely immediately react to such a ban with disobedience or verbal aggression. In this case, firstly, you need to speak to the child calmly and restrainedly, even if you are forbidding him to do something, and secondly, it is advisable not to tell the child “no”, but to give him the opportunity to choose! (If the child screams loudly, you can sing with him a few favorite songs of his choice. If the child throws toys and things, you can offer him games with water, which are described in the section “Games that are played ... (for example, “Ball Fights” ).

8. Due to his impulsiveness, it is difficult for a hyperactive child to switch from one type of activity to another at the first request of an adult. Sometimes it is better to warn him about it a few minutes before starting a new activity. (“In 4 minutes we will start another exercise”). Moreover, in order not to cause aggression in the child, it is better if, after these 4 minutes, it is not you who remind him, but the ringing of an alarm clock or timer. In the case when a child correctly fulfills the given conditions, he certainly deserves a reward, and here it is appropriate to use the system of rewards and punishments discussed above.

9. Very often adults claim that hyperactive children never get tired. It is this fatigue that manifests itself in the form of motor restlessness, which is often mistaken for activity. Such children get tired very quickly, and this leads to a decrease in self-control and an increase in hyperactivity, from which they themselves and everyone around them suffer.

10. Maintaining a clear daily routine at home is also one of the most important conditions for successful actions when interacting with a hyperactive child. Eating, walking, and doing homework must be done at the same time, known to the child. To prevent overexcitation, such a child must go to bed at a strictly defined (fixed) time, and the duration of sleep must be sufficient to restore strength (in each case, the parents determine this duration themselves, based on the child’s condition).

11. If possible, it is necessary to protect a hyperactive child from prolonged use of the computer and from watching television programs, especially those that contribute to his emotional arousal.

As V. Oaklander wrote: “When such children are given attention, listened to, and begin to feel that they are being taken seriously, they are able to somehow minimize the symptoms of their hyperactivity.”

How to improve memory?

There are three "laws" of memory.

The first “law” of memory is to get a deep, vivid impression of what you want to remember, and for this you need to:

1. Concentrate;

2. Observe carefully. First of all, get a visual impression, it is stronger: the nerves leading from the eye to the brain are 20 times thicker than the nerves leading from the ear to the brain.

The second “law” of memory is repetition.

The third “law” of memory is association: if you want to remember a fact, you need to associate it with some other one.

System memorization

“Aerobatics” in memorizing material is systematic memorization. If your child simply reads the text (aloud or silently), he will understand it and even remember it in general terms. But he will develop a complete and systematic idea only in the process of active memorization, that is, taking notes of what he read, writing down the main ideas and information, establishing connections between parts of the material being studied and finding out answers to questions that arise. Thus, information is not just remembered, but is well understood and comprehended by the child and remains in the head for a long time in the form of a coherent system.

To easily apply the above strategies, you need practice and the help of parents, who should help children complete this or that task, explaining how best to approach it and what strategy to use. If your child learns to correctly remember new information, he will have at his disposal a powerful tool needed for study, and subsequently for work, which is called “memory”.

Educational games.

As we have already said, only one function does not develop during games. Therefore, at home I suggest you play such games.

1. “Remember the picture” The child is offered any picture from a book that is available at home, he must remember it, the memorization time is 30 - 40 seconds, and then you remove the picture, and the child must remember what is drawn on it. For better recall, you can ask leading questions. Who is in the picture? What color is it...? What was to the right of...? That is, any questions that help you remember the plot of the picture. After some time, you can remind the child, but remember, you and I looked at the picture, what was drawn there, you can’t help me remember. This is how the child gets involved in the game.

2. “Drawing together” A very interesting game for the whole family. You need to take a sheet of paper and draw on it one by one, but so that the others do not see what each of you is drawing. Then the drawing is shown and you need to name what has changed. The teacher conducts the game together with the parents. At first it was easy to remember what had changed in the picture, but the more detail it became, the harder it was to tell the difference.

3. The whole family can play the game “Continue the Sentence.” The first player says a sentence such that it can be supplemented with words and enumerations. FOR EXAMPLE: I saw a fox. The next person must repeat this sentence and add another word to it. I saw a fox and a bear. The third, repeating the sentence, adds one more word. I saw a fox, a bear, a wolf. And so on. The game is played in a circle and continues until the players start making mistakes. Whoever fails to repeat leaves the game until there is only one winner left.

4. “The naughty mouse.” The game is played by 3 or more people. The two sit on chairs opposite each other. One is blindfolded, and the other is given a tambourine. When the second player starts playing, the third person begins to move the mouse over the first child's body. The mouse runs, tumbles, and climbs in accordance with the tempo of the music. The first participant in the game sits calmly, he should not try to catch the mouse with his hands, his task is to concentrate on his sensations and memory. You can use several instruments, to the sounds of which the mouse moves in different ways: it crawls to the accordion, and jumps to the beat of the drum; or to the sound of a tambourine, she walks on the hands, and to the sound of a pipe, she climbs onto the neck, etc. After the game, the child is asked to remember what the mouse did to certain sounds, where it climbed, you also need to talk about his feelings, what he liked, when It was nice and sometimes it wasn't. This will help the child to better understand his feelings and experiences.

5. “Magic figurines.” Children and adults stand one after another, in a circle. The first player draws any geometric figure on the second player’s back with his finger, the second draws the same figure to the next player, and so on until the last one draws a figure to the first player. Then the players take turns saying who drew what. If a mistake occurs, they find out who was not careful. They draw the same figure on his back so that he can feel it. You can simply draw something on each other’s back, and the one who was drawn must guess what was drawn.

6. “Wonderful bag.” The players must feel the object lying in the bag without looking at it, and describe the object without naming it, and the rest must guess what kind of object it is. The child likes it when adults make mistakes, but this should not happen often, as the child will not believe you, and therefore may refuse to play

7. “Fold the picture.” The child is given one whole picture, and another cut into several parts (depending on the child’s skill). It is necessary to assemble the cut picture according to the sample. For this game you can use any pictures you have at home, a postcard, pictures from magazines. If the child has the skill of folding pictures, then a sample may not be given. Pictures can be cut not only vertically and horizontally, but also diagonally and chaotically. But it should be remembered that complication is given gradually. If a child has learned to assemble a picture from 2 parts, cut it into three, then into 4, 6 parts, and so on.

8. “Fix the carpet” Take any color picture and carefully cut out any geometric shapes from it with a knife, cut out the same shapes from another picture. The child needs to repair the rug, that is, close the holes in it so that the rug becomes whole. You tell your child that there are holes in the beautiful carpet. There are several patches near the mat, from which you need to choose only those that will help close the holes.

9. “Pick up and compare.” Cut out geometric shapes of different sizes or strips of different widths and lengths from paper. You can draw geometric shapes on a card. The child is offered from 3 to 6 cards or cut-out figures, with different sizes, which he must arrange in ascending or descending order. The child learns to compare objects by length, width and size.

10. “White sheet”. Take 2 sheets of paper. Draw identical geometric shapes on them. Cut out the shapes from one sheet of paper, and fill them in with a pencil on the second. The child needs to cover the colored shapes drawn on a sheet of paper with white shapes, so that it turns out to be a white sheet..

11. “Unfinished drawings.” Draw objects on a piece of paper so that the drawing is not finished and invite the child to finish it.

12. “Magic pencil”. Draw several identical geometric shapes and invite your child to spell them with a pencil so that they turn into different objects. FOR EXAMPLE: By disenchanting the circles, they can be turned into an apple, sun, flower, teapot, bunny, and so on. Squares - for TV, closet, flag, house.

13. “Numbers on the wall.” For example, you lay out cards with numbers (numbers) in advance or hang them on objects in the room. There are cards with dots on the table. The baby needs to match the cards with dots to cards with numbers as quickly as possible, and to do this he will have to run around the room. How long did it take him? Next time it will be even faster.

14. "Labyrinth". On one side of the sheet (on the left) you draw some symbols or glue pictures, then do the same with the right side of the sheet, then connect them with all sorts of curved lines, and the child must run his finger or multi-colored pencils along the curve to find the desired path.

15. “One plus two... it turns out to be an owl!” Exercises on connecting them sequentially will help you remember the order of letters in the alphabet or numbers in a number series. If the signs are connected correctly, the sheet will produce a complete, recognizable image - for example, a funny animal. Examples of such tasks can always be found in children's magazines and educational notebooks. If your child likes this exercise, you can easily make preparations for him yourself - take the outlines of images from children's coloring books, or any other book, mark the outline on paper with dots, mark the dots with letters or numbers. The child just needs to connect all the signs correctly and color the picture.

16. "Magic Square". Prepare a square consisting of 9 squares, that is, 3 by 3 squares. Cut out small pictures from any labels or boxes that fit into a small square; you can also use numbers or letters. Arrange them in squares and ask the child to remember what is where, then shake them onto the table and ask the child to arrange them in the same way. You can ask what was in which corner. FOR EXAMPLE: In the upper right corner there was a duck, and in the lower left corner there was a fish and so on. The child will remember not only the location, but also the name of the angles, that is, learn to navigate the plane.

And this is only a small part of the games that you can play at home.

In conclusion, I would like to say, do not waste time playing with your children. After all, games help children develop, which means they are not a waste of time. And over time, a child will not learn this on his own, he needs to be developed, especially if he has developmental disorders, and the sooner we start teaching him through play, the better he will do at school.

Development of arbitrary logical memory

The ability to classify leads to the development of arbitrary logical memory, so it is important to give children exercises where they must use methods of classification, analysis, comparison and generalization.

Didactic game "Cards"

Children are asked to select images based on specific characteristics and arrange them in piles. For example, from pictures with birds and animals, you need to put pictures with birds in one group, and pictures with animals in another. Themes for the game can be different: sports, furniture, seasons, plants, etc.

"Twins"

Among different pictures, the child must find two identical ones.

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.

Development of long-term memory

Development of memory in preschool children. To develop long-term memory, you need to teach a child not only to recognize, but also to reproduce information. Long-term memory is impossible without expanding the horizons of a preschooler. In this case, exercises with texts and illustrations help.

Preschoolers are offered several pictures depicting animals and various objects. And there is a suggestion: remember all the animals, for example. Or remember all the dishes that are in the pictures and then name them.

A good option would be to compare pictures that differ in minor details.

Involuntary memory

Basically, a preschooler's memory is involuntary. More often than not, the child does not set a goal to remember anything. Memorization occurs independently of consciousness, it is carried out in activity and depends on the nature of the individual. The preschooler remembers what he paid attention to in the activity, what made an impression on him.

Involuntary memorization of objects and words depends on the child’s active action in relation to them - how he perceives them, thinks about them, groups them. When looking at pictures and illustrations, the child remembers worse than when asked to put them in certain places or distribute them.

Thus, for younger schoolchildren, the only form of memory work is involuntary memorization and involuntary reproduction. Since he cannot yet set a goal for himself - to remember or remember anything.

Methods for developing tactile memory

Tactile memory is a person’s ability to remember the sensations of touching a particular object. To develop tactile memory you will need the following exercises:

"Find by touch"

The child is asked to choose one from a variety of objects based on specific tactile characteristics. For example, a child is told that this object is soft and fluffy. Or rough, prickly.

"Game with mood"

The child has associations about objects. If an object is soft and pleasant to the touch, then this object is in a good mood. Which object is in a sad mood? Or evil? The child, relying on tactile sensations, selects objects.

"Tales with tactile details"

In this case, the child participates in a theatrical production, where the plot of a fairy tale is heard, and all the characters and objects surrounding them can be touched and determined what they are: soft, rough, hard, prickly, etc.

Games to develop fine motor skills in children

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.

Memory impairments and their causes

Experts distinguish two main types of disorders:

quantitative,
quality.

Quantitative disorders are a weakening of memory, loss of any fragments. With high-quality ones, false memories and fantasies come first, replacing reality.

The causes of memory impairment in children can be:

mental retardation, often congenital,
trauma, physical or mental,
an atmosphere that is not comfortable for the child, where fear displaces everything from the child’s head,
soreness of the body, including vitamin deficiency.

What is memory

All events, experiences, feelings and emotions that every person feels during his life are necessarily reflected in his personality.
Memory is our amazing and mysterious property. This is remembering, preserving and reproducing past experiences. Why do we remember snippets of songs from distant childhood, but sometimes we forget what we went to the next room for? Why does our brain store telephone numbers or dates that are no longer relevant? One remembers faces better, the other remembers names. What does this depend on?

It's all about what kind of memory we use.

What affects the development of memory in a child

Development of memory in preschool children. In order for a child’s memory to develop, you need to pay attention to the following factors:

Nutrition

The diet should be varied, healthy foods and vitamins should be included in the diet. There must be meat and vegetable products, fish, herbs, and fruits.

Healthy eating: menu for every day

Healthy lifestyle

There must be a daily routine in which you need to devote time to both walks and useful activities. The child should go to bed at a specific time and get up at a specific time. Let the child participate in a sports section or attend a development club.

Development taking into account the age characteristics of the child

Parents must understand that the child must direct his energy in the right direction. However, you should not overtire your preschooler, otherwise you may end up with constant fatigue syndrome. It’s good if developmental classes take place in a kindergarten. It is impossible to overwork a child by enrolling him in several sections and clubs at once.

Exercises for memory development in children: VIDEO

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Memory development in children 6-13 years old

We develop the ability to quickly memorize and retain a large amount of necessary information for a long time

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