Memory of her preschool development. Features of the memory of a preschooler. The development of voluntary memory in various types of children's activities. Features of assimilation of material by preschoolers

We bring to your attention excerpts from the book “ Preschool Psychology: Textbook. manual for stud. wednesday ped. study. establishments"Uruntaeva GA - 5th ed., Stereotype. - M .: Publishing Center "Academy", 2001

Development of attention in preschool age

In preschool age, changes concern all types and properties of attention. Its volume increases: a preschooler can already act with 2-3 objects. The possibility of distributing attention increases due to the automation of many of the child's actions. Attention becomes more stable. This gives the child the opportunity to perform certain work, even if it is not interesting, under the guidance of a teacher. The kid is not distracted if he understands that the business needs to be completed, even if a more attractive prospect has appeared. Maintaining the stability of attention, fixing it on the object is determined by the development of curiosity, cognitive processes. So, the child watches the fish in the aquarium for a long time to find out where they sleep, or the hamster to see when it will eat its supplies. Stability of attention depends on the nature of the acting stimulus. At the age of 4-7 years, long-term distractions are caused by the noise of the game, and the most prolonged distractions are caused by the ringing. Throughout preschool childhood, the duration of distractions caused by various stimuli decreases, that is, the stability of attention increases. The most dramatic decrease in the duration of distraction is observed in children aged 5.5 to 6.5 years.

The development of a preschooler's attention is connected with the fact that the organization of his life is changing, he is mastering new types of activity (play, work, productive). At 4-5 years old, the child directs his actions under the influence of an adult. The teacher is increasingly telling the preschooler: "Be attentive", "Listen carefully", "Look carefully." Fulfilling the requirements of an adult, the child must control his attention. The development of voluntary attention is associated with the assimilation of controls. Initially, these are external means, a pointing gesture, an adult's word. In older preschool age, the speech of the child himself becomes such a means, which acquires a planning function. “I want to see the monkeys first, and then the crocodiles,” says the kid on the way to the zoo. He sets out the goal to "look", and then carefully examines the objects of interest to him. Thus, the development of voluntary attention is closely connected not only with the development of speech, but also with the understanding of the meaning of the forthcoming activity, the awareness of its purpose. The development of this type of attention is also associated with the development of norms and rules of behavior, the formation of volitional action. For example, a toddler wants to join other children’s play, but cannot. He's on duty in the cafeteria today. First, you need to help an adult set the table. And the baby focuses on doing this work. Gradually, he is attracted by the very process of duty, he likes how he beautifully arranges the devices, and volitional efforts to maintain attention are no longer required.

Thus, the development of post-voluntary attention occurs through the formation of voluntary attention, it is also associated with the habit of making volitional efforts to achieve the goal. Let us point out the features of the development of attention in preschool age: - its concentration, volume and stability significantly increase; - elements of arbitrariness are formed in the management of attention based on the development of speech, cognitive interests; - attention becomes mediated; - there are elements of post-spontaneous attention.

Memory development in preschool age

In preschool age, the main type of memory is figurative... Its development and restructuring are associated with changes taking place in various spheres of the child's mental life, and above all in the cognitive processes - perception and thinking. Perception, although it becomes more conscious, purposeful, still retains its globality. So, the child predominantly highlights the most striking features of the object, not noticing others, often more important. Therefore, the ideas that make up the main content of the memory of a preschooler are often fragmentary. Memorization and reproduction are fast, but haphazard. The kid "jumps" from one attribute of an object or component of a situation to another. In his memory, he often retains the secondary, and 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. Fixing in the word, the latter acquire a "picture quality". The improvement of analytical-synthetic activity entails a transformation of the presentation.

During preschool age, as shown by A.A. Lyublinskaya, there is a transition:

From single representations, obtained in the process of perceiving one specific object, to operating with generalized images;

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

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

From operating with separate representations torn from each other to reproducing holistic situations, including expressive, dynamic images, that is, reflecting objects in a variety of connections.

In young children, an image is created on the basis of practical action, and then formed into speech. In older preschoolers, the image arises on the basis of mental analysis and synthesis.

In a preschooler, the content of motor memory changes significantly. The movements become complex and involve several components. For example, a child is dancing and waving a handkerchief. The movements are carried out on the basis of the visual-motor image formed in the memory. Therefore, the role of the adult model decreases as the movement or action is mastered, since the child compares their performance with his own ideal ideas. This comparison greatly expands his motor capabilities. He no longer only moves correctly, but can simultaneously solve other problems. For example, in an outdoor game, a preschooler performs the corresponding basic actions, and also monitors the implementation of the rules by his peers and himself observes them. That is why games with elements of sports, relay races, amusement games become available to the kid.

Improving actions with objects, their automation and execution based on an ideal model - an image of memory - allow the baby to join such complex types of labor activities as labor in nature and manual labor. The child qualitatively performs tool actions, which are based on fine differentiation of movements, specialized fine motor skills - embroider, sew, etc.

The verbal memory of a preschooler is intensively developing in the process of active mastering of speech when listening and reproducing literary works, telling, in communication with adults and peers. Reproduction of the text, presentation of one's own experience becomes logical and consistent.

Throughout the preschool age, involuntary memory predominates. The preschooler retains the dependence of memorizing the material on such features as emotional attractiveness, brightness, sonority, discontinuity of action, movement, contrast, etc. That is why kids remember for a long time the characters that teachers include in surprising moments. The unexpectedness of the appearance and novelty of the toy, combined with the emotionality of the educator, leave a deep imprint on the child's memory.

The most important change in the memory of a preschooler occurs at about the age of four. The child's memory acquires elements of arbitrariness. Previously, memorizing the material happened along the way with the performance of any activity: the kid 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 that is subject to a special goal of remembering. The child begins to accept the instructions of the adult to remember or recall, use the simplest techniques and means of memorization, take an interest in the correctness of reproduction and control its progress. The emergence of voluntary memory is not accidental; it is associated with an increase in the regulatory role of speech, with the emergence of ideal motivation and the ability to subordinate one's actions to relatively distant goals, as well as with the formation of voluntary mechanisms of behavior and activity.

Initially, the purpose of remembering is formulated by an adult verbally. Gradually, under the influence of educators and parents, the child has an intention to remember something for recall in the future. Moreover, remembering before memorization becomes arbitrary. A preschooler, experiencing difficulties in recovering the required material, comes to the conclusion that he has poorly memorized in the past.

The child is aware of and uses some memorization techniques, distinguishing them from familiar activities. With special training and control by an adult, preschoolers become available to logical memorization techniques, which are mental operations. These can be semantic correlation and semantic grouping, schematization, classification, correlation with the previously known.

For the first time, the effect of self-control is manifested in a child at the age of 4 years. And 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. The pursuit of complete and accurate reproduction changes with age. If at 4 years old children make self-corrections to the retelling in connection with plot changes, then 5-6-year-old preschoolers correct textual inaccuracies.

So the memory becomes more and more controlled by the child himself.

An important moment in the development of the memory of a preschooler is the appearance of personal memories. They reflect significant events in the child's life, his success in activity, relationships with adults and peers. So, a baby can remember for a long time the offense inflicted on him, a birthday present or how he and his grandfather collected strawberries in the forest last summer.

Features of memory development in preschool age:

Involuntary figurative memory predominates;

Memory, more and more uniting with speech and thinking, acquires an intellectual character;

Verbal-semantic memory provides indirect cognition and expands the scope of the child's cognitive activity;

Elements of voluntary memory are formed as the ability to regulate this process, first from the side of the adult, and then from the child himself;

The prerequisites are formed for the transformation of the memorization process into a special mental activity, for mastering the logical methods of memorization;

With the accumulation and generalization of the experience of behavior, the experience of communication of the child with adults and peers, the development of memory is included in the development of personality.

In early and preschool childhood, observations play a special role in the development of involuntary memory. By directing the baby's attention to different sides of the objects, organizing the activities of the Children to examine them, the educator ensures the formation of a complete and accurate image of memory.

This feature was formulated very accurately by K.D. Ushinsky: “If ... you want the child to learn something firmly, then make as many nerves as possible participate in this development, make vision participate, showing a map or picture, but also make the eye muscles participate in the act of vision, not only the muscles of the eye colorless outlines of images, but also the eye grid by the action of paints of a painted picture. Encourage the sense of touch, smell and taste to participate ... With such a united cooperation of all organs in the act of assimilation ... you will defeat the laziest memory. Of course, such a difficult assimilation will be slow; but we must not forget that the first victory of memory facilitates the second, the second - the third, etc. "

Thus, memory depends not so much on the features as such, but on the completeness of perception. It should be remembered that passive contemplation of an object is not enough for the formation of ideas. We need his active analysis, the establishment of relationships between the highlighted parts, the components of the situation, that is, analytical and synthetic activity, the naming of objects and their properties in a word.

Involuntary memorization is ensured by the inclusion of material in purposeful objective and cognitive activity.

A child's memory is his interest. Such intellectual feelings as surprise, satisfaction from the discovery, admiration, doubt, contribute to the emergence and maintenance of interest in the object of knowledge and the activity itself, ensuring memorization.

It should be remembered that overly emotional material leaves in the memory vague, vague memories. So, if, after watching the play, the child recalls only one or two remarks, this does not indicate his poor memory, but about emotional overload. So that the baby does not forget the material, it is necessary to create situations for its use during play, conversation, viewing pictures, etc., to encourage the child to intensify his experience.

The most important means providing involuntary memorization and reproduction, the accumulation of experience of life, communication, cognition, is the daily routine. An adult, organizing a child's life, helps him perform the same actions in repetitive situations at the same time.

The development of a preschooler's voluntary memory occurs when an adult encourages a child to consciously reproduce his experience in play, in productive and speech activities, in retelling, memorizing, telling, composing stories and fairy tales, i.e. sets the goal of "remember". It is important that the requirement to remember was caused by the needs of the activity in which the preschooler is included. The child must understand why you need to remember. The use of the acquired knowledge should follow shortly after memorization.

An important point in the development of voluntary memory in older preschoolers is teaching logical memorization techniques. After all, it is 5-6-year-old children who for the first time accept instructions on how to memorize.

Mastering memorization techniques depends on the following conditions:

The degree of mastering the corresponding mental operations;

The nature of the training. Only when it is organized does memorization become logical;

The need for correct and accurate memorization and recall, the desire to check its results.

The child should be encouraged to monitor and evaluate mnemonic activities, both their own and those of their peers. And for this it is advisable to compare the results of reproduction with the sample. But it should be remembered that only in children 5-6 years old, the combination of the task of memorization and self-control increases the efficiency of memory. And yet, in any period of preschool childhood, it is better for a child to perceive the material twice and try to reproduce it in between, than to perceive it more times in a row, without restoring what was learned by memorization itself. The development of voluntary memory is facilitated by didactic play. It creates an effective play motivation, subordinates memorization to a goal that is close and understandable to the child, allows him to realize the ways of performing the activity, and also gives the adult the opportunity to direct mnemonic activity without getting into an openly didactic position.

Literature

Badalyan L., Mironov A. Memory and neuropsychic development // Preschool education. - 1976. -№ 4. - S. 23-31.

Zhitnikova L.M. We teach children to memorize. - Ed. 3rd, add. -M., 1985.

Zinchenko P.I. Involuntary memorization. - M., 1961.

Lebedeva S.O.On the possibilities of developing figurative memory // Preschool education. - 1985. - No. 8. - S. 52-54.

Roshka G. What and why a child remembers / Preschool education. - 1986. - No. 3. - S. 30-33.

Troshikhina Yu.G., Gizatulipa D.Kh. The development of short-term memory in young children // Questions of psychology. -1979.- No. 4.-C. 127-130.

Thinking development in preschool age

In contrast to early childhood, preschool thinking is based on ideas. The child may think about what he does not perceive at the moment, but what he knows from his past experience. Operating with images and ideas makes the preschooler's thinking extra-situational, going beyond the perceived situation, and significantly expands the boundaries of cognition.

Changes in the thinking of a preschooler are primarily associated with the fact that increasingly close relationships between thinking and speech are being established. Such interconnections lead, firstly, to the emergence of a detailed thought process - reasoning, secondly, to a restructuring of the relationship between practical and mental activity, when speech begins to perform a planning function, and thirdly, to the rapid development of mental operations. Let's consider the specified changes in detail. Reasoning begins with posing a question. The presence of a question indicates the problematic nature of thinking, since it reflects the intellectual or practical task that has arisen in front of the child. In a preschooler, questions acquire a cognitive nature, testify to the development of curiosity, the desire to learn about the world.

Behind the seeming innocence of children's questions is the desire to comprehend the complex problems of being, to penetrate into the essence of a phenomenon or process.

The preschooler looks for expediency in the structure of reality, tries to determine the purpose of objects, approaches the establishment of connections between external signs and the purpose of the object. The understanding of causality available to the child grows steadily throughout preschool age. Moreover, a significant change occurs at about five years. The development of an understanding of causality goes in several directions. First, the child moves from reflecting external causes to identifying hidden, internal ones. Second, an undifferentiated, global understanding of the causes is being replaced by an increasingly differentiated and accurate explanation. Thirdly, the preschooler reflects not a single cause of this phenomenon, but a generalized pattern.

Understanding of causality speaks of sensitivity to contradictions, of the elements of critical thinking. Criticality is also manifested in how the child reacts to fables, shape-shifters. The kid notices in them a discrepancy with reality.

The scope of tasks that the child solves expands due to the knowledge gained from the adult or in his own activities, observations. Therefore, the acquisition of knowledge is not an end in itself of mental education, but its means and at the same time a condition for the development of thinking. The child analyzes his experience, establishes analogies between familiar and unfamiliar, which leads him to a kind of inferences.

At the end of preschool age, the child develops a primary picture of the world and the rudiments of a worldview. At the same time, cognition of reality in a preschooler occurs not in a conceptual, but in a visual-figurative form. It is the assimilation of forms of figurative cognition that leads the child to an understanding of the objective laws of logic, contributes to the development of conceptual thinking.

Another important direction in the development of preschooler thinking is associated with a change in the ratio between practical and mental action. In practical activity, the child begins not only to single out, but also to use connections and relationships between objects and phenomena, actions. From highlighting simple connections, he goes on to more complex ones, reflecting the relationship of cause and effect. The child conducts the simplest experiments, experiments, for example, throws various objects into a bath of water to find out if they will float; or puts a glass of water in the freezer to make ice. Such experiments lead the child to conclusions, generalized ideas. At first, the child cannot yet act in the mind. He solves problems by manipulating objects. Gradually, speech is included in the process of solving the problem, but the baby uses it only to name the objects with which he acts. In speech, the result of solving a problem is expressed. The ways of performing the action are recognized and verbally indicated. An elementary form of reasoning aloud arises, which is not divorced from practical action. The accumulated experience in the process of many attempts to solve the problem allows the preschooler to draw up a solution plan in advance in his head, followed by the execution of the task in a visual-effective plan. This is the only way a child can answer the question posed and formulate its verbal solution. That is, the preschooler approaches the solution of the problem internally, giving out a ready-made verbal solution without resorting to practical actions. The restructuring between mental and practical actions is ensured by the inclusion of speech in the problem-solving process and is associated with the fact that the role of speech in this process changes. Speech begins to precede action.

The formation of a qualitatively new thinking in a child is associated with the development of mental operations. In preschool age, they develop intensively and begin to act as ways of mental activity. All mental operations are based on analysis and synthesis. A preschooler compares objects on more numerous grounds than a child in early childhood. He notices even a slight similarity between the external features of objects and expresses differences in the word.

The nature of generalizations changes in the preschooler. Children gradually move from operating with external signs to revealing the signs that are objectively more significant for the subject. A higher level of generalization allows the child to master the operation of classification, which involves assigning an object to a group on the basis of species-generic characteristics. The development of the ability to classify objects is associated with the development of generalizing words, the expansion of ideas and knowledge about the environment and the ability to highlight essential features in an object. Moreover, the closer the subjects are to the personal experience of the preschooler, the more accurate the generalization he makes. The child first of all identifies groups of objects with which he actively interacts: toys, furniture, dishes, clothes. With age, there is a differentiation of adjacent classification groups: wild and domestic animals, tea and tableware, wintering and migratory birds.

The development of mental operations leads to the formation of deductive thinking in the child, which is understood as the ability to coordinate their judgments with each other and not to fall into contradictions. Initially, the child, although he operates with a general proposition, cannot substantiate it or gives random reasons. Gradually, he comes to the correct conclusions.

Features of the development of thinking in preschool age:

The child solves mental problems in the presentation

Thinking becomes non-situational;

Mastering speech leads to the development of reasoning as a way of solving mental problems, an understanding of the causality of phenomena arises;

Children's questions are an indicator of the development of curiosity and speak about the problematic nature of the child's thinking;

A different relationship between mental and practical activity appears, when practical actions arise on the basis of preliminary reasoning, the planned thinking increases;

The child moves from using ready-made connections and relationships to “discovering” more complex ones;

There are attempts to explain phenomena and processes;

Experimentation arises as a way to help understand hidden connections and relationships, apply existing knowledge, try your hand;

The prerequisites for such qualities of the mind as independence, flexibility, inquisitiveness are taking shape.

In preschool age, in the context of non-situational-cognitive communication with an adult, a special kind of "theoretical" activity arises. Numerous children's questions arise regarding various areas of reality. The attitude of an adult to children's issues determines in many respects the further development of thinking. Answering them, it is necessary to provide the child with the opportunity, with the help of an adult, peers or independently, to find the required answer, and not rush to give knowledge in a ready-made form. The main thing is to teach the preschooler to think, reason, and make attempts to resolve the question that has arisen. This position of an adult forms the independence of thinking, inquisitiveness of the mind. The reliability, definiteness and conciseness of the answers, but at the same time their exhaustive nature, confirmed by examples and observations, contributes to the further development of curiosity in preschoolers.

An indifferent attitude to questions reduces the cognitive activity of a preschooler. You should not only be attentive, respectful and tactful about children's questions, but also encourage children to ask.

It is necessary to teach the child to compare, generalize, analyze, organizing observations, experimentation, familiarization with fiction. When a preschooler is encouraged to explain in detail, in detail, the phenomena and processes in nature, social life, then reasoning turns into a way of knowing and solving intellectual problems. And here it is important for an adult to show tolerance and understanding of the unusual explanations that a preschooler gives, in every possible way supporting his desire to penetrate into the essence of objects and phenomena, to establish cause-and-effect relationships, and to find out hidden properties. We emphasize that the development of coherent speech in a child contributes to the development of his thinking, giving it a generalized and conscious character. If you do not teach a child to establish relationships, then he will be at the level of sensually perceived facts for a long time.

Not only mastering the ways of thinking, but also mastering the system of knowledge allows the preschooler to more effectively solve intellectual problems. The principles of selection of such knowledge and their content are studied in detail in preschool pedagogy. Let us only emphasize that assimilation should be considered not as an end in itself, but as a means of developing thinking. Mechanical memorization of various information, fragmentary and chaotic, copying of adult reasoning does nothing for the development of preschooler's thinking. VL Sukhomlinsky wrote: “... Do not unleash an avalanche of knowledge on a child ... - inquisitiveness and curiosity can be buried under an avalanche of knowledge. Know how to open one thing in front of the child in the world around him, but open so that a piece of life plays in front of the children with all the colors of the rainbow. Always leave something unsaid, so that the child wants to return again and again to what he has learned. "

Literature

Agaeva E. Formation of elements of logical thinking (senior preschool age) // Preschool education. -1982. -№1, - S. 38-41.

Wenger L., Mukhina V. Development of preschooler thinking // Preschool education. - 1974. - No. 7. - S. 30-37.

Veraksa N.E. Development of prerequisites for dialectical thinking in preschool age // Questions of psychology. - 1987. -№4.-p. 135-139.

Glukhoverya N. Cognitive activity of children, its features // Preschool education. - 1976. - No. 11. - S. 28-33.

Godovikova D. B. Formation of cognitive activity // Preschool education. - 1986. - No. 1. - S. 28-32.

A. V. Zaporozhets Development of logical thinking in children of preschool age // Questions of psychology of a child of preschool age / Ed. A.N. Leontiev, A.V. Zaporozhets. - M., 1953. 91-101.

Novoselova S.L. The development of thinking in early childhood. - M., 1978.

Poddyakov N.N. On the development of thinking in preschoolers // Age and pedagogical psychology. - M., 1982. -S. 128-132. The development of thinking and mental attention of a preschooler / Ed. N.N. Poddyakova, A.F. Govorkova. - M., 1985.

In the proposed manual “Game lessons for the development of memory, attention, thinking and imagination in preschoolers” IV Starodubtseva, TP Zavyalova. diagnostic techniques and guidelines are presented that reveal the essence and features of the development of the main cognitive processes - memory, attention, thinking and imagination - in children 4-7 years old. Of particular interest for workers in the field of preschool education is a selection of play material: outdoor games, play exercises, role-playing games designed to stimulate the development of a particular mental process in accordance with the age of the child.

The book "The Psychology of Learning Without Grief: A Book for the Beginner Teacher" by RV Mayer was written in order to draw the attention of novice teachers to an important aspect of their work - the psychological side of learning. The teacher works with children and must take into account their physiological characteristics and psychological patterns.

The textbook at the modern level reveals the basic psychological concepts, the leading patterns of mental development of children and methods of studying the psyche of a child. The basic ideas about deviations in the mental development of a child are presented. The main methods of psychological prevention and psychological correction of mental and behavioral disorders in children are presented. The book will prove to be indispensable as a teaching aid for students of pedagogical and medical educational institutions studying psychological disciplines, students of educational institutions of the postgraduate education system.

It is of undoubted interest for practical psychologists, social educators, teachers of preschool institutions and schools, doctors - child psychiatrists, psychotherapists, pediatricians and everyone who is concerned about the issues of psychological well-being and harmonious personal development of children.

Annotation to the book Kruglova N.F. "We develop in the game the intellect, emotions, personality of the child":

The author's program for preparing a child for schooling, presented in the book, was developed at the Psychological Institute of the Russian Academy of Education. Its main task is to help the child successfully overcome the difficulties that arise in primary school. A detailed system of exercise-games will help develop cognitive processes, educational motivation, the ability to hold a goal, communicate, and allow the child to move to the position of a schoolchild. The program has already received recognition from specialists and parents. Games and exercises (and there are about 100 of them in the book) can be successfully used for preparatory work with preschoolers, as well as corrective work with younger students.

For child psychologists, kindergarten teachers, primary school teachers and parents.

The development of involuntary memory. Until 3-4 years of age, the child's memory is predominantly unintentional. The child not only does not know how to set himself the goal of remembering - remembering, but also does not accept a mnemonic task coming from the outside. He also does not master those methods, 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. Involuntary memory, being dominant in a small child, and at earlier stages and the only one, does not lose its significance in subsequent years: both a schoolboy and an adult remember a lot involuntarily.

In the early stages of development, while memory is included in the processes of sensation and perception or is closely connected with them, the child easily captures bright, colorful, unusual, moving objects that attract attention with their novelty and dynamics. It can be involuntarily captured and what is repeated many times: the child remembers the path along which he often walks with adults, the arrangement of toys, if he is accustomed to clean them, easily remembers fairy tales that are based on repetitions ("Kolobok", "Teremok", "Turnip" and etc.).

What the child acts with, what is included in his activity is involuntarily imprinted. In this case, speech is of great importance. The child better remembers the objects with which he operates, in the case when he calls them. The inclusion of a word in the child's activity significantly changes the perception and memorization of not only various objects, but also their color, size, shape, spatial arrangement, as well as the actions performed by the child himself.

Foreign studies are characterized by underestimation of the possibilities of memorization. In modern foreign child psychology, the facts of involuntary memory are considered in the aspect of random learning. A number of studies have found that the productivity of random memorization in children gradually increases, up to 11-12 years, and then begins to decline. The authors explain the obtained facts by the fact that up to 11-12 years old children do not know how to concentrate on the main components of the task and are easily distracted. The possibilities of involuntary memorization have not been fully studied by them; randomly memorized material was not the subject of the subjects' main mental activity.

Soviet psychologists (A. A. Smirnov, P. I. Zinchenko) have established that, under certain conditions, involuntary memorization in children can be more productive than voluntary memorization. This happens when an activity in which involuntary memorization is included requires the child's intellectual activity, that is, when involuntary memorization occurs in the process of solving any mental tasks. PI Zinchenko emphasized that "it is not the attention itself that is important, but what the children did with the objects." In his experiments, he found that 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, the establishment of specific semantic connections). The quality of involuntary memorization of pictures, objects, words depends both on the content of the material (it is easier to remember the visual, close to the child's life experience), and on how actively the child acts with him, to what extent detailed perception, thinking, and grouping are connected. Children memorize material much better if they are asked, for example, to put in their places the things necessary for the garden, kitchen, nursery, zoo, shop, etc.

A child's memory is selective in nature: what is attractive, funny, expressive, interesting, what made an impression is better remembered. The child's memory is his interest, therefore, throughout preschool childhood, it is very important to make everything that they have to remember interesting for children. It should be borne in mind that the material with which the kid did something is easily remembered and saved: he felt, cut out, picked up pairs, built, shifted, etc.

For the characteristics of memory, it is very important from what age period the information perceived by the brain is fixed so firmly that it can be recalled in an adult state. Most often, events are remembered in which the child was a participant at the age of five or six, but there are great individual differences. Memories are known that have been firmly preserved even from 3-4 years and earlier. For example, Leo Tolstoy's earliest memories of childhood date back to the time when he was only 2 years old. The famous English electrophysiologist W.G. Walter remembered some of the events that happened to him when he was 2.5 years old. Most often, at an early age, facts that have an emotionally negative connotation (burns, dog attacks, trauma, etc.) are vividly captured.

There is an undeniable connection between the effectiveness of memory and the characteristics of a person's personality, his interests, needs, attitude to the environment, his attitudes. As it is known from the research of psychologists of the late XIX - early XX century. (T. Ribot), everything personally significant for a person is fixed in memory much more firmly than neutral. This feature is inherent in both adults and children (L. I. Bozhovich. N. G. Morozova). An important moment in the development of memory is that it begins to occupy an essential place in the development of the child's personality. The earliest memories of adults relate specifically to preschool childhood. A.N. Raevsky found that only 10.8% of the first memories belong to 2 years, 74.9 % - by 3-4 years of age, 11.3% - by 5 years, 2.8% - by 6 years.

The main content of children's memory, children's knowledge is made up of representations, that is, concrete, visual images of objects, their properties, actions. These are, first of all, ideas about the people around them and their activities, about household items, toys, about objects and phenomena of nature - trees and flowers, birds and animals, rain, snowfall, rainbows, about space and time, “about fairytale heroes, music, pictures, etc. They are the "building material" that the child uses in his games, drawings, stories.Without clear and correct ideas, children cannot learn the necessary concepts in the future.

Children of three or four years old often confuse what was in reality with what the child invented himself. Adults sometimes mistake such an invention for a lie. But this is not a lie, it is fiction, a combination of the processes of fantasy and memory. So the Kid got Carlson, who lives on the roof, and the orphan boy Mio got the King's father.

The development of arbitrary memory. Life constantly requires the child to use the experience he has. Every day, in practical, play, everyday activities, the child must rely on the methods of action with objects that he has mastered, must use the acquired knowledge, abilities and skills. Without this, self-service activities, fulfilling the teacher's tasks in class, verbal communication with adults and peers, playing and any other activity 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, captured 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 complicated: direct and involuntary memorization develops into a complex, consciously regulated activity based on more and more complex ways of processing memorized material, i.e., the main qualitative changes in the memory of a preschool child consist in a gradual transition from its involuntary forms to arbitrary.

L. S. Vygotsky emphasized that we remember differently when, for example, we tie a knot for memory. This feature takes place already in preschool age. In the study, children of different ages were presented with the same material and asked to memorize it in two different ways - the first time directly, and the other time - with the help of aids. Children who memorize with the help of aids built operations on a different plane than children who memorize directly. This happened because children who used auxiliary operations required not so much memory as the ability to create new connections, a new structure, a rich imagination, well-developed thinking, that is, mental qualities that do not play any significant role in direct memorization. roles.

The development of voluntary memory begins with the child's allocation of special mnemonic tasks for memorization and recall. Moreover, the goal of remembering appears before the goal of remembering; first, voluntary reproduction develops, followed by voluntary memorization.

3. M. Istomina, studying the features of the voluntary memory of preschoolers, found that the child is aware of and selects mnemonic goals only when faced with conditions that require him to actively recall and memorize. However, the existence of such a requirement in itself cannot yet lead to the realization of this goal. The motive that prompts the child to activity is also important, it is important that the goal is accepted by the child. So, for children 3-4 years old, the requirement of adults to remember and then recall a number of words (in laboratory experiments) does not yet lead to the desired result due to the lack of a memorization motive. The conditions of the game are another matter. The child takes on the role of a “buyer”, accepts the task of “buying” for the kindergarten what is entrusted to him, and in the “store” it becomes necessary for him to remember what needs to be “bought”. The goal of remembering and recalling for a child participating in the game has a very specific meaning. Consequently, under the conditions of the game, mnemonic goals are distinguished much more easily.

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

Mechanical memorization is based on repeated repetition, it is not accompanied by penetration into the essence of objects and phenomena, it is not based on understanding the memorized material. In the process of rote memorization, the child relies only on external connections between objects, for example, words are memorized in the order in which they were repeatedly perceived (even if the child does not understand their meaning).

It is absolutely undeniable that preschool children easily memorize meaningless material, for example, counting rhymes, verbal puns, incomprehensible phrases, poems, and also resort to verbatim reproduction of material that is far from always meaningful to them. Among the reasons explaining these facts, A.A. Smirnov singles out, first of all, the interest that often arouses in children the sound side of this material, or a special emotional attitude to such material, the feeling of a funny, comic evoked by him. A special role is also played by the fact that in many cases this material is woven into play activities. The child remembers counting rhymes, puns, verses inaccessible to understanding also because he repeated them many times himself or repeatedly heard either from adults or from peers.

For young 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, gaps, often correct adults if they modify the original. A. A. Smirnov emphasizes that the limited speech abilities of children, such as an insufficient stock 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 efforts, unable to think, most often take the path of mechanical learning in senior preschool and primary school age. There are marked differences in the reproduction of different types of material. These differences are manifested in terms of volume, speed, strength of memorization, as well as in the amount of reminiscence, that is, the reproduction of individual parts of the memorized material after a certain delay in time (delayed reproduction of the temporarily forgotten).

In the study of D.I. Krasilytsikova, reminiscence was observed mainly when memorizing meaningful material, while when reproducing incoherent or unintelligible material, the author did not find a single case of an increase in delayed reproduction. It was also established that when memorizing prose texts, cases of reminiscence are more common than when memorizing poems.

Educating memory

The restructuring of mnemonic processes in preschool age is that the child is able to set conscious goals (remember and remember) and strives to achieve these goals. However, the transition from involuntary memory to voluntary memory is not an instantaneous act, but is a complex process; including two main stages. At the first stage, the child's identification and awareness of the mnemonic goal is carried out, at the second stage, the corresponding actions and operations are formed. Initially, the ways of memorizing and remembering are very primitive. This is the repetition of the instruction after the adult, the recitation of the material in a whisper, touching the pictures, their spatial movement, etc., and in the process of recalling the return to the already reproduced links.

The first attempts to use some techniques that contribute to increasing the productivity of memory, the development of its logical forms, are noted in children aged 5-6 years. They are manifested in the fact that children of this age can already independently carry out, albeit in very simple forms, mental processing of the material. In the experiments of Z. M. Istomina, in the course of the exercises, the children showed the initial skills of the semantic grouping of words in order to memorize them, made attempts to connect what was memorized with something already well known to them, sometimes they used certain visual images as supports for memorizing words, etc. This means that children began to use for mnemonic purposes certain techniques, which are mental operations. Initially, these techniques were very primitive, were not used by all children, were episodic in nature, their use was poorly understood. However, the productivity of memorization in children who used the described techniques was higher.

The child's search for ways, techniques of memorization and recall opens up a new, very important opportunity for the teacher of his voluntary memory: teaching him how to memorize and recall. The upbringing of logical memory presupposes, first of all, the development of the mental activity of children - the development of the ability to analyze, to highlight certain properties, signs in objects, to compare objects and phenomena with each other; carry out generalization, combining various objects according to some common characteristics, classify objects and phenomena on the basis of the generalization produced; to establish semantic connections. It is mental operations at a certain stage of their development that become methods of logical memorization.

Many foreign psychologists believed that one of the main features of children's memory is its mechanicalness, they talked about the advantages of mechanical memorization in young children. E. Meiman argued that the predominance of logical memory should be attributed only to the age of 13-14. Many Soviet researchers noted the positive influence of semantic processing of material on the productivity of memorization already in preschool age. For a long time, the possibilities of using the methods of logical memorization by preschool children were studied in the context of the spontaneous formation of mnemonic activity (A. N. Leontiev, L. V. Zankov, E. V. Gordon, P. I. Zinchenko, A. A. Smirnov). Recently, there have been works devoted to the study of the formation of methods of arbitrary logical memorization in preschool children in the conditions of special education (L. M. Zhitnikova, 3. M. Istomina, A. N. Belous, N. V. Zakharyuta).

It has been established that already in the middle preschool age, children can master in the process of specially organized learning such techniques of logical memorization as semantic correlation and semantic grouping, and use them for mnemonic purposes. Teaching these techniques requires a complex and consistent strategy and is divided into two stages: 1) the formation of semantic correlation and semantic grouping as mental actions; 2) the formation of the ability to apply these actions to solve mnemonic problems.

Thus, the formation of classification as a mental action is carried out in three stages (in accordance with the principle of the stage-by-stage formation of mental actions by P. Ya. Galperin): 1) the stage of practical action, when children learn to arrange pictures into groups;

2) the stage of speech action, when, after a preliminary acquaintance with the pictures, the child must tell which pictures can be attributed to a particular group;

3) the stage of mental action, the distribution of pictures into groups in the mind, then the naming of the groups.

After the children learn to see certain groups of pictures in the presented set (for example, furniture, toys, plants, etc.), they will learn to refer each picture to a certain group or generalizing picture (garden, farm, room ...), to select individual elements, you can proceed to the formation of the ability to apply grouping for the purpose of memorization.

Classification (grouping) as a method of memorization consists in the use of generalizing names of groups as a support for memorizing and reproducing the elements included in them.

First, the child carries out a simple orientation in the material offered for memorization, assigns each object to a certain group, establishes that the presented set contains, for example, vegetables, clothes, etc. Then he begins to lay out the pictures into groups and remembers what is in each the group is included, and during playback relies on the groups formed by him.

In the process of mastering grouping as a method of logical memorization, children experience certain difficulties. P.I. Zinchenko notes that in the early stages, many children have a bifurcation of mental and mnemonic activity. It manifests itself in the following: performing the operation of semantic grouping, children forget that they need to memorize pictures, and when they try to remember, they stop grouping. However, when the method of semantic grouping is mastered by children, it brings a significant mnemonic effect. So, LM Zhitnikova notes that already in younger preschoolers, shifts in memorization are observed due to their mastery of grouping as a cognitive action, even without consciously using it for mnemonic purposes. Children of middle and senior preschool age, successfully mastering the classification, could consciously use it as a way of memorizing.

When mastering semantic correlation as an independent intellectual action, children must also go through a series of stages of increasing difficulty. First you need to learn how to find the identical picture for the proposed picture (as in the game of loto). After that, children learn to find a given picture not identical, but only similar to it in content, close in meaning. At the next stage, the task becomes more complicated: for the name (by the word), you need to select a picture with the image of the object denoted by this word, and then select a picture that is close to the word in content. All these steps are practiced in game situations. 3. M. Istomina emphasizes that the lessons (with the analysis of incorrect answers and the selection of various semantic connections) are repeated as many times as is required for the children to learn how to correctly correlate words and pictures.

In order for the learned intellectual action (semantic correlation of words with pictures) to be used for mnemonic purposes, the following important condition is necessary: ​​children must master well not only direct, but also reverse operations (the former go from what needs to be remembered to the support of memorization, the latter, on the contrary, from the support to what needs to be reproduced).

It is important that these operations are done well on their own. Only under this condition can mental action become a mnemonic device. In the process of teaching semantic correlation as a memorization technique, Z. M. Istomina also revealed noticeable age and individual differences. Experiments have shown that for the formation of a semantic correlation as a mnemonic device, children of younger preschool age need a different number of training sessions, multiple solutions of various problems. For older preschoolers, the number of learning steps is noticeably reduced.

There are significant qualitative differences both in the performance of the operation of semantic correlation and in the levels of its use for mnemonic purposes. With age, the number of semantic connections increases and the number of connections established on the basis of the external similarity of objects or on random associations decreases markedly. However, until the senior preschool age, the predominance of connections based on contiguity association persists. The productivity of reproduction is closely related to the child's awareness of the connection between a word and a picture (as a support for memorization). The clearer the child is aware of this connection, the easier it is to remember and reproduce the material. The highest productivity of reproduction takes place when relying on semantic connections, connections by similarity and by contiguity. The lowest productivity of reproduction was found in children who established casual connections. In general, the use of the method of semantic correlation by children has a positive effect on the productivity of mnemonic activity, and the effectiveness of its use increases with age.

Thus, qualitative changes in the work of memory can occur in a relatively early period of the child's development (in the middle preschool age), but only under the condition of specially organized, purposeful teaching of logical memorization programs.

It is important to form some methods of logical memorization in preschool children in order to better prepare them for schooling. It is advisable to simultaneously teach children various methods of logical memorization, since they rely on similar mental operations. In the process of using these techniques for mnemonic purposes, the transfer of skills is carried out, which contributes to the logical processing of the material, a deeper understanding of the memorized. The exercise of self-control by children also plays a significant role in increasing the productivity of memorization in mastering the techniques of logical memorization.

So, throughout preschool childhood, significant changes occur in the memory of children, both quantitative and qualitative. The volume of immediate memory, the speed and strength of the imprinting is increased.

With age, the structure of mnemonic activity changes, direct and involuntary memorization develops into a complex, consciously regulated activity based on various methods of semantic processing of the material; the transition from involuntary memory to arbitrary is carried out.

The restructuring of mnemonic processes in preschool age consists in the fact that the child isolates and realizes the goal of remembering and recalling and begins to apply the simplest mnemonic techniques. In the context of specially organized training according to a special methodology, preschool children master such complex techniques of logical memorization as semantic correlation and semantic grouping, which is important for their preparation for school.

Literature

Belous A.N. Study of the ratio of logical memorization techniques in preschool children // Education, training and mental development: Abstracts. scientific. message owls. psychologists to the VI All-Union. Congress of the Society of Psychologists of the USSR. M., 1983. Part 1.S. 22-24.

Age and Individual Differences in Memory / Ed. A. A. Smirnova. M., 1967.S. 3-111.

Vygotsky L.S. Memory and its development in childhood // Sobr. op. M., 1982.T. 2.S. 381-395.

Zhitnikova L. M. Teach children to memorize. M., 1985.S. 5-92.

Zinchenko P.I. Involuntary memorization. M., 1961.S. 245-287.

Istomina 3.M. Memory development. M., 1978.

Development of logical memory in children / Ed. A. A. Smirnova. M., 1976, S. 4-72; 137-255.

Smirnov A.A., Istomina 3.M. and other Formation of methods of logical memorization in preschool children and primary schoolchildren // Vopr. psychology. 1969. No. 5. S. 90-100.

Review questions

1. What is the place of involuntary memory in a child's life? At what age does involuntary memory prevail over other types of memory, how is it manifested?

2. When does the main qualitative restructuring of children's memory take place, what does it consist of?

3. Describe the basic techniques of logical memorization available to preschool children.

4. What are the conditions for the transformation of the learned intellectual action into a mnemonic device? Describe the strategy for the formation of logical memorization techniques in children.

Practical tasks

1. Write down and analyze the first childhood memories. Determine what age they are, what is their content, what is best remembered, good or bad? (Interview a group of preschool children to collect material.)

2. Conduct individual experiments with children to study involuntary and voluntary memorization. Compare the results of both types of memorization in preschoolers of different age groups.

3. Conduct an experiment to identify the productivity of children memorizing verbal material in different activities, in the game,

in a lesson on labor, when listening to a story, in a laboratory experiment. Compare the results obtained with the data of Z. M. Istomina (in the book: Development of memory. M., 1978. S. 64. Table 11).

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN North Kazakhstan State University named after M. Kozybaeva

Music and Pedagogical Faculty

Department of Theory and Methodology of Primary and Preschool Education

COURSE WORK

Memory development in preschool age

050101 "Preschool education and upbringing" DOV-09

Petropavlovsk, 2010

Introduction

In the Address of the President of Kazakhstan N.A. Nazarbayev "The growth of the welfare of citizens of the Republic of Kazakhstan is the main goal of state policy" dated February 6, 2008, it is said that special attention should be paid to the preschool education system as the first stage of lifelong learning that stimulates the development of preschool children, providing them with effective programs for development creative and intellectual abilities. It must be remembered that it is at this stage that the foundations of children's attitude to learning, arbitrary labor and the world around them are laid.

Also, the President in his lecture "Kazakhstan in the post-crisis world: an intellectual breakthrough into the future" notes that preschool education should form the starting intellectual potential and good health of young Kazakhstanis.

At the present stage of development of our state, society faces a huge task - to bring up a comprehensively developed personality.

Preschool childhood, according to A.N. Leont'ev, - this is the time of life when the world of human activity around him is opening up to the child more and more.

Preschool age plays an important role in the general development of human memory. The impressions that a person receives about the world around them leave a certain mark, are preserved, fixed, and, if necessary and possible, are reproduced. These processes are called memory. “Without memory,” wrote S.U. Rubinstein - we would be creatures of the moment. Our past would be dead to the future. The present, as it progresses, would irrevocably disappear in the past. "

The question of the development of memory has given rise to great controversy in psychology. For all the seeming obviousness and undoubted relevance of the issue, the theoretical provisions of the teaching on the development of memory in preschool children do not have classical uniformity. L.S. Vygotsky showed that there are not as many controversies on any topic of modern psychology as there are in theories explaining the problem of memory development.

Such scientists as Elkonin D.B., Obukhova L.F., Mukhina V.S., Lyublinskaya A.A., Shagraeva O.A., Luria A.R., Martsinkovskaya T.D. and many others.

Purpose of the study: to study the peculiarities of memory development in preschool age.

Object of study: preschool age

Subject of study: the process of memory development in preschool age.

Hypothesis: if you purposefully and systematically apply the methods and techniques of memory development in working with preschool children, this will determine the most effective development of the processes of memorizing, storing and reproducing information.

Tasks:

Consider the mental characteristics of the development of preschool children;

Describe the characteristics of memory as a cognitive process;

To get acquainted with the peculiarities of the development and formation of memory in preschool age;

To study the methods of diagnosing the memory of preschool children;

To characterize the methods and techniques of memory development in preschool children;

Choose games, exercises for the development of memory in preschool children;

1. Scientific and theoretical foundations of the study of memory in preschool age

1.1 Mental characteristics of the development of preschool children

Preschool age is a period of intensive mental development of a child. The features of this stage are manifested in progressive changes in all spheres, starting from the improvement of psychophysiological functions and ending with the emergence of complex personal neoplasms.

Preschool age (from 3 to 7 years) is a direct continuation of early age in terms of general sensitivity, carried out by the irrepressibility of the ontogenetic potential for development. This is the period of mastering the social space of human relations through communication with close adults, as well as through play and real relationships with peers.

In preschool age, in joint activities with adults and under their guidance, the child masters a number of object-related actions. Some of them can be performed by children only with direct help and with the participation of adults, while others can be done independently.

Independence in preschool age is manifested in the fact that every healthy child in the narrow sphere of his practical life and within the limits of his small possibilities seeks to act without the help of adults, to show some independence from them.

The manifestation of independence in all that the child can really do without the help of adults, gradually acquires the form of a desire to act independently of adults and without their help, even in those areas that are not yet available to the child, in particular, to perform actions that the child has not yet fully mastered. Indications of the emergence of such a desire for independence can be found in almost all diaries about child development, both Russian and foreign authors.

One of the most important problems in child psychology is the problem of the conditions and driving causes of the mental development of preschool children. For a long time, this problem was considered in terms of the metaphysical theory of two factors, which, as external and invariable forces, predetermine the course of development of the child's psyche. At the same time, some authors believed that the factor of heredity was of decisive importance, others attributed the leading role to the environment; finally, still others believed that both factors interact, convert with each other.

L.S. Vygotsky (1982-1984), S.L. Rubenstein (1946), A.N. Leont'ev (1972), proceeding from the provisions of the classics of Marxism-Leninism on "social inheritance", on the "appropriation" by an individual of the works of material and spiritual culture created by society, and relying on a number of theoretical and experimental studies, laid the foundations of the theory of mental development of the child and found out specific difference of this process from ontogenesis of the animal psyche. In the individual development of the psyche of animals, the manifestation and accumulation of two forms of experience: specific and individual, acquired by the individual through adaptation to the existing conditions of existence, is of fundamental importance. In contrast to this, in the development of the child, along with the two previous ones, another, completely special form of experience arises and acquires a dominant role. This is a social experience, embodied in the products of material and spiritual production, which is assimilated by a child throughout his entire childhood. In the process of assimilation by children and social experience, not only individual knowledge and skills are acquired, but also abilities are developed, the personality of the child is formed.

The child joins the spiritual and material culture created by society, not passively, but actively, in the process of activity, on the nature of which and on the characteristics of the relationships that he has with the people around him, the process of the formation of his personality largely depends.

Having recognized the importance for the child's mental development of his universal and individual organic characteristics, as well as the course of their maturation in ontogenesis, it is necessary, however, to emphasize that these features are only conditions, only necessary prerequisites, and not the driving reasons for the formation of the human psyche. As rightly pointed out by L.S. Vygotsky (1982, vol. 2), none of the specifically human mental qualities, such as logical thinking, creative imagination, volitional regulation of actions, etc., can arise only through the maturation of organic inclinations. For the formation of such qualities, certain social conditions of life and upbringing are required.

The problem of the role of the environment in the mental development of a child is solved in different ways, depending on the understanding of the general nature of the studied genetic process. The social environment (and nature transformed by human labor) is not just an external condition, but the true source of the child's development, since it contains all those material and spiritual values ​​in which the abilities of the human race are embodied and which an individual must master in the process of his development.

The assimilation of social experience by children occurs not through passive perception, but in an active form. The problem of the role of various types of activity in the mental development of a child was intensively developed in Soviet child psychology. The psychological characteristics of play, study and work in children of different ages and the influence of these types of activity on the development of individual mental processes and the formation of the child's personality as a whole were studied. Studies of the orientational part of the activity made it possible to penetrate more deeply into its structure and to clarify in more detail the role in the assimilation of new experience. It was found that the orienting components of any integral activity perform the function of using, modeling those material or ideal objects with which the child acts, and lead to the consciousness of adequate ideas or concepts about specific objects. This position has not only theoretical, but also practical importance. The special organization of orienting activities plays an essential role in the process of pedagogical guidance of various types of children's activities.

The dialectical-materialist approach to the child's mental development raises the problem of spontaneity of development, the presence of self-movement motives in him. Recognition of the determinism of mental development by living conditions and upbringing does not deny the logic of this development, the presence in it of a certain self-movement. Each new stage of the child's mental development naturally follows the previous one, and the transition from one stage to another is due not only to external, but also to internal reasons. As in any dialectical process, in the process of a child's development, contradictions arise associated with the transition from one stage of development to another. One of the main contradictions of this kind is the contradiction between the increased physiological and mental capabilities of the child and the previously established types of relationships with people around and forms of activity. These contradictions, which sometimes acquire a dramatic character of age crises, are resolved by establishing new relationships between the child and others, by forming new types of activity, which marks the transition to the next age stage of mental development.

In preschool childhood (from 3 to 7 years old), intensive maturation of the body continues. Along with general growth, anatomical formation and functional development of tissues and organs occurs. Ossification of the skeleton, an increase in muscle mass, and the development of the respiratory and circulatory organs are of great importance. Brain weight increases from 1110 to 1350g. The regulatory role of the cerebral cortex, its control over the subcortical centers, is enhanced. The rate of formation of conditioned reflexes increases, the second signal system develops especially intensively.

Preschool age is characterized by the emergence of a new social situation of child development. The place occupied by a preschooler among the people around him is significantly different from that which is characteristic of a child of early childhood. The child has a range of elementary responsibilities. The child's relationship with adults is acquiring new forms: joint activity is replaced by the independent fulfillment of the adult's instructions. For the first time, a relatively systematic education of a child according to a specific program becomes possible. But, as L.S. Vygotsky, this program can be realized only to the extent that it becomes the child's own program.

An essential feature of preschool age is the emergence of certain relationships between the child and peers, the formation of a "children's society". The preschooler's own internal position in relation to other people is characterized by an increasing awareness of his own “I” and the meaning of his actions, a huge interest in the world of adults, their activities and relationships.

The peculiarities of the social situation of the preschooler's development are expressed in the types of activity characteristic of him, primarily in the role-playing game. The desire to join the world of adults, combined with the lack of knowledge and skills necessary for this, leads to the fact that the child masters this world in a playful way. Features favorable conditions for the development of preschool children. In preschool institutions, a program for educating children is being implemented, the initial forms of their joint activities are taking shape, and public opinion arises. As the results of specially conducted studies show, the general level of mental development and the degree of preparedness for schooling are, on average, higher in children raised in kindergarten than in children who do not attend kindergarten.

The mental development of preschool children is due to the contradictions that arise in them in connection with the development of many needs: in communication, play, movements, in external impressions. The development and formation of his personality depends on how the needs of a preschooler will develop.

The child's interaction with the environment and, first of all, with the social environment, his assimilation of the experience of adults in various types of activities (play, educational, etc.) play a primary role in his mental development, the formation of his personality.

The emotional life of a preschooler is associated with the dominance of feelings over all aspects of the child's activity. Emotionality is characterized by spontaneity, spontaneity, brightness: feelings quickly flare up and fade away, the mood is unstable, the manifestations of emotions are very violent. The child easily begins to experience feelings of sympathy, affection, love, compassion, pity, acutely experiences affection, praise, punishment, and censure, easily reacts to conflict situations, quickly gets upset from failures, easily offended and cries, violently expresses feelings for the heroes books and films. But all this is so, it quickly fades away and is forgotten.

Only in especially necessary situations and only older preschoolers can restrain their feelings, hide their external manifestations.

The source of the child's emotional experiences is primarily his relationship with adults and other children, as well as those situations that made a new, unusual, strong impression on him. Therefore, the more impressions a child receives, the more differentiated his emotional experiences become.

The mental development of children in the first two years of life is characterized by a fast pace. During this period, the height and weight of the child increases intensively (especially in the first year), all functions of the body develop intensively. By the age of one, the child masters independent walking. In the second and third years of life, his basic movements are improved, he begins to coordinate his motor activity with those around him. The child makes great strides in mastering his native language. If in the active vocabulary of a one-year-old child, as a rule, there are 10-12 words, then by two years their number increases to 200-300, and by three - up to 1500 words.

Having a high plasticity of the functions of the brain and psyche, the child has great potential for development, the implementation of which depends on the direct influence of the surrounding adults, on upbringing and training.

Summarizing the most important achievements in the mental development of a 6-7 year old child, we can conclude that at this age stage, children have a fairly high level of mental development, including dismembered perception, generalized norms of thinking, and semantic memorization. The child develops a certain amount of knowledge and skills, intensively develops an arbitrary form of memory, relying on it, you can encourage the child to listen, consider, remember, analyze. A preschooler is able to coordinate his actions with peers, participants in joint games or productive activities, regulating his actions based on the assimilation of social norms of behavior. His behavior is characterized by the presence of a formed sphere of motives and interests, an internal plan of action, the ability to adequately assess the results of his own activities and his capabilities.

Thus, preschool childhood is a special period in the development of personality. This is the time of active socialization of the child, his entry into the culture, the development of his communication with adults and peers. This is a small segment in a person's life. But during this time, the child gains much more than in his entire subsequent life.

1.2 Characteristics of memory as a cognitive process

Memory is the basis of mental life, the basis of our consciousness. Any simple or complex activity is based on the fact that the image of the perceived is stored in memory. Information from our senses would be useless if memory did not retain the connection between individual facts and events. Carrying out a connection between past states of the psyche, present and the processes of preparing future states, memory communicates coherence and stability to human life experience, ensures the continuity of the existence of the human "I" and thus acts as one of the prerequisites for the formation of individuality and personality.

In the XX century, several dozen different theories of memory were created - psychological, physiological, biological, chemical, cybernetic. However, at present there is not a single, universally recognized theory of memory.

Memory - the processes of organizing and preserving past experience, making it possible to reuse it in activities or return to the sphere of consciousness. Memory connects the subject's past with his present and future and is the most important cognitive function underlying development and learning.

Memory is a cognitive process that performs the functions of memorizing, forgetting, preserving and reproducing material. Memory underlies training and education, the acquisition of knowledge, personal experience, and the formation of skills. It is customary to distinguish types of memory for various reasons. According to the content of the memorized material - figurative, emotional, motor, verbal. Depending on the way of memorization - logical and mechanical. According to the duration of the preservation of the material, memory can be long-term and short-term. Depending on the presence of a deliberately set goal to remember - involuntary and voluntary.

Memory is based on the property of nervous tissue to change under the influence of stimuli, to retain traces of nervous excitement. Traces in this case mean certain electrochemical and biochemical changes in neurons. These traces can be revived under certain conditions, i.e. a process of excitation arises in them in the absence of the stimulus that caused the indicated changes.

Memory mechanisms can be viewed at different levels, from different points of view. If we proceed from the psychological concept of association, then the physiological mechanism of their formation is temporary neural connections. The movement of nervous processes in the cortex leaves a mark, new nerve paths are blasted, i.e. changes in neurons lead to the fact that the spread of nervous processes in this direction is facilitated. Thus, the formation and preservation of temporary connections, their extinction and revival are the physiological basis of associations.

The special significance that has been attached to memory since ancient times can be seen in the fact that in ancient Greek mythology it was the goddess of memory, Mnemosyne, who was reputed to be the mother of muses, the patroness of crafts and sciences. For a long time, the problem of memory was developed mainly by philosophy in close connection with the general problem of knowledge. The first detailed concept of memory was given by Aristotle in a special treatise On Memory and Remembrance. Memory proper is characteristic of both man and animal, while recollection is only for man, it is "a kind of a kind of search for" images and "occurs only with those who are capable of thinking," because "the one who remembers concludes that he has already seen , heard, or experienced something like that. " Aristotle formulated the rules for successful recollection, later re-"discovered" as basic laws, associations.

The basis of memory is the genetically determined ability to capture information, in other words, the natural plasticity of the brain tissue ("mnema"). The basis of memory is called natural memory.

There are three types of memory:

1. Visual-shaped memory, which helps to remember well faces, sounds, color, shape of an object, etc.

2. Verbal-logical memory, in which information is memorized by ear.

3. Emotional memory, in which the experienced feelings, emotions and events are remembered.

The forms of manifestation of memory are extremely diverse. This is explained by the fact that memory serves all types of diverse human activities.

The species classification of memory is based on three main criteria: 1) the object of memorization, i.e. what is remembered These are objects and phenomena, thoughts, movements, feelings. Accordingly, such types of memory are distinguished as figurative, verbal-logical, motor and emotional; 2) the degree of volitional regulation of memory. From this point of view, a distinction is made between voluntary and involuntary memory; 3) duration of storage in memory. In this case, they mean short-term, long-term and operative memory.

Thus, we see that all types of memory are distinguished depending on what is remembered and how long it is remembered.

Figurative memory is a memory for ideas, for pictures of nature and life, as well as for sounds, smells, tastes. It can be visual, auditory, tactile, olfactory, and gustatory. If visual and auditory memory is usually well developed and play a leading role in the life orientation of all normal people, then tactile, olfactory and gustatory memory in a sense can be called professional types: like the corresponding sensations, these types of memory develop especially intensively in connection with specific conditions activities.

Our thoughts are the content of verbal-logical memory. Thoughts do not exist without language, therefore the memory for them is called not just logical, but verbal - logical. In verbal-logical memory, the main role belongs to the second signaling system. This type of memory is a specifically human kind, in contrast to the motor, emotional and figurative, which in their simplest forms are also characteristic of animals. Based on the development of other types of memory, verbal-logical memory becomes leading in relation to them, and the development of all other types of memory depends on its development. She plays a leading role in the assimilation of knowledge in the learning process.

Motor memory is memorization, preservation and reproduction of various movements and their systems. The great importance of this type of memory is that it serves as the basis for the formation of various practical and work skills, just like the skills of walking, writing, etc. Without memory for movements, we would have to learn from the beginning every time, to carry out certain actions.

Depending on the goals of the activity, memory is divided into involuntary and voluntary. Memorization and reproduction, in which there is no special purpose of remembering or remembering something, is called involuntary memory. In those cases when we set such a goal, we speak of arbitrary memory. In the latter case, the processes of memorization and reproduction act as special, mnemonic actions.

Involuntary and voluntary memory at the same time represent two successive stages of memory development. Everyone knows from his own experience what a huge place involuntary memory occupies in our life, on the basis of which, without special mnemonic intentions and efforts, the main part of our experience is formed both in volume and in life significance. However, in human activity, the need often arises to guide his memory. In these conditions, an important role is played by voluntary memory, which makes it possible to deliberately memorize or recall what is needed.

Long-term memory is a memory subsystem that provides long-term (hours, years, sometimes decades) retention of knowledge, as well as the preservation of skills and abilities, and is characterized by a huge object of stored information. The main mechanism of information. The main mechanism for entering data into long-term memory and their fixation is usually considered repetition, which is carried out at the level of short-term memory. However, purely mechanical repetition does not lead to stable long-term memorization. In addition, repetition is a necessary condition for fixing data in long-term memory only in the case of verbal or easily verbalized information. A meaningful interpretation of the new material, the establishment of connections between it and what is already known to the subject, is of decisive importance.

Unlike long-term memory, which is characterized by long-term preservation of material after its repeated repetition and reproduction, short-term memory is characterized by a very short preservation after a single very short perception and immediate reproduction.

The central role in the short-term retention of data is played by the processes of internal naming and active repetition of material, which usually take place in the form of latent articulation. There are two types of repetition. In the first case, it is relatively mechanical in nature and does not lead to any noticeable transformation of the material. This type of repetition allows you to keep information at the level of short-term memory, although it is not sufficient to transfer it into long-term memory. Long-term memorization becomes possible only with the second type of repetition, accompanied by the inclusion of the retained material in the associative system. Unlike long-term memory, short-term memory can store only a very limited amount of information - no more than 7 + - 2 units of material. Modern research shows that the limitations of short-term memory do not interfere with the memorization of large volumes of meaningful perceptual material.

In addition, they allocate a separate type of memory - random access memory. Working memory is called the memorization of some information, data for the time required to perform an operation, a separate act of activity. For example, in the process of obtaining a result, it is necessary to keep actions in memory until an intermediate operation, which can later be forgotten. The last circumstance is very important - it is irrational to remember used information that has lost its meaning - after all, the operating memory must be filled with new information necessary for current activities.

The impression that a person gets about the world around him leaves a certain mark, is preserved, fixed, and, if necessary and possible, reproduced. These processes are called memory. “Without memory,” wrote S.L. Rubenstein - we would be creatures of the moment. Our past would be dead to the future. The present, as it progresses, would irrevocably disappear in the past. "

Memory is the basis of a person's abilities, it is a condition for learning, acquiring knowledge, developing skills. Without memory, the normal functioning of either personality or society is impossible. Thanks to his memory, its perfection, man stood out from the animal kingdom and reached the heights at which he is now. And further progress of mankind is unthinkable without constant improvement of this function.

Memory can be defined as the ability to receive, store and reproduce life experience. Various instincts, innate and acquired mechanisms of behavior are nothing more than an imprinted, inherited or acquired experience in the process of individual life. Without the constant renewal of such experience, its reproduction under suitable conditions, living organisms could not improve further, since what it acquires would have nothing to compare with and it would be irretrievably lost.

All living beings have memory, but it reaches the highest level of its development in humans. No other living creature in the world has such mnemonic capabilities that he possesses.

Thus, memory can be defined as psychophysiological and cultural processes that perform the functions of memorizing, preserving and reproducing information in a person's life.

1.3 Features of memory development in preschool children

The question of the development of memory has given rise to great controversy in psychology. For all the seeming obviousness and undoubted relevance of the issue, the theoretical provisions of the teaching on the development of memory in children, the so-called preschool age, do not have classical uniformity. L.S. Vygotsky showed that there are not as many controversies on any topic in psychology as there are in theories explaining the problem of memory development.

The theoretical provisions of the concept of memory development proposed by P.P. Blonsky. The main provision of this concept on the relationship between figurative and verbal memory in their development is the assertion that the four types of memory (motor, emotional, figurative and verbal) are genetically determined stages of its development that arise precisely in this sequence.

The earliest form - motor or motor memory - finds its initial expression in the first, conditioned motor reflexes of children. This reaction is observed already in the first month after birth.

The onset of emotional or affective memory refers to the first half of a child's life.

The first rudiments of free memories, with which one can associate the beginning of figurative memory, refer to them in the second year of life.

A higher type of memory is story memory. A child has it already at 3-4 years old, when the very foundations of logic begin to develop. Memory-story is, according to P.P. Blonsky, genuine verbal memory, which must be distinguished from memorizing and reproducing speech movements, for example, when memorizing meaningless verbal material. Being the highest level of memory, memory-story, in turn, does not immediately appear in the most perfect forms. She goes through a path characterized by the main stages of the development of the story. Initially, a story is only a verbal accompaniment of an action, then these are words accompanied by an action, and only then a verbal story appears in itself as a living and figurative message.

Memory in preschool age, according to V.S. Mukhina, is mostly involuntary. This means that the child most often does not set himself conscious goals to remember something. Memorization and recall occur independently of his will and consciousness. They are carried out in activity and depend on its nature. The child remembers what his attention was directed to in the activity, what made an impression on him, what was interesting.

The quality of involuntary memorization of objects, pictures, words depends on how actively the child acts in relation to them, to what extent their detailed perception, reflection, and grouping occur in the process of action. Involuntary memorization is an indirect, additional result of the actions of perception and thinking performed by the child.

In younger preschoolers, involuntary memorization and involuntary reproduction is the only form of memory functioning. The child cannot yet set a goal for himself to remember or remember something, and even more so does not apply special techniques for this.

Involuntary memorization, associated with the active mental work of children on a certain material, remains much more productive until the end of preschool age than voluntary memorization of the same material. Involuntary memorization in preschool years can be strong and accurate. If the events of this time were of emotional significance and made an impression on the child, they can be retained in the memory for the rest of his life. Preschool age is the period freed from the amnesia of infancy and early life.

The first recollections of impressions received in early childhood usually refer to the age of about three years (meaning the memories of adults associated with childhood). It was found that almost 75% of the first childhood memories occur between the ages of three and four years. This means that by a given age, i.e. By the beginning of early preschool childhood, the child's long-term memory and its main mechanisms are linked. One of them is the associative connection of the memorized material with emotional experiences.

The majority of normally developing children of younger and middle preschool age have well developed direct and mechanical memory.

Some preschool children have a special type of visual memory called eidetic memory. The images of eidetic memory in their brightness and distinctness approach the images of perception. After a single perception of the material and very little mental processing, the child continues to "see" the material, and perfectly restores it. Eidetic memory is an age-related phenomenon. Children who possess it in preschool age usually lose this ability during schooling. In fact, this kind of memory is not so rare, and many children have it.

During the first year of life, the latent period of recognition is noticeably increased. If an eight- or nine-month-old child recognizes a loved one after a two- or three-week separation, then a child of the second year of life can recognize a familiar face after a one and a half and two months break. In the second year of life, the volume and strength of the child's memory sharply increases, which is associated not only with the maturation of the child's nervous apparatus, but also with the development of walking, which contributes to the rapid enrichment of the child's experience.

The development of motor memory begins in the middle of the first year of life. The mastery of objective actions is aware of the favorable conditions for memorizing the movements and actions performed. Those of them that receive strong emotional and business reinforcement in the form of the desired result achieved by the child are quickly consolidated. In the second year of life, simple movements of grasping objects are performed easily and in an organized manner. The child reproduces them as needed under appropriate conditions.

In the third year of life, actions are developed in the child on the basis of motor memory. They form the basis of skills that form in subsequent periods. These still unformed skills include, for example, hand movements when washing, actions with a spoon while eating. Lacing up boots, buttoning up buttons, stepping over obstacles, running, jumping and many others.

In preschool childhood, a particularly important type of memory develops - memory for words. Starting from 6 months, the child memorizes some sound combinations, and then words that are associated with certain objects, persons, actions. At this time, it is still possible to single out specially verbal memory, whereas in subsequent years it merges with semantic memory. The mastery of colloquial speech leads to the rapid development of semantic memory and memory for whole verbal chains, complexes.

In the second year of life, a child who has begun to walk learns many objects, things and, acting with them in various ways, enriches his knowledge of the world around him. This is how primary ideas about things, people, events, ideas, about distance and direction, about the movements performed, begin to accumulate. On the basis of the emerging inverse afferentation, actions with things become more and more precise, consistent and diverse.

The process of memory itself also changes: it is gradually freed from reliance on perception. Along with recognition, reproduction is also formed, at first involuntary, caused by a question, a hint from an adult, a similar object or situation, and then voluntary.

The development of memory in preschool age is also characterized by a gradual transition from involuntary and immediate to voluntary and mediated memorization and recall. Z.M. Istomina analyzed the process of formation of voluntary and mediated memorization in preschoolers and came to the following conclusions. At the preschool age of three, four years, memorization and reproduction in natural conditions of memory development, i.e. without special training in mnemonic operations, are involuntary. In preschool age, under the same conditions, there is a gradual transition from involuntary to voluntary memorization and reproduction of material. At the same time, in the corresponding processes, special perceptual actions are distinguished and begin to develop relatively independently, mediating mnemic processes and aimed at better remembering, more fully and more accurately reproducing the material retained in memory.

Different memory processes develop differently with age in children, and some of them may outstrip others. For example, voluntary reproduction arises earlier than voluntary memorization, and in its development, as it were, overtakes it. The development of his memory processes depends on the child's interest in the activity he performs and the motivation for this activity.

The transition from involuntary to arbitrary memory involves two stages. At the first stage, the necessary motivation is formed, i.e. desire to remember or remember something. At the second stage, the mnemonic actions and operations necessary for this arise and are improved.

With age, the child's ability to assess the capabilities of his own memory develops, and the older the children, the better they can do this. Over time, more varied and flexible strategies for memorizing and reproducing material that the child uses become more diverse.

In preschool age, memory is ahead of other abilities in terms of the speed of development. The main type of memory is figurative, its development and restructuring are associated with changes occurring in different spheres of the child's mental life. During preschool age, the content of motor memory changes significantly. The movements become complex and involve several components. The verbal-logical memory of a preschooler intensively develops in the process of active mastering of speech when listening and reproducing literary works, telling, in communication with adults and peers. The preschool period is the era of the dominance of natural, immediate, involuntary memory. The preschooler retains the dependence of memorizing material on such features as emotional attractiveness, brightness, sound, discontinuity of action, movement, contrast, etc. Elements of voluntary behavior are the main achievement of preschool age. An important moment in the development of the memory of a preschooler is the appearance of personal memories.

By the end of preschool childhood, the child develops elements of voluntary memory. Voluntary memory is manifested in situations when the child independently sets a goal: to remember and remember.

However, the fact that memory develops in a preschooler most intensively in comparison with other abilities does not mean that one should be content with this fact. On the contrary, the child's memory should be developed as much as possible during the period when all factors are disposed to this. Therefore, we can talk about the development of a child's memory from early childhood.

Involuntary memory, not associated with an active attitude to current activity, turns out to be less productive, although on the whole this form of memory retains a dominant position. The development of the child's spatial ideas reaches a high level by the age of 6-7 years. Attempts to analyze spatial situations are typical for children.

Thus, by the age of 6-7 years, the memory structure undergoes significant changes associated with the significant development of arbitrary forms of memorization and recall. The accumulation of a large experience of practical actions by preschool age, a sufficient level of memory development increases the child's sense of self-confidence.

2. Methodological foundations for the study and development of memory in preschool age

2.1 Methods for diagnosing the development of memory in preschool children

memory development preschool age

Human memory is diverse. All its types and features are difficult to assess at the same time, especially if not only memory is diagnosed, but also other psychological characteristics of a person. In this regard, in the practical psychodiagnostics of memory, one has to be limited to only some of its types. In our case, they include recognition, reproduction and memorization, in particular the volume of short-term visual and auditory memory (vision and hearing are the main human senses), as well as the dynamics of the learning process. The four particular techniques described below are intended for psychodiagnostics of these characteristics of human memory.

Recognize Shapes Technique

This technique is for recognition. This type of memory appears and develops in children in ontogenesis one of the first. Formation of other types of memory, including memorization, preservation and reproduction, significantly depends on the development of this type.

In the methodology, children are offered the pictures shown in Fig. 12 Appendix A, accompanied by the following instructions:

“Before you are 5 pictures arranged in rows. The picture on the left is separated from the rest by a double vertical line and looks like one of four pictures in a row to the right of it. It is necessary to find and point to a similar picture as soon as possible. "

First, for a test, the child is asked to solve this problem in the pictures shown in the row numbered 0, then, after the experimenter is convinced that the child has understood everything correctly, they are given the opportunity to solve this problem in the pictures numbered from 1 to 10.

The experiment is carried out until the child has solved all 10 problems, but no more than 1.5 minutes, even if the child has not coped with all the problems by this time.

Evaluation of results

10 points - the child completed all the tasks in less than 45 seconds.

8-9 points - the child coped with all the tasks in a time from 45 to 50 seconds.

6-7 points - the child coped with all the proposed tasks within a period of time from 50 to 60 seconds.

4-5 points - the child coped with all the tasks in a time from 60 to 70 seconds.

2-3 points - the child solved all the problems in a time from 70 to 80 seconds.

0-1 point - the child solved all the problems, spending more than 80 seconds on it.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point is very low.

Method "Memorize the drawings"

This technique is designed to determine the volume of short-term visual memory. Children receive pictures as stimuli, presented in Appendix B in Fig. 13 A. They are given instructions similar to the following:

“There are nine different shapes in this picture. Try to remember them and then recognize them in another picture (Appendix B Fig. 13 B), which I will now show you.

On it, in addition to the nine previously shown images, there are six more such that you have not yet seen. Try to recognize and show in the second picture only those images that you saw in the first of the pictures. "

The exposure time of the stimulus picture (Appendix B Fig. 13 A) is 30 sec. After that, this picture is removed from the child's field of vision and instead of it he is shown a second picture - Appendix B Fig. 13 B. The experiment continues until the child recognizes all the images, but no longer than 1.5 minutes.

Evaluation of results

10 points - the child recognized in the picture (Appendix B in Fig. 13 B) all nine images shown to him in the picture (Appendix B in Fig. 13 A), having spent less than 45 seconds.

8-9 points - the child recognized in picture 13 B Appendix B, 7-8 images for a time from 45 to 55 seconds.

6-7 points - the child recognized 5-6 images in a time from 55 to 65 seconds.

4-5 points - the child recognized 3-4 images in a time from 65 to 75 seconds.

2-3 points - the child recognized 1-2 images in a time from 75 to 85 seconds.

0-1 point - the child did not recognize any image in picture 13 B Appendix B for 90 seconds or more.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point is very low.

Method "Remember the numbers"

This technique is designed to determine the volume of a child's short-term auditory memory. In the task for her, the child receives instructions with the following content:

"Now I will tell you the numbers, and you repeat them after me immediately after I say the word" repeat "."

Next, the experimenter sequentially reads to the child from top to bottom a series of numbers presented in Appendix C of Fig. 14 A, with an interval of 1 sec between digits. After listening to each row, the child must repeat it after the experimenter. This continues until the child makes a mistake.

If a mistake is made, then the experimenter repeats the adjacent row of numbers on the right (Appendix C of Fig. 14 B) and consists of the same number of numbers as the one in which the error was made, and asks the child to reproduce it. If the child is twice mistaken in reproducing a number of numbers of the same length, then this part of the psychodiagnostic experiment ends, the length of the previous row is noted, at least once completely and accurately reproduced, and proceeds to reading the rows of numbers that follow in the opposite order - decreasing ( Fig. 15 A appendix B).

In conclusion, the volume of the child's short-term auditory memory is determined, which is numerically equal to the half-sum of the maximum number of digits in a row, correctly reproduced by the child in the first and second attempts.

Evaluation of results

10 points - the child correctly reproduced 9 digits on average. 8-9 points - the child accurately reproduced on average 7-8 numbers. 6-7 points - the child was able to accurately reproduce 5-6 digits on average. 4-5 points - the child reproduced 4 numbers on average. 2-3 points - the child reproduced 3 numbers on average. 0-1 point - the child, on average, reproduced from 0 to 2 digits.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

2-3 points - low.

0-1 point is very low.

Learn words technique

Using this technique, the dynamics of the learning process is determined. The child receives the task for several attempts to memorize and accurately reproduce a series of 12 words: tree, doll, fork, flower, telephone, glass, bird, coat, light bulb, picture, person, book.

Memorizing a row is done as follows. After each next listening to it, the child tries to reproduce the entire row. The experimenter notes the number of words that the child remembered and named correctly during this attempt, and reads the same row again. And so six times in a row, until the results of reproducing a series of six attempts are obtained.

The results of memorizing a number of words are presented on a graph (Appendix D, Fig. 16), where horizontally shows the child's successive attempts to reproduce a row, and vertically - the number of words correctly reproduced in each attempt.

Evaluation of results

10 points - the child remembered and correctly reproduced all 12 words in 6 or fewer attempts. 8-9 points - the child remembered and accurately reproduced 10-11 words in 6 attempts. 6-7 points - the child remembered and accurately reproduced 8-9 words in 6 attempts. 4-5 points - the child remembered and accurately reproduced 7-6 words in 6 attempts. 2-3 points - the child remembered and accurately reproduced 4-5 words in 6 attempts. 0-1 point - the child remembered and accurately reproduced no more than 3 words in 6 attempts.

Conclusions about the level of development

10 points is very high.

8-9 points - high.

4-7 points - average.

2-3 points low.

0-1 point is very low.

2.2 Methods and techniques for the development of memory in preschool children

Memory, as the ability to capture and retain impressions, is gifted to a person from birth, but we learn to own and manage it all our lives. Since ancient times, people have tried to invent techniques that help to remember the necessary information, passing them on from generation to generation under the general name "mnemonics" (from the Greek. "Mnemo" - memory).

Mnemonics is a set of special techniques and methods that facilitate the necessary information and increase the amount of memory by forming associations (connections) 4 replacing abstract volumes and facts with concepts and representations, linking objects with existing information in memory of various types to simplify memorization in the form of an image, a set symbols or objects of a certain object, subject, or phenomenon, describing it quite fully and facilitating its memorization. Mnemonic memorization consists of four stages: coding into images, memorization (combination of two images), memorization of a sequence, and fixation in memory.

Along with mnemonics, a technique called a pictogram is also distinguished.

Reception of pictograms is especially good for people of the so-called "visual" type. A pictogram is a drawing letter, a set of graphic images that a person comes up with himself in order to memorize and then reproduce any words and expressions. This technique works well for memorizing texts, including poems.

Key words are highlighted in the text and an icon is drawn for each highlighted word or expression. We can say that this is a visual association. It is not necessary that the picture be too detailed, it is not necessary that it is a work of art that requires artistic skills and it is desirable that it does not contain letters or numbers. For example, for the word "holiday" you can draw a flag, fireworks. The pictogram should instantly resemble the word or expression it represents.

In addition to the implementation of all the general conditions conducive to the development of memory, special exercises and games will help to stimulate this process. As soon as the baby has uttered the first words, you can discuss with him everything that is happening around: what they saw while walking, what they did in the morning, what they ate for breakfast, what toys they fiddled with in the sandbox. At first, of course, adults will list all this, but gradually the baby will join the game. Reading books, memorizing poetry, solving riddles, puzzles, rebuses - all this, in addition to general development, perfectly develops memory.

Reading a book with the baby or memorizing a rhyme, thereby develops his verbal and semantic memory. Particular attention should be paid to the fact that when reading, children usually follow the plot, skipping details and descriptions of characters, phenomena, therefore, they will have to read the same fairy tale, rhyme, story repeatedly to them. Then you can ask questions about what you read: what happened in the fairy tale? Who did what? What did you look like? What's bad, what's good? etc. It is important for the child to talk about the described events consistently and logically. It is simply impossible to hurry too much with this method of developing memory - already at the age of 1.5-2 years, children are happy to enumerate the heroes of a rhyme or fairy tale. By age 5, the task can be complicated by encouraging your toddler to retell stories.

Memory games

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

There is one more memory game - "Box". It can be played by kids from 2 to 6 years old. The box is made up of small boxes, which are placed in pairs and glued together. Their number is gradually increasing (by older preschool age up to 12 pieces). An object is hidden in one of them in front of the child's eyes, after which the box is closed for a while with a screen. Then he is asked to find the item.

Games for the development of different types of memory

The visual memory of children 3-6 years old is well developed by a game (similar to the "Box") called "Find It Yourself". For it, you need to glue the 4 and 3 matchboxes, placing them on top of each other so that you get 2 turrets. At the first stage of the game, for example, a button is placed in one of the boxes and the boxes are closed. The child is offered to show where they put the button, in which of the turrets and in which compartment. At the second, more difficult stage, 2 items are already hidden in different sections of one of the turrets. At the third stage, objects are removed to different turrets, and the child needs to remember where what lies. The crumbs can open the branches of the turret immediately after the object has been hidden (this is the development of short-term visual memory) or, for example, after half an hour, and for older preschool age - the next day (development of long-term visual memory).

For the development of a child, tactile memory is very important, that is, the ability to remember the sensations from touching various objects. Children with highly developed tactile perception are less likely to experience difficulties in school. An exercise for training this memory can be the game "Know the object". An older preschool child is blindfolded and various objects are placed in his outstretched hand in turn. At the same time, their names are not pronounced aloud, the kid himself must guess what kind of thing it is. After a number of objects (3-10) are examined, he is asked to name all these things, moreover, in the sequence in which they were put into the hand. The complexity of the task lies in the fact that the child needs to perform 2 mental operations - recognition and memorization.

For younger children (2-4 years old) there is a simplified version of this game - "Wonderful bag". Objects with different properties are placed in a linen bag: a ball of thread, a toy, a button, a ball, a cube, a matchbox. And the baby should feel one by one the objects in the bag by touch. It is desirable that he describes their properties aloud. Small children can put objects in the bag themselves for better memorization. Older children are given already filled bags.

At an older preschool age, it is possible to develop a child's tactile memory by teaching him to tie sea knots (especially since this also helps the development of visual spatial imagination).

The motor memory of children 3-6 years old is developed by the game "Do as I do". At the first stage, the adult stands behind the child's back and performs several manipulations with his body - he raises his arms, spreads them to the sides, raises his leg, and so on, and then asks the baby to repeat these movements.

At the second, more difficult stage, the adult himself makes several movements, and the child repeats them, then the baby makes his own movements, and the adult repeats after him.

The auditory memory of older preschoolers is developed by the game “Wonderful Words”. It is necessary to choose 20 words related to each other in meaning: you should get 10 pairs, for example: food-spoon, window-door, face-nose, apple-banana, cat-dog. These words are read to the child 3 times, and the pairs are intonationally highlighted. After a while, only the first words of the pairs are repeated to the baby, and the second must be remembered. This is training for short-term auditory memory. To develop long-term memorization, you need to ask the preschool child to remember the second words of the pairs not immediately, but after half an hour.

Additional games

Find a doll game for children 1.5-4 years old.

The child goes to another room or turns away, and the adult hides the doll at this time, then says:

The doll Lyalya ran away.

Oh, where did she go?

Masha, Masha (child's name), look

Dance with our Lyalya!

(A. Anufrieva)

The child finds a doll, dances with it. Any toy can be used instead of a doll.

Game "Who will remember more?" for 2-6 year olds.

Children sequentially, one after another, are shown pictures depicting various objects that they must consider and remember, and are asked to name who will remember what. The winner is the one who names the maximum number.

All children like the game "Shop" (for toddlers from 3 years old). It also develops memory well if it creates a motive that prompts you to remember and remember. For example, a child acting as a customer should go to the “store” and “buy” ... (called 3-7 words). The more words the kid reproduces correctly, the more encouragement he deserves.

For older children of preschool age, the game "Draw a figure" is suitable. The child is shown 4-6 geometric figures, and then they ask him to draw on paper those that he remembered. A more difficult option is to ask a young artist to reproduce the figures, taking into account their size and color.

The Who Knows More game is also intended for older preschoolers. The child is asked to name 5 objects of a given shape or color in one minute. For example, - 5 round objects, or 5 red objects. The one who did not manage to name the items in the allotted time is eliminated from the game. Repetitions are not counted!

Of course, the proposed activities will require a lot of time and effort from adults. And perhaps they will force them to abandon some of their own interests. But for this, parents will be rewarded a hundredfold. Firstly, their offspring will gain a reputation for being smart, and secondly, such games with a child will give an invaluable opportunity to briefly find themselves in a magical period of childhood, exploring the world together with their baby.

Conclusion

In the course of writing the course work, a large amount of scientific and methodological literature on the development of memory in preschool children was studied and analyzed.

When considering the question of the mental characteristics of the development of preschool children, it was found that preschool age is a period of intensive mental development of the child. The features of this stage are manifested in progressive changes in all spheres, starting from the improvement of psychophysiological functions and ending with the emergence of complex personal neoplasms.

Considering the question of the characteristics of memory as a cognitive process, it was found that memory can be defined as psychophysiological and cultural processes that perform the functions of memorizing, preserving and reproducing information in a person's life.

In the course of studying the question of the peculiarities of the development of memory of a preschooler, it turned out that memory in preschool age is predominantly involuntary. And by the age of 6-7 years, the memory structure undergoes significant changes associated with the significant development of arbitrary forms of memorization and recall.

With the help of the diagnostic methods given in the course work, you can obtain qualitative data on the degree of memory development in a preschool child.

Considering the question of methods and techniques for the development of memory, it was revealed that there are many ways and means of developing the memory of preschool children, as well as various games and exercises.

Thus, memory is the most important cognitive process contributing to the all-round development of the child's personality.

List of sources used

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2. Martyukova E. "Kazakhstan in the post-crisis world: an intellectual breakthrough into the future" // Zh. Northern Kazakhstan dated October 16, 2009. No. 126.

3. Shagraeva O.A. Child psychology: theoretical and practical course. - M .: Vlados, 2001 .-- 368 p.

4. Rogov E.I. P59 Handbook of a practical psychologist: Textbook. Benefit: In 2 kn. - M .: Humanit. ed. center VLADOS, 2004. - Book. 1: The system of work of a psychologist with children of different ages.

5. Mukhina V.S. Developmental psychology: phenomenology of development, childhood, adolescence: a textbook for students. universities. - 5th ed., Stereotype. M .: Publishing Center "Academy", 2000. - 456 p.

6. Elkonin D.B. child psychology: Child development from birth to 7 years. - M., 1960. - 328 p.

7. Zaporozhets A.V. З-12 Selected psychological works: In 2 volumes 1. Mental development of the child. - M .: Pedagogika, 1986 .-- 320 p.

8. Developmental and educational psychology: Textbook for students. ped. Institutes / V.V. Davydov, T.V. Dragunova, Itelson and others; Ed. Petrovsky A.V. - 2nd ed., Rev. and add. - M .: Education, 1979: 288 p.

9. Uruntaeva G.A. Preschool Psychology: - 4th ed., Stereotype. - M. Academy, 1999 .-- 336 p.

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11. Blonsky P.P. Memory and thinking: In the book. fav. crazy. manuf. - M .: Education., 1964.

12. Vygotsky L.S. Collected works .: In 6 volumes: Pedagogy. - (Academy of Pedagogical Sciences of the USSR). Vol. 4: Child psychology. - 1984 .-- 432 p.

13. Obukhova L.F. Child psychology:. - 2nd ed., Stereotype. - M .: Trivola, 1996. - 360 p.

14. I.Yu. Kulagina, V.N. Kolyutsky. Developmental psychology: The complete life cycle of human development. Textbook for students of higher educational institutions. - M .: TC Sphere, 2005 .-- 464 p.

15. Nemov R.S. Psychology: textbook. for stud. higher. ped. study. institutions: In 3 books. - 4th ed. - M .: Humanit. ed. center Vlados, 2003. - book. 3: General foundations of psychology. - 688 p.

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17. Zhirovina L.F. Developing the memory of children // Child in kindergarten.- 2010.-№6- 29-38 p.

Memory is one of the necessary mental processes, without which the intellectual development of a child is impossible. Sufficient time must be devoted to its development in preschool age. It is with her help that the kid will be able to gain new knowledge, learning the world or studying at school, acquire the knowledge, skills and abilities he needs. In memory development classes, you will teach children to memorize, store and reproduce information through simple exercises and games.

Peculiarities

For preschool children, mechanical memorization of information is characteristic, without comprehension. The task of adults is to teach a child to do this consciously, logically comprehending new knowledge. Involuntary memorization and reproduction of information should gradually move to conscious awareness.

In the first year of a baby's life, motor memory develops, which is expressed in conditioned reflexes.

The baby is able to memorize movements and actions. This is especially good if they are accompanied by emotions (or if he understands the result of these actions). The kid learns to sit, stand, crawl, take any objects with his hands and much more.

Figurative memory develops up to two years. The toddler recognizes relatives and friends, smells, tastes, voices. At this age, the baby's nervous system is actively developing, the amount of information is increasing. At the age of up to 3 years, logical thinking is actively developing, vocabulary is expanding. We can already talk about the emergence of verbal-logical memory.

Mechanical memory develops up to about 4 years of age. It is characterized by the memorization of what the child is doing something with. If parents want a child at this age to remember some information better, you need to captivate him, to interest him. The result will be much better in this case.

From the age of 5, we can already talk about the development of arbitrary memory. It is during this age period that the child can already use special techniques to better memorize information.

Types of memory

Depending on how long the information is memorized, on the object of memorization, on the degree of volitional regulation, memory is classified in different ways.

By the timing of memorization, the following types are distinguished:

• Short-term - in this case, the information is remembered with ease, but then it is forgotten.
• Long-term - the material can be played back even after a long time.

According to the object of memorization, the following are distinguished:

• Visual- when the picture is remembered (faces, surroundings, etc.).

• Auditory- there is a memorization of what was heard.

• Motor (motor). It is characterized by memorizing various movements - depending on the circumstances: dance, baby crawling, hand work with cutlery.

• Emotional. If a child burns his hand with an iron, then he will no longer approach him, these emotions will help to learn the rule much better than any prohibitions of parents.

• Flavoring- memorization of tastes.

• Olfactory- memory for various smells.

• Tactile (tactile)- the baby remembers the sensations when touching various objects.

All these types of memory can be combined into one - figurative memory.

Verbal-logical - the ability to memorize words, appears in parallel with the development of speech.

By memorization techniques are distinguished:

• Mechanical- with this type, the meaning of the memorized material is lost, only something concrete is memorized. If these are words, then in the order in which they were proposed. If these are actions, then exactly in the sequence in which they were repeated. This type of memory is very much in demand when memorizing foreign words, recording and pronouncing them, and learning a dance.
• Logical- differs in memorizing the meaning of the learner. The material that needs to be remembered is thoroughly analyzed and divided into semantic parts. The main idea of ​​each of them and the relationship between them is determined. With the help of all these techniques, the most important thing in the text, its essence, is highlighted and remembered.

According to the degree of volitional regulation, there are:

• arbitrary memory- you need to make an effort to memorize the necessary material;
• involuntary- no effort is required, everything is remembered by itself.

There are several particularly effective, but simple exercises.

"What's wrong?"

5-6 objects are laid out on the table in front of the baby, and he is offered time to memorize them. After this, the baby must turn away from the table, and the presenter at this time changes places a couple of toys or removes 1-2. The child's task in the game is to restore the correct sequence or tell about what has disappeared from the table. The exact same game can be played with object pictures.

"Remember what happened"

Exercise does a great job of training long-term memory. Ask your child to remember and talk about what happened yesterday. Let him try to tell you everything in as much detail as possible.

Game "Names"

This game can be played when you are in line, on the way to the store, at any time - if there is a need to keep your child busy so that he or she is quiet. Ask him to name 5 names of boys, then five names of girls, then the game continues in the same order. At first, the baby will call the names of the people closest to him, then friends and acquaintances, but after that he will begin to remember those names that he has ever heard.

Tongue Twisters

Learning them helps not only to develop the speech of a preschooler, but also to train memory. Please note that this should be "by the way" - in the game, with free minutes. You can invite the child to arrange a competition who will do the best job. In this case, the winner must definitely get praise or some minor prize. Ask the baby to repeat the tongue twister after you, and the next day let him remember it.

Game "Words"

There are two options for the game.

1. Have your child tell you a letter of the alphabet... Now start naming words with this letter one by one.
2. Ask your toddler to name a word... Then you need to name the word that starts with the last letter of the previous one. The game is very similar to the well-known game "Cities".

"The road to home"

When, while walking with a baby, you have gone far enough from your home, you can offer him this exercise - let him show you the way home. Naturally, you strictly control this process. On the way, pay your baby's attention to little things that can be very useful when looking for a road: shop signs, unusual trees, noticeable houses. Then the next time he will try to do everything on his own.

Herbarium

Going out into the street with your baby, you can pick up different leaves and flowers, while pronouncing the name of each plant. At home, fold these leaves into an album and dry. After a while, you can examine them and ask the child to remember what these plants were called. Later you can use them in crafts.

"Name a couple"

This exercise helps in training associative (semantic) memory. Give your child a couple of words that are related in meaning: heat and summer, soup and lunch. Start with 5-6 pairs. Speak them clearly. Then ask the baby to repeat the second word in a pair, calling him the first. Gradually, the task can be complicated by offering more pairs.

Children's memory is selective. What interested, surprised, kept the attention, and that was remembered. During the preschool period, types of memory develop intensively, and also the randomness of memorization and reproduction is gradually formed. It is necessary to stimulate the development of memory in preschool children, so that by the beginning of schooling they learn to grasp the material that is obligatory for assimilation.

Formation of memory as the main mental function

A child is unthinkable without the active use of memory. This mental process allows you to accumulate, save and remember the necessary information. The memory of a preschooler expands its capabilities every year.

In the first years of life, memory is formed as a composite function. The brightest characteristics of those objects that are perceived by the child are involuntarily fixed by the brain cells. Information is accumulated about the people around, about various objects, about their properties, about repetitive actions. At the age of three, memory is already an independent cognitive function.

The simplest form of recall is manifested in the recognition by the baby of objects that he has already seen, heard or touched earlier. In preschool age, the functionality of receiving and extracting information is actively developing, which ensures more complex memory work. The preschooler uses all the functions of memory:

• memorization
• preservation
• recollection
• recognition
• reproduction

Memorization carried out by "binding" the new material to the already familiar. In a preschooler, such anchoring occurs fleetingly. Children do not yet know how to use special memorization techniques.

Preservation- a mental process that ensures the retention of information for a certain time. It can be both short-term and long-term. Young children can remember for a long time what caused special emotions. Fright can sit for a long time, but the baby can also retain impressions of joyful events.

- the process of retrieving previously stored information. A request on the way home: "Mom, buy me a doll like Olya's" is nothing more than a reminder of my own admiration for Olya's treasure.

Recognition- an easier way to remember familiar information, since there is reliance on a newly visible, audible or felt stimulus.

Playback- a complex process of extracting already saved material. Small life experience of a preschooler imposes restrictions on the reproduction of information. The child remembers under the influence of similar impressions.

The main feature of the preschooler's memory is the predominance of involuntary memorization. Playback works the same way.

What types of memory prevail in preschool age

The preschooler's memory is activated through perception. Information comes to the child through visual, auditory, taste, and tactile receptors. The received signals add up to a certain image that the child remembers. For this reason, due to nature, the predominant type of memory in preschoolers is figurative.

The following types of memory are intensively developing in preschoolers:

• figurative
• verbal
• motor

Figurative memory helps the child to master new concepts and expand vocabulary.

Hearing that the zebra is a "striped horse", the baby vividly forms the image of the animal. New information for him is more directly the word "zebra".

Perhaps the child's imagination drew a not quite similar image. In reality, it will be corrected. In the meantime, the new word will already firmly settle in the preschooler's vocabulary. The formation of verbal-logical memory takes place.

Thus, the development of memory in ontogenesis goes from the predominance of the figurative to the use of verbal forms. We can say that speech transfers the memory of a preschooler to a higher level and increases its productivity.

Motor memory in preschool age is guided by a given pattern. These are no longer the simplest movements (to assemble a pyramid, thread a button into a loop), which are mastered at an early age. A preschooler, looking at an adult, learns dance movements. He masters such complex household operations as tying shoelaces, sewing on a button.

Memory of children of primary preschool age

In the younger preschool age, images are formed on the basis of practical actions. A child 3-4 years old learns the world through actions, and remembers the main thing for himself.

The information is fragmentary, in the form of figurative single representations. So, a child may be afraid of Santa Claus, and no explanation that dad dressed up in this suit for the next holiday will not help.

At this age, the most emotional events, vivid objects, and often repeated actions are remembered.

Separation of signs, their generalization during comprehension and memorization is formed due to the development of speech. When a preschooler learns more concepts, uses words, his perception becomes more stable. This, in turn, helps the child associate the content with a specific word and memorize it in the form of an image. But in younger preschoolers, such bonding occurs involuntarily.

Features of memory in older preschool age

The older the preschooler becomes, the stronger the connection between memory and thinking becomes. The child masters his native language, learns to analyze, compare and generalize. As a result, images are memorized using mental operations.

The older preschooler himself composes descriptive definitions in order to remember the new concept. "The escalator is also a staircase, only it moves", "The blackberry is so called because it is covered in thorns, like a hedgehog."

But in older preschool age, in order to remember and remember, support in the form of an image is not always needed. Poems are remembered for their rhythm and rhymes, as it develops. In the retelling of a fairy tale or story he listened to, the preschooler relies on a logical sequence of events. Although he can equally imagine himself in the role of one of the characters, which contributes to memorization.

Features of memorization and reproduction in older preschool age are also manifested in the fact that they gradually acquire an arbitrary character.

Formation of arbitrary memory

The preconditions 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 the accepted rules, at the suggestion of an adult he tries to control his speech, pronounce the words correctly.

In preschool age, there is the formation of mechanisms controlled by the will that control behavior and activity.

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

It is interesting that recollection is the first to acquire randomness. The mom will ask the 3-year-old where he put his toy, and the child will struggle to remember. Moreover, it is often successful.

Voluntary memorization comes later. The exception is a simple chain of actions. Younger preschoolers remember well how to reproduce a three-note “melody” on the piano, how to fold an elementary structure according to a sample.

Regularities of the formation of arbitrary memory

The development of voluntary memorization is subject to certain laws. The preschooler does not immediately come to aim to assimilate certain information. First, an adult formulates such a goal for him: "Let's learn a rhyme", "I'll show you a few pictures, try to remember what is depicted on them."

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

If a preschooler is somehow hurt by a disappointing indicator, he will agree to repeated attempts. Reproduction will be more successful, but not sufficient.

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

Hence the conditions for the development of voluntary memory follow. For effective memorization, a preschooler must have a motive. Motivation can be different: competitive (remember more than others), challenge yourself (remember from the first time), responsible (must remember in order to convey exactly).

General recommendations on how to develop the memory of a preschooler

An adult, teaching a child to perceive information, by his example shows how to improve memorization. Look closely, listen, repeat - these are the natural ways that allow you to pay attention to the memorized material again. With each attempt, the white spots that appear during active recall will be filled.