Coursework: The development of memory in primary school age.

Development of memory in children of preschool and primary school age

Before entering school and in the first period of education, children often find difficulties that parents did not pay much attention to before. Your child's success in school largely depends on his memory. You have to memorize not only what is interesting, but also what you need. To a large extent, the strength of children's memory depends on the child's understanding of the meaning of what he is learning, whether the new material "lays down" on previously studied material.

Memorization on the principle of "must" will not help to deeply assimilate the material, will not cause vivid images and associations in the mind of the child. The ability to use logic in memorization develops with age. In elementary grades, when a child retells a text, do not demand from him the absolute accuracy of the plot. The main thing is that he can figure out who main character when an action occurs, where it starts and how it ends.

"Let's learn a poem for the holiday!" - it is unlikely that adults, addressing such remarks to a child, understand what a complex mental process they are launching.

Memory is a complex of processes by which a person perceives, remembers, stores and reproduces information. Failure at each of these levels can cause learning difficulties.Memory, as the ability to capture and store impressions, is given to a person from birth, but we learn to own and manage it all our lives. Throughout childhood, the child gradually begins to take ownership of his own memory. First of all, children retain in their memory the movements they performed, then the experienced feelings and emotional states are remembered. Further, images of things become available for preservation, and only at the highest, last level, the child can remember and reproduce the semantic content of the perceived, expressed in words.

To record information in memory, it is necessary to be able to translate it into a figurative form. To extract the same information, a "thread" is needed, for which it could be pulled out. Such a tool - a "thread" are associations. Association is a mental process whereby certain ideas and concepts cause others to appear in the mind. For example, remember the holiday New Year- and immediately ideas about the Christmas tree and the Snow Maiden with Santa Claus surfaced in my mind.

At the same time, in order for the memories of short-term memory to be transferred to long-term storage, i.e. into long-term memory, they must undergo special processing - structuring and ordering. Such a transfer process is impossible without the participation of mental operations in it. Primary processing for the systematization and classification of memorized objects occurs with the help of operations to establish similarities and differences, with the obligatory participation emotional sphere. This ensures the division of information into categories and facilitates its retrieval from memory.

In this regard, work on training long-term memory should begin with the need to develop in children the ability to compare memorized objects, to find similarities and differences in them.

An important point in the development of memory in school age it becomes that it begins to occupy a significant place in the development of the personality of the child. The child begins to remember himself. A preschooler is increasingly turning to adults with such requests: "Tell me what I was like when I was little," and such questions: "Do you remember, yesterday you said ..." It is important and interesting for a growing child to catch the connection between the past and the present . This is how his memory develops and his inner world.

Types of memory

motor memory discovers itself already in infancy, when the baby begins to grab objects with his hands, learns to crawl, walk. At preschool age, the work of motor memory becomes more and more complex. Going in for sports, dancing, playing musical instruments presuppose the child's ability to memorize, save and reproduce in a certain order more and more complex movements.

emotional memory stores impressions of relationships and contacts with others, warns against possible dangers, or, conversely, encourages action.

For example, if suddenly a child gets burned on a hot pan or was scratched by a cat, then the impressions received can limit his curiosity in the future better than any prohibitive words of adults.

Children's memory is especially rich in images of individual specific objects that were once perceived by a child: the taste of ice cream, the smell of tangerines, the sounds of music, the cat's fur soft to the touch. itfigurative memory - memory for what is perceived with the help of the senses: sight, hearing, touch, taste, smell. Therefore, figurative memory is divided into visual, auditory, olfactory, gustatory, tactile. Due to the fact that vision and hearing are most important for a person, visual and auditory memory are usually best developed.

Some preschool children have a special type of visual memory -eidetic memory. It is sometimes called photographic memory: a child, as if photographing, very quickly, brightly, clearly imprints certain objects in his memory and then can easily remember them to the smallest detail, he seems to see them again and can describe them in detail.

verbal memory - memory for information presented in verbal form - develops in a preschooler in parallel with the development of speech. Adults begin to set the task of remembering words for children already in early childhood. They ask the child the names of individual objects, the names of the people who are next to him. Such recall is important, first of all, for the development of communication and relationships of the child with other people. At a younger preschool age, a child remembers poems, songs and nursery rhymes especially well, that is, those verbal forms that have a certain rhythm and sonority. Their meaning may not be entirely clear to the child, but they are perfectly imprinted in the memory precisely because of the external sound pattern, to which the child is very sensitive. memorization literary works- fairy tales, poems - in senior preschool age occurs through the development of empathy for their heroes, as well as through the implementation of mental actions with the characters.

Toddlers remember better poems in which they can directly put themselves in their place. actor. Middle and older preschoolers memorize poems better with the help of active gaming or mental actions.

For older preschoolers, elementslogical memorization , which is based not on verbatim, mechanical reproduction of the material, but on certain norms of presentation grasped by the child. This type of memory usually manifests itself when remembering content understandable to children. For example, when retelling a fairy tale, children can, without violating the sequence of presentation of the material, omit some details or add their own. So, if older preschoolers are taught how to choose pictures for a word, so that later they can remember words from pictures, then children gradually learn such logical memorization techniques as semantic correlation and semantic grouping.

Children's memory is amazingly plastic. Rhymes, songs, replicas of movie and cartoon characters, unfamiliar foreign words seem to "stick" to the child. The child most often does not set himself conscious goals to remember anything. He remembers what his attention is drawn to, what impressed him, what was interesting. itinvoluntary memory. When simply looking at pictures, a child remembers much worse than when he is given some kind of task.

At the age of four or five years, begins to take shapearbitrary memory , which suggests that the child forces himself to remember something with the help of the will.

Most favorable conditions for mastering voluntary memorization and reproduction are formed in the game, when memorization is a condition for the child to successfully fulfill the role he has taken on.

With poor memory, parents should be especially careful about the selection of material offered to the child for memorization. We must try to minimize its volume, achieving not verbatim memorization, but a general understanding. In those cases where verbatim memorization is nevertheless required, it should be carried out in small portions, achieving complete memorization of each such portion before moving on to the next. For example, when memorizing a poem, it is convenient to learn it in one quatrain (without trying to repeat the entire poem). However, before learning begins, it is necessary to analyze the development of the plot with the child in detail, so that subsequently the quatrains do not change places.

The role of memory in the life of a primary school student

How to help your child remember what he reads.

When it comes to systematic studies, do the following:
1. Make sure the child understands everything.
2. Try to interest the child.
3. Do not learn too much at one time, otherwise he will not remember anything at all due to an overabundance of material.
4. Do not break the memorized material into too short parts, otherwise the child will lose a holistic vision of the material and in the future it will be difficult to restore the connection between groups of lines.
5. Learn the material daily at the same time, and a positive attitude of the child is necessary.
6. It is necessary that the child often repeats the material that he learned by heart. But do not repeat before 5-6 hours after the first study.
In the future, I plan to develop and assemble into a single set of exercises for younger students that contribute to the development of memory.

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Ministry of Education and Science of the Russian Federation

Novokuznetsk Institute (branch)

federal state budgetary educational institution

higher professional education

"Kemerovo State University"

Faculty of Pedagogy and Methods of Primary Education

Department of Pedagogical Technologieselementary education and child development psychology

Coursework in psychology

The development of memory in children of primary school age

Students of the NOI-12-03 group

Maslova N.A.

Supervisor

candidate of pedagogical sciences, associate professor T.V. Zgurskaya

Novokuznetsk 2015

Introduction

1. Theoretical basis memory development in younger students

1.1 The development of memory in a younger student as a pedagogical problem

1.2 Age-related features of memory development in a younger student

1.3 Diagnosis of the formation of memory functions of a younger student

2. Psychological and pedagogical conditions for the development of the verbal-logical and visual memory of a younger student

2.1 Application didactic games in mathematics lessons to develop the memory of younger students

2.2 Development of the memory of younger students in the Russian language lessons

2.3 Teaching younger students the techniques of mediated memorization

Literature

Applications

Introduction

Throughout the ages, people have highly valued moral education. Profound socio-economic transformations taking place in modern society, make us think about the future of Russia, about its youth. At present, moral guidelines are crumpled, the younger generation can be accused of lack of spirituality, unbelief, and aggressiveness. Therefore, the relevance of the problem of moral education of younger students is associated with at least four provisions:

Firstly, our society needs to train widely educated, highly moral people who possess not only knowledge, but also excellent personality traits.

Secondly, in modern world a small person lives and develops, surrounded by a variety of sources of strong influence on him, both positive and negative, which (sources) fall daily on the immature intellect and feelings of the child, on the still emerging sphere of morality.

Thirdly, education in itself does not guarantee a high level of moral upbringing, because upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people based on respect and goodwill towards each person.

Fourthly, arming with moral knowledge is also important because they not only inform the younger student about the norms of behavior approved in modern society, but also give an idea of ​​the consequences of breaking the norms or the consequences of this act for the people around them.

Before general education school the task is to prepare a responsible citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution of this problem is connected with the formation of stable moral properties of the student's personality.

The significance and function of elementary school in the system of continuous education is determined not only by its continuity with other levels of education, but also by the unique value of this stage of formation and development of the child's personality.

The problem we are studying was reflected in the fundamental works of N.M. Trofimova, Ya.I. Koldunova, I.F. Kharlamova and others, which reveal the essence of the basic concepts of the theory of moral education, indicate ways of further development of the principles, content, forms, methods of moral education.

Research controversies: revealed contradictions between the need to develop memory in a younger student and the insufficient development of the psychological and pedagogical conditions for this process.

Thus, all of the above determined the choice of the research topic. "Formation of moral values ​​in junior schoolchildren» .

Purpose of the study: To identify the psychological and pedagogical conditions for the development of memory in a younger student.

An objectresearch: formation process moral qualities in younger students.

Subjectresearch: pedagogical conditions for the formation of moral qualities of younger students.

Research hypothesis: the implementation of psychological and pedagogical conditions for the development of memory in a younger student will be effective if:

Didactic games for the development of memory are used in mathematics lessons;

The development of verbal-logical memory is being carried out in the lessons of the Russian language;

Younger students are taught the techniques of mediated memorization.

Research objectives:

1. Analyze the problem of the formation of moral qualities in the philosophical and psychological-pedagogical literature;

2. Determine the role of moral qualities in the structure of the moral consciousness of the individual;

3. To identify the criteria and their indicators, to determine the levels of formation of moral qualities of younger students on different stages pilot study;

4. To develop and substantiate the pedagogical conditions for the formation of the moral qualities of younger students in the extracurricular work of the teacher.

Research methods: analysis of psychological, pedagogical and methodological literature on the research topic; methods: "Semantic memory", "Grouping", "10 words", "Study of operational auditory memory", "Remember figures", "Study of involuntary visual memorization".

1. Theoretical foundations of development

1.1 The Problem of the Formation of Spiritual and Moral Qualities in Philosophical and Psychological-Pedagogical Literature

The problem of spiritual and moral education of the individual has always been one of the most urgent, and in modern conditions it is of particular importance. An analysis of the psychological and pedagogical literature shows that a lot of attention has been paid to the upbringing of spirituality. Many of these studies were completed long ago, which indicates that this problem has always been considered important in the education of every citizen.

In different historical periods of the development of society, the problem of the moral education of the younger generation and the training of professional teachers for this type of activity was relevant. Valuable thoughts on moral education were formulated ancient Greek philosophers Democrat, Socrates, Plato, Aristotle.

Aristotle was convinced of the limitless possibilities of man in his moral development. He advocated the idea that "it is in our power to be moral or vicious", "morality is not given to us by nature". According to him, morality is the property of the soul. In the achievement of morality, he gave place to knowledge, the teaching of the beautiful. But knowledge, as Aristotle notes, does not yet guarantee goodness. Appropriate habits are also necessary, because knowledge and action are not the same thing.

Russian thinkers did not ignore this problem, starting from the period of Kievan Rus (chronicler Nestor, Prince Yaroslav the Wise, Vladimir Monomakh). Original memo of the 11th century. is "Vladimir Monomakh's Teaching to his Children". The Instruction contains the following advice: to love the motherland, to be hardworking, humane, responsive to people, etc.

The question of moral education was thoroughly studied by teachers of the Renaissance. So, Vittorino where Feltre organized a school, which he called the "House of Joy", the fundamental principle of which was humanism. psychology student memory

Along with the main virtues, Ya.A. Comenius recommended that children develop modesty, obedience, cleanliness, goodwill towards other people, respect for elders, hard work. In moral education, he attached great importance to the positive example of teachers and parents, comrades, to conversations with children on moral and spiritual topics; exercises in moral behavior, the fight against licentiousness, laziness, the observance of strict discipline on the principles of humanity. Moreover, discipline should be the same for all people, from the highest to the lowest classes. Violators of discipline must be punished, but methods must be chosen humane and applied wisely Ya.A. Comenius emphasizes that the “correction of human affairs on earth” and the development of society through improvement and happiness depend on the upbringing of children. Teachers are the soul and heart of education, and they are “placed in a highly honorable place because they have been given an excellent position, higher than which nothing can be under the sun.”

Speaking about the education of humanity in a person, Ya.A. Comenius identifies four main virtues - wisdom, moderation, courage and justice. The teacher emphasizes that a person is not born with moral qualities - they are brought up with her throughout her life; morality is associated with the education of wisdom and love for it in students. Moderation is needed in order to adhere to a sense of proportion in everything, never to reach oversaturation and disgust in anything. Courage includes such traits as endurance, readiness to be useful when needed, without offending anyone, giving each his own, avoiding lies, showing perseverance and courtesy.

D. Locke in the book "Thoughts on Education" considered the task of education to be the education of a gentleman, in the formation of which his moral sphere plays a significant role. A gentleman, according to John Locke, should be distinguished, above all, by "elegance in handling." Such a person can be brought up only by humane methods.

J.J. Rousseau is the author of the world famous works"Discourse on the origin and causes of inequality between people", "Public verdict", "Emil, or On education". In the education of morality, he promoted the idea of ​​educating universal ideals. Rousseau formulated three tasks of such education - this is the education of good feelings, good thoughts and good will.

The national system of moral education based on folk pedagogy was revived by V.A. Sukhomlinsky, who saw the main activity of the teacher and student in making the latter a Man. In his “school of joy” under the “blue sky”, the spirit of cordiality, sincerity, responsiveness, mutual trust and mutual assistance reigned. Since the basic qualities of morality are laid down in a person at school, gradually “boys and girls strive to comprehend and correctly assess the moral sphere of their inner world as soon as possible, to determine their place in the modern and especially in future life”, then this aspect was not bypassed by the then scientists.

Among the progressive ideas of A.S. Makarenko for use by future teachers in the moral education of adolescents are: improving the structure of the relationship between the teacher and the pupil, the pedagogical expediency of forming collectivist relationships, a reasonable combination of respect and exactingness towards children. Attention is drawn to the system of methods proposed by an outstanding teacher for the implementation of the moral education of schoolchildren: prognostic, information and educational, orientation-labor, communicative, evaluative, which allow realizing a specific goal at the micro and macro levels. For our study, it is valuable that these methods can be used both in general education and in higher education.

Among the researchers, one can also single out P.I. Zinchenko, whose work was compared with the productivity of two types of memorization - voluntary and involuntary - in subjects of different ages.

The beginning of the study of human memory as an activity was laid by the works of French scientists, in particular P. Janet. He was one of the first to interpret memory as a system of actions focused on remembering, processing and storing material. The French school in psychology proved the social conditionality of all memory processes, its dependence on the practical activities of people.

In our country, this concept has received its further development in the cultural-historical theory of the origin of higher mental functions of a person, developed by L.S. Vygotsky and his closest students A.N. Leontiev and A.R. Luria.

After analyzing the work on our topic, we found the following definitions of memory.

If you delve into antiquity, you can recall Aristotle, who argued that memory is the result of the work of the heart, and the brain serves only to cool the blood. Only in the 16th century, the Flemish scientist A. Vesalius showed that memory is connected with the work of the brain.

If we consider memory from a biological point of view, then we should turn to L.G. Voronin, who defined memory as a process of changes in the nervous tissue under the influence of stimuli, the result of which is the preservation and imprinting of traces of nervous excitation (in this case, traces mean certain electrochemical and biochemical changes in neurons - nerve cells).

A. N. Leontiev has his own view of memory, who defines memory as a cognitive process consisting in remembering, preserving, restoring and forgetting the acquired experience.

However, as L.V. Cheremoshkina: "Memory is not just a repository of information, it is the basis of our consciousness, mind, intellect."

Memory is a very important part of our life. It is like a box in which our past is stored, for our future. A person who has lost his memory ceases to be a person, since any of our activities is based on the fact that the image of the perceived is stored in memory. If there were no memory, we would not be able to read a single sentence, because, going to the end of a sentence, we would forget what happened at the beginning.

Information received through the senses would be useless if memory did not maintain a connection between individual events and facts.

To comprehend the essence of memory, it is necessary to explain its structure.

Teachers almost constantly face the opposition of such types of memory as arbitrary and involuntary memory. involuntary memory It manifests itself in the fact that the goal to remember something is absent, but the result is nevertheless there. Arbitrary is characterized by the presence of a goal.

R.S. Nemov in his book distinguishes such types of memory as instant, short-term, operational, long-term and genetic memory.

Instantaneous memory is associated with the retention of an accurate and complete picture of what has just been perceived by the senses, without any processing of the information received.

short term memory is a way of storing information for a short period of time.

RAM is designed to store information for a certain, predetermined period, ranging from a few seconds to several days.

Long-term memory is capable of storing information for an almost unlimited period of time.

Genetic memory can be defined as one in which information is stored in the genotype, transmitted and reproduced by inheritance.

Memory is a complex mental process, and having briefly become acquainted with its types, we can move on to the factors that affect the level of memory development.

It should be remembered that the most important thing to remember is not to get acquainted with how you can large quantity private techniques and methods of quick memorization, etc., but to understand the general factors on which they are all built. Having mastered them, the younger student will be able to memorize absolutely any necessary information in the most effective way for him.

According to T.B. Nikitina, there are factors that underlie any effective memorization, such as the desire factor:

Such a factor suggests that in order to remember information, you need to want to do it. Have a clear and conscious intention, set the task of remembering. Oddly enough, a huge percentage of unsuccessful memorization is due to the fact that the student did not set a conscious task - to remember.

Awareness Factor:

This factor tells us that in addition to desire, it is necessary to think about the motive - why the memorized information is useful, how and when, you will have to use it. It is good if the child can realize and set the goal of the upcoming memorization.

In order to remember information, you need to establish a connection with the knowledge or experience that the child already has. In other words, each new piece of information cannot be left unlinked to anything - it must be connected to something. If no connection is established, then it will be very difficult to find it in the depths of memory. In order for the information to be assimilated, the child has two ways: either to cram it, or to establish a connection or connections and limit it to one or two repetitions. Moreover, the more connections between two thoughts or facts are established, the higher the probability of recalling one information with the help of another. As each new connection is established, in turn, new neural connections are established, and the more such connections, the better the cohesion between facts. Connections can be of two main types - logical (semantic) and associative (figurative, abstract).

Impressive Factor:

He determines that if you want memorization to happen faster and the traces to be stored as long as possible, you need to help children's memory transform the memorized information into a form that is comfortable for it. In other words, any information you need to try to make it look like a vivid impression.

Good Attention Factor:

This factor suggests that without attention there is no memorization. Eighty percent of memory failures have to do with not paying attention well enough. Therefore, it is necessary, firstly, to develop the skills of concentration, and secondly, never forget it, connect it in time.

When applying memorization techniques, it is necessary to remember the following: techniques are not a substitute for memorization itself, but only a means to reduce the time for memorization. Natural memory, given from birth, is always involved in the work. Techniques are a help to her, they cannot be overestimated and must be adjusted to natural (it is also called natural) memory.

Thus, Aristotle, I.P. Pavlov, N.F. Dobrynina, A.A. Smirnova, S.L. Rubinstein, A.N. Leontiev, P.I. Zinchenko, P. Zhane, L.S. Vygotsky, A.R. Luria, L.G. Voronin, L.V. Cheremoshkina, T.B. Nakitina and others.

The memory of a younger student is a cognitive process consisting in memorizing, storing and reproducing information, based on verbal, logical, visual and auditory memorization.

1.2 Age features of developmentmemory development in younger students

After analyzing the characteristics of the age of a younger student, we found that they are closely related to educational activities.

Learning activities are not limited to visiting educational institution or the acquisition of knowledge as such. Knowledge can be a by-product of play, recreation, or work. Educational activity is an activity directly aimed at the assimilation of knowledge and skills developed by mankind.

Educational activities were studied by such scientists as A.N. Leontiev, D.V. Elkonin, V.V. Davydov, L.S. Rubinstein and others.

D.B. Elkonin said that this or that activity performs its leading function most fully during the period when it develops and takes shape. The younger school age is the period of the most intensive formation of educational activity.

To understand what learning activity is, you need to understand its essence.

Having studied the literature, one can come to the conclusion that the essence of educational activity is the appropriation of scientific knowledge. The child, under the guidance of a teacher, begins to operate with scientific concepts.

According to D.B. Elkonin, the result of educational activity, during which the assimilation of scientific concepts takes place, is, first of all, a change in the student himself, his development. AT general view we can say that change is the acquisition by the child of new abilities, that is, new ways of acting with scientific concepts. Thus, learning activity is, first of all, such activity as a result of which changes occur in the student himself. This is an activity of self-change, its product is the changes that have occurred in the course of its implementation in the subject itself.

After analyzing the literature, we can come to the conclusion that great changes are also taking place in the processes of memory of a younger student. Having come to school, children already know how to memorize arbitrarily, but this skill is imperfect. So a first-grader often does not remember what he was asked to do at home, but he easily and quickly remembers what is interesting, what causes strong feelings. They have a very great influence on the speed and strength of memorization. Therefore, children easily memorize songs, poems, fairy tales that evoke vivid images and strong feelings.

As studies by A.A. Smirnova, P.I. Zinchenko, A.N. Leontiev, children effortlessly remember the material with which they act. Therefore, involuntary memorization plays an important role in the educational activities of younger students.

Some psychologists argue that rote memorization predominates in children of primary school age.

E. Meiman argued that logical memory in children of primary school age begins to predominate from the age of 13-14.

V. Stern believed that understanding the meaning of words in childhood is of little importance.

Research by Soviet psychologists shows that rote learning in children is less effective than meaningful learning.

According to A.A. Smirnov, the main reason easy memorization, incomprehensible and meaningless, is associated with a special attitude of children towards him. It attracts increased attention to itself, awakens curiosity, makes you search for meaning, find out what it means to hear, and to do this, remember it, remember even involuntarily, imperceptibly, despite the complete incomprehensibility of what is remembered.

But it is voluntary or meaningful memorization that is an important part of educational activity in primary school age. Therefore, it is necessary to teach younger students the techniques of indirect memorization, which we will discuss in paragraph 2.3.

An analysis of the literature showed that initially younger schoolchildren better remember visual material: objects that surround the child and with which he acts, images of objects, people. The productivity of memorizing such material is much higher than memorizing verbal material.

If we talk about memorizing verbal material, then throughout this younger age children are better at remembering words denoting abstract concepts.

A study by Soviet psychologists found that the memorization of concrete and abstract words is greatly influenced by the unity of signal systems. Thus, students firmly retain in their memory such specific material, which is fixed in memory based on visual images and is necessary for understanding what is being remembered. It is worse to remember specific material that is not supported by a visual image.

Psychologists say that the concrete - figurative nature of the memory of younger students is manifested in the fact that children cope even with such difficult memorization techniques as correlation, division into parts of the text, if there is a reliance on clarity.

As L.F. wrote Obukhova, At school, the child faces the need to memorize arbitrarily. Educational activity strictly requires memorization from the child. The teacher gives the child instructions on how to remember and reproduce what should be learned. Together with the children, he discusses the content and volume of the material, divides it into parts (according to the meaning, according to the difficulty of memorization, etc.), teaches to control the memorization process. Understanding is a necessary condition for memorization - the teacher fixes the child's attention on the need for understanding, teaches the child to understand what he must remember, sets the motivation for the memorization strategy: the preservation of knowledge and skills not only for solving school tasks, but for the rest of life. Since the regulatory nature of activity prevails in primary school age, it is very important to develop the motivational sphere.

Also L.F. Obukhova wrote that arbitrary memory becomes a function on which educational activity is based, and the child comes to understand the need to make his memory work for himself. It is learning and reproduction educational material allows the child to reflect on his personal mental changes as a result of immersion in educational activities and to see with his own eyes that "teaching yourself" means changing oneself in knowledge and in gaining the ability to voluntary actions.

So, having studied the literature, we can come to the conclusion that the memory of a younger student is a primary component of educational cognitive activity. In addition, memory can be considered as an independent mnemonic activity aimed specifically at remembering. At school, students systematically memorize large amounts of material, and then reproduce it. If a child does not master mnemonic activity, then he strives for rote memorization, which is not at all a characteristic feature of his memory and causes great difficulties. This disadvantage is eliminated if the teacher teaches him rational methods of memorization.

Based on the foregoing, it can be understood that the mnemonic activity of a younger student, as well as his teaching in general, is becoming more arbitrary and meaningful. An indicator of the meaningfulness of memorization is the student's mastery of techniques, methods of memorization. The specifics of the content and new requirements for memory processes make significant changes to these processes. The amount of memory is increasing. The development of memory is not uniform. Memorization of visual material is retained for primary education, but the predominance of verbal material in educational activity quickly develops in children the ability to memorize verbal, often abstract material.

Thus, the leading activity of the junior schoolchild is educational activity. It causes the development of higher mental functions - the arbitrariness of attention, memory, imagination. Its primary component is the memory of the child. At primary school age, the regulatory nature of activity prevails, so it is very important to develop the motivational sphere.

1.3 Fu formation diagnosticsnctions of memory of younger schoolchildren

An analysis of the literature showed that there are methods for identifying the formation of memory functions in younger students.

Using the technique of L.D. Stolyarenko "Semantic memory", it is possible to identify the level of verbal logical memory.

Use the technique of S.D. Zabramnaya "Grouping", it is possible to determine the child's ability to semantic processing of the memorized material, the ability to highlight concepts.

To determine the level of development of auditory memory, the method of L.D. Stolyarenko "10 words".

Methodology M.V. Lutkina, E.K. Lyutova "Studying operational auditory memory" is used to determine the amount of direct memorization of verbal material.

The method of E.I. helps to assess the level of visual memory. Rogov "Remember the figures".

To study the level of involuntary visual memorization will allow the method of S.D. Zabramnaya "Study of involuntary visual memory".

Taking into account what we have defined in paragraph 1.1. determining the memory of a younger student, we identified 3 criteria, an indicator of the formation of the memory of younger students: visual memorization, auditory memorization, verbal logical memorization. They are characterized in table 1.

Table 1Criteria, indicators formedmemorymjunior schoolchildren

The study of the process of memory development showed that memory has 3 levels of its development. Each level is characterized by a number of indicators (Table 2).

table 2Characteristics of the levels of memory formationjunior schoolchildren

Thus, in our study, we determined the criteria, indicators of the formation of the memory of a younger student: visual memory, auditory memory, verbal-logical memory.

After analyzing the psychological and pedagogical literature, we can draw the following conclusions:

The problem of memory development was dealt with by Aristotle, I.P. Pavlov, N.F. Dobrynina, A.A. Smirnova, S.L. Rubinstein, A.N. Leontiev, P.I. Zinchenko, P. Zhane, L.S. Vygotsky, A.R. Luria, L.G. Voronin, L.V. Cheremoshkina, T.B. Nakitina and others.

The memory of a younger student is a cognitive process consisting in memorizing, storing and reproducing information, based on verbal, logical, visual and auditory memorization.

The leading activity of the junior schoolchild is educational activity. It requires the development of higher mental functions - the arbitrariness of attention, memory, imagination. Its primary component is the memory of the child.

At primary school age, the regulatory nature of activity prevails, so it is very important to develop the motivational sphere.

Intentional or voluntary memorization is an important part of learning activities in primary school age.

In our study, we determined the criteria, indicators of the formation of the memory of a younger student: visual memory, auditory memory, verbal-logical memory.

To diagnose the levels of memory formation of younger students, we offer the following methods: "Remember the figures", "Study of involuntary visual memorization", "10 words", "Study of operational auditory memory", "Semantic memory", "Grouping".

There are 3 levels of memory development of younger students: high, medium, low.

2. Psychological and pedagogical conditions of developmentmemory development in younger students

2.1 The use of didactic games in mathematics lessons fordevelopmentmemory of younger students

To implement the first position of the hypothesis, we used games for the development of verbal, logical and visual memory, such as:

1. "Lookmake no mistake."

To conduct the game, you must first make notes on the board or on the screen.

For example:

The teacher calls one student from each team in turn and asks to write a letter or number instead of a square so that equality is fulfilled. After the completion of this work, everyone is invited to carefully review and check the records. Next, the right side of the identity is closed first and it is required to reproduce the left side, then vice versa. Then the game becomes more complicated: all records are closed, and it is required to play them from memory. One student is called to play one or two records. It is desirable that the entries be made in the order in which they were offered on the board. The game is played by the teacher. Students are called to the board in turn from each team. A participant who completes the task brings the team 5 points, a participant who does not complete the task deprives the team of 3 points. The results of the competition are recorded on the board. For violation of discipline, 1 point is deducted. At the end of the game, individual students are given grades in a journal.

2. "Chain".

Each student has a card on which empty circles are drawn, connected by arrows in a chain. Numbers must be entered in the circles. They can be anything, they can even be repeated. But one rule must be strictly observed: the arrow goes from a smaller number to a larger one. The assignments are also

3. "Domino".

The game will require pre-prepared cards (28 pieces), each half depicts one or another geometric figure (polygon, square, rectangle, oval, circle, rhombus). On duplicate cards, 2 identical figures are depicted, and the seventh double consists of two empty halves. Then all the cards are laid out face down on the table. In the likeness of an ordinary domino, at any end of the track, the child picks up and applies one necessary card in one move and at the same time names the fallen figure. If the player does not have the desired figure on the card, then he has the right to find the required picture from the total number of cards. The winner is the player who is the first to get rid of all the cards.

4. "Pass the cube".

A plastic colored cube is placed on the first desk of each row.

At the signal of the teacher, the cube is passed to each student in turn, with the names of the numbers in order, until it returns back to the first desk. Then, in the same way, they pass a cube with the name of the numbers in descending order, naming each previous number.

The row that finishes passing the die first wins.

The game is repeated 2-3 times.

5. "Create a menu for Robin-Bobbin-Barabek."

Children are well aware of the character in the work of S. Marshak Robin-Bobin, who "ate 40 people and a cow, and a bull, and a crooked butcher."

The game starts with:

The man has changed, Robin-Bobin-Barabek.

After all, imagine yourself:

He eats fruits and vegetables.

10 kilograms he

Contributes per day to the diet.

What is it that he eats?

Which one of you will know sooner?

The poster shows fruits and vegetables. Under each picture, there is an example for tabular addition or subtraction within 10. The task of the children is to solve the examples and pick up their pairs so that the sum of the answers is 10 (because the condition of the game says that Robin-Bobbin can eat 10 kg of fruits and vegetables per day ). For example, the example "8 - 3" is written under the cabbage pattern, "7 + 1" under the carrot pattern, "3 + 2" under the apple pattern, etc. So one of the answer options is: Robin-Bobbin can eat cabbage (in the answer 5) and apples (also 5 in the answer), then the total will be 10.

You can invite children not to write down expressions, but to draw a fruit or vegetable schematically and write the answer in the center.

6. "Open the lock with a key".

Each student has a key, which depicts geometric shapes (different in color and location). I have several locks with geometric shapes. Children select a certain key for these locks, which should fit in the correct location. geometric shapes. In the future, I modernized this game: instead of geometric shapes, I placed examples on the lock, and answers to these examples on the keys. This game helps in developing computational skills.

7. "Collect a picture." The game is based on the time-tested principle of visibility in learning. Conducting this game is appropriate in the classroom in elementary school when consolidating or familiarizing yourself with new material, when you can pick up a drawing, graphic image on a topic. The game takes 10-12 minutes of the lesson.

The essence of the game is as follows: students must collect a picture cut into several (6-7) parts. If the game is played at the stage of familiarization with new material, then the teacher introduces the concepts on the image of the picture. Students have to paste the collected picture into a workbook and sign the elements of the image correctly. The teacher evaluates the accuracy of the work.

If the game is played at the stage of consolidating the material, then the concepts depicted in the picture, the students must formulate independently and correctly. Unlike the previous case, the game takes place without the direct participation of the teacher, that is, independently.

The game will be most memorable if the image of the drawing is clear, colorful and accessible to everyone. There should not be anything superfluous in the figure that would distract the attention of students from the main thing. During the game, memory is developed, creativity, correct speech develops, students' interest in the subject increases.

8. « Game for the development of visual memory» .

A task is written on the board in advance (a few numbers, it is possible to use geometric shapes). Students are asked to memorize them in the given order. After a short time (1-2 minutes - depending on the age of the students, on their psychological and pedagogical characteristics, on the complexity of the task), we remove the entry from the board, and the children should try to answer the teacher's questions (answer in chorus) or in writing in notebooks.

Thus, the implementation of the first position of the hypothesis is carried out with the help of such didactic games as: “Look, do not make a mistake”, “Chain”, “Domino”, “Pass the cube”, “Make a menu for Robin-Bobbin-Barabek”, “Open the lock with a key ”, “Collect a picture”, “Game for the development of visual memory”.

2.2 Developmentverbal-logical and auditorymemoryjuniorschoolchildren at Russian language lessons

To implement the second position of the hypothesis, we used methods for the development of verbal - logical and visual memory of younger students in Russian language lessons, such as:

1. « Dividing the text into semantic parts.

The most important technique for the development of memory in the lessons of the Russian language is the division of the text into semantic parts. Students use division into parts when memorizing large poems, but they often make the mistake of breaking the poem not into stanzas, but into lines. Ways of comprehending the memorized are different. So, to keep some text in memory, for example, a fairy tale, a story, great importance has a plan. For first grade students, it is accessible and useful to draw up a plan in the form of a sequential series of pictures. Later, the pictures are replaced by a list of main thoughts: “What is said at the beginning? What parts can the story be divided into? In each specific case, the teacher needs to suggest to younger students how it is more reasonable to memorize this or that material. One cannot think that all the delicate and painstaking work can be reduced to separate simple techniques that have the magical power to solve pedagogical problems. Success in the development of memory will be achieved by those teachers who will be able to arouse in younger students an interest in learning, in classes, and in striving for continuous improvement.

2. "Funny memoirs in the Russian language."

- Particle NOT with verbs is written separately.

NOT - the verb is not a friend,

They are always standing apart.

And write them together

They will never understand you!

- Particles NOT and NOR.

Oh, how similar NOT and NOR!

But still they are different.

No matter how cunning, no matter how wise,

Do not confuse NO and NO!

-TSYA / -TSYA in verbs.

On a winter evening, starry, quiet

What is snow doing? Spinning.

And it's time for tomorrow

What should everyone do? Go to sleep.

- The stress in the personal forms of the verb "call" falls on the sound I.

My neighbor-know-nothing moans,

His phone doesn't ring.

The device-cunning is silent,

Waiting for someone to call.

- put on (what?) clothes; dress (whom?).

Nadya girl WEARED

Feel free to put on three dresses,

She put on a cloak and a coat -

No one gets cold!

I began to dress the doll,

Collect for a walk.

"It's getting hot, Mom!

Should I take off my mittens?"

- Come - I will come.

I can't come to you

And I won't go to school.

But what happened? Tell!

I can come. I will come.

- The verb "to go" in the imperative mood.

To the green light

You don't go

And never ride

GO! Remember?

- The verb "put" is used without prefixes, and "(to) lay down" - only with prefixes.

I'm not going to lay down, not to lie down,

And yes, you can't push it.

And you can put and put -

Remember, friends!

- Will I win or will I run? The verb "to win" in the future tense has only a complex form (to win, to become a winner).

“How will I go to the competition, how will I run everyone there!

I will win it without effort, if I endure enough!

“Don’t brag, literate, but quickly master the language.

You must know the rules in order to win!

- Separate and continuous spelling what/to, the same/too, the same/also.

To immediately become the smartest!

The same as Masha, I will write in a notebook,

Also tomorrow, like Masha, I'll get a five!

I will also go to the market

How I walked last year

I'll buy myself a cow there,

Also a horse and a goat.

- Word halves (half a room, half a world, half a watermelon, half a lemon, half a Moscow).

Now it's clear to us

Let's never forget:

The word FLOOR with any consonant

It is always written fluently.

Before "L" and before a vowel,

Before a capital letter

The word FLOOR is clear to anyone -

Separated by a dash.

- Genitive plural of nouns "socks", "stockings", "boots", "shoes".

"Stockings" and "socks" obey a simple rule: the shorter, the longer.

Short socks - long word: socks (6 letters)

Long stockings - short word: stocking (5 letters)

And about “shoes” and “boots”, we invite you to remember a funny quatrain:

One pair of fashionable shoes

It costs like a huge truffle.

But leather boots

I bought as much as I could!

3. Russian folk tongue twisters and tongue twisters, too, perfectly, developchildren's memory

Not on the grass, but near, rolled "O" and groaned.

"Oh" groaned, "Oh" okalo not on the grass, but around!

I'll be at the oak, and you stand by the pines. We will ask both of them for strength.

Lyusya loves to teach Lenya, Lenya loves to teach Lyuba, Lyuba likes herself.

A couple of drums beat a storm, a couple of drums beat a fight.

Stupid, stupid, stupid bull.

Have you heard about shopping?

About what about purchases?

About shopping, about shopping, about my shopping!

Vova is cheerful, Fedya is cheerful, and Fofanov hung his nose.

Feofanych Mitrofanych has three sons - Feofanych.

4. "Let's hear the sounds."

For the development of auditory memory, tasks that can be used in literacy lessons “Let's listen to sounds” are effective. During the lesson, the teacher says: “Guys, it’s quiet at school now, lessons are going on, but can we listen to silence? What sounds can we hear? What do they stand for? Sit comfortably, close your eyes, listen to the sounds around you.” For two or three minutes, the children listen to the silence, then the teacher offers to take a deep breath, exhale, calmly open your eyes and return to common work. Children tell who heard what and how they understood it, and then it turns out that they remember the sequence and volume, intensity of sounds in different ways. This exercise lowers the threshold of hearing (children who speak loudly do not perceive a quiet voice) and prepares students to interpret a long audio recording.

5. "Listen and draw."

We ask the children to listen to the poem and draw from memory the objects that it says.

We will draw nesting dolls:

One, two, three, four, five.

Most of all the first matryoshka:

Green sundress, kokoshnik.

Behind her sister - the second,

Performs in a yellow dress.

The third is less than the second:

Blue sundress.

At the fourth matryoshka

A little less growth

Blue sarafan,

Bright and beautiful.

Fifth matryoshka -

In a red dress.

Try to remember everyone

Get on with the drawing!

Thus, the implementation of the second position of the hypothesis was carried out using such techniques as: dividing the text into semantic parts, "Funny memoirs", Russian folk tongue twisters and tongue twisters, "Listen to the sounds", "Listen and draw".

2.3 Teaching younger students techniquesmediatedleg memorization

To implement the third position of the hypothesis, we used indirect memorization techniques, such as:

1.FROMthought grouping- division, division of the material into parts of the group with the allocation of the main, essential in each part and in all the material being memorized as a whole.

2.Classification- the material can be divided into certain, clearly defined parts - classes. In other words, classify information. For example, highlight: familiar words and unfamiliar, simple and complex, and so on. In this case, the memory load decreases exactly as many times as the number of parts or classes was divided into the material necessary for memorization.

3. Associations- as a rule, numbers are remembered in connection with memorable dates (birthdays, numbers of apartments, houses). Names and patronymics correlate with the names of all famous writers, politicians or the names of their relatives.

4. Search strong point- any information always contains something that can become a support for remembering. This can be dates, familiar and unfamiliar words, metaphors, names, and so on. To memorize entire pages of text, you need to use several reference points. It will be a kind of plan for remembering.

5. Analogies- in the learning process, you have to memorize a lot of definitions, rules, formulas. In these cases, memorization accuracy is needed. In order to avoid mistakes, you need to use this technique when the similarity, similarity in certain respects of objects, phenomena, which are generally different, is established.

6. Schematization- in some cases, the material is easier to remember by depicting its content in the form of diagrams.

7. Building material- Scattered information is easier to remember by combining them, inventing any links, intermediaries, adding something from yourself.

We remember visually

The role of visual memory is important, and one must be able to use it effectively in the learning process. The most important goal of the exercises is to develop the ability to create a mental picture, a visual image. This skill is one of effective ways memorization, which is used to store in memory not only specific material, but also abstract. It is easier to train him on visual material. This is what our proposed tasks are aimed at.

"Colorful Ladder"

Option 1

For the lesson you will need 5 multi-colored cards.

The child must carefully look at and remember the sequence of colors within 10 seconds. After that, the cards are covered with a sheet of paper. You ask the child to close their eyes and mentally imagine how the cards were arranged. Then the child should list how the colors were arranged one after another. The answer is checked against the original sample.

In subsequent lessons, the color combinations change.

Option 2

For the lesson, you will need 5 multi-colored cards, colored pencils or felt-tip pens of the same colors, a sheet of paper.

The cards are shown one at a time with an interval of 3 seconds and are added sequentially so that later the correctness of the answer can be checked. After showing all the cards, the child closes his eyes for a few seconds and mentally imagines a sequence of colors. Then he must restore it on a sheet of paper with pencils or felt-tip pens. Correctness is checked by re-demonstrating the cards. Then another combination is shown.

If the lesson is held in a group, then the correctness of the performance is determined by self-control or in pairs.

For the lesson, you will need a drawing that depicts 3 aliens, colored pencils, a sheet of paper.

You tell the child that 3 aliens have arrived in the city and you need to carefully study their portraits, remembering all the details of the appearance of the guests. After that, a drawing depicting aliens is shown. 30 seconds are given for memorization and the drawing is removed. You give the child a task: “The second alien is in a hurry to visit you. Close your eyes, imagine it appearance and accurately draw a portrait of the second alien in a row.

Portraits of aliens are made up of geometric shapes. By analogy, you can make similar figures yourself for subsequent classes. You can also color the shapes, this will complicate the task. But do not use more than three colors. After completing the task, the drawing made by the child is compared with the sample. If the child easily and accurately copes with the task, then you can invite him to draw two or all three aliens next time. You can also vary the time allotted for memorizing the drawing, depending on the number of errors made. Do not forget that the child needs to be reminded to close his eyes and mentally draw an image. This is the essence of visual memory - in this way the object is fixed and remembered.

"Describe the picture"

For the lesson, you will need any pictures unfamiliar to the child. It can be illustrations for books or clippings from magazines. It is desirable that the picture has at least 5-6 items.

The child must carefully examine the picture for 30 seconds, trying to remember in detail what is shown on it, and return it to the presenter. After that, the child, closing his eyes, tries to imagine the picture in front of his mind's eye. And then he must describe in as much detail as possible what he saw and remembered. At the end of the story, the picture is shown again and the missing elements of the image are discussed. If the child can easily cope with the description of simple pictures, you can give him visual material more difficult, where more small details are used. different colors. Your son or daughter, for their part, can also make similar tasks for you. Then their goal will be to check your story, which is also useful, entertaining and instructive for them.

"Shapes"

Option 1

For the lesson, you will need 6 cards, each of which depicts a combination of geometric shapes.

All 6 combinations are visually similar to each other, but, nevertheless, differ from each other. You give the child one of the cards to memorize for 10 seconds. After careful study, he returns it and, with his eyes closed, mentally restores the drawing. At this time, you lay out all 6 cards in front of him in random order and offer to find among the similar ones the one he memorized. It is necessary to ensure that the cards with figures are not turned upside down when presented again, otherwise the appearance of the figure may change. The saturation and complexity of the combinations of geometric shapes on the cards depends on the age of the child, his capabilities and the duration of the lessons on the development of visual memory. We give as an example a variant of medium difficulty, suitable for second graders who have experience in performing similar exercises. By analogy, you can make visual material for this exercise at a simpler or more complicated level.

Option 2

For the lesson, you will need cards, each of which will show 3 combinations of geometric shapes and signs, as well as a sheet of paper in a box and a pencil.

You give the child a card, warning that he must carefully consider and remember the combinations of all the figures. 30 seconds are allotted for memorization, then he returns the card. Next, the child should close his eyes and mentally restore the drawing. Then he must draw on the sheet everything that he remembered. After the work is completed, the child's drawing is compared with the sample, the errors are discussed. The number of elements drawn from memory, their shape, size and location relative to each other are checked.

In the 1920s, some psychologists suggested that the memory of a child is stronger and better than that of an adult. The basis for such judgments were facts that spoke of the amazing plasticity of children's memory.

However, a careful study of the activity of the memory of young children showed that the advantage of children's memory is only apparent. Children really easily memorize, but not any material, but only that which is interesting to them and causes positive feelings in them. Moreover, the speed of imprinting is only one link and only one quality in all memory processes. The strength of memory, meaningfulness, completeness in children is much weaker than in adults. Since the main quality in assessing human memory is the ability of a person to selectively successfully use previously perceived material in new circumstances, the memory of an adult mature person turns out to be much more developed than the memory of a child. The ability to choose desired material, to carefully perceive, group, children do not possess.

In elementary school, it is necessary to prepare children for secondary education, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By accustoming children to memorizing logically connected meanings, the teacher contributes to the development of their thinking.

Unlike preschoolers, children of primary school age are able to purposefully, arbitrarily memorize material that is not interesting to them. Every year, more and more training is based on arbitrary memory.

The shortcomings of the memory of younger students include the inability to properly organize the memorization process, the inability to break the material for memorization into subgroups, to single out strong points for assimilation, and to use logical schemes.

Primary schoolchildren have a need for verbatim memorization, which is associated with insufficient development of speech. Teachers and parents should encourage semantic memorization and fight against meaningless memorization.

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

In the process of learning at the primary level of the school, the child's memory becomes thinking. Under the influence of learning at primary school age, memory develops in two directions:

• 1) the role and proportion of verbal-logical, semantic memorization is increasing (compared to visual-figurative memorization);
• 2) the child acquires the ability to consciously manage his memory, regulate its manifestations (memorization, reproduction, recall).

And yet, in elementary school, children have better developed rote memory. This is due to the fact that the younger student is not able to differentiate the tasks of memorization (what needs to be memorized verbatim and what in general terms). This must be taught.

By the transition to the middle link, students should develop the ability to memorize and reproduce the meaning, the essence of the material, evidence, argumentation, logical schemes, and reasoning. It is very important to teach students to set goals for memorization correctly. The productivity of memorization depends on motivation. If a student memorizes material with the intention that this material will be needed soon, then the material will be remembered faster, it will be remembered longer, and reproduced more accurately.

Speaking about the types of memory, it must be borne in mind that the features of memorization processes (speed, strength, etc.) depend on who and what is to be memorized. The nature of memorization and the course of forgetting essentially depend on what dominates in a given subject: the semantic content and its speech design in their unity, or predominantly one of them with an underestimation of the other.

In younger students, at first, self-control is not sufficiently developed. First-graders test themselves from a purely external point of view (whether they repeated the material as many times as the teacher ordered), without thinking about whether they will be able to tell the material in class.

Memorization techniques serve as an indicator of arbitrariness. First, this is a multiple reading of the material, then the alternation of reading and retelling. To memorize the material, it is very important to rely on visual material (manuals, models, pictures).

Repetitions should be varied, some new educational task should become before the students. Even rules, laws, definitions of concepts that need to be learned verbatim can not just be memorized. To memorize such material, the younger student must know why he needs it.

It has been established that children memorize words much better if they are included in a game or some kind of labor activity. For better memorization, you can use the moment of friendly competition, the desire to get the teacher's praise, an asterisk in a notebook, a good mark.

The productivity of memorization also increases the comprehension of the memorized material. Ways of understanding the material are different. To keep in memory some text, for example, or a story, a fairy tale, drawing up a plan is of great importance.

The transition from involuntary to arbitrary memory involves two stages. At the first stage, the necessary motivation is formed, i.e. the desire to remember or remember something. At the second stage, the mnemonic actions necessary for this arise and are improved. It is believed that with age, the speed with which information is retrieved from long-term memory and transferred to operational memory increases. It has been established that a three-year-old child can operate with only one unit of information currently in the RAM, and a fifteen-year-old child can operate with seven such units.

“A child remembers a large number of poems, fairy tales, etc. relatively easily. - writes D.B. Elkonin. “Memorization often occurs without noticeable effort, and the volume of what is remembered increases so much that some researchers believe that it is at preschool age that memory reaches the climax of its development and only degrades in the future.”

For the first time, a systematic study of higher forms of memory in children was carried out by an outstanding Russian psychologist L.S. Vygotsky, who in the late 1920s. began to study the question of the development of higher forms of memory and, together with his students, showed that higher forms of memory are a complex form of mental activity, social in origin. Within the framework of the theory of the origin of higher mental functions proposed by Vygotsky, the stages of the phylo- and ontogenetic development of memory were distinguished, including voluntary and involuntary, as well as direct and indirect memory.

The younger the child, the greater the role of practical actions in all his cognitive activity. Therefore, motor memory is detected very early.

Back in the 19th century German psychologist Ebbinghaus drew attention to the process of forgetting. He deduced the curve of this process, fixing at different intervals that part of the amount of memorized material that was preserved by the subjects. The Ebbinghaus forgetting curve showed a sharp and rapid forgetting of the material in the very first hours and days after memorization. Later confirmed by the work of other researchers, it posed a difficult question for scientists: why teach children if in the first hours they forget more than 70% of what they perceive, and after a month they retain barely 1/5 part ?!

But psychologists of the last century used memorization meaningless words. The use of meaningful verbal material by A. Binet and his followers, familiar to children, led to a different curve of forgetting. When individual words were linked into whole sentences understandable to children, memorization productivity increased by another 25 times.

Children's memory is especially rich in images of individual concrete objects that were once perceived by the child. But rising to the level of generalizations, the child operates with separate images, in which both the essential and general features inherent in a whole group of objects, and those particular details that the child has noticed are merged. Of course, the representations of children have a number characteristic features, primarily due to the inability of the child to perceive objects, so children's ideas, especially in unfamiliar things, turn out to be vague, fuzzy and fragile.

The memory of younger schoolchildren, compared with the memory of preschoolers, is more conscious and organized, but it has shortcomings.

Primary schoolchildren have a more developed visual-figurative memory than semantic memory. Better they remember specific objects, faces, facts, colors, events. This is due to the predominance of the first signal system. During training in the primary grades, a lot of concrete, factual material is given, which develops a visual, figurative memory. But in elementary school it is necessary to prepare children for education in the middle link, it is necessary to develop logical memory. Students have to memorize definitions, proofs, explanations. By accustoming children to memorizing logically connected meanings, the teacher contributes to the development of their thinking.

The shortcomings of the memory of younger students include the inability to properly organize the memorization process, the inability to break the material for memorization into sections or subgroups, to single out strong points for assimilation, and to use logical schemes. Primary schoolchildren have a need for verbatim memorization, which is associated with insufficient development of speech. Teachers and parents should encourage semantic memorization and fight against meaningless memorization.

It should also be noted the uncritical nature of children's memory, which is combined with uncertainty in memorizing the material. It is uncertainty that often explains cases when younger students prefer verbatim memorization to retelling.

At first, younger students do not have enough self-control.

First graders check themselves from a purely external, quantitative side (whether they repeated the material as many times as the teacher ordered), without thinking about whether they can tell the material in class. Memorization techniques serve as an indicator of arbitrariness. First, this is a multiple reading of the entire material, then alternating reading and retelling. To memorize the material, it is very important to rely on visual material (manuals, models, pictures).

The productivity of memorization also increases the comprehension of the memorized material. Ways of comprehending the material are different. For example, to keep in memory some text, story, fairy tale, drawing up a plan is of great importance.

In parallel with voluntary memorization, the readiness of memory begins to play a certain role. The student already while reading is aware that certain material may be useful to him. The student plans in advance when and under what circumstances this or that material will be used. This has a positive effect on memory. The need for this or that educational material requires significant volitional efforts, which leads to the development of arbitrary memory. From the first day of training, the child must memorize a lot. However, he still does not know the technique of memorization, he does not know the techniques that facilitate memorization, he does not know how to check the degree of memorization. As a rule, not knowing all this, the student follows the path of least resistance, which consists in verbatim rote memorization, which excludes the comprehension of the logical connection in the content, in parts of the material.

It is accessible and useful for the smallest to draw up a plan in the form of a sequential series of pictures. If there are no illustrations, then you can only name which picture should be drawn at the beginning of the story, which one later. Then the pictures should be replaced with a list of main thoughts: “What is said at the beginning of the story? What parts can the whole story be divided into? What is the name of the first part? What is the main thing? etc.

Among schoolchildren, there are often children who, in order to memorize the material, only need to read a section of the textbook once or carefully listen to the teacher's explanation. These children not only memorize quickly, but also retain what they have learned for a long time, and easily reproduce it.

The most difficult case is slow memorization and quick forgetting of educational material. These children must be patiently taught the techniques of rational memory. Sometimes poor memorization is associated with overwork, so a special regimen is needed, a reasonable dosage of training sessions.

Very often, poor memorization results do not depend on low level memory, but from poor attention.

The memory of a schoolchild's child, despite its apparent external imperfection, actually becomes the leading function, taking a central place.

From class to class in the initial link, memory gets better. The more knowledge, the more opportunities to form new connections, the more memorization skills, and therefore the stronger the memory. Primary school teachers and parents need to work hard to improve the memory of children, encouraging them to organize and comprehend the educational material.