Who is Klim Samghin? Gorky "Klim Samghin"
Subject: Development of involuntary memory in preschool children.
Plan:
General characteristics of memory.
Peculiarities of memory in preschool children.
Characteristics of involuntary memory in children of a specific age group.
Development of involuntary memory of children in the process of educational work in kindergarten.
Memory is a necessary component of human mental activity. Giving a general description of memory, the student must describe the processes, types and types of memory, revealing its physiological mechanism, and show what type of memory predominates in preschool children.
Revealing the patterns of memory development in preschool children, it is necessary to substantiate the following provisions:
Development of processes of memorization, preservation and reproduction of information in preschool age closely related to maturation nervous system child.
The accuracy and completeness of memorizing material is determined by the child’s activity in the activity.
Mastering coherent speech is a prerequisite for meaningful memorization.
To determine the characteristics of involuntary memory in children of a specific age group (five to ten people), it is recommended to conduct a number of experiments:
Alternately show the child four to nine toys (depending on age), removing each of them immediately after the demonstration. Having removed the last toy, ask him to name what he saw. Write down the child's answer.
Place four to nine other toys in front of the child and invite them to play with them for five to ten minutes. After removing them, ask what toys he played with. Write down the answer.
Place six to nine pictures in front of the child (two to three pictures of furniture, two to three pictures of dishes, two to three pictures of transport). Offer to look at them for three minutes. After removing the pictures, ask the child to name the objects depicted. Write down the answer.
Invite the child to put the above pictures into groups depending on the purpose of the objects depicted on them. After removing the pictures from the child’s field of vision, ask him to name the objects drawn. Write down the answer.
How does a child’s objective activity affect the productivity of memorizing and reproducing material? Why. Compare the number of objects named by the child in the first and second, third and fourth experiments.
Is there a difference in the productivity of children memorizing toys and pictures?
Literature:
Bogoslovsky V.V. and others. General psychology, M., “Enlightenment”, 1973, p. 199 – 213.
Kalinina L. Development of verbal memory. – “Preschool education”, 1969, No. 12.
Lyublinskaya A.A. Child psychology. M., “Enlightenment”, 1971, p. 202, 206 – 221.
Mukhina V.S. Psychology of a preschooler. M., “Enlightenment”, 1975, p. 218 – 221.
Option No. 12.
Subject:
Development of voluntary memory in preschool children.
Plan:
General characteristics of random memory.
Age-related characteristics of voluntary memory in preschool children.
Characteristics of voluntary memory of children of a specific age group.
The role of activities and didactic games in the development of children's voluntary memory.
Methodical instructions.
Memory plays a big role in any type of activity, as well as in the mental development of a person.
The teacher needs to know the features of the main types of memory. Their characteristics should be given.
Considering the development of voluntary memory throughout preschool age, it is necessary to show how children master techniques and methods of memorization. In the recommended literature you need to find answers to the questions: what is easier for children - setting a goal for memorization or setting a goal for reproducing information; what material is more successfully remembered and reproduced by preschoolers (visual or verbal).
To determine the characteristics of voluntary memory in children of a specific age group, it is recommended to conduct the following experiment:
Give your child the mindset to memorize words. Name five to seven words denoting familiar objects, for example: pyramid, boat, glass, doll, tree, ball, bench. Invite the child to repeat the words. Write down the answers.
Give the child a mindset to remember the names of objects and the sequence of their demonstration. Objects should be shown one at a time, removing them from the child’s field of vision. Then invite the child to name these objects in the order in which he saw them.
Repeat the second experiment, making the following changes: during the show, ask the child to name each object.
Based on the results obtained, characterize the voluntary memory of children.
Classes and didactic games in kindergarten they can be used to develop voluntary memory in preschoolers. Give examples from your own experience of working on the development of voluntary memory in children.
Literature:
Bogoslovsky V.V. and others. General psychology. M., “Enlightenment”, 1973, p. 199 – 213.
Badalyan L., Mironov A. Memory and neuropsychic development. – “Preschool education”, 1976, No. 4.
Zaporozhets A.V. Psychology. M., “Enlightenment”, 1965, p. 78 – 91.
Krutetsky V.A. Psychology. M., “Enlightenment”, 1974, p. 116 – 132.
Lyublinskaya A.A. Child psychology. M., “Enlightenment”, 1971, p. 206 – 223.
Mukhina V.S. Psychology of a preschooler. M., “Enlightenment”, 1975, p. 219 – 221.
General psychology. Textbook. Ed. A.V. Petrovsky. M., “Enlightenment”, 1976, p. 283 – 315.
Psychology of preschool children. Development cognitive processes. Ed. A.V. Zaporozhets and D.B. Elkonina. M., “Enlightenment”, 1964, p. 94 – 113.
Option No. 13.
Subject:
The influence of fairy tales and stories on the development of imagination in preschool children.
Plan:
Features of imagination in children of a specific age group.
Using fairy tales and stories to develop children's imagination.
Methodical instructions.
Imagination, including in the thinking and productive activity, promotes the creative activity of the individual. Giving a general description of imagination, it is necessary:
list and describe types of imagination;
The development of imagination is associated with the complication of the child’s activities (the complication of the child’s forms of communication with adults, the preschooler’s transition from elementary forms of activity to more complex ones).
The imagination of preschoolers develops based on visual images.
The leading role in the development of voluntary (creative) imagination belongs to training.
Show the child a story picture. Offer to make a story based on it. Write down the child's story verbatim.
Invite the child to compose a fairy tale about two heroes (a fox and a hare, a hedgehog and a squirrel, etc.) Write down the story.
Read part of a story to the child, asking him to come up with an ending. Write down the answer.
Invite your child to make drawings for a fairy tale (story). Attach drawings to the test.
How does children’s ability to present the content of a story affect the productivity of children’s imagination.
What is the role of the model given by the teacher (description of the portrait of the hero, scene of action, retelling of the plot) in the development of imaginative images.
How does a change in the complexity of the proposed task (composing a story on a given topic on a given topic) affect the productivity of children’s imagination? literary example, based on a landscape painting).
Literature:
- Bogoslovsky V.V. and others. General psychology. M., “Enlightenment”, 1973, p. 243 – 260.
Voroshnina L. Teaching creative storytelling. – “Preschool education”, 1978, No. 4.
Lyublinskaya A.A. Child psychology. M., “Enlightenment”, 1971, p. 220 – 222.
Malakhova E. Game and attitude towards the perception of a work of art in preschool children. – “Preschool education”, 1973, No. 12.
Mukhina V.S. Psychology of a preschooler. M., “Enlightenment”, 1975. p. 221 – 224.
Option No. 14.
Subject:
The role of visual activity in the development of imagination in preschool children.
Plan:
General characteristics of imagination.
Development of imagination in preschoolers.
Features of the imagination of children of a particular group.
Using visual activities to develop children's imagination.
Methodical instructions.
Giving a general description of imagination, it is necessary:
show that imagination is a necessary element of human creative activity.
List and describe the types of imagination.
reveal the mechanism of the emergence of imaginary images.
External objective activity is a source of development of children's imagination.
The change in images of the imagination in preschool age is associated with the complication of the forms of communication between the child and adults, the transition of the preschooler from elementary forms of activity to more complex ones.
The leading role in the development of voluntary imagination in children belongs to education and training.
Give your child several unfinished images to look at. Offer to determine what they resemble and ask them to complete the drawing so that they get a complete and understandable drawing. Children's drawings, attach answers and write down.
Invite the child to lay out the outline of an object or pattern from counting sticks. Draw the results.
Make ink blots on one half of the sheet, then fold the sheet in half so that the blots are imprinted on the other half of the sheet. Show the child an unfolded sheet of paper with the resulting prints and ask them to determine what the ink images look like. Write down the child’s answers and attach images of the blots.
To develop children's imagination, the teacher can use various types of activities - games, creative storytelling, visual activities, etc.
Showing the role of visual activity in the development of imagination in preschoolers, Special attention focus on the following issues:
What is the importance of works of fine art for enriching children's ideas.
Why does the implementation of ideas in drawings, appliqués, and modeling depend on the development of preschoolers’ skills and abilities in visual arts?
What is the role of the teacher in enriching children's ideas.
Literature:
Bogoslovsky V.V. and others. General psychology. M., “Enlightenment” 1973, p. 243 – 260.
Ezikeeva V.A., Kazakova T.G. The relationship between creativity and learning in visual arts. – In the book: Artistic creativity in kindergarten. Ed. ON THE. Vetlugina. M., “Enlightenment”, 1974.
Zaporozhets A.V. Psychology. M., “Enlightenment”, 1965, p. 92 – 107.
Kirillova G. About the recreating imagination. – “Preschool education”, 1969, No. 12.
Kirillova G. Initial forms of creative imagination in children. – “Preschool education”, 1971, No. 2.
Kirillova G. About the imagination of children of primary preschool age in the game. – “Preschool education”, 1973, No. 12.
Lyublinskaya A.A. Child psychology. M., “Enlightenment”, 1971, p. 200 – 222.
Mukhina V.S. Child psychology. M., “Enlightenment”, 1975 p. 221 – 224.
Pazuki N. Use works of art and illustrative material to enrich children's ideas. – “Preschool education”, 1979, No. 1.
Psychology of preschool children. Development of cognitive processes. Ed. A.V. Zaporozhets and D.B. Elkonina. M., “Enlightenment”, 1964, p. 247 – 267.
Option No. 15.
Subject:
Development imaginative thinking in preschool children.
Plan:
General characteristics of thinking.
Characteristics of preschoolers’ imaginative thinking.
Features of imaginative thinking in children of a specific age group.
Using activities and didactic games to develop children's imaginative thinking.
Methodical instructions.
Educational work in kindergarten is built taking into account the level mental development children. The teacher needs to know the patterns of development of such a complex mental process as thinking.
When defining the essence of thinking, we should briefly dwell on the characteristics of operations, forms and types of thinking.
Figurative thinking is the leading type of thinking in preschoolers. It is advisable to reveal the features of children's figurative thinking in comparison with the features of visual and effective thinking. The development of imaginative thinking occurs only with the accumulation of sufficient sensory experience and development of speech in children. It is necessary to show how the forms of figurative thinking change throughout preschool age.
To determine the characteristics of imaginative thinking in children of a particular age group, it is recommended to conduct a series of experiments with ten children:
Invite the child to describe the object (ball and doll). Write down the answers.
Give the child pairs of object pictures with the image of a cat and a dog, a cup and a glass for comparison.
Lay out nine object pictures in front of the child: three pictures with clothes, three with dishes, three with furniture. Offer to group the pictures according to the purpose of the objects depicted on them, find out what the child was guided by when choosing them. The form of the question to the child should be selected taking into account his age. Record the results of the child’s choice and his answers.
Invite the child to guess two riddles and explain the answers. Write down the answers.
What signs do children take as a basis when describing, comparing and grouping objects shown in pictures, solving riddles?
To what extent are children's answers detailed?
Literature:
Bogoslovsky V.V. and others. General psychology. M., “Enlightenment”, 1973, p. 214 – 243.
Wenger L.A., Mukhina V.S. Development of preschooler thinking. – “Preschool education”, 1974, No. 7.
Georgenbergen O. Development of children's mental activity in role-playing game. – “Preschool education”, 1973, No. 4.
Gurovich L.M. Retelling as a technique for activating children’s mental activity in the classroom. Right there.
Konkina V. Construction and constructive games in the mental development of children. Right there.
Krasilnikova G. Playing chess in working with preschoolers. Right there.
Mukhina V.S. Psychology of a preschooler. M., “Enlightenment”, 1975, p. 202 – 215.
Parafeeva S. Visual activities and mental education of children. – “Preschool education”, 1973, No. 4.
Tsekhanovskaya Ya. About the features of visual-figurative thinking in children's drawing. – “Preschool education”, 1976, No. 6.
INTRODUCTION
MAIN PART
Preschooler memory development
Conclusions on the theoretical part
Research results
Conclusions and Conclusions
CONCLUSION
LITERATURE
APPLICATION
INTRODUCTION
The only form of memory work in younger preschoolers is involuntary memorization and involuntary reproduction. During this period, the development of memory is characterized by a gradual transition from involuntary and immediate to voluntary and mediated memorization and recollection.
At the same time, the main thing to remember is that the four types of memory arise in the following sequence: motor? emotional? figurative? verbal.
The development of memory has become the subject of a lot of controversy among psychologists. Therefore, the study of the development and characteristics of memory in preschool children is relevant. The results obtained may prove or disprove some accepted conclusions.
The object of this study is memory, and the psychological characteristics of memory in preschool age are the subject of the study.
During the work, the research objectives were formulated:
Determination of the level of development of figurative memory;
Study of the dependence of the content of memorized material on the volume of voluntary memory;
Disclosure of individual characteristics of voluntary memory in preschool children.
MAIN PART
Definition and characteristics of memory
The ability to accumulate, store, and reproduce information is a human feature called memory. It allows us to use the experience gained, learn from our own mistakes or successes. Thanks to memory, we can reproduce events that happened to us, as well as emotional experiences we experienced.
Memory consists of processes such as:
) creation - the emergence of the very fact of the presence of information that needs to be remembered;
) storage - recording information in memory cells;
) reproduction - the process of “playing back” an event (fact) that was remembered;
) concealment is always relative, since some information is stored in our memory throughout our lives, but we can no longer “reproduce” it without outside help. Only the occurrence of any events reminiscent of the required fact can cause its reproduction in memory.
In addition, memory has qualitative and quantitative characteristics, such as:
) duration - the period of time during which memory stores information and retrieves it at the right time without outside interference;
) accuracy - an indicator of the reliability and detail of recalled information;
) volume - the amount of memorized information per unit of time;
) speed - the speed with which information moves from the “creation” state to the “storage” state.
) readiness of reproduction - the speed with which the necessary information is retrieved from memory.
Teachers about the peculiarities of memory of preschoolers
The characteristics of the characteristics depend on the personality of a particular person. Thus, a sufficiently attentive and painstaking person will have high accuracy, but the speed of his memorization will be low. While an impulsive person will do the opposite - he will remember quickly, but detailing information will be much more difficult.
There are three opinions regarding the memory of preschool children.
The first indicates the existence of two types of memory in children - the main one is a physiological component, the second is psychological (or spiritual).
The second opinion says that a child’s memory reaches the highest level of development at an early age, after which activity sharply decreases.
The third opinion states that memory development reaches its apogee at the age of 10 years, and then gradually declines.
The theory of the structure of memory, consisting of four temporary components, was expressed by P. P. Blonsky. The first component is motor (motor) - these are conditioned reflexes that begin from the first minutes of a newborn’s life. The second component is the child’s emotional memory, based on memorizing information and assimilating it in the form of emotions.
In the process of forming consciousness and developing the child’s figurative thinking, memory is transformed into figurative memory, where information is stored in the form of images and concepts. And memory becomes verbal as the child learns to communicate.
Istomina Z.M. conducted a study that was devoted to the development of memory in preschoolers, it showed that the main feature of memory processes during this period is the processes of memorization, recollection, which from involuntary gradually turn into intentional and voluntary. This means that the preschooler faces a conscious goal to remember, remember, and he learns to actively achieve this goal.
A similar restructuring occurs in the processes of perception, which in the preschool period become controllable, and as a result acquire the features of full-fledged voluntariness.
Leontyev A.N. indicates that the fact of the formation of voluntary memory in preschool age is not unexpected, the main thing is how this process proceeds and what it is internally determined by.
Studying memory in preschool children of various ages, Istomina Z.M. changed the motives for memorization and showed that the development of the general internal structure of a child’s activity is interdependent with the restructuring of children’s memory, and that the turning point in this regard occurs at the age of 4 years.
She also showed that the child’s active awareness and identification of the goal to remember is recognized earlier in such conditions when the meaning of this goal for the preschooler follows directly from the motive that motivates him to activity.
The study was conducted in the form of a game that required memorizing an order and then recalling it - this was required from the role the child took on. Children experience great difficulties when the goal in relation to the motive is in more abstract relationships, as in the case of the need to memorize in the process of laboratory experiments.
Throughout preschool age, constant changes occur in processes of different nature, which are connected with each other and have a common nature. This community of changes is obviously created by the fact that they are all associated with the same circumstances.
The data obtained in the research allows us to trace the connection of the studied changes with some fact, which consists in the child’s gradual assimilation of the social functions of people, as well as norms and rules of behavior.
Such concreteness and effectiveness of the form in which the child masters the higher processes of human behavior requires that the tasks set by the teacher for the child be meaningful for him, and that the connections between the action that he must do, the motive for which he will do it and the conditions of his action were not formal, not too complex, but more intimate and immediate.
Under the conditions described above, new higher internal connections and relationships are able to be established in the child’s activities, which meet the difficult tasks posed by the socio-historical conditions of human life.
At the beginning of a child mastering a new task, education should not be aimed at strengthening the motive, as Leontyev A.N. believes. This path leads to failure. At these stages, the strength of the motive and the desire caused by it are not the decisive factor, but the conscious semantic connection between the child’s motivation and the action is really decisive here.
It is in the direction of overcoming limitations that the further development process takes place, and this must necessarily be taken into account in education. All this directly affects the memory development processes of a preschooler.
Preschooler memory development
Reasoning and theories about the development of memory still give rise to controversy in pedagogy and psychology. Different points of view are described above. There have been many studies on this matter various studies, but they did not completely resolve questions and problems about the development of memory in preschoolers.
The theory proposed by P.P. Blonsky, in these conditions, seems quite simple and understandable. As mentioned above, this theory is based on the relationship and development of figurative and verbal memory, and the assertion that motor, emotional, figurative and verbal memory are stages of memory development that occur in the specified order.
Accordingly, the earliest type of memory is motor, which arises with the baby’s first movements; emotional memory and its beginning relate to the first six months of a child’s life; figurative memory originates from the beginnings of the first free memories in the second year of a child’s life, and it arises a little earlier than verbal memory.
In this theory, figurative memory is an earlier and lower level of memory development in relation to verbal memory. At the same time, visual memory always remains a low type. A higher type - memory - story, this type appears in a child already at 3-4 years old, when the foundations of logic are laid. It is memory - a story according to Blonsky's theory - that represents genuine verbal memory, which must be distinguished from the reproduction and memorization of speech movements based on memorizing meaningless verbal material.
Story memory is the highest level of memory, which does not immediately appear in perfect forms; it is also characterized by a process of development and transition from stage to stage.
At the beginning, the story is only a verbal accompaniment of the action, then - words accompanied by the action, and only then the story becomes a living and figurative message.
In this work, an attempt is made to take as a basis the theoretical principles proposed by P.P. Blonsky.
Involuntary memory in childhood
At preschool age, according to Mukhina V.S. involuntary memory dominates. This means that the child does not set himself the goal of remembering anything, and memorization is carried out regardless of his will. Most often, a preschooler remembers his activities to which his attention was directed - what was interesting to him, what caused strong impressions.
The level and quality of involuntary memorization of words, pictures and objects depends on how actively the child interacts with them, at what level detailed perception, grouping and thinking about the action occurs.
Usually, when simply memorizing pictures, the child remembers worse than in cases where these pictures are asked to be sorted according to a certain criterion, for example, pictures for the garden, for the kitchen, for the yard or for the children's room.
As a result, involuntary memorization becomes an additional result of the actions of perception and thinking performed by the child.
For young preschoolers, involuntary memorization and reproduction is the only form of memory work. At the same time, the child is unable to set a goal for himself to remember something, and does not use special techniques for this.
V.S. Mukhina conducted an experiment in which three-year-old children were presented with some pictures, asking them to look at them, and others with a request to remember them; as a result, the vast majority of children behaved almost identically. After taking a quick glance at the picture, they looked away and asked the adult to show another picture.
Some of the children attempted to reason about the depicted objects, recalling incidents from past experience - “This is a butterfly, called a worm”; "Watermelon. My mom and dad and I bought a large watermelon and small plums.” But no special actions were observed in children in order to remember.
Development of involuntary memory
According to Nemov R.S. In children of early preschool age, involuntary and visual-emotional memory dominates. The child does not set conscious goals to remember anything; this happens against his will and largely depends on the activity and its nature. The child remembers exactly what his attention was directed to for some time, what made an impression
Active mental work mobilizes involuntary memorization, which remains more productive until the very end of preschool age, compared to voluntary memorization of similar material.
Involuntary memorization, which is not associated with the implementation of sufficiently active actions of perception and thinking (memorizing the pictures in question), is less successful than voluntary.
A preschooler's involuntary memorization can be strong and accurate. In addition, if the events had emotional significance and made a strong impression on the child, they remain in memory for life.
IN early childhood Around the age of three, children develop their first memories, which they often remember into adulthood. Almost 75% of childhood memories occur at the age of 3-4 years - by this age the child develops long-term memory and its basic mechanisms, including associative connections with emotional experiences.
Most preschoolers are well developed in terms of mechanical and immediate memory. Without special effort they remember and reproduce what they saw and heard, if its content aroused interest. Such memory allows preschoolers to successfully and quickly improve speech, learn to use household items, navigate the environment, and recognize what they hear and see. In some situations, musically gifted or linguistically developed children also have good auditory memory.
Some preschoolers have a special appearance visual memory- eidetic, its images in clarity and brightness are close to images of perception. All after just one perception of the material, the child continues to perfectly remember it and can easily reproduce it even after large quantity time.
The type of eidetic memory is one of the age-related phenomena that are lost during the school period. This type of memory is not uncommon and can be seen in many children, but it disappears in adulthood if the memory is not trained. Eidetic memory is usually developed in artists and musicians, as well as others creative personalities. Each person develops the most those types of memory that he uses most often.
Stages of development of voluntary memory
Nemov R.S. The development of memory in preschool age is characterized by a smooth transition from involuntary and immediate to voluntary and indirect memorization and recollection. By the end of preschool age, the dominant type of memory remains involuntary.
However, in some processes, special perceptual actions begin to develop, mediating mnemonic processes and aimed at better remembering, more fully and more accurately reproducing the material retained in memory.
So far, children rarely turn to voluntary memorization when adults demand it, and corresponding tasks arise in their activities. Memory productivity in preschool children remains higher during play than outside play. However, this does not apply to the youngest three-year-old children, whose memory efficiency is quite low.
Two main stages include the transition from involuntary to voluntary memory. At the initial stage, the motivation to remember something is formed; at the second stage, the necessary mnemonic actions and operations arise. Already by the end of preschool age, voluntary memorization can be considered a mature process. Its sign is the child’s discovery of logical connections in the material, which he tries to use for memorization.
It has been noticed that with age, the speed of retrieving information from long-term memory and transferring it to operational memory increases significantly, the same with the volume and duration of information. Thus, a three-year-old child is able to operate with one unit of information, which at a certain moment is in random access memory, and a 15-year-old child can operate with seven such units.
In older preschool age, with the help of ordinary mechanical repetitions, children learn to remember information, and the first signs of semantic memorization appear in their memory processes. Active mental work allows you to remember material better than its absence.
The memory of an older preschooler contains ideas that are interpreted in psychology as a generalized memory. From a clearly perceived situation, a transition occurs to thinking in general ideas - this is the child’s first break from purely visual thinking.
As a result, the general idea is characterized by the ability to “snatch the object of thought from the specific temporal and spatial situation in which it is included, and, therefore, can establish between general ideas a connection of such an order that has not yet been given in the child’s experience.”
Despite the visible external imperfection of a preschooler's memory, it becomes the leading function, occupying a central place.
Formation of arbitrary memory
At the age of four to five years, arbitrary forms of perception and memorization begin to take shape. It is in the game, according to Leontyev A.N. are created the most favorable conditions for the formation and mastery of voluntary memorization and reproduction. Then memorization becomes a condition for the successful fulfillment of the role taken on by the child.
For example, the number of words memorized by a child acting as a buyer in order to buy certain items in a store is always higher than the number of words that the child tries to remember at the direct request of an adult.
Before a child masters arbitrary forms of memory, he goes through several stages. To begin with, the child sees only one task before him - to remember/remember, but does not know the necessary techniques for this. The task of “remembering” appears earlier; this is due to situations that the child often encounters, when he is expected to remember exactly what he previously perceived. A little later, the task of “remembering” arises; it is based on the experience of remembering - the child begins to realize that if he does not make an effort to remember, he will not be able to reproduce what is necessary.
Typically, a child does not invent methods of memorization and recollection - adults suggest them to him, for example, by giving instructions and offering to repeat them immediately, or by asking suggestive questions“What happened then? What did you have for breakfast today? The child gradually learns to repeat, connect, and comprehend the material in order to memorize it, and as a result, realizes the need for special actions for memorization and learns to use auxiliary means for this purpose.
The Becoming of Random Memory
A significant improvement in a child’s memory occurs in preschool age. Memory begins to develop in several directions at once. To be specific, the first thing that happens is that the process of voluntary memorization arises, the second is that the preschooler’s memory turns from direct to indirect, and the third is that the means and techniques with which the child learns to remember and remember are actively developing.
Istomina Z.M., studying the development of memory, used the following hypothesis - in primary and middle preschool age, memorization and reproduction are not independent processes, but only part of one or another activity, i.e. involuntary. Preschool age is the time of transition from involuntary memory to the initial stages of voluntary memorization and recall. At the same time, there is a differentiation of special types of actions for the purpose of remembering, recalling, which are put before children. In the presence of appropriate motives, the child actively identifies and understands mnemonic goals.
Research by Istomina Z.M. was aimed at solving the following problems:
identifying the conditions under which children highlight the goal of remembering or remembering;
study of early, primary forms of voluntary memory.
The experiment was carried out in the laboratory with two groups of children. In the first group, children were read a series of words, asked to remember them in order to later name them to the leader of the experiment. In the second group, the same number of words was asked to be memorized during a game that created a motive for the preschooler to remember and recall.
The result of the study showed that in the process of transition from primary to senior preschool age, memory capabilities change significantly. Namely, the end of preschool age coincides with the allocation of memory into a special, independently controlled mental function of the child, which he can control to some extent.
At 3-4 years of age, memorizing and reproducing any material is part of other activities and is performed by preschoolers, as a rule, involuntarily. Senior preschool age is characterized by a transition to involuntary memory due to the fact that the child is increasingly given special mnemonic tasks; the more of them, the faster the transition occurs.
At the same time, among other types of actions, mnemonic actions that are performed in the process of a particular activity are included in a special group. Mnemonic actions are processes aimed at remembering, preserving and reproducing information.
In the game, mnemonic actions arise and are isolated especially easily and quickly, and this applies to all age groups of preschoolers, starting from 3-4 year olds. Until middle preschool age, due to the peculiarities of their psychology and insufficient readiness for serious purposeful activities, in particular educational ones, children’s memory productivity in games is noticeably higher than in other types of activities.
In order for a child’s voluntary memory to fully develop, it is necessary to promptly catch and use the preschooler’s desire to remember something. Conscious intention for memorization clearly appears in children aged 5-6 years; the child can deliberately repeat material that he would like to remember. Repetitions need to be encouraged because... they play a very important role in memory development.
Teaching preschoolers to memorize
When purposefully teaching memorization, children should be gradually taught to move from immediate repetition to delayed repetition, from repetition out loud to repetition to themselves. The practice of mental repetition makes memorization more productive.
From the age of 4 years, children need to be taught to remember information using any means. For example, remember words using pictures that represent them. To begin with, the adult provides the child with ready-made means for memorization; a little later, the children can be given the goal of independently choosing the means used for memorization.
There is one important point here that distinguishes the learning ability of children from the learning ability of adults - a child easily learns material if it is interesting to him. A preschooler realizes the need for mnemonic goals if he is faced with an interesting task that requires active memorization and recall. This situation often occurs in the game.
Voluntary memory is improved in children with the help of mental operations - analysis, synthesis, comparison, generalization, and the establishment of semantic connections. Thus, the memory of a preschooler develops simultaneously with the child’s learning in science and with the improvement of his mental activity.
Teaching memorization using mnemonic means
In mnemonics (the art of memorization), the main task is to indicate ways to remember in a short time such a large number of data that without auxiliary techniques it would be very difficult to remember.
The process of improving mnemonic tools may look like this:
The transition from concrete mnemonic means (memorizing some objects with the help of others) to abstract ones (memorizing objects with the help of signs, drawings, diagrams, etc.).
The transition from mechanical to logical means of memorizing and reproducing material.
The transition from external means of memorization to internal ones.
Transition from using ready-made or known means memorization to new, original, invented by the memorizers themselves.
This course of development allows the preschooler to gradually form indirect and voluntary memorization. If you start teaching a child mnemonic techniques before he shows the first signs of voluntary memorization in the process of natural memory development, by the age of 5-6 years you can achieve some advance.
Properly organized training allows you to achieve a pronounced effect in the development of memory in children of primary preschool age - two years earlier than usual.
At the first stage of learning, children learn to compare and relate the material being studied to each other, form semantic groupings based on identifying certain essential features, and learn to perform these operations when solving mnemonic problems.
The ability to classify material must go through three stages - practical, verbal and completely mental. Mastering the techniques of grouping and classification will improve the memory of younger preschoolers. In middle and older preschool age, children consciously and successfully use these techniques when memorizing and reproducing material, thereby demonstrating a pronounced ability to voluntarily memorize and reproduce material.
The importance of games in memory development
In the development of voluntary memorization it is very bright role play games, especially those that are close to the child’s interests, for example, created based on the basics of children’s fairy tales. In the game, the child identifies the plot of the fairy tale, its main characters, their relationships, key points, the preschooler masters methods of voluntary memorization.
So, you can buy a pair of identical books with one fairy tale and bright illustrations, use one of them to make cards, and after reading the book, ask the child to tell what he heard using one of the cards, which will be the starting point for further events. Relying on visual material, a preschooler quickly learns to abstract from the situation of the entire fairy tale and highlight individual moments, and then use them to reconstruct the entire plot.
Games with cards develop not only the child’s memory, but also imagination, speech, and thinking. In the application you will find a number of games for developing the memory of a preschooler.
Conclusions on the theoretical part
For younger preschoolers, involuntary memorization and involuntary reproduction are the only form of memory work. The child cannot yet set himself the goal of remembering or remembering something, and certainly does not use special techniques for this.
As a child matures, he develops motor, emotional, figurative and verbal memory, in this sequence. Moreover, figurative memory in preschoolers is the dominant type of memory. The development of memory in preschool age is characterized by a gradual transition from involuntary and immediate to voluntary memorization and recollection.
Improving voluntary memory in preschoolers is closely related to setting them special mnemonic tasks for memorizing, preserving and reproducing material and using mental operations of analysis, synthesis, comparison, generalization, and establishing semantic connections in the processes of memorizing and reproducing material. Improving a child’s memory occurs simultaneously with the improvement of his mental activity.
The results of all works devoted to the study of the relationship between figurative and verbal memory, image and word in the processes of memorization and reproduction, point to the inextricable unity of types of memory, to the unity of the sensory (objective, figurative, concrete) and verbal-logical, abstract in memorization and reproduction.
STUDY OF MEMORY DEVELOPMENT IN PRESCHOOL CHILDREN
Memory development research program
Research problem and hypothesis
As mentioned above, preschool age is characterized by the active development of the ability to memorize and reproduce. At 5-6 years of age, the transition from involuntary memory to the first stages of voluntary memorization and recall occurs. Even under normal conditions, six-year-old preschoolers are able to independently form mental logical connections between memorized words. This is evidenced by the nature of the child’s reproduction of the material, namely, that when working from memory, a child of this age can change the order in which objects are named, combining them by meaning into semantic groups.
Analyzing the techniques used by children, we can conclude that those of them who solve the problem with the help of auxiliary means structure their operations differently. But indirect memorization requires not only the power of mechanical memory, but the ability to intelligently manage the material, in a certain way structure it.
In the process of studying the literature on this topic, I propose the following hypothesis for the study: figurative memory in preschoolers is the predominant type of memory, its productivity depends on the content of the memorized material and the level of development of memorization techniques in the child.
Goals and objectives of the study
Object of study: memory.
Subject of research: memory of preschool children
Purpose of the study: To identify the peculiarities of the manifestation of figurative memory in preschool children.
Research objectives:
Determination of the level of development of figurative memory in preschool children.
Study of the dependence of the volume of voluntary memory on the content of memorized material in six-year-old children.
Revealing individual characteristics of memory in preschool children.
Methodology for studying memory development
The field study consisted of 2 parts
Determining the level of development of figurative memory in preschool children
Individual testing to assess children's reproduction of geometric shapes and images of objects.
Research base:
MDOU Kindergarten No. 5 " Forest fairy tale" Preparatory group. 10 six-year-old children took part in the experiment.
For the first part of the study, 8 cards were prepared with images of scissors, a watch, a telephone, an airplane, a pencil and a letter, and a general card divided into 24 cells. Moreover, for each image on the cards there were corresponding images on the general card - this is an absolutely identical image, a picture differing in one detail, and an image similar in silhouette and purpose. The color ratio was assumed to be the same.
For the second part of the study, 6 cards were prepared with images of a car, a dog, a cat, a bed, a fish, a bird, and 6 cards with images of geometric shapes - a triangle, a circle, a square, a star, a cross, a rectangle. The figures are drawn with a colored outline - blue, red, green, purple, yellow and brown. Sheets of paper and 6 colored markers have been prepared.
Description of the research procedure
The process of conducting the first part of the study is as follows: the experiment is carried out individually. Each child is given a card and the following explanations follow:
Now I will show you small cards with pictures - remember what is written on them and try to find the same picture on the big card.
I show the child one card at a time, the exposure time is 1 second, after each card I give the child time to find a similar image on the general card.
The process of conducting the second part of the study is as follows: the experiment is carried out individually and consists of 2 tests, which differ in the content of the memorized material.
In the first test, geometric shapes are used, and the material for the experiment is located randomly at a short distance from each other. To reproduce geometric shapes, I offered the child felt-tip pens and paper. The cards were presented for memorization for 20 seconds. In the event that a preschooler depicted figures with inappropriate colors, I asked questions:
What color were the figures? Why did you take a marker of a different color?
Pictures of objects were used in the second test, which was also conducted individually. The testing material was located randomly at a short distance from each other. The cards were presented for memorization for 20 seconds. Addressing them by name, I invited the child to look carefully at the pictures and remember them so that he could name them later. No more than 6 seconds were given to reproduce the memorized material.
Features of the study organization
In accordance with the assigned tasks, in September 2011, on the basis of the preschool educational institution kindergarten No. 5 “Forest Fairy Tale”, the experimental part of this work was carried out. There are 22 people in the preparatory group.
10 children aged 6 to 7 years took part in the experiment. The selection of subjects was carried out using a random sampling method. The gender characteristics are as follows: 50% boys and 50% girls.
Research results
Processing of primary experimental data
Small amounts of data made it possible to calculate the results of the experiment without the use of computers. software. Test protocols were compiled in workbooks, in which information was recorded throughout the entire experimental process. An example of the protocol can be seen in the appendix.
Processing the results of research on the development of figurative memory
Processing of the results of the first study was reduced to the following calculations: for a correct answer (if the child showed an identical image), his memory was assessed with a maximum score of 3 points. If the child showed an image that differed in some detail, his memory was scored 2 points. And in the case when the child showed an image that was similar only in silhouette and purpose, his memory was scored 1 point. For an incorrect answer (the preschooler showed a different image), his memory score was minimal - 0 points. The results were recorded in the protocol.
In theory, the framework of the experiment allowed us to evaluate the child’s memory from a minimum (0 points) to a maximum (30) points. It was meant that if the result is 15 points or lower, the child low level memory; the average level of memory was indicated by 16 to 20 points; Accordingly, a high level of memory development was observed in children who scored 21 points and above.
The results were analyzed and a fairly significant scatter of data was noted. Thus, out of 10 people, one child showed a low level of memory development, four showed an average level, the remaining five children showed high results in memory development (see Appendix Table 1).
Processing of the data obtained as a result of the second testing showed following results.
task - when reproducing geometric figures, one child out of 10 drew 6 correct answers, six children had from 4 to 5 correct answers, and three children gave 2 to 3 correct answers. More details can be found in the appendix (Table 2).
task - when reproducing objects in pictures, six children each named 6 correct answers, the other four gave only 5 correct answers. More details can be found in the appendix (Table 3).
In theory, the framework of the experiment made it possible to estimate the child’s memory capacity from a minimum (0 points) to a maximum (6) points. It was meant that with a result of 3 points or lower, the child has a low level of voluntary memory capacity; the average level of voluntary memory was indicated by 4 to 5 points (correct answers); Accordingly, a high level of memory capacity was observed in children who answered 6 or more questions correctly.
In this experiment, six-year-old children showed average productivity when reproducing geometric shapes and noticeably higher productivity when reproducing object pictures.
Analysis of results
The results of the experiments showed that figurative memory is quite developed in six-year-old children. It should be concluded that memory characteristics in preschool children depend significantly on individual characteristics.
The second testing led to an obvious conclusion: in six-year-old children, figurative memory is the predominant type of memory, and its productivity depends on the content of the memorized material.
In September 2011, a study was conducted on the basis of the preparatory group of the preschool kindergarten No. 5 “Forest Fairy Tale” in the village of Shatrovo, in which ten six-year-old children took part.
In accordance with the objectives, an experiment was carried out
By determining the level of development of figurative memory;
To study the dependence of the volume of voluntary memory on the content of the memorized material and to reveal the individual characteristics of figurative memory in preschool children.
The study consisted of determining the level of development of figurative memory in preschool children and assessing children's reproduction of geometric figures and images of objects.
10 children aged 6 to 7 years took part in the experiment. Analysis of the experiment showed a fairly large scatter of results.
Based on the experiments conducted, a conclusion was drawn that in six-year-old children, figurative memory is the predominant type of memory; its productivity depends on the content of the memorized material and the individual characteristics of the child’s development of memorization techniques.
CONCLUSION
In preschoolers, internal mental actions and operations stand out noticeably in the intellectual sphere. This applies to solving not only cognitive, but also personal problems. So we can say that at this time the child has an internal personal life, first in the cognitive and memorization areas, and then in the emotional and motivational area. Development in both directions goes through its stages, from imagery to symbolism. Imagery refers to the child’s ability to create images, change them, operate with them arbitrarily, and symbolism refers to the ability to use sign systems (a symbolic function already known to the reader), to perform sign operations and actions: mathematical, linguistic, logical and others.
At the same age, the creative process begins, expressed in the ability to transform the surrounding reality and create something new. Creative skills children manifest themselves in constructive games, technical and artistic creativity. During this period of time, the existing inclinations for special abilities receive primary development; the development of memory in preschool children plays a crucial role in this. After the methodical development of memory, the child, having mastered the technique, begins to study seriously, for example - drawing remembered objects, or music - playing the melody that he once heard and remembered.
In cognitive processes, a synthesis of external and internal actions arises, combining into a single intellectual activity. In perception, this synthesis is represented by perceptual actions, in attention - by the ability to manage and control internal and external plans of action, in memory - by the combination of external and internal structuring of material during its memorization and reproduction.
This tendency is especially clear in thinking, where it is presented as the unification into a single process of visual-effective, visual-figurative and verbal-logical methods of solving practical problems. On this basis, a full-fledged human intellect is formed and further developed, distinguished by the ability to equally successfully solve problems presented in all three planes.
In preschool age, imagination, memory, thinking and speech are connected. Such a synthesis gives rise to the child’s ability to evoke and arbitrarily manipulate images (within limited limits, of course) with the help of verbal self-instructions. This means that the child develops and begins to successfully function internal speech as a means of thinking. The synthesis of cognitive processes underlies the child’s full assimilation native language and can (as a strategic goal and a system of special methodological techniques) be used in training foreign languages.
Memory in preschoolers takes in its development active position, moving from stage to stage, acquiring new opportunities. By the age of six, the child already has an idea of some methods and techniques of memorization and uses them. If adults pay special attention to the development of memory of preschoolers in early and middle preschool age, children gain the experience of voluntary memorization earlier, and, accordingly, begin to use it earlier.
Thus, the level of development of figurative memory and the volume of voluntary memory depend not only on the individual characteristics of the child, but also on how interested he is in the information being processed and on the readiness of adults to pay sufficient attention to games for memory development.
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APPLICATION
Table 1. Results of studying the level of development of voluntary memory
Child's nameAgeNumber of pointsNatasha6,517Dima6,821Ilya6,115Rita6,922Leva6,319Matvey6,922Masha6,420Lena6,218Polina6,421Eduard6,521 Indicators by group 6,520
Table 2. Results of studying the volume of arbitrary memory in testing when reproducing geometric shapes
Child's nameAgeCircleTriangleSquareRectangleStarCrossResultNatasha6.5++++4Dima6.8++++4Ilya6.1++++3Rita6.9+++++5Leva6.3++++4Matvey6.9++++++6Masha6.4+++ +4Lena6.2+++3Polina6.4++++4Eduard6.5++2
Table 3. Results of studying the volume of voluntary memory in testing when reproducing images of objects
Child's nameVoz is growingMashi naBirdFishDogCatBedResultNatasha6.5++++++6Dima6.8++++++6Ilya6.1++++++5Rita6.9++++++6Leva6.3+++++5Matvey6.9++++ ++6Masha6.4++++++6Lena6.2++++++5Polina6.4++++++6Eduard6.5+++++5
Example 1. Protocol for studying the level of development of voluntary memory
Child's nameQuestion No. 1Number of pointsNatasha1Dima2Ilya0Rita3Leva1Matvey3Masha2Lena1Polina2Eduard1
Example 2. Prototypes of images used in the study
Images of a watch, scissors, telephone, pencil, airplane and letter.
Images of a car, bird, fish, dog, cat and bed
Circle, triangle, square, rectangle, star, cross
Appendix 2
Diagnostics of short-term memory
Memorizing pictures and objects: Place 5-6 pictures or real objects (toys) on the table in front of the child. Give 30 seconds to remember. Then the child must list from memory what objects (or their images) are laid out on the table. You can ask him to describe the details of the objects. As a variant of this technique: change the location of some objects, remove (add) or replace some object, and then ask the child to determine what has changed.
Drawing from memory: Presented to the child for memorization for 1 minute simple picture, then the adult removes it, and the child must draw the picture from memory. As a variant of this task: complete the missing parts and details of the drawing from memory.
Appendix 3
Games for memory development
Remember and repeat after me
Goal: development of voluntary memory, attention, speech, development of communication skills.
Progress of the game:
The first player names any word, the second one repeats the named word and adds his own to it. Next child names the words named before him in order and adds his own word to them, etc. The one who makes a mistake is out of the game.
Doll birthday
Material: 4-5 toys (animals and people), a doll, a toy table and chairs according to the number of dolls and animals, a toy tea set.
Progress of the game:
The presenter informs the child that it is Olya’s doll’s birthday and guests will soon come to congratulate the birthday girl. The child should serve tea, addressing each guest by name. The presenter shows the toys and says their names. The child sets the table, seats the guests, gives them tea and addresses them by name. The game can be complicated by gradually increasing the number of guests to six or seven.
Detective
Goal: development of memory, attention, social skills.
Material: 10-12 pictures with one object on each (small toys can be used).
Progress of the game:
The presenter tells the children about detective stories and invites them to play. Then he shows pictures (toys) and asks the kids to look carefully, like real detectives, and remember them. The players look at the pictures (toys) for 2-3 minutes, after which they are removed. Children take turns naming the pictures they remember. The named pictures are laid out in front of them. The “detective” who can name the latest pictures, not named by others.
Film archive
Goal: developing the child’s ability to voluntarily recall the necessary memories, teaching the culture of memorization.
Progress of the game:
The presenter suggests recalling an incident from life:
“Let's imagine an interesting event that you remember. Answer my questions and present your answers, and you will again see in your mind what we will talk about.” Then asks the child the following questions:
When did the event take place?
What time of year was it, time of day?
Who was present?
What was the child and adult wearing?
What they were doing?
What surprised you or interested you?
How did it all end?
After the child has imagined all this, he is asked to depict the recreated story in a drawing. This drawing can be used to “watch the movie” again about an interesting event.
If your child can’t answer all the questions right away, that’s okay. “Memoirs” can be “finished” next time. If possible, you can paste a photo into the development diary. This will not only serve to develop the child’s memory, but will also help him learn to manage his memory and preserve the most pleasant memories from life.
This exercise is also important for psychotherapeutic purposes, because pleasant memories can emotionally support a child in the future in Hard time.
Pathfinder
Goal: development of voluntary attention and memory of the child.
Material: 2-3 light toys depicting animals, a room, a children's gun, a hat with a feather.
Progress of the game:
The child is told about tracker-hunters and is invited to be a “tracker” and find “animals” that the leader will hide. First, you can hide the toy in front of the baby in an accessible place, then leave the room and put on the child a “pathfinder” costume (gun, hat with a feather). After some time, you need to return to the room and ask where the toy is hidden. Does he remember?
If the child can easily complete the task, you can hide several toys at once.
Chronicler
Goal: development of long-term memory and thinking.
Material: bag of corn sticks, nuts.
Progress of the game:
The child is told about chroniclers - people who described various events of the past. Then they ask him to try to remember the procedure in some task that he recently completed. For example: what he put on earlier - a blouse or socks - or where he went during a walk. For each correct answer, a “token” is awarded - a nut or a corn stick.
There is no need to insist if the child cannot cope with the task and loses patience. It's better to help him.
Light, come on!
Goal: formation of thinking skills, development of memory for events.
Material: table lamp or floor lamp.
Progress of the game:
The presenter says: “Light, turn on!” - at this moment he turns on the lamp. When the lamp is lit, the child is told his favorite rhyme or a song is sung. Then the presenter says: “Lights, go out!” - and the lamp turns off. At this time, the presenter says, barely audible: “It’s time to be silent,” and then in his usual voice: “Light, turn on!” - and the game starts all over again. Soon the child will pronounce the necessary words himself.
Magic ball
Goal: development of role-playing skills, long-term memory for words.
Material: 2 balloons.
Progress of the game:
Two balloons are inflated, then the presenter shows the child how they float in the air. The child is allowed to play with them a little. After some time, the presenter tells the baby that he knows a magic spell, rubs the ball on his clothes to charge it with static electricity, and says:
Snip, snap, snure - one, two and three! The ball is enchanted - come take a look!
The ball “sticks” to the wall or something else, but so that the baby can reach it. The rhyme is repeated, and the child himself “glues” the ball to the wall. Then the baby will repeat the “spell” and stick the ball himself.
Children play this game with special delight.
Find the color number
Goal: teach the child to recognize numbers; development of long-term memory; coordination of small hand movements.
Material: 10 colored crayons, a board or thick cardboard of a dark color.
Progress of the game:
In large print, the presenter writes numbers from 0 to 9 on the board with multi-colored crayons so that each number corresponds to a chalk of its own color. Then the leader takes the child’s hand and traces the numbers with it, inviting him to name the numbers with him. Now let the child try to do it himself: the leader calls the number, and the child finds it and circles it.
If the baby does this slowly, you can name the numbers just as slowly. If the child circles the numbers quickly, then the leader speaks quickly. When the child can easily complete the task, the game can be made more difficult and the letters of the alphabet can be written.
memorization memory preschool game
"My family"
Goal: to teach the child observation skills; development of long-term memory; acquaintance of the child with relatives, awareness of his belonging to the family, age relationships.
Material: 5-6 photographs of relatives.
Progress of the game:
The parent shows photographs of relatives and names everyone who is depicted in them. For example: dad, grandma, aunt, sister, etc. Then he lays out the photographs on the table and asks the child to find photographs of mom, dad, etc.
When the child remembers the photographs, tell them which relatives work for whom, and about their other distinctive features.
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All the impressions that a person receives about the world around him constantly leave a certain mark on his consciousness and subconscious, are stored, consolidated, and, if necessary, reproduced. All these processes are called memory.
Many domestic and foreign researchers have been studying the characteristics of memory, which has given rise to great controversy and debate: Blonsky P. P., Vygotsky L. S., Gnedova N. M., James W., Zinchenko P. I., Leontyev A. N. , Lyaudis V. Ya., Norman D. A., Smirnov A. A., Elkonin D. B., Nemov R. S., Istomina Z. M., Obukhova L. F., Luria A. R. And many other. Vygotsky L.S. noted that on no single topic of modern psychology there are as many disagreements as there are in theories explaining the problem of memory development.
Memory is one of the important and necessary conditions for the development of intellectual abilities. However for a long time The main attention of scientists and researchers was paid to school age, where, as it seemed, the child acquires the necessary knowledge and skills, develops his strengths and abilities, but now the situation has changed. Currently, more and more children are distinguished by early and very high intellectual development, their ability to comprehend complex modern world appear very early - in preschool age.
In this regard, the study of memory development in preschool children is quite relevant. Currently, many countries, including the USA, Japan, England, Canada, Germany, Venezuela, are investing huge amounts of money in the education system, producing many complex devices and systems to increase the intellectual level of children, as well as to develop memory, starting from the very first a child’s steps in the big world – literally and figuratively.
The relevance of the topic chosen for research seems obvious in the context of a growing information boom, the development and implementation of various developmental programs, a certain mental acceleration of modern children.
The object of study is memory.
The subject of the study is the relationship between involuntary and voluntary memory of preschool children.
The purpose of this study was to study the features of the development of involuntary and voluntary memory in preschool children.
1. Study psychology - pedagogical literature on this topic;
2. Characterize the types of memory, their features in preschool age;
3. Identify the most productive type of memory in preschool children.
Hypothesis: during preschool age, involuntary memorization is the most productive type of memory.
To achieve the objectives, the following research methods were used:
1. Study and analysis of psychological and pedagogical literature;
2. Methods of synthesis, induction and deduction;
3. Conducting an experiment to identify the most productive type of memory in preschool children.
1. RELATIONSHIP OF voluntary and involuntary memory in preschool children
1.1. Characteristics of involuntary and voluntary memorization
Memory is a mental cognitive process consisting of consolidation, preservation and subsequent reproduction of past experience, which makes it possible to reuse it in activity or return to the sphere of consciousness. The physiological basis of memory is the formation, preservation and updating of temporary nerve connections in the brain. Temporary connections and their systems are formed when the action of stimuli on the sense organs is adjacent in time and in the presence of orientation, attention, and interest in these stimuli. Currently there are two phases of memory:
Labile, which corresponds to the retention of a trace in the form of reverberation of nerve impulses (the so-called short-term memory);
The stable phase, which involves the preservation of a trace due to structural changes brought to life during the process of consolidation (the so-called long-term memory).
Since memory is included in all the diversity of human life and activity, the forms of its manifestation, its types are extremely diverse. Various shapes manifestations of mnemonic activity are isolated in accordance with three main criteria.
1. According to the nature of the activity predominant in the activity, memory is divided into: motor, emotional, figurative and verbal-logical.
Motor memory is associated with memorizing and reproducing movements, with the formation of motor skills in gaming, work, sports and other types of human activity. This type of memory underlies the development of such specific activities as driving, knitting, sports, etc.
Emotional (affective) memory is memory for feelings.
Verbal-logical (verbal) memory is the memory for thoughts and speech.
Figurative memory is memory for images (visual, auditory, tactile, olfactory and gustatory). Memory images can be of varying degrees of complexity: images of individual objects and generalized representations, in which certain abstract content can be fixed. Figurative memory is differentiated depending on which analyzer is most productive when a person remembers various impressions. There are visual, auditory, olfactory, tactile and gustatory types of memory. If visual and auditory memory are usually well developed in all people, then the other three other types of memory are rather professional types.
2. According to the nature of the goals of the activity, memory is divided into involuntary and voluntary.
Involuntary memory is memory that occurs without the participation of the will and is largely determined by the characteristics of stimuli and their significance for the individual.
Voluntary memory is a memory characterized by a predetermined goal and special (mnemonic) memorization techniques.
3. Based on the time of consolidation and retention of material, short-term and long-term memory are distinguished.
Short-term memory is the rapid storage of information for a short period of time. During each day, we perceive and remember a wide variety of information, which is almost immediately forgotten by us. For example, if you cross the street and give way to a passing car, then most often the information about it will be forgotten by you. If you are asked about this right away, you will most likely be able to remember the color, shape and some other features of the car.
Long-term memory is the retention of information in the psyche for a long time. It is believed that long-term memory is the most complex and important system memory, since it is thanks to it that a person accumulates and transforms his life experience. We remember information for a long time for various reasons. Thus, we remember information for a long time if: we repeatedly perceive certain objects, situations, people; when remembering, we experience strong emotional experiences; if the perceived information is very significant for us, etc.
RAM provides memorization and storage of information necessary to support current activities. After cessation of activity, this information is most often forgotten or ends up in long-term memory.
Thus, the most general basis for distinguishing different types of memory is the dependence of its characteristics on the characteristics of the activity in which the processes of memorization and reproduction are carried out.
Table 1. Memory classification.
All types of memory, allocated in accordance with different criteria, are in organic unity. Thus, verbal-logical memory in each specific case can be either involuntary or voluntary; at the same time it is necessarily either short-term or long-term. Different kinds memories allocated according to the same criterion are also interrelated. Short-term and long-term memory are essentially two stages of a single process that always begins with short-term memory.
Basic memory processes: remembering, reproducing and forgetting.
Memorization is the main process of memory; the completeness, accuracy, sequence of reproduction of material, the strength and duration of its preservation largely depend on it. Memorization and reproduction are carried out in the form of involuntary and voluntary processes. Forgetting usually occurs as an involuntary process. Involuntary memory occupies great place in the life and activities of people: a person remembers and reproduces a lot without special intentions and efforts. Voluntary memory allows a person to remember with the necessary completeness what he needs in this moment. The flow of the processes of memorization, preservation and reproduction is determined by the place this material occupies in the subject’s activity. It has been established that the most productive connections are formed and updated in the case when the corresponding material acts as the goal of action. The strength of these connections is determined by the degree of participation of the corresponding material in the further activities of the subject, what is their significance for achieving future goals.
Individual characteristics of memory are expressed in different speed, accuracy and strength of memorization. They are to a certain extent associated with differences in the strength of excitation and inhibition of nervous processes, the degree of their balance and mobility. However, these very features of higher nervous activity change under the influence of people’s living conditions and activities.
In modern theoretical and experimental studies of cognitive processes, the boundaries outlined by traditional functional psychology between the processes of perception, memory, and thinking are becoming more and more clearly erased.
When working on the problem of development and formation of memory processes, the advantages of the genetic research method most fully revealed themselves. A comparative study of involuntary and voluntary memorization at different stages of preschool childhood marked the beginning of an operational analysis of the memorization process and the study of the dynamics of operations at different age stages. The latter was essentially a study of the structure of memory processes.
Let us now turn to the question of memory development, i.e. about those typical changes that occur in it as the individual socializes. From early childhood, the process of development of a child’s memory proceeds in several directions.
Firstly, mechanical memory is gradually supplemented and replaced by logical memory.
Secondly, direct memorization over time turns into indirect memorization, associated with the active and conscious use of various mnemotechnical techniques and means for memorizing and reproducing various mnemotechnical techniques and means.
Thirdly, involuntary memorization, which dominates in childhood, turns into voluntary in an adult.
The initial form of memorization is the so-called unintentional or involuntary memorization, i.e. memorization without a predetermined goal, without using any techniques. This is a simple imprint of what was affected, the preservation of some trace of excitation in the cerebral cortex. Every process that occurs in the cerebral cortex leaves traces behind, although the degree of their strength varies.
Much of what a person encounters in life is involuntarily remembered: surrounding objects, phenomena, events Everyday life, the actions of people, the content of movies, books read without any educational goal, and so on. , although not all of them are remembered equally well. What is remembered best is what is of vital importance to a person: everything that is connected with his interests and needs, with the goals and objectives of his activities. Even involuntary memorization is selective in nature, determined by the attitude towards the environment.
It is necessary to distinguish from involuntary memorization voluntary memorization, characterized by the fact that a person sets a specific goal - to remember what is intended, and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinate to the task of remembering and includes a variety of actions performed in order to better achieve this goal.
During the learning process, voluntary memorization often takes the form of memorization, i.e. repetition educational material until it is completely and accurately memorized. For example, by memorizing poems, definitions, laws, formulas, historical dates, etc. The goal set - to remember - plays an important role, determining the entire activity of memorization. All other things being equal, voluntary memorization is noticeably more productive than involuntary memorization.
Much of what is perceived in life a large number of times is not remembered by us if the task is not to remember. And at the same time, if you set this task for yourself and do everything necessary to implement the action, memorization proceeds with relatively great success and turns out to be quite durable. Great importance at the same time, the production has not only common task(remember what is perceived), but also more private, special tasks. In some cases, for example, the task is to remember only the basics, the main thoughts, the most significant facts, in others - to remember verbatim, in others - to accurately remember the sequence of facts, etc.
Setting special tasks has a significant impact on memorization; under its influence, the process itself changes. However, according to S.L. Rubinshtein, the question of the dependence of memorization on the nature of the activity during which it is carried out becomes of primary importance. He believes that in the problem of memorization there is no clear relationship between voluntary and involuntary memorization. And the advantages of voluntary memorization appear clearly only at first glance.
P.I. Zinchenko’s research has convincingly proven that the orientation towards memorization, which makes it the direct goal of the subject’s action, is not in itself decisive for the effectiveness of this process; involuntary memorization may be more effective than voluntary. In Zinchenko’s experiments, involuntary memorization of pictures during an activity whose purpose was their classification (without the task of remembering) turned out to be definitely higher than in the case when the subject was given the task of remembering the pictures.
A study by A.A. Smirnov, devoted to the same problem, confirmed that involuntary memorization can be more productive than voluntary: what the subjects memorized involuntarily, along the way in the process of activity, the purpose of which was not memorization, was remembered more firmly than what they tried to remember specially. Analysis of the specific conditions under which involuntary memorization, i.e., essentially, memorization included in some activity, turns out to be most effective, reveals the nature of the dependence of memorization on the activity during which it occurs.
What is remembered, as well as realized, first of all, is what constitutes the goal of our action. However, what is not included in the target content of the action during which involuntary memorization occurs is remembered worse than during voluntary memorization aimed specifically at this material. At the same time, it is still necessary to take into account that the vast majority of our systematic knowledge arises as a result of special activities, the purpose of which is to remember the relevant material in order to retain it in memory. Such activity aimed at remembering and reproducing retained material is called mnemonic activity. In mnemonic activity, a person is given the task of selectively remembering the material offered to him. In all cases, a person must clearly separate the material that he was asked to remember from all side impressions and, when recalling, limit himself to it. Therefore, mnemonic activity is always selective.
Mnemonic activity is a specifically human formation, because only in humans does memorization become a special task, and memorizing material, storing it in memory and consciously turning to the past in order to recall the memorized material is a special form of conscious activity.
Thus, the central problem of memorization is the question of the relationship between voluntary and involuntary memorization, i.e. memorization, which constitutes the direct goal of the subject’s action, and memorization, which occurs unintentionally in the course of activity that sets itself a different goal. At first glance, the advantages of voluntary memorization are obvious. However, everyday observations still indicate that most of what we remember in life is remembered by us involuntarily, without special intention, and much of what we did not try to remember at all, we remember in such a way that we can never forget, even if that's what they wanted.
Research by Zinchenko P.I. in this regard, they convincingly showed that the attitude towards memorization, which makes memorization the direct goal of the subject’s actions, is not in itself decisive for the effectiveness of memorization; involuntary memorization may be more effective than voluntary memorization.
Smirnov’s research on the same problem confirmed the fact that involuntary memorization can be more productive than voluntary memorization.
Experimental data by Smirnov A.A. also showed that the advantage of involuntary memorization over voluntary (in those series when it took place) during delayed reproduction turned out to be greater than during immediate reproduction, sometimes more than twice as much. In other words, what the subjects remembered involuntarily - in the process of activity, the purpose of which was not memorization, was remembered more firmly than what they remembered voluntarily, specifically performing the task to remember.
Thus, what is remembered, as well as realized, is, first of all, what constitutes the goal of our action. Therefore, if this material is included in the target content of a given action, it can involuntarily be remembered better than if, when memorizing, the goal is shifted to memorization itself. But what is not included in the target content of the action, during which involuntary memorization occurs, is remembered worse than during voluntary memorization, aimed specifically at this material. Everything depends primarily on how the subject’s action is organized and aimed at, during which memorization occurs. Therefore, unintentional, involuntary memorization may not be a matter of chance alone. It can be indirectly, indirectly regulated. This is much more difficult, but also much more fruitful, than the requirement of voluntary memorization, in which memorization itself becomes the main goal of action.
1.2. Dominance of involuntary memory in childhood
Memory in preschool age, according to V. S. Mukhina, is predominantly involuntary in nature. The child does not know how and does not set a conscious task to remember something for the purpose of subsequent reproduction. Both memorization and recollection are not regulated by conscious will and are random in nature, being realized in activity and depending on its nature. Typically, preschoolers remember more easily what is interesting, what caused an emotional impression. But in any case, the amount of memorized material depends on how actively the child acts in relation to the memorized objects, to what extent they are perceived, thought about, grouped in the process of action, etc. So, for example, when simply looking at pictures or listening to a sequence of words, a child remembers less than when acting with them (for example, grouping pictures according to some characteristic, making a sentence from words, etc.)
Involuntary memorization, associated with the active mental work of children on certain material, remains more productive until the end of preschool age than voluntary memorization of the same material. At the same time, involuntary memorization, which is not associated with the performance of sufficiently active actions of perception and thinking, for example, memorizing the pictures in question, turns out to be less successful than voluntary.
Involuntary memorization in preschool age can be strong and accurate. If the events of this time had emotional significance and made an impression on the child, they can remain in memory for the rest of his life. Preschool age is a period freed from the amnesia of infancy and early childhood.
The first recollection of impressions received in early childhood usually occurs at the age of about three years (this refers to the memories of adults associated with childhood). It has been found that almost 75% of childhood first memories occur between the ages of 3 and 4 years. This means that by this age, i.e. By the beginning of early preschool age, the child is associated with long-term memory and its mechanisms. One of them is the associative connection of the memorized material with emotional experiences. The imprinting role of emotions in long-term memory begins to manifest itself already at the beginning of preschool age.
However, in younger preschoolers, involuntary memorization and involuntary reproduction are the only form of memory work. The child cannot yet set the goal of remembering and remembering something, and certainly does not use special techniques for this. When 3-year-old children were presented with a series of pictures and asked to look at them, and another series with a request to remember, the vast majority of children behaved in the same way. Having cast a quick glance at the picture, the child immediately took it aside and asked the adult to show another picture. Some children tried to reason about the objects depicted, recalling incidents from past experience associated with the pictures: “Glasses are put on the eyes here,” “This is a butterfly, called a worm”; "Watermelon. My mom and dad and I bought a large watermelon and small plums.” However, no actions to remember were observed in the children. [Based on materials from V. S. Mukhina]
1.3. Development of voluntary memory in childhood
1.3.1. Correlation between involuntary and voluntary memorization
The development of memory in preschool age is characterized by a gradual transition from involuntary and immediate to voluntary and indirect memorization and recollection. By the end of preschool age, involuntary memory remains the dominant type of memory. But in older preschool age 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 identified and begin to develop relatively independently, mediating mnemonic processes aimed at better remembering, more fully and more accurately reproducing the material retained in memory.[No. 9 p. 162]
But despite significant achievements in mastering voluntary memorization, children turn to voluntary memorization and reproduction in relatively rare cases, when corresponding tasks arise in their activities or when adults demand it.
Children's memory productivity is higher in the game than outside the game. However, the youngest children, three-year-olds, have relatively low memory productivity even in play. The first special perceptual actions aimed at remembering or remembering something are clearly visible in the activities of a 5-6 year old child, and most often simple repetition is used.
The transition from involuntary to voluntary memory includes 2 stages:
1. At the first stage, the necessary motivation is formed, i.e. the desire to remember or remember something.
2. At the second stage, the mnemonic actions and operations necessary for this arise and are improved.
By the end of preschool age, the process of voluntary memorization can be considered formed. His inner psychological sign is the child’s desire to discover and use logical connections in the material for memorization.
It is believed that with age, the speed with which information is retrieved from long-term memory increases, as well as the volume and duration of working memory. It has been established that a three-year-old child can operate with only one unit of information currently located in RAM, and a fifteen-year-old child can operate with seven such units.
In one experiment, children aged 3 to 8 years were shown 10 different pieces of wood laid out in a row lengthwise and asked to simply look at the row. A week, and then a month later, they were asked to lay out this series from memory.
The first interesting result of the experiment was the following. In just a week younger preschoolers could not remember the sequence of the bars, but nevertheless will restore it, choosing one of the following options for the row arrangement:
Selection of several equal bars;
Choice of long and short bars;
Making groups of short, medium and long bars;
Reproduction of a logically correct, but too short;
Drawing up a complete initial ordering of the series.
The next result was that after 6 months without any new presentations of memorized material, the children’s memory spontaneously improved in 75% of cases. [based on materials from Z. M. Istomina]
With the help of mechanical repetitions of information, children of older preschool age can remember it. They show the first signs of semantic memorization. With active mental work, children remember material better than without such work.
Memory stores ideas, which in psychology are interpreted as a generalized memory. The transition to thinking from a visually perceived situation to general ideas is the child’s first break from purely visual thinking.
Thus, the general idea is characterized by the fact that it is capable of “snatching the object of thought from the specific temporal and spatial situation in which it is included, and, therefore, can establish between general ideas a connection of such an order that has not yet been given in the child’s experience.” [No. 4 p. 26] The memory of a preschooler, despite its apparent external imperfection, actually becomes the leading function, occupying a central place.
1.3.2. Formation of arbitrary memory
Arbitrary forms of memorization and perception begin to take shape at the age of four to five years. The most favorable conditions for mastering voluntary memorization and reproduction, according to A.N. Leontiev, are created in a game when memorization is a condition for the child to successfully fulfill the role he has taken on. The number of words that a child remembers, acting, for example, as a buyer executing an order to buy certain items in a store, turns out to be higher than words remembered at the direct request of an adult.
During the collective game, the child, playing the role of a liaison, had to transmit to the headquarters messages consisting of the same initial phrase and several properly selected names of individual objects (each time, of course, different ones).
The youngest children, playing the role of a liaison, did not accept its internal content. Therefore, quite often they ran away to carry out the assignment, without even listening to it to the end.
Other children accepted the content of the role. They were concerned with conveying the message, but they had no desire to remember its contents. So they listened to the message but made no effort to remember it. While passing on the order, they made no attempt to actively recall what they had forgotten. When asked what else needed to be conveyed, they usually simply answered: “Nothing, everything.”
The older children behaved differently. They not only listened to the instructions, but also tried to remember them. Sometimes this was expressed in the fact that they moved their lips and repeated the message to themselves on the way to headquarters. In response to attempts to speak to them at this moment, the child shook his head negatively and hastily continued on his way. When passing on an order, these children did not just blurt it out, but tried to remember what they had forgotten: “Now I’ll tell you again, now...” It is obvious that at the same time they were somehow tensed internally, somehow trying to find in their memory what was necessary. Their internal activity was aimed at a specific goal: to remember the content of the message. [Based on materials from A.N. Leontyev.]
In older preschool age, memory gradually turns into a special activity that is subordinate to a special goal - to remember. The child begins to understand the adult’s instructions regarding what to remember and remember, how to use techniques and means of memorization, how to check and monitor the correctness of reproduction, etc.
The emergence of arbitrary memory is associated with:
With the increasing regulatory role of speech;
The emergence of ideal motivation;
The ability to subordinate one’s actions to relatively distant goals (for example, observing a butterfly and then drawing it);
With the compilation of arbitrary mechanisms of behavior and activity.
However, voluntary memorization in older preschoolers continues to remain mainly mechanical. This is done through repetition, but from repeating out loud, children move on to repeating in a whisper or “to themselves.” In the process of mechanical memorization, the child relies only on external connections between objects. Therefore, children easily remember rhyming rhymes, verbal puns, and insufficiently understandable phrases, and can reproduce verbatim material that is not always meaningful. The reason for this is related to interest in the sound side of words, emotional relationships to them, and their inclusion in gaming activities.
But already in older preschool age, semantic memorization becomes possible, based on the establishment of meaningful connections between parts of the memorized material, between the memorized material and elements of past experience stored in memory. Such assimilation occurs only in conditions of special training.
Since the predominant type of memory in older preschoolers remains figurative memory, the most suitable material Pictures are used for semantic memorization at this age.
Mastering elements of voluntary memory includes several stages:
1. Verbal setting of a memorization goal, which is formed by an adult;
2. Under the influence of educators and parents, the child develops an intention to remember something for future recall. What does recall have to do with before memorization becomes voluntary;
3. Awareness and identification of the mnemonic goal that is observed:
a) when a child is faced with conditions that require him to actively recall and memorize (for example, getting to know a new outdoor game - rules);
b) When the motive that motivates him to activity is important for the child, and the goal is accepted (this happens most easily in a game; for example, a child takes on the role of a “buyer” in a game, accepts the task of “buying” for kindergarten what he needs entrusted, and in the “shop” it becomes necessary purpose remember what you need to “buy”); The goal of remembering and remembering for a child in a game has a specific meaning.
4. The child’s awareness and use of certain memorization techniques that are distinguished from symbolic activities. With special training and control by an adult, logical memorization techniques, which are mental operations, become available to the preschooler. Initially, the material that needs to be remembered is repeated after the adult, followed by pronunciation, external actions, spatial movement, etc. In the future, semantic correlation and semantic grouping, schematization, classification, correlation with previously known are carried out.
5. The action of self-control, which first appears in children at 4 years old. Children aged 5-6 years already successfully control themselves, memorizing or reproducing material, and correcting inaccuracies.
Until the very end of preschool childhood, the main type of memorization remains involuntary memorization. Children rarely turn to voluntary memorization and mainly at the request of adults.
1.3.3. Memory training in preschool childhood
When teaching memorization, it is necessary to gradually teach children to move from immediate repetition to delayed repetition, from repetition out loud to repetition to themselves. The transition from external to mental repetition makes memorization more productive. Starting at the age of four, children can be taught to remember some things with the help of others, for example, an object or a word with the help of a picture representing it. Initially, an adult offers the child ready-made means for memorizing. When children learn to memorize and recall objects using the means offered to them, you can move on to setting the child to independently choose the means used for memorization.
One important point should be kept in mind that distinguishes the learning ability of children from the learning ability of adults. A child learns material relatively easily only when he has a clearly expressed direct or consumer interest in this material. This remark also applies to memory. Its development in preschool children from involuntary to voluntary and from direct to indirect will take place actively only when the child himself is interested in using appropriate means of memorization, in preserving and reproducing memorized material. A preschooler realizes and identifies mnemonic goals only if he is faced with a task that is interesting to him, which requires active memorization and recall. This happens when the child participates in the game, and the goal of remembering something acquires a real, specific and relevant meaning for him that meets the interests of the game.
Improving voluntary memory in children is associated with the use of mental operations of analysis, synthesis, comparison, generalization, and establishing semantic connections in the processes of memorizing and reproducing material. The development of memory occurs with the child’s learning the basics of science while simultaneously improving his mental activity. [No. 2 p. 288]
1.3.4. Teaching memorization using mnemonic means
The main task of the art of memorization, which is called mnemonics or mnemonics, is to indicate ways to remember in a short time such a large number of data, which without auxiliary techniques would be very difficult to remember.
The progress of development and improvement of mnemonic means can be imagined as follows:
1. The transition from concrete mnemonic means (memorizing some objects with the help of others) to abstract ones (memorizing objects with the help of signs, drawings, diagrams, etc.).
2. Transition from mechanical to logical means of memorizing and reproducing material.
3. Transition from external means of memorization to internal ones.
4. The transition from the use of ready-made or known means of memorization to new, original ones, invented by the memorizers themselves.
Following this course of development in improving the means of memorization and reproduction ensures the gradual formation of indirect and voluntary memorization in the child.
If you start teaching a child to use mnemonic techniques before he shows the first signs of voluntary memorization in the process of natural memory development, then you can achieve the following: this type Memorization and reproduction of material will begin to develop in children not by the age of five or six, but earlier. With properly organized training, you can achieve a pronounced effect in the development of memory already in early preschool age, i.e. one and a half to two years earlier than usual. At the first stage of learning, children must learn to compare and relate the material being studied to each other, form semantic groups based on identifying certain essential features, and learn to perform these operations when solving mnemonic problems. [No. 20 p. 336]
Forming the ability to classify material must go through three stages: practical, verbal and completely mental. As a result of mastering grouping and classification techniques, the memory of children of primary preschool age can be improved. In middle and older preschool childhood, such children quite consciously and successfully use this kind techniques for memorizing and reproducing material, thereby demonstrating a pronounced ability to voluntarily memorize and reproduce material.
1.4. Chapter Conclusions
Analyzing various theories of memory, we can conclude that representatives of various sciences are studying the problem of memory. Each of the sciences has its own questions, due to which they turn to memory. All these sciences taken together will expand human knowledge about memory. Based on the above and after analyzing many literary sources, we can say with confidence that memory is a mental process of organization and content of past experience, making it possible to reuse it in activity or return to the sphere of consciousness. Memory connects a person’s past with his future and present and is the most important cognitive function that underlies human development and learning. Without memory, a person could not develop as a full-fledged personality.
Involuntary memorization is a product of the subject's activity. A necessary condition for memorization is the interaction of the subject with objects. Thus, purposeful action is productive in involuntary memorization. With this structure of activity, the most favorable conditions are created for the formation and strengthening of nerve connections. For preschoolers, involuntary memorization and involuntary reproduction are the only form of memory functioning. The child cannot yet set himself the goal of remembering or remembering something, and certainly does not use special techniques for this. The development of memory in preschool age is characterized by a gradual transition from involuntary and immediate to voluntary memorization and recollection.
Improving figurative memory in preschoolers is closely related to setting them special mnemonic tasks for memorizing, preserving and reproducing material and using mental operations of analysis, synthesis, comparison, generalization, and establishing semantic connections in the processes of memorizing and reproducing material. Improving a child’s memory occurs simultaneously with the improvement of his mental activity. The child’s desire to remember must be encouraged in every possible way; this is the key to the successful development of not only memory, but also other cognitive abilities.
To prepare for the experiment, I took three sets of subject pictures measuring 5*7 cm (10 in each). Each set is divided into three groups: vegetables, fruits, clothes.
I conducted an experiment in three series every other day, individually with each child. Each episode used new set pictures. The same children took part in three series.
The first series of experiments was aimed at studying the passive involuntary memory of preschool children. I showed the child pictures of objects that he should look at. The task was not to remember. I said: “I’ll show you the pictures now, and you look at them carefully.” I showed the pictures sequentially one after another. After the demonstration, I asked the child: “Name the pictures that you remember.”
The second series of experiments was aimed at studying active involuntary memory. Here I used the technique of classifying the material. I asked the child to arrange the set of pictures in three rows, i.e. into three groups: “What goes with what?” After completing the task, I removed the pictures and asked the child to remember and list all the pictures in rows.
The third series of experiments was aimed at studying voluntary memory. I showed the child the third set of pictures and asked him to remember as many pictures as possible in order to later recall them. I did not indicate the means and techniques of memorization. I showed each picture for three seconds. After showing all the pictures, I asked them to reproduce from memory the objects depicted in them.
2.2. Processing and analysis of experimental results
Based on the results obtained, I calculated the average for each age group and for each series of the experiment. The data is shown in Table No. 3. The material is presented in more detail in Appendix 1.
Table No. 3 Average indicators of the experiment
2.3. Conclusions to the chapter
Based on the data received, I made the following conclusions.
Involuntary passive memorization is most productive in children 5-6 years old and least productive in children 3-4 years old.
Involuntary active memorization is most productive in children 5-6 years old and least productive in children 3-4 years old.
Voluntary memorization is most productive in children 5-6 years old and least productive in children 3-4 years old.
In children 3-4 years old, the most productive is involuntary active memorization, and the least productive is involuntary passive memorization.
In children 4-5 years old, the most productive is involuntary active memorization, and the least productive is involuntary passive memorization.
In children 5-6 years old, the most productive is involuntary active memorization, and the least productive is involuntary passive memorization. The groups I selected are characterized by a tendency to increase the productivity of involuntary passive and active, voluntary memorization with age.
Thus, in all age groups, involuntary active memorization is the most productive. Based on the conclusions presented above, it is necessary to carry out work aimed at developing means and techniques for voluntary memorization in children.
CONCLUSION
Based on what is stated in course work material, I formulated the following conclusions.
Human memory plays a huge role in the functioning of the psyche and is associated with all mental processes.
A person remembers better what he can express in words, and not just perceive by ear. Material that is the result of comprehension is remembered even better.
In the development of human memory, today a large role is played by the period of preschool childhood, and not school, as was previously thought. At this age, memory features such as memorization begin to form. Memorization at this age is mainly involuntary. But already at the age of 5-6 years, voluntary memory begins to form.
In July 2011, on the basis of the State Educational Institution “Motnevichi Nursery Garden” in the city of Chechersk, I conducted a study in which 12 people aged 3-6 years took part. In accordance with the objectives, I conducted a study to determine the predominant type of memory in preschool children. Based on the experiment, I came to the conclusion that in preschool children, involuntary memorization is the most productive type of memory, namely, involuntary active memorization. This conclusion confirms the correctness of the hypothesis I formed.
Based on the findings, the main task of both parents and teachers is to accelerate the development of voluntary memory. Great help This is supported by modern diagnostic techniques that allow us to determine the level of memory development in children, as well as various games and exercises for its development.
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Development of involuntary memory
According to Nemov R.S. In children of early preschool age, involuntary and visual-emotional memory dominates. The child does not set conscious goals to remember anything; this happens against his will and largely depends on the activity and its nature. The child remembers exactly what his attention was directed to for some time, what made an impression
Active mental work mobilizes involuntary memorization, which remains more productive until the very end of preschool age, compared to voluntary memorization of similar material.
Involuntary memorization, which is not associated with the implementation of sufficiently active actions of perception and thinking (memorizing the pictures in question), is less successful than voluntary.
A preschooler's involuntary memorization can be strong and accurate. In addition, if the events had emotional significance and made a strong impression on the child, they remain in memory for life.
In early childhood, around the age of three, children develop their first memories, which they often remember into adulthood. Almost 75% of childhood memories occur at the age of 3-4 years - by this age the child develops long-term memory and its basic mechanisms, including associative connections with emotional experiences.
Most preschoolers are well developed in terms of mechanical and immediate memory. Nemov R.S., Prince. 2, p. 106 Without much effort, they remember and reproduce what they saw and heard, if its content aroused interest. Such memory allows preschoolers to successfully and quickly improve speech, learn to use household items, navigate the environment, and recognize what they hear and see. In some situations, musically gifted or linguistically developed children also have good auditory memory.
Some preschoolers have a special type of visual memory - eidetic, its images in clarity and brightness are close to the images of perception. After just one perception of the material, the child continues to remember it perfectly and can easily reproduce it even after a lot of time.
The type of eidetic memory is one of the age-related phenomena that are lost during the school period. This type of memory is not uncommon and can be seen in many children, but it disappears in adulthood if the memory is not trained. Eidetic memory is usually developed among artists and musicians, as well as other creative individuals. Each person develops the most those types of memory that he uses most often. Nemov R.S., Prince. 1, p. 195.
Stages of development of voluntary memory
Nemov R.S. The development of memory in preschool age is characterized by a smooth transition from involuntary and immediate to voluntary and indirect memorization and recollection. By the end of preschool age, the dominant type of memory remains involuntary.
However, in some processes, special perceptual actions begin to develop, mediating mnemonic processes and aimed at better remembering, more fully and more accurately reproducing the material retained in memory. Istomina Z.M., part 2, p. 162
So far, children rarely turn to voluntary memorization when adults demand it, and corresponding tasks arise in their activities. Memory productivity in preschool children remains higher during play than outside play. However, this does not apply to the youngest three-year-old children, whose memory efficiency is quite low.
Two main stages include the transition from involuntary to voluntary memory. At the initial stage, the motivation to remember something is formed; at the second stage, the necessary mnemonic actions and operations arise. Already by the end of preschool age, voluntary memorization can be considered a mature process. Its sign is the child’s discovery of logical connections in the material, which he tries to use for memorization.
It has been noticed that with age, the speed of retrieving information from long-term memory and transferring it to operational memory increases significantly, the same with the volume and duration of information. Thus, a three-year-old child is able to operate with one unit of information, which at a certain moment is in RAM, and a 15-year-old child can operate with seven such units.
In older preschool age, with the help of ordinary mechanical repetitions, children learn to remember information, and the first signs of semantic memorization appear in their memory processes. Active mental work allows you to remember material better than its absence.
The memory of an older preschooler contains ideas that are interpreted in psychology as a generalized memory. From a clearly perceived situation, a transition occurs to thinking in general ideas - this is the child’s first break from purely visual thinking. Vygotsky L.S., p. 26
As a result, the general idea is characterized by the ability to “snatch the object of thought from the specific temporal and spatial situation in which it is included, and, therefore, can establish between general ideas a connection of such an order that has not yet been given in the child’s experience.” Vygotsky L.S., p. 26
Despite the visible external imperfection of a preschooler's memory, it becomes the leading function, occupying a central place.
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Ministry of Education of the Republic of Belarus
EE "Mogilev State University named after A. A. Kuleshov"
Coursework in psychology
RELATIONSHIP OF ARBITRARY AND INVOLVENTARY MEMORY OF PRESCHOOL CHILDREN
Performed:
Dubrorvskaya Svetlana Nikolaevna
Scientific director:
Katlyarova E. V.
Candidate psychological sciences, assistant professor
- Introduction
- 1. The relationship between voluntary and involuntary memory in preschool children
- 1.1 Characteristics of involuntary and voluntary memorization
- 1.2 Dominance of involuntary memory in childhood
- 1.3 Development of voluntary memory in childhood
- 1.4 Formation of random memory
- 1.5 Teaching memorization in preschool childhood
- 1.6 Teaching memorization using mnemonic means
- Chapter Conclusions
- 2. Identification of the most productive type of memory in preschool children
- 2.1 Organization and methods of research
- 2.2 Processing and analysis of experimental results
- Introduction
- All the impressions that a person receives about the world around him constantly leave a certain mark on his consciousness and subconscious, are stored, consolidated, and, if necessary, reproduced. All these processes are called memory.
- Many domestic and foreign researchers have been studying the characteristics of memory, which has given rise to great controversy and debate: Blonsky P. P., Vygotsky L. S., Gnedova N. M., James W., Zinchenko P. I., Leontyev A. N. , Lyaudis V. Ya., Norman D. A., Smirnov A. A., Elkonin D. B., Nemov R. S., Istomina Z. M., Obukhova L. F., Luria A. R. And many other. Vygotsky L.S. noted that on no single topic of modern psychology there are as many disagreements as there are in theories explaining the problem of memory development.
- Memory is one of the important and necessary conditions for the development of intellectual abilities. However, for a long time, the main attention of scientists and researchers was paid to school age, where, as it seemed, the child acquires the necessary knowledge and skills, develops his strengths and abilities, but now the situation has changed. Currently, more and more children are distinguished by early and very high intellectual development; their ability to comprehend the complex modern world manifests itself very early - in preschool age.
- In this regard, the study of memory development in preschool children is quite relevant. Currently, many countries, including the USA, Japan, England, Canada, Germany, Venezuela, are investing huge amounts of money in the education system, producing many complex devices and systems to increase the intellectual level of children, as well as to develop memory, starting from the very first a child's steps in the big world - literally and figuratively.
- The relevance of the topic chosen for research seems obvious in the context of a growing information boom, the development and implementation of various developmental programs, a certain mental acceleration of modern children.
- The object of study is memory.
- The subject of the study is the relationship between involuntary and voluntary memory of preschool children.
- The purpose of this study was to study the features of the development of involuntary and voluntary memory in preschool children.
- Tasks:
1. Having studied the psychological and pedagogical literature on this topic, characterize the types of memory, their features in preschool age;
2. Identify the most productive type of memory in preschool children.
Hypothesis - during preschool age, involuntary memorization is the most productive type of memory.
To achieve the objectives, the following research methods were used:
1. Study and analysis of psychological and pedagogical literature;
2. Methods of synthesis, induction and deduction;
3. Conducting an experiment to identify the most productive type of memory in preschool children.
- 1. The relationship between voluntary and involuntary memory in preschool children
- 1.1 Characteristics of involuntary and voluntary memorization
- Memory is the remembering, preservation and subsequent reproduction by an individual of his experience. The physiological basis of memory is the formation, preservation and updating of temporary nerve connections in the brain. Temporary connections and their systems are formed when the action of stimuli on the sense organs is adjacent in time and in the presence of orientation, attention, and interest in these stimuli. Currently there are two phases of memory:
Ш labile, which corresponds to the retention of a trace in the form of reverberation of nerve impulses (the so-called short-term memory);
III is a stable phase, which involves the preservation of a trace due to structural changes brought to life during the process of consolidation (the so-called long-term memory).
Since memory is included in all the diversity of human life and activity, the forms of its manifestation and its types are extremely diverse. Various forms of manifestation of mnemonic activity are identified in accordance with three main criteria.
1. According to the nature of the activity predominant in the activity, memory is divided into: motor, emotional, figurative and verbal-logical.
Ш Motor memory is associated with memorizing and reproducing movements, with the formation of motor skills in gaming, work, sports and other types of human activity. This type of memory underlies the development of such specific activities as driving, knitting, sports, etc.
Ш Emotional (affective) memory is memory for feelings.
Ш Verbal-logical (verbal) memory is the memory for thoughts and speech.
Ш Figurative memory is memory for images (visual, auditory, tactile, olfactory and gustatory). Memory images can be of varying degrees of complexity: images of individual objects and generalized representations, in which certain abstract content can be fixed. Figurative memory is differentiated depending on which analyzer is most productive when a person remembers various impressions. There are visual, auditory, olfactory, tactile and gustatory types of memory. If visual and auditory memory are usually well developed in all people, then the other three other types of memory are rather professional types.
2. According to the nature of the goals of the activity, memory is divided into involuntary and voluntary.
Ш Involuntary memory is memory that occurs without the participation of the will and is largely determined by the characteristics of stimuli and their significance for the individual.
Ш Arbitrary memory is a memory characterized by a predetermined goal and special (mnemonic) memorization techniques.
3. Based on the time of consolidation and retention of material, short-term and long-term memory are distinguished.
Ш Short-term memory is the rapid storage of information for a short period of time. During each day, we perceive and remember a wide variety of information, which is almost immediately forgotten by us. For example, if you cross the street and give way to a passing car, then most often the information about it will be forgotten by you. If you are asked about this right away, you will most likely be able to remember the color, shape and some other features of the car.
Ш Long-term memory is the retention of information in the psyche for a long time. It is believed that long-term memory is the most complex and important memory system, since it is thanks to it that a person accumulates and transforms his life experience. We remember information for a long time for various reasons. Thus, we remember information for a long time if: we repeatedly perceive certain objects, situations, people; when remembering, we experience strong emotional experiences; if the perceived information is very significant for us, etc.
Ш Random access memory provides memorization and storage of information necessary to support current activities. After cessation of activity, this information is most often forgotten or ends up in long-term memory.
Thus, the most general basis for distinguishing different types of memory is the dependence of its characteristics on the characteristics of the activity in which the processes of memorization and reproduction are carried out.
Table No. 1
Various All types of memory, identified in accordance with different criteria, are in organic unity. Thus, verbal-logical memory in each specific case can be either involuntary or voluntary; at the same time it is necessarily either short-term or long-term. Different types of memory, identified according to the same criterion, are also interrelated. Short-term and long-term memory are essentially two stages of a single process that always begins with short-term memory.
Basic memory processes: remembering, reproducing and forgetting.
Memorization is the main process of memory; the completeness, accuracy, sequence of reproduction of material, the strength and duration of its preservation largely depend on it. Memorization and reproduction are carried out in the form of involuntary and voluntary processes. Forgetting usually occurs as an involuntary process. Involuntary memory occupies a large place in people’s lives and activities: a person remembers and reproduces a lot without special intentions or efforts. Voluntary memory allows a person to remember with the necessary completeness what he needs at the moment. The flow of the processes of memorization, preservation and reproduction is determined by the place this material occupies in the subject’s activity. It has been established that the most productive connections are formed and updated in the case when the corresponding material acts as the goal of action. The strength of these connections is determined by the degree of participation of the corresponding material in the further activities of the subject, what is their significance for achieving future goals.
Individual characteristics of memory are expressed in different speed, accuracy and strength of memorization. They are to a certain extent associated with differences in the strength of excitation and inhibition of nervous processes, the degree of their balance and mobility. However, these very features of higher nervous activity change under the influence of people’s living conditions and activities.
In modern theoretical and experimental studies of cognitive processes, the boundaries outlined by traditional functional psychology between the processes of perception, memory, and thinking are becoming more and more clearly erased.
When working on the problem of development and formation of memory processes, the advantages of the genetic research method most fully revealed themselves. A comparative study of involuntary and voluntary memorization at different stages of preschool childhood marked the beginning of an operational analysis of the memorization process and the study of the dynamics of operations at different age stages. The latter was essentially a study of the structure of memory processes.
Let us now turn to the question of memory development, i.e. about those typical changes that occur in it as the individual socializes. From early childhood, the process of development of a child’s memory proceeds in several directions.
Firstly, mechanical memory is gradually supplemented and replaced by logical memory.
Secondly, direct memorization over time turns into indirect memorization, associated with the active and conscious use of various mnemotechnical techniques and means for memorizing and reproducing various mnemotechnical techniques and means.
Thirdly, involuntary memorization, which dominates in childhood, turns into voluntary in an adult.
The initial form of memorization is the so-called unintentional or involuntary memorization, i.e. memorization without a predetermined goal, without using any techniques. This is a simple imprint of what was affected, the preservation of some trace of excitation in the cerebral cortex. Every process that occurs in the cerebral cortex leaves traces behind, although the degree of their strength varies.
Much of what a person encounters in life is involuntarily remembered: surrounding objects, phenomena, events of everyday life, people’s actions, the content of movies, books read without any educational purpose, etc. , although not all of them are remembered equally well. What is remembered best is what is of vital importance to a person: everything that is connected with his interests and needs, with the goals and objectives of his activities. Even involuntary memorization is selective in nature, determined by the attitude towards the environment.
It is necessary to distinguish from involuntary memorization voluntary memorization, characterized by the fact that a person sets a specific goal - to remember what is intended, and uses special memorization techniques. Voluntary memorization is a special and complex mental activity subordinate to the task of remembering and includes a variety of actions performed in order to better achieve this goal.
During the learning process, voluntary memorization often takes the form of memorization, i.e. repeated repetition of educational material until it is completely and error-freely memorized. For example, by memorizing poems, definitions, laws, formulas, historical dates, etc. The goal set - to remember - plays an important role, determining the entire activity of memorization. All other things being equal, voluntary memorization is noticeably more productive than involuntary memorization.
Much of what is perceived in life a large number of times is not remembered by us if the task is not to remember. And at the same time, if you set this task for yourself and do everything necessary to implement the action, memorization proceeds with relatively great success and turns out to be quite durable. Of great importance in this case is the formulation of not only a general task (to remember what is perceived), but also more specific, special tasks. In some cases, for example, the task is to remember only the basics, the main thoughts, the most significant facts, in others - to remember verbatim, in others - to accurately remember the sequence of facts, etc.
Setting special tasks has a significant impact on memorization; under its influence, the process itself changes. However, according to S.L. Rubinshtein, the question of the dependence of memorization on the nature of the activity during which it is carried out becomes of primary importance. He believes that in the problem of memorization there is no clear relationship between voluntary and involuntary memorization. And the advantages of voluntary memorization appear clearly only at first glance. memorization children's mnemonic acceleration
P.I. Zinchenko’s research has convincingly proven that the orientation towards memorization, which makes it the direct goal of the subject’s action, is not in itself decisive for the effectiveness of this process; involuntary memorization may be more effective than voluntary. In Zinchenko’s experiments, involuntary memorization of pictures during an activity whose purpose was their classification (without the task of remembering) turned out to be definitely higher than in the case when the subject was given the task of remembering the pictures.
A study by A.A. Smirnov, devoted to the same problem, confirmed that involuntary memorization can be more productive than voluntary: what the subjects memorized involuntarily, along the way in the process of activity, the purpose of which was not memorization, was remembered more firmly than what they tried to remember specially. Analysis of the specific conditions under which involuntary memorization, i.e., essentially, memorization included in some activity, turns out to be most effective, reveals the nature of the dependence of memorization on the activity during which it occurs.
What is remembered, as well as realized, first of all, is what constitutes the goal of our action. However, what is not included in the target content of the action during which involuntary memorization occurs is remembered worse than during voluntary memorization aimed specifically at this material. At the same time, it is still necessary to take into account that the overwhelming majority of our systematic knowledge arises as a result of special activity, the purpose of which is to remember the relevant material in order to retain it in memory. Such activity aimed at remembering and reproducing retained material is called mnemonic activity. In mnemonic activity, a person is given the task of selectively remembering the material offered to him. In all cases, a person must clearly separate the material that he was asked to remember from all side impressions and, when recalling, limit himself to it. Therefore, mnemonic activity is always selective.
Mnemonic activity is a specifically human education, because only in humans does memorization become a special task, and memorizing material, storing it in memory and consciously turning to the past in order to recall the memorized material is a special form of conscious activity.
Thus, the central problem of memorization is the question of the relationship between voluntary and involuntary memorization, i.e. memorization, which constitutes the direct goal of the subject’s action, and memorization, which occurs unintentionally in the course of activity that sets itself a different goal. At first glance, the advantages of voluntary memorization are obvious. However, everyday observations still indicate that most of what we remember in life is remembered by us involuntarily, without special intention, and much of what we did not try to remember at all, we remember in such a way that we can never forget, even if that's what they wanted.
Research by Zinchenko P.I. in this regard, they convincingly showed that the attitude towards memorization, which makes memorization the direct goal of the subject’s actions, is not in itself decisive for the effectiveness of memorization; involuntary memorization may be more effective than voluntary memorization.
Smirnov’s research on the same problem confirmed the fact that involuntary memorization can be more productive than voluntary memorization.
Experimental data by Smirnov A.A. also showed that the advantage of involuntary memorization over voluntary (in those series when it took place) during delayed reproduction turned out to be greater than during immediate reproduction, sometimes more than twice as much.
In other words, what the subjects remembered involuntarily - in the process of activity, the purpose of which was not memorization, was remembered more firmly than what they remembered voluntarily, specifically performing the task to remember.
Thus, what is remembered, as well as realized, is, first of all, what constitutes the goal of our action.
Therefore, if this material is included in the target content of a given action, it can involuntarily be remembered better than if, when memorizing, the goal is shifted to memorization itself. But what is not included in the target content of the action, during which involuntary memorization occurs, is remembered worse than during voluntary memorization, aimed specifically at this material.
Everything depends primarily on how the subject’s action is organized and aimed at, during which memorization occurs. Therefore, unintentional, involuntary memorization may not be a matter of chance alone.
It can be indirectly, indirectly regulated. This is much more difficult, but also much more fruitful, than the requirement of voluntary memorization, in which memorization itself becomes the main goal of action.
- 1.2 Dominance of involuntary memory in childhood
- Memory in preschool age, according to V. S. Mukhina, is predominantly involuntary in nature. The child does not know how and does not set a conscious task to remember something for the purpose of subsequent reproduction. Both memorization and recollection are not regulated by conscious will and are random in nature, being realized in activity and depending on its nature. Typically, preschoolers remember more easily what is interesting, what caused an emotional impression. But in any case, the amount of memorized material depends on how actively the child acts in relation to the memorized objects, to what extent they are perceived, thought about, grouped in the process of action, etc. So, for example, when simply looking at pictures or listening to a sequence of words, a child remembers less than when acting with them (for example, grouping pictures according to some characteristic, making a sentence from words, etc.)
- Involuntary memorization, associated with the active mental work of children on certain material, remains more productive until the end of preschool age than voluntary memorization of the same material. At the same time, involuntary memorization, which is not associated with the performance of sufficiently active actions of perception and thinking, for example, memorizing the pictures in question, turns out to be less successful than voluntary.
- Involuntary memorization in preschool age can be strong and accurate. If the events of this time had emotional significance and made an impression on the child, they can remain in memory for the rest of his life. Preschool age is a period freed from the amnesia of infancy and early childhood.
- The first recollection of impressions received in early childhood usually occurs at the age of about three years (this refers to the memories of adults associated with childhood). It has been found that almost 75% of childhood first memories occur between the ages of 3 and 4 years. This means that by this age, i.e. By the beginning of early preschool age, the child is associated with long-term memory and its mechanisms. One of them is the associative connection of the memorized material with emotional experiences. The imprinting role of emotions in long-term memory begins to manifest itself already at the beginning of preschool age.
- However, in younger preschoolers, involuntary memorization and involuntary reproduction are the only form of memory work. The child cannot yet set the goal of remembering and remembering something, and certainly does not use special techniques for this. When 3-year-old children were presented with a series of pictures and asked to look at them, and another series with a request to remember, the vast majority of children behaved in the same way. Having cast a quick glance at the picture, the child immediately took it aside and asked the adult to show another picture. Some children tried to reason about the objects depicted, recalling incidents from past experience related to the pictures: “Glasses are put on the eyes here,” “This is a butterfly, called a worm”; “Watermelon. My mom and dad and I bought a big watermelon and small plums.” However, no actions to remember were observed in the children. [Based on materials from V. S. Mukhina]
- 1.3 Development of voluntary memory in childhood
Ratio involuntary and voluntary memorization
The development of memory in preschool age is characterized by a gradual transition from involuntary and immediate to voluntary and indirect memorization and recollection. By the end of preschool age, involuntary memory remains the dominant type of memory. But in older preschool age 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 identified and begin to develop relatively independently, mediating mnemonic processes aimed at better remembering, more fully and more accurately reproducing the material retained in memory.[No. 10 p. 162]
But despite significant achievements in mastering voluntary memorization, children turn to voluntary memorization and reproduction in relatively rare cases, when corresponding tasks arise in their activities or when adults demand it.
Children's memory productivity is higher in the game than outside the game. However, the youngest children, three-year-olds, have relatively low memory productivity even in play. The first special perceptual actions aimed at remembering or remembering something are clearly visible in the activities of a 5-6 year old child, and most often simple repetition is used.
The transition from involuntary to voluntary memory includes 2 stages:
1. At the first stage, the necessary motivation is formed, i.e. the desire to remember or remember something.
2. At the second stage, the mnemonic actions and operations necessary for this arise and are improved.
By the end of preschool age, the process of voluntary memorization can be considered formed. Its internal, psychological sign is the child’s desire to discover and use logical connections in the material for memorization.
It is believed that with age, the speed with which information is retrieved from long-term memory increases, as well as the volume and duration of working memory. It has been established that a three-year-old child can operate with only one unit of information currently located in RAM, and a fifteen-year-old child can operate with seven such units.
In one experiment, children aged 3 to 8 years were shown 10 different pieces of wood laid out in a row lengthwise and asked to simply look at the row. A week, and then a month later, they were asked to lay out this series from memory.
The first interesting result of the experiment was the following. After just a week, the younger preschoolers could not remember the sequence of the bars, but would nevertheless restore it by choosing one of the following options for the arrangement of the row:
v Selection of several equal bars;
v Selection of long and short bars;
v Making groups of short, medium and long bars;
v Reproduction of a logically correct, but too short;
v Drawing up a complete initial ordering of the series.
The next result was that after 6 months without any new presentations of memorized material, the children’s memory spontaneously improved in 75% of cases. [based on materials from Z. M. Istomina]
With the help of mechanical repetitions of information, children of older preschool age can remember it. They show the first signs of semantic memorization. With active mental work, children remember material better than without such work.
Memory stores ideas, which in psychology are interpreted as a generalized memory. The transition to thinking from a visually perceived situation to general ideas is the child’s first break from purely visual thinking.
Thus, the general idea is characterized by the fact that it is capable of “snatching the object of thought from the specific temporal and spatial situation in which it is included, and, therefore, can establish between general ideas a connection of such an order that has not yet been given in the child’s experience.” [No. 8 p. 26] The memory of a preschooler, despite its apparent external imperfection, actually becomes the leading function, occupying a central place.
- 1.4 Formation of arbitrary memory
Arbitrary forms of memorization and perception begin to take shape at the age of four to five years. The most favorable conditions for mastering voluntary memorization and reproduction, according to A.N. Leontiev, are created in a game when memorization is a condition for the child to successfully fulfill the role he has taken on. The number of words that a child remembers, acting, for example, as a buyer executing an order to buy certain items in a store, turns out to be higher than words remembered at the direct request of an adult.
During the collective game, the child, playing the role of a liaison, had to transmit to the headquarters messages consisting of the same initial phrase and several properly selected names of individual objects (each time, of course, different ones).
The youngest children, playing the role of a liaison, did not accept its internal content. Therefore, quite often they ran away to carry out the assignment, without even listening to it to the end.
Other children accepted the content of the role. They were concerned with conveying the message, but they had no desire to remember its contents. So they listened to the message but made no effort to remember it. While passing on the order, they made no attempt to actively recall what they had forgotten. When asked what else needed to be conveyed, they usually simply answered: “Nothing, everything.”
The older children behaved differently. They not only listened to the instructions, but also tried to remember them. Sometimes this was expressed in the fact that they moved their lips and repeated the message to themselves on the way to headquarters. In response to attempts to speak to them at this moment, the child shook his head negatively and hastily continued on his way. When passing on an order, these children did not just blurt it out, but tried to remember what they had forgotten: “Now I’ll tell you again, now...” It is obvious that at the same time they somehow strained themselves internally, somehow trying to find in their memory what was necessary. Their internal activity was aimed at a specific goal: to remember the content of the message. [Based on materials from A.N. Leontyev.]
In older preschool age, memory gradually turns into a special activity that is subordinate to a special goal - to remember. The child begins to understand the adult’s instructions regarding what to remember and remember, how to use techniques and means of memorization, how to check and monitor the correctness of reproduction, etc.
The emergence of arbitrary memory is associated with:
v with the increasing regulatory role of speech;
v the emergence of ideal motivation;
v the ability to subordinate one’s actions to relatively distant goals (for example, observing a butterfly and then drawing it);
v with the compilation of arbitrary mechanisms of behavior and activity.
However, voluntary memorization in older preschoolers continues to remain mainly mechanical. This is done through repetition, but from repeating out loud, children move on to repeating in a whisper or “to themselves.” In the process of mechanical memorization, the child relies only on external connections between objects. Therefore, children easily remember rhyming rhymes, verbal puns, and insufficiently understandable phrases, and can reproduce verbatim material that is not always meaningful. The reason for this is related to interest in the sound side of words, emotional relationships to them, and their inclusion in gaming activities.
But already in older preschool age, semantic memorization becomes possible, based on the establishment of meaningful connections between parts of the memorized material, between the memorized material and elements of past experience stored in memory. Such assimilation occurs only in conditions of special training.
Since figurative memory remains the predominant type of memory in older preschoolers, pictures are the most suitable material for use in semantic memorization at this age.
Mastering elements of voluntary memory includes several stages:
1. Verbal setting of a memorization goal, which is formed by an adult;
2. Under the influence of educators and parents, the child develops an intention to remember something for future recall. What does recall have to do with before memorization becomes voluntary;
3. Awareness and identification of the mnemonic goal that is observed:
a) when a child is faced with conditions that require him to actively remember and memorize (for example, getting to know a new outdoor game - rules);
b) When the motive that motivates him to activity is important for the child, and the goal is accepted (this happens most easily in the game; for example, the child takes on the role of a “buyer” in the game, accepts the task of “buying” for the kindergarten what he needs entrusted, and in the “store” the goal becomes necessary for him to remember what needs to be “buyed”); The goal of remembering and remembering for a child in a game has a specific meaning.
4. The child’s awareness and use of certain memorization techniques that are distinguished from symbolic activities. With special training and control by an adult, logical memorization techniques, which are mental operations, become available to the preschooler. Initially, the material that needs to be remembered is repeated after the adult, followed by pronunciation, external actions, spatial movement, etc. In the future, semantic correlation and semantic grouping, schematization, classification, correlation with previously known are carried out.
5. The action of self-control, which first appears in children at 4 years old. Children aged 5-6 years already successfully control themselves, memorizing or reproducing material, and correcting inaccuracies.
Until the very end of preschool childhood, the main type of memorization remains involuntary memorization. Children rarely turn to voluntary memorization and mainly at the request of adults.
- 1.5 Memory training in preschool childhood
- When teaching memorization, it is necessary to gradually teach children to move from immediate repetition to delayed repetition, from repetition out loud to repetition to themselves. The transition from external to mental repetition makes memorization more productive. Starting at the age of four, children can be taught to remember some things with the help of others, for example, an object or a word with the help of a picture representing it. Initially, an adult offers the child ready-made means for memorizing. When children learn to memorize and recall objects using the means offered to them, you can move on to setting the child to independently choose the means used for memorization.
One important point should be kept in mind that distinguishes the learning ability of children from the learning ability of adults. A child learns material relatively easily only when he has a clearly expressed direct or consumer interest in this material. This remark also applies to memory. Its development in preschool children from involuntary to voluntary and from direct to indirect will take place actively only when the child himself is interested in using appropriate means of memorization, in preserving and reproducing memorized material. A preschooler realizes and identifies mnemonic goals only if he is faced with a task that is interesting to him, which requires active memorization and recall. This happens when the child participates in the game, and the goal of remembering something acquires a real, specific and relevant meaning for him that meets the interests of the game.
Improving voluntary memory in children is associated with the use of mental operations of analysis, synthesis, comparison, generalization, and establishing semantic connections in the processes of memorizing and reproducing material. The development of memory occurs with the child’s learning the basics of science while simultaneously improving his mental activity. [No. 7 p. 288]
- 1.6 Teaching memorization using mnemonic means
The main task of the art of memorization, which is called mnemonics or mnemonics, is to indicate ways to remember in a short time such a large number of data, which without auxiliary techniques would be very difficult to remember.
The progress of development and improvement of mnemonic means can be imagined as follows:
1. The transition from concrete mnemonic means (memorizing some objects with the help of others) to abstract ones (memorizing objects with the help of signs, drawings, diagrams, etc.).
2. Transition from mechanical to logical means of memorizing and reproducing material.
3. Transition from external means of memorization to internal ones.
4. The transition from the use of ready-made or known means of memorization to new, original ones, invented by the memorizers themselves.
Following this course of development in improving the means of memorization and reproduction ensures the gradual formation of indirect and voluntary memorization in the child.
If you start teaching a child to use mnemonic techniques before the first signs of voluntary memorization appear in the process of natural memory development, then you can ensure that this type of memorization and reproduction of material will begin to take shape in children not by the age of five or six, but earlier . With properly organized training, you can achieve a pronounced effect in the development of memory already in early preschool age, i.e. one and a half to two years earlier than usual. At the first stage of learning, children must learn to compare and relate the material being studied to each other, form semantic groupings based on the identification of certain essential features, learn to perform these operations when solving mnemonic problems. [No. 11 p. 336]
Forming the ability to classify material must go through three stages: practical, verbal and completely mental. As a result of mastering grouping and classification techniques, the memory of children of primary preschool age can be improved. In middle and older preschool childhood, such children quite consciously and successfully use such techniques when memorizing and reproducing material, thereby demonstrating a pronounced ability to voluntarily memorize and reproduce material.
- Chapter Conclusions
- Analyzing various theories of memory, we can conclude that representatives of various sciences are studying the problem of memory. Each of the sciences has its own questions, due to which they turn to memory. All these sciences taken together will expand human knowledge about memory. Based on the foregoing and having analyzed many literary sources, we can say with confidence that memory is a mental process of organizing and content of past experience, making it possible to reuse it in activity or return to the sphere of consciousness. Memory connects a person’s past with his future and present and is the most important cognitive function that underlies human development and learning. Without memory, a person could not develop as a full-fledged personality.
- Involuntary memorization is a product of the subject's activity. A necessary condition for memorization is the interaction of the subject with objects. Thus, purposeful action is productive in involuntary memorization. With this structure of activity, the most favorable conditions are created for the formation and strengthening of nerve connections. For preschoolers, involuntary memorization and involuntary reproduction are the only form of memory functioning. The child cannot yet set himself the goal of remembering or remembering something, and certainly does not use special techniques for this. The development of memory in preschool age is characterized by a gradual transition from involuntary and immediate to voluntary memorization and recollection.
- Improving figurative memory in preschoolers is closely related to setting them special mnemonic tasks for memorizing, preserving and reproducing material and using mental operations of analysis, synthesis, comparison, generalization, and establishing semantic connections in the processes of memorizing and reproducing material. Improving a child’s memory occurs simultaneously with the improvement of his mental activity. The child’s desire to remember must be encouraged in every possible way; this is the key to the successful development of not only memory, but also other cognitive abilities.
- 2. Identification of the most productive type of memory in preschool children
- 2.1 Organization and methods of research
- On the basis of the State Educational Institution "Motnevichi Nursery Garden" in the city of Chechersk, work was carried out to identify the most productive type of memory. To assess the level, I used the experimental method. It involved 12 children aged 3 to 6 years. I took 4 children from each age group (4 children aged 3-4 years, 4 children aged 4-5 years and 4 children aged 5-6 years)
- To prepare for the experiment, I took three sets of subject pictures measuring 5*7 cm (10 in each). Each set is divided into three groups: vegetables, fruits, clothes.
- I conducted an experiment in three series every other day, individually with each child. Each episode used a new set of pictures. The same children took part in three series.
- The first series of experiments was aimed at studying the passive involuntary memory of preschool children. I showed the child pictures of objects that he should look at. The task was not to remember. I say: “I’ll show you the pictures now, and you look at them carefully.” I showed the pictures sequentially one after another. After the demonstration, I ask the child: “Name the pictures that you remember.”
- The second series of experiments was aimed at studying active involuntary memory. Here I used the technique of classifying the material. I asked the child to arrange the set of pictures in three rows, i.e. into three groups: “What goes with what?” After completing the task, I remove the pictures and ask the child to remember and list all the pictures in rows.
- The third series of experiments was aimed at studying voluntary memory. I showed the child the third set of pictures and asked him to remember as many pictures as possible in order to later recall them. I did not indicate the means and techniques of memorization. I showed each picture for three seconds. After showing all the pictures, I asked them to reproduce from memory the objects depicted in them.
- 2.2 Processing and analysis of experimental results
- Based on the results obtained, I calculated the average indicators for each age group and for each series of the experiment. The data is given in Table No. 1. The material is presented in more detail in Appendix 1.
- Table No. 2
- Posted on Allbest.ru
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