1. Pathfinder Global School, Pataudi
Presentation on: Memory
development in Kindergarten
PRESENTATION BY:
DIVYASHU SHARMA
SCHOOL COUNSELLOR

2. MEMORY
 Memory is a process of retaining, storing,
and recalling experiences.
 The main key to memory retention is
moving information from short term
memory to long term memory.
 Memory in childhood is qualitatively and
quantitatively different from memories
formed and retrieved in late adolescence
and the adult years.

3. DUAL CODE
THEORY
Stimulus was
• Recognition of a encoded • R:Includedthrough
memory stimulus temporal
• Target as previous lobe, hippocampu
stimulus s F: peripheral
• Target as memory region
CM: recollection
Recall
and familiarity

5. TYPES OF
MEMORY
Short Term
Memory
Long Term
Memory
Verbal Memory

6. Brain Maturation of
Kindergarten
 Develops faster than any other part; attains 90%
of adult age 5.
 Hand-eye coordination areas myelinated by 4.
 Focused attention areas myelinated 5 to 12.
 Language and intelligence areas by 15.
 Vision Improves.
 Before age 6, eye muscles not developed; move
eyes slowly and deliberately for reading.
 Reading readiness depends on maturation ,
interests and experiences of individual child, not
on age.

7. Kindergarten.
 Extraordinary high. Researches show, at
the age of 3 this is higher than at any other
point in the lifespan.
 Motor skills :
 Gross Motor skills improve dramatically.
 Large body movements: Running,
Jumping, Throwing.
 Fine Motor skills more difficult to master.
 Small body movements: pouring without
spilling, using knife, fork, spoon,

8. Development of Motor skills in
Early Childhood
 Some major gross motor skills in early childhood:
 Hopping, Skipping, Running, Throwing.
 Some major fine motor skills in early childhood:
 Using utensils to eat, cutting things with scissors,
Tying shoelaces, Drawing shapes, Solving small
puzzles. (These require much more practice than
Early Childhood Cognitive Development.
gross motor skills).
 Children use symbolic thought, but no logical thought
and show centration; focus on one aspect of a
situation and ignore others. Memory formation

9. STAGE
 Able to use symbols: words, numbers, or images without
their physical presence. Able to understand basics of
cause and effect: ask “why?”, use “because” and “so”.
Understand basic number concepts. Able to classify into
categories. Gradually develop understanding of
identities.
 Intuitive thought: Primitive reasoning
Curiosity drives knowledge acquisition, unable to back up
conclusions with reasons, Confidence with no logical
basis. (leads them to think that they know all the answers
but they have no logical thinking.)
 Functionally; actions, events and outcomes are related to
one another in fixed pattern, pushing pedals moves
tricycle faster, remote button changes channels on TV.
 Identity; clay stretch out in the same amount of clay

10. LIMITATIONS AT THE AGE
 Difficulty distinguishing fantasy and reality; not
always sure that what they imagine is not real.
 Irreversibility: can’t mentally undo an operation.
(worrying conditionally)
 Transductive reasoning: 1 situation is seen as the
basis of another (not logical).
 Centration: focus on only one aspect. (come to
illogical conclusions as they ignore other
aspects, unable to understand conservation).
 Egocentrism: unable to see things from another’s
perspective, self-centered understanding (form of

11. CONSERVATION
Conservation Conservation Conservation
Problems Problems Problems
Number Length
Weight
Rearranging Altering Shape
Altering Shape
elements (Configuration)
Volume
Substance Area
Altering Shape
Altering Shape Rearranging
(Clay) Figures (water in
container)

12. MEMORY DEVELOPMENT
 Autobiographical memory not accurate until age 3,
Memories fade quickly as language is not developed
sufficiently for encoding, very open to suggestions from
adults, short attention span, easily distracted, attend to
only one dimension.
 Limited memory capacity, develop traces stronger by what
they did not what they saw, stronger impressions of some
incidents can also be encoded for <1 year. Memories for
routines are scripted; tend to blur.
 Talking influences how well the child remembers (Natural
conversations helps solidify memories.) Leading questions
shape the child’s recall.
 They have weaker memories, vulnerable to adult
expectations can be enhanced through.
 Neutral questioning: no rewards for responses.

13. Developmental Landmarks B/W 2 ½ And 5
Yrs.
Physical Thinking and Expressing Awareness of Communicatio
learning Feelings self and others n
Gaining strength Curiosity Affectionate Displays Asks why/what/
and coordination independence who/ how come
Increase control Cause & effect Developing a engages in
pretend play Possesses a
of hands & use experimentation sense of humor rapid expanding
of figures vocabulary
Laces and ties Recognizes Easily Displays self
shoes letters and encouraged/ control
numbers discouraged
Buttons & zips Develops Demonstrates Shares and Engages in
clothes awareness of intense feeling of takes turns complicated
alike/ different fear, joy, anger, conversations
Kicks/ bounces/ Develops love.
Develop
catches a ball awareness of
friendships
time
Hammers nails Recognizes May show off Show respect for Matches letters
colours, shapes and demand other things with those in
and texture. attention own name
Dresses self Develops

14. Developmental Landmarks B/W 2 ½ And 5
Yrs.
Physical Thinking and Expressing Awareness of Communicatio
learning Feelings self and others n
Paints and Hands-on Enjoys making
draws learning up/ telling
stories
Cuts with Improves
scissors listening skills
Thread beads Uses sentences
with correct
grammar
Jumps/hops/ Able to verbally
skips resolve conflicts
with other
children.

15. POWER
Get the details Establish
Play memory routines
games Immediate
Suggest recall
strategies. Sleeping.
Divide and Short term
conquer. memory
Practice Long Term