Memory & Learning

The development of young children is a dynamic process influenced by children's interactions with their environment and with peers, family members, teachers and other people in their lives. From birth, infants are constantly inspecting their surroundings (Lynch & Warner, 2013).  Purposeful interactions between adults and children can begin skill development in short and long-term memory.  Enhancing memory skills and recall is addressed in this blog, our last segment on the broad abilities of the Cattel-Horn-Carroll (CHC) theory. 

Short-Term Memory

The ability to recall information recently seen or heard is known as short-term memory.  Short-term memories can be engaging and fun! Engage short-term memory by:

• Singing rhyming songs and jingles 
• Presenting objects to a child, then hiding them and asking what is missing
• Asking children to imitate patterns of clapping, tapping, gestures, or motions

Long-Term Memory

The ability to store and retrieve information from one’s memory bank is called long-term memory.  Long-term memory can serve as a building block to future learning experiences—children can gain insight about a concept, then build on it by learning more or going deeper into the content.  Develop long-term memory by:

• Asking a child to tell you about a trip to the library, grocery store or museum
• Asking a child to retell their favorite stories
•  Talking to children and reviewing the activities of the day

Familiarity with the broad abilities of CHC addressed in this series of blogs can help facilitate cognitive development. Rest assured, you can have fun and grow these abilities at the same time! Visit DCM, make some memories, and talk about those memories over and over again!

Information contained in this blog is adapted from: Lynch, Sharon A. and Warner, L. 2013. “How Adults Foster Young Children’s Intellectual Development.” In Young Children, Vol. 68, No. 2, 86-91. Washington, DC: NAEYC.