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

2. MEMORY Memory is a process of retaining, storing,and recalling experiences. The main key to memory retention ismoving information from short termmemory to long term memory. Memory in childhood is qualitatively andquantitatively different from memoriesformed and retrieved in late adolescenceand the adult years. 3. DUAL CODETHEORY Stimulus was Recognition of a encoded R:Includedthroughmemory stimulus temporal Target as previous lobe, hippocampu stimulus s F: peripheral Target as memory regionCM: recollection Recall and familiarity 4. TYPES OFMEMORYShort Term MemoryLong Term MemoryVerbal Memory 5. Brain Maturation ofKindergarten 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; moveeyes slowly and deliberately for reading. Reading readiness depends on maturation ,interests and experiences of individual child, noton age. 6. Kindergarten. Extraordinary high. Researches show, atthe age of 3 this is higher than at any otherpoint 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 withoutspilling, using knife, fork, spoon, 7. Development of Motor skills inEarly 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 smallpuzzles. (These require much more practice thanEarly 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 8. STAGE Able to use symbols: words, numbers, or images withouttheir physical presence. Able to understand basics ofcause and effect: ask why?, use because and so.Understand basic number concepts. Able to classify intocategories. Gradually develop understanding ofidentities. Intuitive thought: Primitive reasoningCuriosity drives knowledge acquisition, unable to back upconclusions with reasons, Confidence with no logicalbasis. (leads them to think that they know all the answersbut they have no logical thinking.) Functionally; actions, events and outcomes are related toone another in fixed pattern, pushing pedals movestricycle faster, remote button changes channels on TV. Identity; clay stretch out in the same amount of clay 9. LIMITATIONS AT THE AGE Difficulty distinguishing fantasy and reality; not always sure that what they imagine is not real. Irreversibility: cant 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 anothers perspective, self-centered understanding (form of 10. CONSERVATIONConservationConservation Conservation ProblemsProblems Problems NumberLengthWeightRearrangingAltering ShapeAltering Shape elements(Configuration)VolumeSubstanceAreaAltering Shape Altering Shape Rearranging(Clay)Figures (water in container) 11. MEMORY DEVELOPMENT Autobiographicalmemory not accurate until age 3,Memories fade quickly as language is not developedsufficiently for encoding, very open to suggestions fromadults, short attention span, easily distracted, attend toonly one dimension. Limited memory capacity, develop traces stronger by whatthey did not what they saw, stronger impressions of someincidents can also be encoded for