The development of memory in preschool children is very important, as it allows them to improve their learning abilities. The earlier you start studying, the better the preschooler will learn. It is in preschool age that the functioning of the part of the brain responsible for memorization should be supported.

Many parents make a mistake and begin to force their children to learn poetry and read in large quantities. This is great stupidity. This way, not only will memorization not improve, but the child will also lose any desire to learn. Memory development in preschool age should be carried out through play.

If you use special exercises, the preschooler will be willing to practice on his own and will not need to be forced into regular training. When children younger age If the foundations of logical thinking and memorization are laid, then they succeed in school and knowledge is given to them more easily than their peers.

If you catch the child’s ability in time and develop it precisely in preschool age, then success in the future is guaranteed. However, you should know the features of memory development and the basic approach to training.

Types of memory in preschoolers

Before we talk about memorization techniques, we should talk about the classification that most psychologists around the world distinguish. Today, there are the following types of memory in preschoolers:

1. Motor. The idea is that each person picks up certain actions and begins to repeat them. At first, a small range of movements is memorized, which gradually increases. So, the child first learns to sit, then crawl and walk, gradually practicing new knowledge acquired from the outside world. Children repeat various gestures and movements after their parents, which also develops their motor memory.
2. Emotional. It represents memorization at the level of psychological perception. This is a kind of anchoring method, when a preschooler begins to repeat an action in the presence of a certain emotional state. If you teach children in a fun environment, it will certainly leave an imprint on their psychological state.
3. Visual. Used most often by most people. At the same time, children often remember bright pictures and images, and not monotonous pictograms. This should be taken into account when developing memory, using in exercises magical and fairy-tale images of favorite characters or something that can attract the child’s attention. Visual memory in preschool children develops much easier than other types of perception.
4. Logical. The baby perceives knowledge not only on an emotional level, but also on a logical one. Of course, the younger the children, the more difficult it is for them to convey the logical component of this or that action. However, by understanding the principle, you can quickly master the knowledge. This approach is fundamentally different from cramming, which, as a rule, has only short-term results.
5. Auditory. It also requires constant development and is more common in girls than in boys. The auditory memory of older preschoolers is often lame, since children at this age are not assiduous and do not perceive what is said well. It is much easier to convey information to them using visual images.

Types of memory in preschool children are complemented by short-term and long-term. The first is characterized by rapid memorization and erasing of information as it is no longer needed. Long-term memory facilitates the assimilation of knowledge that is used periodically and remains for life.

Memory development in preschoolers

The development of memory in children of senior preschool age is carried out in game form. Before you start learning, you need to be aware that the child will only remember what is interesting to him. It's good if the exercises are fun and entertaining. The development of voluntary memorization and reproduction must be carried out regularly, but you should not overdo it so that the activities do not become a burden for the child.

A preschooler's memory can be developed different ways. First of all, you need to remember main principle- this is logic. If all the actions are in no way connected with each other, then games to develop the memory of preschoolers will not bring any results.

Of course, after each lesson it is best to consolidate knowledge and reward the preschooler for his success. The emphasis should be placed on the baby’s small victories, but in no case on defeats.

The development of figurative memory in preschool children can be carried out using special mini-games. You will need cards that depict popular characters from famous cartoons or any other vivid images. Under them you need to write some word forms that logically fit the visual image. Then show them to the child one by one and pronounce what is written on the cards. After this, you first need to repeat the information, and then ask the preschooler about what was drawn under the word form or name of the image.

Such exercises for memory development in preschoolers are aimed at remembering the details of an image. It is important that the child describes the character. Over time, he will be able to remember more and more details. As the child masters the information, the exercises should be made more complex.

Memory development in preschoolers can also be achieved using the following version of the game. Cards will be required. Almost 2 identical. Only one of them should be missing some parts. The child must find the differences. Complex options should not be given right away. To begin with, it is enough to remove just one part.

Exercises for developing memory in preschoolers

Memory development exercises can be varied. For example, first train the visual and then the auditory. In a good way training is the repetition of information from a child to an adult. To train attention and memory, you need to start with 3 words, gradually increasing to a large sentence.

To practice memorization and reproduction, it is better to use rhyme, this will make it easier to assimilate information. Features of the memory of preschool children allow for short term increase memory capacity.

You can use games with colors. At the same time, not only the perception of shades is trained, but also logic. To improve attention and memory, as well as memorization and reproduction, you need to take colored cubes or cards and arrange them in a chaotic order. It is necessary to give the preschooler tasks, for example, to put red on green, and purple on top. No need to repeat. That's the trick. This exercise is extremely effective for developing attention and memory. It will help the child remember and absorb more.

However, there are also some nuances. To remember a sufficient amount of information, it is necessary to understand why he performs this or that action. Therefore, it is better to include such training in the plot of some interesting fairy tale.

To practice memorization and reproduction, you can use poems, nursery rhymes, ditties and sayings. If learning is difficult, then additional diagnostic manipulation is indispensable. When he cannot remember what he sees, it is recommended to have his eyes checked. If you have problems with auditory perception, you should undergo a hearing examination.

Recommendations for memory development boil down to the absence of pressure. The formation of the psyche and the characteristics of perception are different for each individual child. The child's psyche is very vulnerable, so it is impossible to show aggression. If something doesn’t work out for the child, then you should change tactics. The specifics of training should vary. In the early grades, teachers use certain teaching skills, and parents should use them.

Involuntary memorization is formed at 6 years of age. They develop memory gradually, without requiring anything from the child. To develop logical thinking and train memorization, it is necessary to use riddles that are accompanied by colorful images. This will help you perceive information better.

Project

Project participants: Teacher, children senior group No. 6 “Rowan”, parents.

Project type: Short term(1 month)

Tolyatti 2013

Development of memory in children of senior preschool age.

Remembering means successfully coping with three tasks: assimilation, storage and re-retrieval of information. Not remembering means failing to cope with any of these tasks.”

D.Norman.

Relevance

Memory is one of necessary conditions for the development of intellectual abilities. But if until recently the main attention of scientists was paid to school age Where, as it seemed, the child acquires the knowledge and skills necessary for everyone, develops his strengths and abilities, now the situation has changed radically. The “information explosion” – a sign of our times – played a significant role in this. Today's children are smarter than their predecessors - this is a fact recognized by all. This is primarily due to the media, communication channels that surround the world, pouring a stream of diverse knowledge into children's minds from morning to night. Today there are more and more children with bright general intellectual development; their ability to comprehend the complex modern world manifests itself very early - in early preschool age.
At the same time, early childhood is the most fertile ground for the development of memory in its diversity. 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.
Thus, the relevance of the topic I have chosen for research seems obvious in the context of a growing information boom, the development and implementation of various developmental programs, and a certain mental acceleration of modern children.

As the results of the diagnostics I conducted showed, most children have an insufficient level of memory development, which makes it very difficult to master the preschool program, and therefore will make it difficult to master the program at school.

The main task facing me is to develop memory, prepare children for school and for independent life.

Target:

• Develop memory in children of senior preschool age.

Problem:

A preschool child, unlike schoolchildren, teenagers and adults, remembers information mechanically. Preservation in the memory of preschool children of seen, heard or tactilely perceptible material, as well as knowledge about objects and concepts, occurs without the use of special methods of memorization and logical comprehension of information. This happens until the child, under the guidance of parents and teachers, learns to manage his own memory. Further successes or, on the contrary, failures in learning, as well as the state of memory, will depend on how correctly the process of development of the basic mental functions of a preschooler proceeded.

Tasks:

• - form cognitive activity and educational motivation of children;
• - develop a set of recommendations for parents and teachers on the development of memory in children;
• - development of a plan and notes in routine moments and in direct educational activities aimed at developing memory;
• - selection of methods for memory development;
• - development of a card index of didactic games for memory development;
• - conducting a diagnostic examination to identify the level of memory after implementation of the project;

Expected Result:

• increasing the level of preschoolers random memory, attention, speech;
• increasing children's and parents' interest in learning poems by heart (development mechanical memory);
• increasing interest in playing didactic games to develop memory;
• interest in reading fiction (auditory memory);

Project stages:

1. Stage (search)

Find and study scientific and methodological literature on the topic “Development of memory in children”

2. Stage (analytical)

Analysis, selection and systematization of material for the development of memory in children;

3. Stage (practical)

Development of consultations for parents and teachers “Let’s help children remember everything"(see Appendix 1)

Selection of didactic games and exercises for memory development(see Appendix 2)

Selection of techniques for memory development(see Appendix 3)

4. Stage (presentation)

- conduct a presentation of the project for teachers, specialists and methodologists in Microsoft Power Point format(see Appendix 4)

5. Stage (control)

Implementation of the project in educational activities children;

Implementation of the plan for the implementation of the project “Memory Development in Children of Senior Preschool Age”;

Conducting diagnostic examinations of children;

Work schedule for the project:

Bibliography:

1. Atkinson R. Human memory and the learning process / Under. ed. Yu.M. Zabrodina. - M.: Progress, 1980.

2. Blonsky P.P. Memory and thinking: In the book. fav. psycho. prod. - M.: Prosv., 1964.

3. Vygotsky L.S. Psychology: World of Psychology. - M.: EXPO-Press, 2002. - 1008 p.

4. Gippenreiter Yu.B. Basics of psychology. - M.: 1988, 156 p.

5. Zinchenko P.I. Involuntary memorization. - M.: Publishing house. APN RSFSR. - M.: 1961.

6. Zintz R. Learning and memory: Ed. B.A. Benediktova. - Mn.: 1989.

7. Istomina Z.M. Development of voluntary memorization in preschoolers // Reader on developmental and pedagogical psychology, Part 2, - M.: 1981

Annex 1

“How to develop memory, attention

and the child's thinking"

Teacher 2-ml. group No. 9 “Sun”,

MBU d-s No. 138 “Dubravushka”

Dear parents! At the beginning of our conversation, I want to ask you one question. Do you want your children to do well in school?

Of course, every parent wants their child to study successfully, and parents with children with various developmental disabilities especially want this. Therefore, the child must be developed, and the activities he receives in kindergarten, it’s not enough for him. But children, as a rule, do not like to study, but they like to play. This means that it is necessary to develop all mental functions through play.

Why am I now talking about the development of mental functions, and not about preparation for schooling? Many parents believe that if a child can count and write, then he is prepared for school. I beg to differ with you.

Many children with developmental disabilities and autism can read and count fluently as early as 3 years of age. It happens that children with intellectual disabilities already at preschool age know numbers and letters, but cannot read and count the required number of objects, since children have not developed their thinking. They do not know how to form conclusions, do analysis, or follow multi-step instructions, their attention is scattered, the children cannot concentrate on completing the task on their own, they need control, multiple repetitions and the help of an adult. The children have not developed mental functions, that is, perception, attention, memory and thinking suffer.

There are no games that develop only memory, only attention, only thinking or perception. Any game develops several mental functions at once.

1. Let's take memory exercises. Look carefully at the story picture for 30 seconds and try to remember it. Now remember what was drawn, what color and shape, where, what was located. Tell me, what functions worked for you when performing this exercise?

Conclusion :To remember what is drawn in the picture, you looked at it, which means your perception worked, you focused your attention to see all the details of the picture, thinking also worked, since you tried to remember what is located where and what color, size or forms. Consequently, all functions are developed at once, although this exercise is primarily for memory training.

2. Let's take the game into account. You need to find identical objects. What mental functions are working for you?

Conclusion : You probably noticed that perception and thinking worked, since we compared objects with each other, as well as memory, then in order to eliminate unnecessary objects, we look at it and remember it, and then look for it.

Consequently, we are developing comprehensively, and all these processes are interconnected. But it happens that some processes work much better than others. It happens that a child has an excellent memory, but logical thinking or attention suffers. But if memory suffers, we cannot say that the child has good logical thinking, since before we conduct any analysis, we must have a stock of knowledge. In the game "Fourth Extra", the child must eliminate the inappropriate object. This means that his memory must store some kind of classification so that he can distinguish some objects or pictures from others, that is, these are wild animals, and this is domestic.

Memory development begins from the first days of a baby’s life. If we consider the simplest conditioned reflexes to be elementary forms of memory, then we observe them in an infant already at the age of two weeks. There is evidence that a newborn recognizes people by smell - from the first day of life and by voice - in the first few days. And by the end of the first week he is able to distinguish between those who are caring for him, even by appearance. What does it mean? Such a baby retains in memory certain information that is significant for him and at the right moment “extracts” it from there. But at the same time, the baby does not remember people if they are not nearby. He won't be "bored" if you leave the room. That is, the only reality for him is what he perceives in this moment.

How does a baby play until he is five months old? He enjoys manipulating any object. But if he drops this object and loses sight of it, he will immediately forget about it and will not look for the “loss.” He can move from one activity to another just as quickly.

At six months, the child begins to understand that people and objects exist, even if he does not see them.

The child gradually begins to understand what you are telling him, remembers the names of objects and people, where they are located, we ask the baby to show where mom or dad is, where his eyes or nose are. This is how the child’s memory gradually develops.

How to improve memory?

There are three "laws" of memory.

The first “law” of memory is to get a deep, vivid impression of what you want to remember, and for this you need to:

1. Concentrate;

2. Observe carefully. First of all, get a visual impression, it is stronger: the nerves leading from the eye to the brain are 20 times thicker than the nerves leading from the ear to the brain.

The second “law” of memory is repetition.

The third “law” of memory is association: if you want to remember a fact, you need to associate it with some other one.

Educational games.

As I already said, only one function does not develop during games. Therefore, at home I suggest you play these games:

“Remember the picture” The child is offered any picture from a book that is available at home, he must remember it, the memorization time is 30 - 40 seconds, and then you remove the picture, and the child must remember what is drawn on it. For better recall, you can ask leading questions. Who is in the picture? What color is it...? What was to the right of...? That is, any questions that help you remember the plot of the picture. After some time, you can remind the child, but remember, you and I looked at the picture, what was drawn there, you can’t help me remember. This is how the child gets involved in the game.

“Drawing together” A very interesting game for the whole family. You need to take a sheet of paper and draw on it one by one, but so that the others do not see what each of you is drawing. Then the drawing is shown and you need to name what has changed. The teacher conducts the game together with the parents. At first it was easy to remember what had changed in the picture, but the more detail it became, the harder it was to tell the difference.

The whole family can play the game “Continue the Sentence.” The first player says a sentence such that it can be supplemented with words and enumerations. FOR EXAMPLE: I saw a fox. The next person must repeat this sentence and add another word to it. I saw a fox and a bear. The third, repeating the sentence, adds one more word. I saw a fox, a bear, a wolf. And so on. The game is played in a circle and continues until the players start making mistakes. Whoever fails to repeat leaves the game until there is only one winner left.

"Mischievous mouse." The game is played by 3 or more people. The two sit on chairs opposite each other. One is blindfolded, and the other is given a tambourine. When the second player starts playing, the third person begins to move the mouse over the first child's body. The mouse runs, tumbles, and climbs in accordance with the tempo of the music. The first participant in the game sits calmly, he should not try to catch the mouse with his hands, his task is to concentrate on his sensations and memory. You can use several instruments, to the sounds of which the mouse moves in different ways: to the sound of an accordion it crawls, and to the beat of a drum it jumps; or to the sound of a tambourine she walks on the hands, and to the tune of a pipe she climbs onto her neck, etc. After the game, the child is asked to remember what the mouse did to certain sounds, where she climbed, you also need to talk about his feelings, what he liked, when It was nice and sometimes it wasn't. This will help the child to better understand his feelings and experiences.

"Magic figurines." Children and adults stand one after another, in a circle. The first player draws any geometric figure on the second player’s back with his finger, the second draws the same figure to the next player, and so on until the last one draws a figure to the first player. Then the players take turns saying who drew what. If a mistake occurs, they find out who was not careful. They draw the same figure on his back so that he can feel it. You can simply draw something on each other’s back, and the one who was drawn must guess what was drawn.

« Wonderful pouch" The players must feel the object lying in the bag without looking at it, and describe the object without naming it, and the rest must guess what kind of object it is. The child likes it when adults make mistakes, but this should not happen often, as the child will not believe you, and therefore may refuse to play

“Fold the picture.” The child is given one whole picture, and another cut into several parts (depending on the child’s skill). It is necessary to assemble the cut picture according to the sample. For this game you can use any pictures you have at home, a postcard, pictures from magazines. If the child has the skill of folding pictures, then a sample may not be given. Pictures can be cut not only vertically and horizontally, but also diagonally and chaotically. But it should be remembered that complication is given gradually. If a child has learned to assemble a picture from 2 parts, cut it into three, then into 4, 6 parts, and so on.

“Fix the carpet” Take any color picture and carefully cut out any parts from it with a knife geometric figures, cut out the same figures from another picture. The child needs to repair the rug, that is, close the holes in it so that the rug becomes whole. You tell your child that there are holes in the beautiful carpet. There are several patches near the mat, from which you need to choose only those that will help close the holes.

“Pick and compare.” Cut out geometric shapes of different sizes or strips of different widths and lengths from paper. You can draw geometric shapes on a card. The child is offered from 3 to 6 cards or cut-out figures, with different sizes, which he must arrange in ascending or descending order. The child learns to compare objects by length, width and size.

And this is only a small part of the games that you can play at home.

In conclusion, I would like to say, do not waste time playing with your children. After all, games help children develop, which means they are not a waste of time. And over time, a child will not learn this on his own, he needs to be developed, especially if he has developmental disorders, and the sooner we start teaching him through play, the better he will do at school.

Thank you!

Appendix 2.

Description of the content of educational games

on the development of visual memory in children of senior preschool age.

Didactic games of the first stage:

1. “Who needs what for work”

Didactic task:To consolidate children's knowledge about the professions and tools needed for each of them.

Game rule:Within a certain time, correctly sort pictures or objects into topics.

Game actions:Search, folding pictures or objects by topic.

Progress of the game: A package arrived at the kindergarten with pictures or new toys for children to play with. Having opened the parcel, the children determine that these are items necessary for the work of people of different professions. But on the way they all got mixed up and it was necessary to sort the items into the corresponding professions.

The number of professions and tools may vary. (8 – 10).

2. “Create an image”

Didactic task:Practice memorizing geometric shapes and depicting these shapes using gestures and poses.

Game rule:Draw geometric shapes using only gestures and poses.

Game actions:Memorize geometric shapes, depict them using gestures and poses.

Game material:In the group, paintings are hung or toys depicting wild animals are placed.

Progress of the game: Invite children to go to the reserve and watch wild animals. You can't talk loudly there, the animals might get scared.

To convey information, children are asked to remember conventional words encrypted in geometric shapes. In the process of memorizing, children must depict each of the objects in a pose or gesture (geometric figures are arranged in a row, from 8 to 10 figures).

Listening to an audio recording with forest voices can be used as an “erasing” factor.

Walking around the reserve, children share their impressions using encrypted words - figures, depicting them with poses and gestures.

Option 2: in the mountains, when you are in sight but can’t hear your friend; the same finishers on a high-rise building.

Didactic games of the second stage:

1. “Don’t forget the picture”

Didactic task:Practice memorizing geometric shapes located differently in each picture; find a paired picture from memory or assemble a pattern from memory.

Game rules : Find in the environment the “number” (a set of geometric shapes) of a garage, the same as that of a car, and be able to prove their similarity.

Game action: Search for familiar “numbers”.

Progress of the game: Several paired cards (numbers) for cars and garages are prepared in advance.

The teacher explains to the children that they will play the outdoor game “Cars”.

But today each car will receive its own number (a card on a string, ours wears). You need to remember it well in order to put the car in your garage with the same number after the game.

Today the weather is rainy and the roads are very dirty. Dirt just flies from under the wheels onto the number plate.

During the game, the numbers are turned over (splashed with mud). Children are invited to find their garage, with the same number as the car.

The room was invisibly “hidden” by dirt. Try to remember your car number and you will find your garage.

Option 2: A strong wind mixed up the numbers (geometric shapes) on the garage number, we need to restore it.

2. “Draw the diagram correctly”

Didactic task:Exercise the ability to retain drawings and their images in memory, and reproduce them as necessary during the game.

Game rules:Remember necessary diagrams, reproduce them correctly.

Game actions:Memorizing, reproducing, overcoming obstacles.

Game material: Card No. 1 with pictures and diagrams, card No. 2 with pictures only, cubes - modules or any physical equipment for an obstacle course, headphones.

Progress of the game: Children are invited to play scouts. Having divided into groups of two people, they distribute roles (radio operator, liaison officer). All groups, before completing the task, are introduced to the encryption table (a card with pictures and diagrams).

The radio operators go to wait for the messengers at the appointed place (the end of the obstacle course). The messengers receive “information” (card No. 1 on which 7–10 images are circled). You can’t carry “information” with you, you need to remember it.

Having overcome the obstacle course, the messenger sketches the memorized diagrams. The radio operator needs to decipher the diagrams (find the corresponding pictures on card No. 2) and transmit the information to the “Center”.

Children playing change roles.

Option 2 : Introduce a competitive element - which of the pairs will convey the information faster and more accurately.

3. “Let's help mom”

Didactic task:Exercise children in composing a whole from individual parts.

Game rule:It is correct to assemble a whole from parts.

Game actions:Search, putting together parts of a whole.

Game material:The frames are Montessori inserts, from which vases are assembled.

Progress of the game : The role of mother can be played by a teacher or any child who wishes.

Children are explained what their mother likes beautiful vases. She has a lot of them. Vases are examined. (vases are placed where there is support, e.g. easel, shelf). Then the children are distracted by an “erasing” event: a guest arrives or a cartoon starts. At this time, the naughty cat drops the vases. Mom is upset. Children are invited to please their mother by collecting and “gluing” vases.

As a complicating point, we can suggest that when they fell, the pieces of the vases got mixed up.

4. "Combination lock"

Didactic task:Practice memorizing the pattern and reproducing it from memory.

Game rule : The front door will open if the lock code is entered correctly.

Game actions: Remember the pattern, reproduce the pattern from memory.

Progress of the game : Conducted as part of any story game where a door is necessary in the story.

Eg. in the story game “Home,” before the child leaves for a walk (school, store, etc.), the mother introduces him to a new combination lock. He explains that if you forget the code, the door to the house will not open. WITH inside There is a code diagram hanging on the door (a card with a pattern consisting of multi-colored circles), and on the outside there is a magnetic board with a set of multi-colored magnets.

When returning from a walk, the child needs to remember and “dial” the correct lock code.

Cards with a code pattern can be changed, and the number of circles can also be increased.

Didactic games of the third stage:

1. “Enchanted bag”

Didactic task: Exercise children in distinguishing objects by touch by shape and material.

Game rule : Find the required item without looking in the bag.

Game actions: Search a bag for a specific item.

Game material: Bag with various small toys and plastic fruits (real ones if possible).

Progress of the game: “Santa Claus left (sent) a bag of toys for the kids. These toys should be given to nursery group, when new kids come there. But this will not happen soon.

Baba Yaga decided to play tricks again and put fresh fruits (vegetables) in the bag. Fruits from long storage toys deteriorate and so do. She also enchanted the bag; if you open it, everything will disappear.”

Children are asked to carefully, without looking into the bag, remove all the fruits (vegetables) by touch.

After all the fruits have been removed and the bag has been disenchanted, ask the children what toys they think are in the bag. After answering, compare them with the contents of the bag.

2. “Walking around the village”

Didactic task: Consolidate knowledge about your native village, the location of its main buildings.

Game rule : Within a certain time, correctly sketch or build the main street of the village.

Game actions: Construction of the main street of the village.

Progress of the game : Before the game, children are given a targeted walk around the village. After the walk, the children, together with the teacher, draw up a plan - a diagram of the village street, marking the main buildings.

The diagram is hung in the group room. A few days later, the scheme for playing the game is given to the middle group.

Guests come to the group (new toys). They are interested in seeing everything, both the kindergarten and everything that is next to the kindergarten.

It’s already dark outside and you can’t see anything. There is no diagram either. Children are asked to build a street from building material.

After construction is completed, children and toys “walk” around the village and introduce guests to the buildings that are on the main street.

Option 2 : diagram of a kindergarten, diagram of a kindergarten site.

3. "Shop"

Didactic task: Teach children to describe an object, find its essential features; recognize an item by description.

Game rule: Mom buys a toy if the child has spoken well about it and she recognizes it.

Game actions: Using a counting table, they choose the person who will buy the toy; description of the toy.

Progress of the game: New toys were brought to the store. A mother will be able to buy a toy for children if the child describes it well and in detail (the item itself is not named) and she can recognize it in the store.

Exercises for memory development:

Remember and repeat. For example, an adult says several numbers and asks the child to repeat these numbers. Gradually the series of numbers lengthens. This exercise can be used for any objects, shapes, colors, etc.

What's missing ? This exercise forces the child to concentrate well. Place several toys or pictures in front of your child, let him look at them for a few minutes and remember them. Then ask him to turn away and remove one of the pictures. After this, the child must determine which of the objects or pictures has disappeared.

What changed . This exercise is a little similar to the previous one. Place toys in front of your child, let him look at them and remember them, then ask him to turn away, then swap the two toys. The kid must answer the question - what has changed?

Show me the little animal . For younger children this game will bring a lot of joy. Invite your child to remember and show: how a cat sneaks, how a bird flaps its wings, how a bear walks, how a sparrow jumps, etc.

Chain of actions. An exercise that will help the child concentrate as much as possible and he will not get bored while doing it. Ask to perform a certain action, or rather a set of several actions: for example, open the door, take gloves from the closet, bring them to the bedroom and put them on the pillow.

Retelling. Compose a short story that will consist of only 5-6 phrases, for example: “The boy woke up in the morning, washed, got dressed, and went to kindergarten. In the kindergarten he played with the children, studied, ate and slept. In the evening his mother picked him up and they went to his father’s work. In the evening they all went to the zoo together. There they saw a monkey, a giraffe, an elephant and a crocodile." And ask your child to repeat your story. If it is difficult for him to repeat all the phrases the first time, tell this story 1-2 more times.

Read and ask. Children love to be read aloud to. Read a paragraph or page of an interesting story or fairy tale, then stop and ask your child: “What did we read about?” Let him try to retell what he heard in his own words. At first it will be difficult for the child, help him and cheer him up. And there is no need to force him to retell every page - for him it will be tedious and uninteresting. Do this type of training from time to time. To make it easier for the baby, you can help him with leading questions: who flew to the Baby? What does he like to do? What's the name of the boy with the propeller? etc

Also, to develop rote memory, you need to memorize as many poems as possible. It’s better to start with quatrains, gradually increasing the amount of information you remember. Here are some poems:

Squirrel

E. Alexandrova

The squirrel dries the russula,

He picks nuts from a branch with his paw.

All supplies in the pantry

They will come in handy for her in winter.

Hare

E. Alexandrova

The hare rushes from the fox,

The tail trembles, the whiskers tremble.

The pine trees got in the way,

You can't escape the chase!

There is no salvation in the forest...

Jumped into the hedgehog's hole!

Counting table

Once at our Stepan's

The cat was guarding the sour cream,

And when lunch came,

The cat is sitting -

There is no sour cream.

Help Stepan -

Look for sour cream with it.

Picture

I took my favorite pencil

And our garden became blue.

I drew a blue house

And blue rain outside the window.

And a cloud with a blue bruise,

And the sun turned blue

And the sky and the forests,

And the red fox turned blue.

I drew another path,

And the pencil disappeared in the palm.

I wrote myself off, became dull,

Everything turned into a picture

Etc..

Appendix 3.

Methods for memory development.

1. Drawing from memory (diagnosis of short-term memory): the child is presented with a simple picture to memorize for 1 minute, 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.

1. Drawing a picture (diagnostics of short-term memory):

4. Compiling a picture from memory from pieces (diagnosis of short-term memory). For this task you need two identical pictures. One of the pictures is shown to the child for 30 seconds to remember. The second picture must first be cut into several parts (the more complex the picture and the greater the number of parts, the more difficult the tasks). After this, the sample is removed, and the child must compose a picture from memory from the individual fragments offered to him.

DEVELOPMENT OF FIGURE MEMORY IN SENIOR PRESCHOOL CHILDREN

Kazbanbetova D.A.

Currently, the topic of the development of figurative memory in children of senior preschool age is one of the most relevant and discussed in child psychology and pedagogy. Since figurative memory ensures adaptation of the child’s personality and contributes to successful preparation for school due to the fact that it ensures long-term storage of information, which is necessary for the solid assimilation of knowledge.

Figurative memory is the memorization, preservation and reproduction of images of previously perceived objects and phenomena of activity. Figurative memory can artificially evoke missing sensations, complementing the truncated information to a full-fledged image that caused it.Unlike images of the imagination, memory representations are formed on the basis of perception and retain a strong connection with it.

During the period of holding the image in memory, it undergoes transformation, that is, simplification occurs due to the omission of individual details, exaggeration of individual details and transformation of the figure into a more symmetrical one. Memory for the visual content of consciousness, that is, for visual and auditory images of objects, qualities and actions, for words and objects denoting them. The division of types of figurative memory is associated with which sensory zone - visual, auditory or motor - can serve as the best basis for reproduction. Pure types of figurative memory are extremely difficult to find, so mixed types are usually observed, for example, visual-motor and motor-auditory.

In accordance with the leading modality of a person, figurative memory can be divided into the following types: visual, auditory, tactile, olfactory and gustatory. The first two types are usually well developed because they predominate in the majority and play an important role in orientation in the surrounding world. Tactile and olfactory memory can be classified as professional types, since they develop in special conditions of professional activity or are observed in people deprived of sight and hearing. Such leading speech pathologists as R.D. Babenkova, V.Z. Bazaev, N.G. Baykina, P.M. Boskis, T.A. Vlasova and others made a significant contribution to the content of education and upbringing of hearing-impaired and deaf children, to the development of the foundations for preparing such children for an active independent life.

Most high development figurative memory reaches people who engage in art, that is, artists, musicians and writers.There are people who have a very pronounced figurative memory, the so-called eidetic memory. Eidetic images are a consequence of a long-term lack of excitation on the central cortical link of the visual or auditory analyzer. Therefore, for some time after perception, an eidetic person continues to see quite clearly, in all details, the picture he has just perceived, hear the melody he listened to, etc. Reproduction accuracy, i.e. The correspondence of the image to the original significantly depends on the participation of speech in memorization. The most important role here is played by the correct explanation and understanding of what is perceived. Figurative memorydiffers in a variety of individual characteristics, which are explained by the specifics of memory formation throughout a person’s life, general, as well as professional training. People also differ in what type of ideas they have more developed - visual, auditory or motor. There are also people with highly developed ideas of all kinds.

Thinking is based on sensory knowledge (sensations, perceptions, ideas,figurative memory ), but it goes beyond it through the use of language. Historically, thinking arose in the process of labor and formalization by speech, being, therefore, a socially conditioned process cognitive activity, its highest level.

Figurative (associative) memory is formed as a result of the interaction of negative and positive emotions, where the experience gained acquires its schematic implementation. Thanks to the ability of emotions to connect with each other different meanings into associative chains, consciousness acquires the ability to create virtual representations and store future intended actions in them. If the content of sensory sensations is determined by some really existing phenomenon or object, then a wide range of emotions allows us to highlight numerous shades and meanings of the image, both in the real and in the virtual world.

From this withIt follows that this is the memorization, preservation and reproduction of images of the objects themselves or their images; this is memory for representation.

In the Republic of Kazakhstan, the great Kazakh poet-educator Abai (Ibrahim) Kunanbaev dedicated the following words in his work “Words of Edification - Word Thirty-First” to the development of memory: there are four rules that contribute to the perception and memorization of what is heard: firstly, you need to establish yourself spiritually and be adamant ; secondly, listen to advice smart people with attention and an open heart, with a readiness and desire to understand the meaning of what was said; thirdly, thoughtfully, repeatedly repeat these words to yourself and consolidate them in memory; fourthly, harmful qualities of the mind should be avoided; Even if you have to be tempted by these forces, do not succumb to it. Harmful qualities of the mind: carelessness, indifference, a tendency to causeless fun, a craving for gloomy thoughts and destructive passions. These four vices can destroy both the mind and talent.

The search carried out in this direction allowed leading psychologists such as L.S. Vygotsky, L.N. Luria, P.P. Blonsky, S.L. Rubinstein, Z.M. Istomina, Litvak A.G. and others, to make a significant contribution to the development of the foundations of figurative memory and the study of the process of its development. In ancient times, philosophers such as Plato, Cicero, Augustine Aurelius, Thomas Aquinas, Aristotle and others paid attention to this problem in their works. Aristotle, in turn, said that memory is the possession of an image, as a likeness of what it is the image of.

The question of the place and role of figurative memory in the system of other types of memory, their development was first widely considered in psychology by P.P. Blonsky, who solved this problem from the standpoint of the general concept of memory development he put forward. The main thing in this concept is the provision that 4 types of memory (motor, emotional, figurative and verbal) are genetically determined stages of its development, arising in this sequence. P.P. Blonsky wrote: “In phylogenesis different kinds memories, developing sequentially one after another, are at different levels of consciousness, belong to different stages of development of consciousness... all types of memory are nothing more than different levels of memory, or, more precisely, different stages of memory development.”

Thus, in phylogeny we have the series: “motor memory→figurative memory→logical memory.”

All of the above does not mean that the child’s mental development proceeds exclusively according to its own internal laws and is not amenable to developmental influence. The point is that it is possible to accelerate and intensify the passage of certain stages of the development of a child’s memory, but none of them can be overcome without damaging the mental make-up of the individual as a whole.

At preschool age, figurative forms of cognition are intensively formed. Among them, figurative memory occupies a central place. The preschool period, by its nature, is very sensitive to the development of figurative memory, since it contains great potential for the development of this particular type of memory. Therefore, it is necessary to use the greater opportunities for the development of figurative memory in preschool age.

And the fact that memory develops most intensively in a preschooler compared to other abilities does not mean that one should be content with this fact. On the contrary, the child’s memory should be developed as much as possible at a time when all factors are conducive to this. Therefore, we need to talk about the development of the child's memory. After all, with age, these abilities are lost. We believe that training the mechanisms of imaginative regulation of the psyche from childhood can prevent the loss of these unique abilities of the child’s psyche.

For effective development In order to develop the figurative memory of older schoolchildren, it is necessary to identify the conditions conducive to this development. This aspect of the problem has not been sufficiently studied in the special psychological and pedagogical literature. All of the above explains the relevance of our research.

We consider didactic games and exercises as one of the main psychological conditions, which increases the productivity of figurative memory of an older preschooler. The use of didactic games and exercises is designed to complement the truncated information to a complete image.

List of used literature:

1. http:// paniab. livejournal. com/10227. html

2. Krutetsky V. A. Psychology: Textbook for student teachers. School - M.: Education, 1980.-352 p., ill.

3. Abay Kunanbaev “Words of Edification”, 1970.-138s.

4. Vygotsky L.S. Fundamentals of memory. - St. Petersburg, 2003.- 465 p.

5. Luria A.R. Neuropsychology of memory. - M., 2011. -192 s

6. Blonsky P.P. Selected pedagogical and psychological works: In 2 volumes / Ed. A.V.Petrovsky. - M., 1979. – 304-400 p.

7. Rubinshtein S.L. Fundamentals of general psychology. - St. Petersburg, 2000. - 720 p.

8. Istomina Z.M. Memory development. - M., 1998. 70 p.

9. Litvak A.G. Figurative memory in preschool children. - M., 2009. 63 p.

10. Vasilyeva N.N. The problem of diagnosing figurative memory in preschoolers // Bulletin of ChSPU im. AND I. Yakovleva. - Cheboksary. 2010. - No. 5. - P. 153-155.

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• Introduction
• Chapter 1. Theoretical basis development of voluntary memory in children of senior preschool age in the psychological and pedagogical literature
• 1.1 The problem of memory in the research of domestic and foreign psychologists
• 1.2 Features of memory development in children of senior preschool age and conditions for its development
• 1.3 The role of didactic games in the development of voluntary memory in children of senior preschool age
• Chapter 2. Empirical study of memory development in older preschoolers through play activities
• 2.1 Identification of the level of development of voluntary memory in children of senior preschool age (ascertaining experiment)
• 2.2 Selection of a system of didactic games for the development of voluntary memory in children of senior preschool age and testing them in a formative experiment
• 2.3 Summing up the results of the study
• Conclusion
• Bibliography
• Application

Introduction

One of the most current problems modernity is the problem of memory. The issues that are discussed in this context are of great interest to any person. The world is changing much faster than a person can notice, especially in the field of knowledge production and transmission. Currently, there is a dissonance between the increase in knowledge and a person's ability to process it. This fact requires from the system preschool education providing an adequate answer. Unfortunately, at present, in the practice of preschool educational institutions, due attention is not paid to the formation and development of adequate, rational methods and techniques of memorization in preschoolers. Without purposeful work, children's memorization techniques are formed spontaneously, and their productivity is often low. For this reason, work on memory development is very relevant.

The Federal State Educational Standards for Preschool Education establish norms and regulations that are mandatory for the implementation of the basic general education program of preschool education by educational institutions. The program should determine the content and organization of the educational process for preschool children and be aimed at: the formation of their general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites educational activities, ensuring social success, maintaining and strengthening the health of preschool children, correcting deficiencies in physical and (or) mental development children.

Taking into account the program of the educational process, which is stipulated in the Federal State Educational Standard, we can conclude that the education of a harmonious personality is the primary goal of a preschool educational institution. The main developmental and correctional methods in preschool educational institutions are play activities. In different educational systems, play has a special, leading position. First of all, this is due to the fact that play, by its nature, is very consonant with the child’s development process. Children from birth to adulthood pay most of their attention to games.

During the game, the most favorable conditions are created for the formation of thinking, perception, speech, memory - fundamental mental processes, without the proper development of which it is impossible to talk about the development of the child intellectually. On the basis of didactic games, the child’s intellectual abilities and the necessary skills are developed. And, of course, the level of development of these abilities in the future will greatly affect the learning process at school and will play a role in the further development of the individual.

Didactic games are of great value in the process of developing the memory of preschoolers. A child’s memory is best formed through active activities. First of all, what has been said refers to activities that at this stage of development are leading, determining his interests, attitude to the surrounding reality, and influencing the formation of the characteristics of the child’s relationships with people around him. It is typical for preschool age that the child’s leading activity is play. It is in play that the most favorable environment is created that ensures the normal development of the child’s memory.

The problem of human memory development has interested scientists since ancient times. The works of the thinker and philosopher Aristotle, the physiologist I.P. were written in this area. Pavlov, Soviet-era psychologists A.A. Smirnova, N.F. Dobrynina, A.N. Leontyeva, S.L. Rubinshteina, A.R. Luria. And to this day, the problem of memory continues to attract the minds of world-famous psychologists. The study of the laws of human memory is one of the central, most essential chapters of the science of psychology. And still, despite serious developments in this direction, questions related to the study of memory in psychological and pedagogical science still remain unanswered. This is precisely what determines the relevance of our research.

The purpose of the study is to study the features of the development of voluntary memory in children of senior preschool age through a didactic game.

The object of the study is the features of the development of voluntary memory in preschool children.

The subject of the study is the development of voluntary memory in older preschoolers in the process of didactic games.

Research objectives:

Study psychology - pedagogical literature on the problem of memory development.

To identify features of memory development in preschool children.

Determine the importance of the game for the development of memory in preschool children.

Empirically investigate the level of development of voluntary memory in children of senior preschool age;

To develop a program of didactic games aimed at developing voluntary memory in children of senior preschool age;

To identify the effectiveness of using didactic games for the development of voluntary memory in children of senior preschool age.

Research hypothesis: we assume that the development of voluntary memory in preschool children will be more effective if didactic games are used in their work.

The methodological basis of the study is the approaches to the problem of memory development developed by domestic psychologists and teachers: L.S. Vygotsky, I.Z. Istomina.

Research methods: analysis of scientific and methodological literature on the research problem; psychological and pedagogical experiment; testing; methods of statistical processing of results, quantitative and qualitative research methods.

The practical significance of the work is determined by the fact that a system of games is proposed that ensures the development of all components of voluntary memory in preschool children.

The structure of the study corresponds to the purpose and objectives and includes an introduction, two main chapters, a conclusion, and a list of references.

Chapter 1. Theoretical foundations of the development of voluntary memory in children of senior preschool age in the psychological and pedagogical literature

1.1 The problem of memory in the research of domestic and foreign psychologists

Currently, when scientists have collected and summarized data on memory as a higher mental function, many definitions have appeared.

Memory is a form of mental reflection, consisting in consolidation, preservation and subsequent reproduction of past experience, making it possible to reuse it in activity or return to the sphere of consciousness Bulgakov O. A. Human memory and the possibility of its improvement // Bulletin of Tambov University. Series: Natural and technical sciences. - 2014. - No. 1.

Memory is a necessary prerequisite for any creative activity, always carried out on the basis of information already received and assimilated by a person. Memory is a person’s retention of received information thanks to education in nervous system traces of ongoing nervous processes Baddeley A., Eysenck M., Anderson M. Memory. - St. Petersburg: Peter, 2011. - 560 p. free memory educational game

In this work, we understand by memory the imprinting (recording), preservation and subsequent recognition and reproduction of traces of past experience, which allows one to accumulate information without losing previous knowledge, information, and skills.

Memory is complex process, which is formed from a combination of several private processes interconnected with each other.

Memory is a special human ability, which is associated with the ability to preserve, memorize, recall, recognize and forget various types of information Zinchenko P.I. Questions of the psychology of memory. - M.: Nauka, 2009 - 347 p.

Memory is a mental process and at the same time an ability. It manifests itself in the fact that information perceived through the senses, or emanating from a person’s previous life experience, is stored Repina L.P. The phenomenon of memory in modern humanitarian knowledge // Scientific notes of Kazan University. Series Humanities. - 2011. - No. 3.

Memory is at the core of an individual's abilities. It is the main condition for his learning, acquisition of new knowledge and skills. Without a person’s memory, the individual will not be able to function normally, and accordingly, the existence of society will become impossible. Thanks to the presence of memory and its constant improvement, man managed to stand out from the animal world and managed to reach the heights at which he is now. It should be noted that further progress of mankind is unthinkable without constant improvement of this function Sechenov I.M. Selected works [Text]: scientific publication. - 2nd ed. - M.: Uchpedgiz, 2008. - 412 p.

Memory can be defined as the ability to receive and reproduce life experience. Instincts, congenital and acquired mechanisms are nothing more than imprinted and inherited experience or experience acquired in the process of life. Without constant updating of this experience and its reproduction under appropriate conditions, living organisms would not be able to adapt to current life changes. If the body did not remember what happened to it, it would not be able to improve further, since it would have nothing to compare the acquired experience with and new knowledge would be irretrievably lost.

The German psychologist G. Ebbinghaus in the 80s of the 19th century proposed a unique technique with the help of which it became possible to study the laws of the so-called. “pure” memory, outside the area of ​​their dependence on thinking. This technique is memorizing meaningless syllables. As a result, he was able to construct learning curves, or memorization of the material. He also discovered some features of the operation of association mechanisms. G. Ebbinghaus found that simple events that made a strong impression on a person can be remembered immediately, firmly and for a long period of time.

At the same time, a person can experience more complex, but less interesting events dozens of times, but they do not remain in his memory for long. The scientist proved that if close attention is shown to an event, experiencing it once is enough to remember it and reproduce it in detail in the future.

Another conclusion was that when memorizing a long series, the material that is at the ends of the memorized information is best reproduced. We are talking about the so-called. "edge effect". The most important achievement of G. Ebbinghaus was the discovery of the law of forgetting. This law was derived from experiments with memorizing a meaningless set of three-letter words. Through experiments, he discovered that after the first error-free repetition of a number of such syllables, forgetting initially occurs extremely quickly. Already within the first hour, almost 60% of the information received is forgotten. After six days, no more than 20% of the total number of initially learned syllables remains in a person’s memory. Blonsky P. P. Memory and thinking. - M.: LKI, 2007. - 208 p.

In a broad sense, memory can be called the retention of information about a stimulus after its effect has ceased. Human memory is the ability to preserve and reproduce in one’s mind previous impressions, experiences, the entire stock of stored images, phenomena of life Rubinstein, S.L. Fundamentals of general psychology / S.L. Rubinstein. - St. Petersburg: Peter, 2008. - 713 p.

Memory, like other cognitive processes, has certain characteristics. The main characteristics for memory are as follows:

Volume - refers to the most important integral characteristics of memory, which characterizes the ability to remember and retain information.

Reproduction speed is the ability of people to use existing information in practice.

Reproduction fidelity is the ability to accurately store, and most importantly, accurately reproduce information imprinted in memory.

Duration of retention is the ability of people to retain for some time the entire amount of necessary information Druzhinin V.N. Psychology of general abilities. - St. Petersburg: Peter, 2007 - 368 p.

Sometimes people remember the entire amount of information, but when they need to reproduce it, they cannot do it. But after some time, they are surprised to note that they remember everything they managed to remember. In this case, we note another characteristic of memory - its readiness to reproduce imprinted information.

There are several types of memory classification. At the moment, the most common basis for distinguishing different types memory is the dependence of the basic characteristics of memory on distinctive features activities, both in memorization and reproduction Savelyev A.E. Concepts of memory: history of development and modern research// Bulletin of the Krasnodar University of the Ministry of Internal Affairs of Russia. - 2012. - No. 2:

By the nature of mental activity - motor, emotional, figurative, verbal-logical, visual, auditory, olfactory, tactile, gustatory;

By the nature of the goals - voluntary, involuntary;

According to duration and preservation of material - operational, long-term, short-term, operational, genetic.

Memory can be classified by duration and retention of material. Let's look at their characteristics:

Working memory is associated with mechanisms for retaining detailed information just perceived by the senses, without any processing of the received information. Such memory corresponds to the direct reflection of information by the senses.

Short-term memory is a way of storing information over a short period of time. Memory of this type works without a preliminary conscious intention to memorize, but with an intention to subsequently reproduce the material. The main indicator characterizing short-term memory is its volume. Long-term memory is capable of retaining information indefinitely. A person can reproduce information from it for as long as he likes, and with virtually no loss. Random access memory is a memory designed to store information for a predetermined period, ranging from several seconds to several days. This type of memory, in terms of the duration of information storage and its properties, occupies an intermediate position between long-term and short-term memory. By definition, genetic memory is stored in a person's genotype and is transmitted and reproduced on a hereditary basis. The main biological mechanism for storing information in genetic memory is various mutations, as well as associated changes in gene structures. Genetic memory is the only type of human memory that he cannot significantly influence through training or education Terentyeva N. Memory and attention. - M.: Dragonfly, 2011. - 32 p.

There is a division of memory into types that are directly related to the characteristics of the activity itself. Thus, depending on the goals of the activity, memory is divided into voluntary and involuntary.

Involuntary memorization refers to memorization and reproduction, which is carried out automatically: without volitional efforts of a person, without control by consciousness. In this case, there is no special goal to remember or remember something, i.e. no special mnemonic task is set.

Voluntary memory - giving the opportunity to deliberately learn or remember what is necessary. Voluntary memory is a goal-directed process in which a special goal is set to remember or recall something. The processes of memorization and reproduction act as special mnemonic actions. The effectiveness of voluntary memory depends on the goals of memorization (how firmly and long a person wants to remember) and on memorization techniques.

Memory obeys certain laws. They are presented in table 2 Buzan T. Improve your memory. - M.: Potpourri, 2016. - 256 p.

table 2. Laws of Memory

Law of memoryIyou	Practical implementation methods
Law of Interest	Interesting things are easier to remember.
Law of comprehension	The more deeply you understand the information you are remembering, the better it will be remembered.
Law of installation	If a person has instructed himself to remember information, then memorization will happen easier.
Law of action	Information that is involved in an activity (i.e., if knowledge is applied in practice) is remembered better.
Law of Context	By associating information with already familiar concepts, new things are learned better.
Law of inhibition	When studying similar concepts, the effect of “overlapping” old information with new information is observed.
Law of optimal row length	For better memorization, the length of the memorized series should not significantly exceed the capacity of short-term memory.
Law of the land	Information presented at the beginning and end is best remembered.
Law of Repetition	Information that is repeated several times is remembered best.
Law of Incompleteness	Unfinished actions, tasks, unsaid phrases, etc. are remembered best.

Currently, many techniques have been developed for memorizing information. Below are several mnemonic techniques: verbal mediators, local anchoring, grouping.

The method of verbal intermediaries is based on the correlation of two rows of objects. One of the rows is intended for memorization, the second - for organizing the first into a meaningful phrase. For example, to remember the order of colors in the solar spectrum, it is enough to learn the sentence “Every hunter wants to know where the pheasant sits.” In this sentence, the first letters of the words correspond to the first letters of the names of the colors of the spectrum, arranged in descending order of light wavelength.

The method of local binding, or the method of places, consists in constructing a certain reference series for memorization, which consists of well-known or easily memorized objects. The sequence of objects in the reference row is organized in such a way that the order of their listing is strictly predetermined. First, a person memorizes the reference row, after which he uses its elements to compare with the elements of the row that needs to be remembered by Lieri A.. Where is memory located? The art of remembering. - M.: Lomonosov, 2012. - p. 100 .

A technique such as grouping greatly helps memorization. A series of objects are broken into parts, after which the parts are combined into a rhythmic structure when the names of the objects are pronounced. For example, in order to remember the phone number 6695668 using this method, it can be divided into groups 669-5-668.

The speed at which a word is recalled largely depends on how often the word has occurred in a person's past experience and whether the word belongs to a category that is meaningful to the person. When using the association method, a connection is created between an element of a memorized series and a visual image. IN in this case The more unusual the association, the stronger the memory will be.

Now let us turn our attention to memorization techniques that are based on identifying or strengthening internal connections in the memorized material itself, or on the connection of this material with a person’s interests. One of the most effective ways improving voluntary memorization - creating the desired installation. The memorization mindset is formed with the help of self-instruction aimed at achieving proper completeness, strength and accuracy of memorization. It affects not only the fact of memorization, but also the duration of storage of information.

It’s one thing to tell your brain that you should remember information until a certain day (exam), but it’s another thing to learn something forever and very firmly. Naturally, in the first case, as soon as the exam is over, what you have learned will be forgotten very quickly. Matveev S. Phenomenal memory. Methods of remembering information. - M.: Alpina Publisher, 2013.. - p. 17.

In order for the installation to work as efficiently as possible, it is necessary to carefully formulate self-instructions before memorizing. It should maximally reflect the requirements for the completeness of the material when recalling, its accuracy and duration of storage. It is also necessary to clearly differentiate the material, highlighting what needs to be remembered for a while, and what - forever, what - verbatim, and what is enough to take note of or grasp the general meaning of the memorized material.

It will be easier to remember the material if the purpose of the activity is clearly formulated. Active intellectual work with memorized material helps to develop the ability to enlarge and organize memorized units in the most optimal way. If you group the material or classify it, its subsequent recall will significantly improve. Typically, it is fairly easy to remember five members of each class, so the more classes you create, the more items you can remember.

The process of retelling a text in your own words helps you remember it better than reading it repeatedly. The essence of the method is that retelling is active, purposeful and organized mental work.

Large and complex material can be memorized in another way. First, they draw up a plan, dividing the material into parts. For each part, a title is invented, essential and minor connections between the parts are determined.

Memorization largely depends on the emotional coloring of the material. Basically, increased emotionality helps to better remember information regardless of the sign of emotions, but positive experiences are remembered better than negative ones, and negative ones better than neutral ones. If you need to help a person remember, it is better to encourage him to freely talk about the event. With this approach, the corresponding associations will be activated, and it will be easier for him to remember the details.

We looked at several methods to help increase the effectiveness of long-term memory. Now let's turn our attention to ways to improve short-term memory. Repetition is the primary method of holding information in short-term memory during consolidation. Information is forgotten most intensively during the first six hours after memorization. For this reason, if you need to capture any information for a long time, it is advisable to repeat it at the following intervals: after 20 minutes, then after 9 hours and after 24 hours. With the help of early repetition, it is possible to compensate for rapid initial forgetting. However, continuous repetition until complete memorization is ineffective. Without a significant motive, even repeated repetition will not be able to ensure reliable memorization Nikolaev L. Training quick reading and remembering without forgetting for all ages. - M.: Ripol Classic, Vladis, 2011. - p. 63.

To increase the accuracy of memorization and the success of this process, it is necessary to take into account the pace of introducing new information, as well as the background against which perception occurs. If information arrives at too fast a pace, some information overlaps with others, which leads to distortion of the data received for storage. A similar situation arises when information is entered against a background of interference, for example, a TV, tape recorder, or radio is operating. All of the above worsens the quality of memorization and significantly slows down the speed of learning. For the same reason, any side activity immediately after the introduction of information important for memorization is extremely undesirable. In such a case, it would be appropriate to remember the old advice - in especially important cases, repeat the material immediately before going to bed, then nothing will interfere with the consolidation of O. N. Zemtsova. Developing memory. - St. Petersburg: ABC-Atticus, Machaon, 2014.

Memory performance may vary throughout the day. It is maximum between 8 and 12 am, in the afternoon it decreases noticeably, after which it increases again for early risers. If a person is a night owl, memory productivity is highest for him from 8 to 12 pm. Due to the fact that individual characteristics make significant differences in these processes, it is useful to notice when a person’s memory works best and take this fact into account when remembering.

At the same time, we should not forget that the level of memorization largely depends on whether the previous experience was pleasant or unpleasant. To remember information, a person needs to return to the state in which he was when he received this information. If at that moment he was upset or angry about something, in order to remember, he must return to this state. Due to the fact that he does not want to feel bad again, he is unlikely to remember. Forgetting is difficult to manage; in no particular order can one forget defeat, resentment, or unhappy love. If a person orders himself to forget, he involuntarily remembers all the details of what he would like to forget. Thus, the traces are strengthened, which subsequently facilitates recollection. For this reason, a conscious interest in forgetting only harms the process.

Thus, memory is a general designation for a complex of cognitive abilities and higher mental functions for the accumulation, preservation and reproduction of knowledge and skills.

1.2 Features of memory development in children of senior preschool age and conditions for its development

Preschool age is characterized by an important role in the general development of human memory. Even simple observation of preschoolers reveals that their memory is developing rapidly.

In preschoolers, the leading type of memory is figurative. Its development and further restructuring are related to the changes that occur in various fields the child’s mental existence, mainly cognitive processes - thinking and perception. Perception, although becoming more and more focused and conscious, still remains global. The ongoing development of thinking results in the fact that children sometimes resort to the simplest forms of generalization, which, in turn, provides opportunities for systematization of ideas. Being fixed in words, ideas acquire “picturesqueness”. Improvement of analytical synthetic activity leads to the transformation of ideas.

At preschool age, as A. A. Lyublinskaya points out, a transition occurs. Uruntaeva G. A. Workshop on the psychology of preschoolers. - M.: Academy, 2012. - 368 p.:

From single ideas obtained when perceiving a single concrete object to thinking in generalized images;

From “illogical”, emotionally neutral, often vague, vague images, in which the main parts are missing, and there are only insignificant, random details with an incorrect relationship, to images that are clearly differentiated, logically meaningful, evoking a certain attitude towards them in children;

From continuous, undivided static images to dynamic displays used by older preschoolers in various activities;

From operating with individual representations, isolated from each other, to reproducing a holistic situation, including dynamic, expressive images that display objects in their inherent diversity of connections.

In early preschool age, memory is involuntary, that is, the child does not yet set a conscious goal to remember or remember something, and does not use special means for this purpose. Recall and memorization are predominantly included in some other activity and then carried out within it.

However, the involuntary nature of memory in preschoolers does not mean that it is mechanical. Memory is characterized by a kind of work on material for memorization. This work is never about simple repetition. On the contrary, it always hides the processing of the material, which is associated with the need to reproduce it. In memory, in addition to understanding, you can always notice the highlighting of certain elements that are especially important for the future process of reproduction. For preschoolers, there are two main areas of activity in which the process of memorizing words occurs. First of all, this is an activity aimed at actively mastering speech. As mentioned above, preschoolers are especially active in mastering forms in their native language. This activity, aimed at mastering new verbal forms and their combinations, includes memorization, and reproduction often occurs on it. Therefore, children should notice and highlight their sound, outside, which is the basis for memorizing Fedyainova A.O., Stepanova N.A. Essential characteristics of memory in older preschoolers // International Student Scientific Bulletin. - 2015. - No. 5-2. - pp. 262-263.

No less important for the development of memory is the activity shown by the child when listening to literary stories and the work on their perception. This is expressed in the process of internal empathy for literary heroes. In preschool age, empathy for characters is formed, which allows children to understand the content of literary works. It is that secondary type of work within which the memorization of various literary works is carried out - poems, fairy tales, etc.

Children are not given the task of special memorization for subsequent reproduction, so they do not yet have special techniques for recall and memorization. The effectiveness of these processes determines the place they occupy in the structure of other activities, their relationship to its goals and motives.

Involuntary memory can be seen in the behavior of preschool children. Younger children, having received the task of looking at a group of pictures and remembering another group, act in the same way: they do not listen to the instructions, glance briefly at the pictures of both groups, start playing games with the pictures, or tell something inspired by the content of the pictures. There are no special memorization activities. Older children of preschool age are already able to master special actions aimed at memorization (for example, repeated repetition), they can set themselves conscious goals to remember something Belykh V. A. Complete course of development of a preschooler. Attention, memory, thinking. - Rostov-on-Don: Phoenix, 2015. - 64 p.

The transition from involuntary to voluntary memory consists of two stages. At the first stage, the necessary motivation is formed, i.e. the desire to remember or remember something. At the second stage, the emergence and improvement of the necessary mnemonic actions and operations occurs.

Arbitrary forms of memorization and reproduction begin to appear at the age of 4-5 years.

Children master arbitrary forms of memory in several stages. At first, they begin to single out only the tasks of recall and memorization, until they have mastered the necessary techniques. At the same time, the goal of remembering is highlighted earlier, since children are primarily faced with situations when they are expected to recall, to reproduce something that they previously perceived or desired. The task of memorization arises as a result of retrieval experience, at the moment when children begin to realize that if they do not try to remember, they will subsequently not be able to reproduce the information.

The process of identifying and realizing a mnemonic goal by a child was studied by Z.M. Istomina. It was found that the identification of a mnemonic goal by a preschool child occurs when he is faced with conditions that require him to actively memorize and recall. In a study by Z. M. Istomina, it was also found that recall, earlier than memorization, becomes arbitrary. Experimental materials obtained by Z. M. Istomina showed that only after discovering his inability to reproduce the instructions given to him, the child realized the fact that he was not active enough when listening to the instructions and did nothing to remember it Istomina, Z.M. Development of memory / Z.M. Istomina. - M.: Psychology, 1977. - 120 p.

Recall and memorization techniques are usually not invented by a child himself. They are suggested in some form by adults. For example, adults, when giving children instructions, immediately offer to repeat them. When asking a child a question about something, adults guide the process of remembering with questions: “What happened then?”, “What other animals have you seen that are similar to these horses?” and so on. Children gradually learn to comprehend, repeat, connect material for better memorization, and use connections when remembering. As a result, children realize that special memorization actions are necessary and master the ability to use memory for this purpose. aids Dubrovina I.V. Practical educational psychology. - M.: Sfera, 2010 - 528 p.

The greater efficiency of the process of memorizing meaningful material compared to meaningless material indicates that preschoolers are trying to actively comprehend the material and indirectly use the word to memorize. The emergence and subsequent development in preschoolers of indirect words denoted by memorized material is an indicator of the transition to a new stage of memory development - its formation as an arbitrary conscious action, which is characterized by the use of special means.

The activity of children is important for the memorization process. If a child is given a clear and interesting task, for example: he must match the spoken words with others related to the initial ones in meaning, or connect words called by adults with pictures, or choose words that begin with the same letters, then the number of words retained in memory increases sharply. Moreover, such words are retained longer than words memorized by children through mechanical, even repeated repetition (P.I. Zinchenko, A.N. Leontiev, E.Z.M. Istomina, V. Gordon) Zinchenko P.I. Questions of the psychology of memory. - M.: Nauka, 2009 - 347 p.

Despite the presence of significant achievements in teaching voluntary memorization, the predominant type of memory, even at the end of preschool age, continues to be involuntary memory. Children use voluntary memorization and reproduction relatively rarely, when they have tasks of a corresponding nature or when adults demand it.

Involuntary memorization is associated with the active mental activity of children attached to certain material, and it remains significantly more productive until the end of preschool age than voluntary memorization of similar material. However, involuntary memorization, which is not associated with sufficient execution active actions thinking and perception (for example, memorizing pictures), less successful than arbitrary Saitgalina E. S. Development of memory in children of senior preschool age // Concept. - 2015. - Special issue No. 01.

As a result, the memory of preschoolers, despite its apparent external imperfection, actually turns into a leading function, occupying a central place.

1.3 The role of didactic games in the development of voluntary memory in children of senior preschool age

In the pedagogical process, play is the main tool. It is an activity that is ultimately always aimed at learning. As a leading activity in children, play determines the most important changes and the formation of new personal qualities Ashkinezer, E.V. We develop by playing: practical work. allowance / E.V. Ashkinezer. - Mozyr. White Wind, 2011. - 67 p. It is in the process of play that children learn norms of behavior, basic and secondary social functions. The game teaches, it changes, educates, and leads to the development of the personal structures of a little person.

The main element in the game is the playing role. Thanks to the play role, the child learns to reproduce certain human relationships. Play in the life of a preschooler: a manual for teachers of preschool institutions. education / E.A. Panko [etc.]; edited by Ya.L. Kolominsky, E.A. Panko. - Minsk: Nat. Institute of Education, 2012. - 184 p.

Play activities are invaluable for working with interpersonal relationships, development of communications, and in general for solving learning problems. The educational effect of the game is also realized through emotions. The game process is always accompanied by vivid emotions, and, accordingly, one or another intellectual activity.

So, the game represents Usov, A.P. The role of play in raising children / A. P. Usova. - M.: Education, 2014. - 96s:

Activities, incl. speech;

Motivation, absence of any coercion;

Individualized, deeply personal activities;

Training, as well as raising a child in a team and through interaction with the team;

Development of mental abilities and functions;

Fascinating teaching.

The problem of play came to the attention of science in the process of development of the productive forces of society. Over time, many people of all ages received some free time and could devote it to the game.

In his work " Psychological foundations preschool game» A.N. Leontyev describes the process of the emergence of children's role-playing games. On the one hand, in the process of play activity, a contradiction arises in the child between the rapid development of the need to perform actions with objects, and on the other hand, he also needs to develop the operations that are responsible for the implementation of such actions, i.e. ways of action. And a child can resolve such a contradiction only in one single type of activity, namely, in play activity Leontyev, A.N. Psychological foundations of preschool play / A. N. Leontyev. - M. Education, 2013. - 173 p.

Only when performing game actions can the required operations be replaced by other operations, and subject conditions - by other subject conditions. At the same time, the content of the action itself is still preserved.

There are several main approaches to explaining the reasons for the emergence of the game.

In the 19th century The first scientific theory of the game was formulated, it was called the compensatory theory. The essence of the theory is that a child begins to play when he has an excess of neuropsychic strength. With this approach, it is believed that gaming activity replaces or compensates for the lack of “useful” activity. This theory was developed by the English philosopher Spencer (1820 - 1903). He talked about how gaming is the result of over-activity. Such activity, not having the opportunity to be implemented in everyday activities, is forced to transform into a game Bondarenko, A.K. Raising children through play / A. K. Bondarenko. - M.: Enlightenment. 2015. - 136 p. According to Spencer's theory, games are inherent only to humans and highly developed animals. This is due to the fact that they have an excess of “psychic energy”. Human games are perceived as analogous to animal games. They are seen as manifestations of instincts. The author of the theory sees their main purpose in ensuring the success of the individual in the struggle for existence. During the game, the subject achieves the “ideal” satisfaction of his instincts.

Spencer believes that the game should be viewed from an evolutionary perspective. He says that only highly organized animals, distinguished by complex behavior, tend to realize their instinctive forms of behavior through games. During the game, the animal performs preliminary preparations for future activities. It is in the game that skills are exercised and they become more complex as the individual grows up.

The famous American psychologist G.S. Hall (1846-1924) put forward the idea of ​​recapitulation, or an abbreviated repetition of the stages of human development in the process of children's games. His point of view is that play is a means for overcoming instinctive forms of behavior that have ceased to be relevant and acquiring new relevant skills. Not only the game, but also all game paraphernalia is a reduced form of activity of the distant ancestors of man.

There is also a theory of anticipation of the future in children's games. This theory focuses on the fact that in the future boys and girls will fulfill different social roles. It can be concluded that current games anticipate future behavior. In other words, the games young children play become more complex over time and transform into adult activities. In this case, the role set does not change.

The theory of functional pleasure and the realization of innate instinctual drives is actually a theory of psychoanalysis. Representatives of this theory provide evidence that the desires of the unconscious, which have an erotic overtones, most often manifest themselves in role playing games. As A. Adler believes, the source of a child’s motivation during play is the desire for self-esteem, which is compensation for the inferiority complex that existed in early childhood. According to Adler, play is an “ideal” realization of desires that a child cannot realize in real life.

Z. Freud put forward the idea of ​​a compensatory mechanism for the appearance of play. Like all other manifestations of the human psyche, Freud linked play with the struggle between the conscious and unconscious. The impulses of the unconscious are realized in the game through symbols. Thus, they help cleanse the psyche of the consequences of previous traumatic situations. Such a discharge helps cure various diseases that are of a mental nature.

Freud is an opponent of the theory of anticipation. He says that games are not functional behavior at all. They serve as a reflection of the processes occurring in the human psyche. The benefit of the game is to achieve catharsis (purification) by sublimating the mental energy of a traumatic situation during the game. The theory of rest in play was developed by Schiller and Spencer. They claim that the game helps in maintaining strength and vigor. During the game, a person not only spends energy, but also restores it.

The game involves those organs and muscles that usually do not work. And those organs and muscles that are used in ordinary life are, as a rule, little used in the game. That. when playing, people also relax Elkonin, D.B. Psychology of play / D. B. Elkonin. - M.: VLADOS, 2009. - 314 p.

K.D. Ushinsky (1824 - 1871) put forward a theory about the spiritual development of children during play. This theory deviates from the interpretation of gaming activity as an exclusively spontaneous process and calls for the use of games as educational process. In this theory, the use of games is interpreted as a tool designed to prepare people for work. Ushinsky argued that three important elements are included in the game: feeling, desire, and representation. Similarly, many other Russian scientists assumed and still assume that play is a powerful tool for developing spirituality in a child.

According to other versions, the game occurs:

Because of the desire of children to imitate adults;

Because of the collective instinct inherent in children;

As a product of culture and at the same time as a creator of culture;

The theory of the game in terms of its historical manifestation, in terms of clarifying its social nature, the state of the internal structure, as well as its significance in the development of personality in our country was developed by L.S. Vygotsky, A.N. Leontyev, D.B. Elkonin and others Vygotsky L. S. Lectures on psychology. Psychological mechanisms in childhood. - M.: Talking Book, 2012.

The same researchers indicate various reasons and sources for the emergence of such a phenomenon as a game, consider different functions or cultural phenomena close to it.

The main property of the game is the development of imaginative thinking and imagination of its participants. This is explained by the fact that children in play touch on a wide range of phenomena and connections occurring in society. At the same time, these connections are completely inaccessible to the child and their existence has to be indicated using symbolic means. For example, this is related to the fact that children are bored with toys that have excessive details much more quickly than primitive toys that are devoid of details and leave room for imagination. At first, children use toys to replace real things. As the game develops and becomes more complex, children increasingly use internal actions “in their minds.” Such use occurs the more often, the more complex the social interactions involved in the game Vasilyeva, M.A., Children's play activity as a means of education and ways to improve its management / M.A. Vasilyeva. - M.: Enlightenment. 2013. - 104 p.

During play, in general, children develop the ability to operate first with images of reality, and then with abstract, abstract images. These are very important prerequisites for the formation of such intellectual abilities as the ability for imaginative and abstract thinking as they grow older. In addition, the basis for development is being formed creativity, the ability to create something new that did not previously exist. Imagination takes part in almost all acts of conscious thinking. For this reason, a rich imagination is an indispensable condition for the development of high intellectual abilities.

It has been noted that group games have a positive effect on the development of a child’s abilities to interact with adults and other children. The child, by reproducing the actions and actions of adults, learns adult behavioral roles. He gains the experience of mutual understanding and sympathy. The need to negotiate and resolve issues in a game teaches kids to consider the interests of others, and not just their own. Submission to established game rules also develops the ability to self-control and the ability to act arbitrarily.

These qualities are in demand at school, where children are included in a large team of teachers and students. In addition, they are required for successful development educational material: you need to listen carefully to the teachers’ explanations, be able to concentrate on completing certain tasks of the teacher. The ability to control yourself and willpower are equally important when doing independent housework.

So, adults must understand that play is not an empty pastime. This is not so much and not only pleasure for the child, but rather a tool for his development, an environment in which a full-fledged personality develops. Therefore, adults need to be careful about how and what children play.

The game form of learning allows you to use all existing levels of information assimilation: from reproduction activities through transformative activities to the main goal - creative search activity. Creative search activity becomes more effective if it is preceded by transformative and reproducing activities, during which learning techniques are learned.

One of the varieties of active teaching methods is a didactic game.

The German psychologist K. Gross, at the beginning of the 19th century, was the first to attempt to systematize the study of the game, which the psychologist called the elementary behavioral school. According to Gross, no matter what external or internal factors did not motivate the game, their point is precisely to turn into a school of life for the child Wenger L.A., Mukhina V.S. Psychology. - M.: Education, 2001 - 247 p.

It should be noted that recently the interest of teachers and psychologists (in particular, didactics) in games as a means of developing cognitive interest has increased significantly. Modern psychology has determined that play passes through all periods of human life, and that it is not at all a sign of age, but an important form of life activity. The whole human life is connected with the game; only the motives of the game, the form of the game, and the degree of manifestation of emotions and feelings change.

The game is a multifaceted phenomenon; as a cultural phenomenon, it develops, teaches, and provides opportunities for recreation. Childhood without games and outside of games is abnormal. In childhood, play is the main type of human activity, because it is through play that children quickly become acquainted with the world around them, with the norms and rules of human communication, and quickly learn habits and skills of cultural behavior. During the game, children and teenagers can test their dexterity and strength, they have a desire to discover secrets, fantasize, and awaken a desire for beauty.

The game demonstrates and develops creativity, imagination, and fantasy. Game is one of the genetic foundations in artistic creativity, which contributes to its formation and accompanies it.

A game is an active, imaginative representation of life that arose from labor. It prepares young people for work, for active study of the surrounding reality.

K. Bakhanov's didactic dictionary-reference book presents play as a type of activity manifested in a situation that leads to the reproduction and assimilation of social experience. In a situation in which skills for independent behavior management are created and improved.”

Didactic games are classified according to educational content as follows Goldfeld, I.L. Development of memory in older preschoolers / I.L. Goldfeld, O.G. Kuzmina // Preschool teacher. education institutions. - 2012. - No. 11. - P. 118-123:

1. general education (role-playing, situational-role-playing, simulation, sociodrama);

2. professional (business).

3. Didactic games differ from others in a number of characteristic features:

4. cognitive content in them is combined with a playful form;?

5. there are game rules and game actions;

6. Didactic objectives are identified.

Thus, a didactic game contains: the goal, means, process, and result of the game.

Therefore, a didactic game is a type of game according to rules specially created by a teacher for the purpose of teaching and raising children.

...

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