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Development, both physical and mental, is closely related to age. Each age has its own level of physical, mental and social development. This correspondence is partly true, since the development specific person may deviate in one direction or the other.
Ya.A. Komensky was the first to insist on strict consideration of the age characteristics of children in educational work. He put forward and substantiated the principle of conformity with nature, according to which training and education must correspond age stages development. Just as in nature everything happens in its own time, so in education everything should take its course - timely and consistently.
Senior preschool age plays a special role in the mental development of a child: during this period of life, new psychological mechanisms of activity and behavior begin to form. One of the most important achievements of the senior preschool age is the awareness of one’s social “I”, the formation of an internal social position.
Problems of memory development are considered in both foreign and domestic psychology. Thus, V. Stern, in his book “Psychology of Early Childhood,” based on many years of observations of the behavior of his own three children and summarizing the data of other authors, tried to outline the main line of memory development throughout school age. Bühler, studying the problem of children's memory, argued that it is mechanical and subjective in nature.
E. Maiman in “Lectures on Experimental Pedagogy” states that “in very early childhood, the child’s memory works mechanically.” The strength of memorization, in his opinion, weakens with age, although at the same time he does not deny some improvement over the years.
Later researchers E. Brunswik, L. Goldscheider, studying age differences in the ratio of memorizing meaningless and meaningful material, came to the conclusion that logical, or meaningful, memory develops from 11 to 12 years, and before that mechanical, associative memory predominates.
Statements about the memory of N.A. Dobrolyubov are of significant interest. In his works, he wrote about the role of comprehension, understanding of what a child is learning.
K. D. Ushinsky, formulating the initial positions in the problem of memory, tried to emphasize that memorization is a process of forming associations, but in his understanding, associations are not only associations by contiguity (“by unity of place”, “by order of time”), but and rational associations, associations “based on heartfelt feelings” and very special associations of “development”. He identifies three stages of memory development: mechanical, rational and spiritual (reasonable) memory.
I.M. Sechenov made a valuable contribution to the doctrine of the development of children's memory. He approached the study of mental processes and, in particular, memory processes in a child from the position of the reflex theory of the psyche put forward by him, later developed by I. P. Pavlov. It is well known that this theory played a huge role in the construction of materialistic psychology.
P. P. Blonsky in the book “Memory and Thinking” develops the genetic theory of memory. He identifies four main types of memory: motor memory (habit memory), affective, figurative and verbal. These types of memory do not appear in a child simultaneously, but in a given sequence, one after another.
L. S. Vygotsky considered the problem of memory from the position of the cultural-historical theory of mental development that he put forward.
One of the first significant attempts by L. S. Vygotsky to concretize the general theory of the cultural and historical development of the human psyche was the concept of memory development he developed. According to this concept, the highest, specific human forms of memory, active memorization using signs, just like other forms of behavior, are initially born in social communication between people. .
As psychological studies show (A.N. Leontyev, P.I. Zinchenko), it is in preschool age that the child begins to develop his own mnemonic activity, which has its own specific goals, techniques and methods. Voluntary, intentional memory arises. During preschool age, the child learns to manage this process and learns to set a goal to remember something. He develops special mnemonic actions.
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.
The materials obtained in the work of N. A. Kornienko also indicate the presence in children of all ages of preschool childhood of generalizations of memorized material, combining it into semantic groups.
The use of semantic grouping by preschoolers in the process of memorizing in itself indicates the meaningful nature of their memory and can serve to refute the position about the mechanical nature of children's memory in preschool age. Many psychologists believed that one of the main features of children's memory is its mechanicalness. Stern, Kolenare, Treter spoke about the advantage of rote memorization in young children.
The participation of speech in establishing semantic connections within memorized material is one of the central factors in the development of memory in preschool age. The replacement of visual-figurative connections that take place in the first stages of preschool childhood with speech connections marks the transition to internally mediated memorization, which makes it possible for children to develop verbal-logical memory.
The formation and education of the memory of older preschoolers, as well as the formation of other mental processes, occurs in the process of activity. The nature of memory largely depends on the characteristics of its structure in older preschool age. The activity of a preschooler is characterized by the fact that it is aimed at immediate specific goals.
In older preschool age, verbal-logical memory reaches development. A 6-7 year old child already freely uses words to establish semantic connections when memorizing. With the help of a word, he groups it, relating it to a certain category of objects or phenomena, and establishes logical connections.” All this helps to increase the volume of memorized material.
An important role in increasing the productivity of memorization in older preschool age is played by the fact that by the age of 6–7 years, the child’s ideas about the environment begin to be systematized. These or other objects belong to one or another category of objects or phenomena. The latter facilitates the establishment of logical connections between them, which makes them easier to memorize.
Features of memory development in older preschool age:
Involuntary figurative memory predominates;
Memory, increasingly uniting with speech and thinking, acquires an intellectual character;
Verbal-semantic memory provides indirect cognition and expands the scope cognitive activity child;
Elements of voluntary memory are formed as the ability to regulate this process, first on the part of the adult, and then on the part of the child himself;
Prerequisites are being formed for transforming the memorization process into a special mental activity, for mastering logical methods of memorization;
As the generalization of behavioral experience and the child’s experience of communication with adults and peers accumulate, memory development is included in personality development.
Considering the influence of memory on personality development, it is noted that memory connects a person’s past with his present and ensures the unity of the personality.
Memory comes into relationship with speech and thinking, acquiring an intellectual character on this basis, that is, reliance on mental operations gives it a meaningful and generalized character.
Preserving the past in memory is closely related to feelings. Strong experiences contribute to the strength and accuracy of memorization and preservation. An exciting event is remembered much better than one that left a person indifferent. However, this dependence is not absolute; there is a certain limit beyond which the strength of the experienced feelings can lead to exactly the opposite result.
Memory is of great importance in the life and activities of people. Thanks to memorization, experience is accumulated, and recognition and reproduction make it possible to use it in subsequent activities. Past experiences are stored in memory. This means that under certain conditions, what happened before is reproduced (or recognized). Without preserving past experience, a person would not recognize surrounding objects, could neither imagine them nor think about them, and therefore could not navigate the external world. Without preserving experience, no learning, no development, either in the mental or in the practical field, is possible.
The development of voluntary memory is of great importance for preparing a child for school education. No educational activity will be possible if the child remembers only what directly interests him, regardless of the teacher’s requirements and the tasks put forward by the school curriculum.
Taking into account the above, it is possible to determine the management of the development of memory in an older preschooler.
Conversations based on fairy tales, memorizing poems, and retelling works of art expand the child’s experience. Memorizing literary works will be helped by relying on a picture representation that reflects the main content of the text.
Observations. By directing the child’s attention to different sides of objects, organizing children’s activities to examine them, it is possible to ensure the formation of a complete and accurate memory image.
A child's memory is his interest. Such intellectual feelings as surprise, satisfaction from the discovery made, admiration, doubt, contribute to the emergence and maintenance of interest in the object of knowledge and the activity itself, ensuring memorization.
An important point in the development of voluntary memory is learning memorization techniques. It is six-year-old children who first receive instructions on how to remember.
Memory development is promoted by didactic games. It creates effective play motivation, subordinates memorization to a goal that is close and understandable to the child, allows him to understand how to perform an activity, and also gives an adult the opportunity to direct mnemonic activity without inserting a didactic position into the discovery.
Select pictures for viewing and storytelling by children in the group in order to develop the properties and types of attention, observation, and coherent speech. Make up questions about them.
Select didactic games for a group of children in order to develop the perception of color, shape, and size.
Identify children with deficiencies in the development of memory and perception, analyze the reasons and draw up individual plans working with such children using selected pictures and didactic games.
Work with parents can be carried out in the following areas:
2. Prepare consultations on the topics “Let’s retell a fairy tale”, “How to learn a poem”, “Watch with a child”, “If a child has a bad memory”, “How to memorize poems with a child (retell)”.
3. Conduct a survey on the following questions:
Can your child look at objects? Give examples.
What attracts him, what does he watch?
Can your child talk about past events, retell what he has read, and how coherently and logically does he do this? Give examples.
Do you memorize poems with your child, how does he feel about the process and the result of memorization?
Why is it necessary to develop a child's memory?
Thus, memory is a form of mental reflection of past experience in all its diversity. It underlies training and education, the acquisition of knowledge, personal experience, skills formation.
Observations of the mental development of children and special studies show that a child’s memory develops with age, changing both in volume and in quality.
The development of memory is due to the fact that at different stages of a child’s life his goals and the nature of his interaction with the surrounding reality change.
An important point in the development of the memory of an older preschooler is the emergence of personal memories. They reflect significant events in the child’s life, his success in activities, relationships with adults and peers.
Creating favorable conditions at senior preschool age for the development of intentional and meaningful memory processes, the formation of elements of voluntary memory in a child is essential for his future mental development. Nurturing the elements of purposeful memory in an older preschooler, developing in him the ability to consciously set himself the goal of remembering, recalling and using the necessary methods and means for this are a necessary prerequisite for the child’s successful education at school.
Resources
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3. Blonsky P.P. Memory and thinking. St. Petersburg, 2001.
4. Vein A.M., Kamenetskaya B.I. Human memory. – M.: Nauka, 1973.
5. Questions of psychology of a preschool child / Ed. A.N. Leontyev and A.V. Zaporozhets. - M.: International Educational and Psychological College, 1995. – 144 p.
6. Vygotsky L.S. Development of higher mental functions / L.S. Vygotsky. – M.: Psychology, 1990. – 219 p.
7. Vygotsky L.S. Development of higher mental functions / L.S. Vygotsky. – M.: Psychology, 2000.
8. Gamezo M.V., Domashenko I.A. Atlas of Psychology: Inform. – method. manual for the course “Human Psychology”. – M.: Pedagogical Society of Russia, 2006. – 276 p.
9. Godefroy J. What is psychology: In 2 volumes. Ed. 3rd, stereotypical. T.1: Transl. from French – M.: Mir, 2009. – 496., ill.
10. Godefroy J. What is psychology: In 2 volumes. Ed. 3rd, stereotypical. T.2: Transl. from French – M.: Mir, 2009.- 376., ill.
11. Golubeva E.L. Individual characteristics of human memory. M., 1980.
12. Granovskaya R.M. Elements of practical psychology. – St. Petersburg: Svet, 1997.
13. Dobrolyubov N.A. Selected pedagogical works / N.A. Dobrolyubov. – M.: Pedagogy, 1992. – 415 p.
14. Zaporozhets, A.V. Psychology / A.V.Zaporozhets. - M.: Uchpedgiz, 1953. – 284 p.
15. Zinchenko P.I. Involuntary memorization. – M.: Publishing house of the Academy of Pedagogical Sciences of the RSFSR, 1961.
16. Zinchenko P.I. Memory in experimental and cognitive psychology. St. Petersburg, 2002.
17. Istomina, Z.M. Development of memory / Z.M. Istomina. – M.: Psychology, 1977. – 120 p.
18. Lindsay P., Norman D. Information processing in humans: Introduction to psychology / Transl. from English edited by A.R. Luria. – M.: Mir, 1974.
19. Leontyev A.N. Selected psychological works: In 2 vols. T. 1 / Ed. V.V. Davydova and others - M.: Pedagogy, 1983.
20. Luria A.R. Attention and memory - M.: Moscow State University Publishing House, 1975.
21. Luria A.R. Attention and memory / Luria, A.R. M.: Pedagogy, 1988. – 130 p.
22. Fundamentals of Psychology: Workshop / Ed.-comp. L.D. Stolyarenko. – Rostov-on-Don, Phoenix, 2005. – 302 p.
23. Maklakov A. G. General psychology: Textbook for universities. – St. Petersburg: Peter, 2010. – 583 p.: ill. – (Series “Textbook for Universities”).
24. Fundamentals of Psychology: Workshop / Ed. - comp. L.D. Stolyarenko. – Rostov-on-Don, Phoenix, 2005. – p.72.
25. Cognitive activity in the system of memory processes / Ed. N.I. Chuprikova. M., 1989.
26. Psychology of preschool children / Ed. A.V. Zaporozhets and D.B. Elkonina. – M.: Education, 1964. – 350 p.
27. Psychology of memory. Tutorial/ Ed. T.I. Zinchenko and V.P.Zinchenko. Dubna, 2000.
28. Ratanova T. A., Domashenko I. A. General psychology: Experimental psychology: Textbook/T. A. Ratanova, I. A. Domashenko - 2nd ed., additional. And reworked. – M.: Moscow Psychological and Social Institute: Flint, 2004. -464 p.
29. Rubinshtein S.L. Fundamentals of general psychology. - St. Petersburg: Peter, 1999.
30. Sechenov, I.M. Selected philosophical and psychological works / I.M. Sechenov. – M.: Nauka, 1947. – 517 p.
31. Smirnov A. A. Psychology / A. A. Smirnov. – M.: Education, 1962. – 559 p.
32. Smirnov A. A. Problems of the psychology of memory. - M.: Education, 1966.
33. Uruntaeva, G.A. Diagnosis of psychological characteristics of a preschooler / G.A. Uruntaeva. – M.: Academy, 1999. – 96 p.
34. Uruntaeva, G.A. Preschool psychology/ G.A. Uruntaeva. – M.: Academy, 1999. – 334 p.
35. Ushinsky, K.D. Man as a subject of education. – M.: Pedagogy, 1980.- 490 p.
36. Reader on general psychology: Psychology of memory / Ed. Yu.B. Gippenreiter, V.Ya. Romanova. – M.: Moscow State University Publishing House, 1979.
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38. http://www.portal-slovo.ru/pre_school_education/36728.php. Lavrentieva M.V.. General characteristics of the development of children of senior preschool age.
Dear Ekaterina Vladimirovna!
Please accept the article for a scientific collection based on the materials of the international conference “Advanced scientific developments” (Czech Republic, August 27 - September 5 this year).
These are the materials of my doctoral dissertation in educational psychology.
I will take your comments into account and improve it.
The list of references, as in the articles of other authors, was built taking into account citations and references.
Sincerely, Zakharyuta Nina Vasilievna
Psychology and Sociology // 8. Educational psychology
PhD in Psychology Zakharyuta N.V.
Armavir State Pedagogical Academy, Russia
Russian psychological school in memory of Z.M. Istomina
In Ro widely known to Russian sciencescientific works in memory of the doctorpsychological sciences, professor Zinaida Mikhailovna Istomina and others. Student of leading domestic scientists: A.N. Leontyeva, P.A. Rudik, A.A. Smirnova, A.N. Sokolov, a follower of L.S. Vygotsky, one of the outstanding founders of psychology, studied the characteristics of the memory of subjects over a fairly large age range. Her numerous subjects are not only children at a relatively early age - preschool stage ontogenesis, but also older people engaged in highly intellectual work.
IN large cycle of research Zinaida Mikhailovna studied the patterns of development of involuntary and voluntary memorization by preschool children, revealing the dependence of memory processes on the activity in which they were carried out (on its goals, objectives and motives). The stages of memory development in children aged three to seven years have been established, its quantitative and qualitative features have been analyzed, etc. Based on the research of A.N. Leontyeva, A.A. Smirnov and his own, this psychologist proved the inconsistency of traditional tendencies to interpret the memory of preschool children as purely mechanical, incapable of relying on mental processes. Z.M. Istomina proved the individual and age-related capabilities and ways of forming voluntary cultural memory in children 3-7 years old. For this purpose, a strategy and methodology for the systematic formation of one of the complex mnemonic techniques has been developed - correlating what is remembered with what can be connected with it in meaning and therefore can serve as a support for memorization. These scientists have proven positive effect a specially implemented learning process that was not temporary and persisted a year after graduation. In general, the research of Z.M. Istomina belong to a new scientific direction dedicated to the formation of logical memorization in children, which only began to be studied at the end of the twentieth century. “Meanwhile, it is precisely this question, as A.A. argued. Smirnov, is especially important for improving the mnemonic activity of children (mainly preschool and junior school age)".
Under the direction ofZ.M. Istomina further development of the problems of cultural (voluntary, verbal-logical, mediated) memory of children was continued, ways to improve it.
So, N.M. Gnedova studied the role of self-control in the memory efficiency of preschool children of all age groups. The results of this study showed that preschoolers are already able to identify omissions or errors they made in the process of reproducing memorized (visual and verbal) material and direct their attention in the future - during subsequent perception of the same material - to their elimination. The level of self-control (the completeness of its implementation) in the process of memorization increases with age, especially during the transition from 4 to 5 years. The ability to control oneself, also related to the logical processing of material, has age-related dynamics and is unique in children: they use visual aids - pictures - as support.
S.B. Gonsirovskaya together with Z.M. Istomina revealed the relationship between the speed and strength of memorization in preschool children, proved the dependence of this ratio on the activities they carry out during memorization and reproduction, and showed age-related and individual differences in the ratio of speed and strength of memorization.
In a study by N.V. Zakharyut presents data on the capabilities of older preschoolers in mastering the most complex mnemonic technique - semantic grouping of a coherent text, or drawing up a plan. For this, taking into account the principle from simple to complex, the following types of plan were used: subject (picture and drawn), imaginary, i.e. mentally imagined and without relying on any visual evidence: verbal plan. Most high performance productivity of cultural (verbal-logical) memory is observed in children of five and six years old when retelling coherent texts (stories) based on the subject: picture and drawn plan, which is due to sufficient high level development of their visual and effective thinking.
A.N. Belous has proven the great capabilities of preschool children in mastering two different techniques of logical memorization: semantic correlation and semantic grouping. Based on the analysis of the data obtained, the author convincingly showed that significant qualitative changes in the mnemonic activity of children, starting from the age of 4, occur during the learning process. Moreover, these changes are shown both in conditions of sequential assimilation of two techniques (first semantic correlation, and then semantic grouping, for four-year-old children), and in conditions of simultaneous cross-formation of these techniques (for older preschoolers). A.N. Belous emphasizes that in both cases, the formation of semantic correlation and semantic grouping is mandatory, first as mental actions, then only as mnemonic techniques.
In the study by T.M. Kapunova, dedicated to the peculiarities of memorization different types material (visual and verbal, semantic and incoherent), a dependence of memory productivity on the mental activity of children was discovered. Thus, when memorizing concrete visual material, preschoolers most often used semantic grouping, while when learning abstract visual material, they used a correlation of the meaning of what was memorized with what happened in past experience. When memorizing meaningful verbal material - combining into semantic pairs, meaningless verbal material - matching by sound.
Work by S.A. Lebedeva is devoted to studying the development figurative memory in children. Preschoolers were asked to remember unfamiliar objects using “icons” (models), as well as drawing up “graphic reminders.” The data obtained in the study allowed us to conclude that learning to use the technique of graphic modeling contributed to the improvement of not only the quantitative side of figurative memory, the growth of its productivity, but also its transition to a qualitatively new stage of development, from object-figurative to figurative-schematic. Some age-related and individual characteristics of a preschooler’s figurative memory were revealed, and a close connection between memorization and his orienting activity was revealed.
I.A. Vyugovskaya shows the influence of the emotional-cognitive attitude of six-year-old preschoolers to educational material (texts - stories), which contributes to its assimilation and long-term retention in memory. In this case, the positive or negative nature of children’s assessment of the text does not play a leading role. Didactic tasks (arranging pictures in accordance with the events of the text, drawing them), which were used before the perception of the material and after its retelling, significantly activate the emotional-cognitive attitude of older children and contribute to a better understanding, assimilation and consolidation of its content in memory.
A.N. Makarova made a psychological analysis of the acceptance and updating of verbal tasks by older preschoolers of five and six years old. The author has identified the influence of the structure (model) of an educational verbal task on the effectiveness of meaningful memorization and its implementation by children. A model for constructing an educational verbal task has been developed. New data were obtained on the possibilities and ways of forming a semantic grouping (part division) in older preschoolers educational material as a generalized way of analyzing it, which favorably influences the process of its adoption and updating. The possibilities of preschoolers transferring the method of analysis from a learning task to a new one and its influence on the formation of the prerequisites for learning activity have been studied.
Undoubtedly, all the studies of these psychologists are a significant step forward towards studying the problem of forming methods of meaningful memorization in preschool children, as controlled actions. The most important result of these and other studies is that they revealed richer possibilities for logical memorization in children of younger ages (preschool, starting from the 4th year of life) than was accepted in traditional child psychology. They not only reveal the possibilities of forming the cultural verbal-logical memory of preschoolers, but also show the ways of development of this process, reveal age-related and individual characteristics in mastering the corresponding methods of logical memorization. These results seem to be very important in connection with preparing children for school.
Literature:
1. Istomina Z.M. Age and individual differences in the relationship between different types and aspects of memory in preschool age // Age and individual differences in memory / ed. A.A. Smirnova. M.: Education, 1967. – P. 15-111.
2. Istomina Z.M. On the issue of the development of voluntary memory in preschool children // Psychology of the preschool child. Reader. Comp. G.A. Uruntaeva. M.: Academy, 1997. – P. 175-184.
3. Istomina Z.M. Memory development. M.: Education, 1978. – 120 p.
4. Istomina Z.M. Development of voluntary memorization in preschool children // Psychology of memory / ed. Yu.B. Gippenreiter and V.Ya. Romanova. M.: CheRo, 1998. – P. 653-657. (Series: Reader on Psychology).
5. Istomina Z.M. Formation of semantic correlation in preschoolers as a method of memorization // Development of logical memory in children / ed. A.A. Smirnova. M.: Pedagogy, 1976. – P. 22-71.
6. Istomina Z.M., Preobrazhenskaya N.N., Samokhvalova V.I. On the characteristics of memory in persons of highly intellectual work in old age // Questions of psychology, 1967. – No. 3.
7. Smirnov A.A. Preface // Development of logical memory in children / ed. A.A. Smirnova. M.: Pedagogy, 1976. – P. 3-21.
8. Gnedova N.M. Self-control in mnemonic processes in preschoolers // Development of logical memory in children / ed. A.A. Smirnova. M.: Pedagogy, 1976. – P. 187-247.
9. Gnedova N.M. Self-control in memory processes in preschool children: abstract. dis. ...cand. psychol. Sci. M., 1972. – 18 p.
10. Istomina Z.M., Gonsirovskaya S.B. The relationship between speed and strength of memorization in preschool age // Study of cognitive and educational activities of preschoolers: Sat. scientific work. Ed. board: Z.M. Istomina and V.M. Zakharova. M.: MGZPI, 1981. – P. 4-31.
11. Zakharyuta N.V. Formation in preschoolers of the ability to use semantic grouping of text as a memorization technique: abstract. dis. ...cand. psychol. Sci. M., 1985. – 24 p.
12. Zakharyuta N.V. Semantic grouping of text as a logical technique for the development of memory in children: Monograph. Krasnodar: OIPTS "Prospects of Education", 2003. - 200 p.
13. Belous A.N. Correlation of logical memorization techniques in preschool children: abstract. dis. ...cand. psychol. Sci. Mn., 1986. – 18 p.
14. Kapunova T.M. Psychological analysis of semantic connections during memorization in preschool children: abstract of thesis. dis. ...cand. psychol. Sci. M., 1985. – 16 p.
15. Lebedeva S.A. Development of visual-figurative memory in preschool children: abstract. dis. ...cand. psychol. Sci. M., 1986. – 20 p.
16. Vyugovskaya I.A. The influence of emotional-cognitive attitude towards the content of texts on their memorization by six-year-old children: abstract of thesis. dis. ...cand. psychol. Sci. M., 1988. – 24 p.
17. Makarova A.N. Psychological analysis of acceptance and updating of tasks (senior preschoolers): abstract. dis. ...cand. psychol. Sci. M., 1993. – 21 p.
Zakharyuta Nina Vasilievna – Candidate of Psychological Sciences, Associate Professor of the Department of Social, Special Pedagogy and Psychology, Armavir State Pedagogical Academy, Russia.
Home address
352900 Armavir, Krasnodar region,
st. Timiryazeva, 10, apartment 47
Contact home E- mail: nwsa@mail. ru
Contact Cell. tel. 8 (918) 153 – 163 – 9
House. 8 (861-37)5 – 81 – 62
Fax machine: 8 (861– 37) – 3 – 34 – 20
Conclusion
The issue of visual memory development needs to be paid attention from the youngest preschool age. Features of the development of visual memory of preschoolers have been studied by many psychologists and teachers: K. D. Ushinsky, L. S. Vygotsky, P. P. Blonsky, P. I. Zinchenko, Z. M. Istomina, A. N. Leontyev. They believed that the emergence of visual memory in a child represents a qualitatively new stage in memory development, which is characterized by a transition from involuntary to voluntary visual memory.
During preschool childhood it is necessary to pay Special attention the development of the child’s visual memory, since it is precisely this that underlies training and education, the acquisition of knowledge, personal experience, and the formation of skills. Memory occupies a special place in the system of cognitive processes, combining perception, imagination and thinking into a single system aimed at understanding the surrounding reality. Memory is a set of processes of memorizing, storing or forgetting it, as well as subsequent restoration.
In psychological and pedagogical science, diagnostics have been developed that make it possible to identify the level of development of visual memory. The diagnostic methods of Uruntaeva, Nemov and Kamenskaya can be carried out individually with each child in specially created conditions.
To organize work, the following pedagogical conditions must be taken into account:
1) didactic: methodological techniques for developing visual memory, introducing didactic games on the principle of gradual complication from simple to complex;
2) psychological: accounting individual characteristics each child and the emotional mood of children to participate in didactic games.
To implement practical tasks, you first need to determine the level of development of visual memory in children of senior preschool age. To develop visual memory in children of senior preschool age, you can use didactic games proposed by L.M. Zhitnikova, Z. M. Boguslavskaya, E. O. Smirnova, A. K. Bondarenko, L. V. Fomina. In didactic games, children need to be given tasks that will require concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in children, the formation of ideas, and the acquisition of knowledge. A.V. Zaporozhets assessed the role of the didactic game as follows: “We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to general development child, served to develop his abilities” Psychology and pedagogy of preschooler play. Ed. A.V. Zaporozhets and A.P. Usova. M., 1966, p.347..
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