Features of Memory Development in Preschool Children with Mental Delay
Abstract
The article presents the results of a theoretical and empirical study of the peculiarities of memory development in senior preschool children with developmental delay. Modern scientific approaches to the study of the mnemonic component of the cognitive sphere in preschool children are analyzed, and the specific difficulties in the formation of memory in children with developmental delay are identified. Among the most significant features are a reduced volume of memorization, a slower rate of information acquisition, insufficient development of voluntary mnemonic processes, and a tendency toward rapid forgetting. Within the framework of the research, the author developed criteria and levels for assessing the development of the mnemonic component of the cognitive sphere in preschool children with developmental delay. Based on these criteria, children in the control and experimental groups were differentiated into three levels of memory development: high, medium, and low. This made it possible to determine the quantitative and qualitative characteristics of both the overall level of memory development and its individual types. Based on the results obtained, a program of psychological and pedagogical support for the development of memory in senior preschool children with developmental delay titled “I and the World Around Me” was developed and implemented. The program is based on the use of mnemonic techniques, including figurative, logical, and symbolic methods of memorization that contribute to the development of voluntary memory, improve the efficiency of information acquisition, and stimulate children's cognitive activity. The results of the formative experiment demonstrated an increase in memory productivity, improvement of quantitative and qualitative indicators of memory development, strengthening of voluntary mnemonic processes, and the formation of more effective strategies for storing and reproducing information. The findings confirm the effectiveness of mnemonic techniques as an important tool for the development of memory and psychological and pedagogical support for preschool children with developmental delay.
References
Butuzova, L., Zakrevska, A. Osoblyvosti rozvytku pamiati starshykh doshkilnykiv iz zatrymkoiu psykhichnoho rozvytku. Science and Information Technologies in the Modern World. Collection of Scientific Papers «International Scientific Unity» with Proceedings of the 1st International Scientific and Practical Conference. February 26-28, 2025. Athens, Greece. 467-471. URL: http://eprints.zu.edu.ua/42939/ [in Ukrainian]
Chepurnyi, H. (2021). Mnemotekhnika, tekhnolohiia efektyvnoho zasvoiennia informatsii v umovakh suchasnoi osvity. Mandrivets. [in Ukrainian]
Chepurnyi, H. (2020). Osvitnia mnemotekhnika: navch.-metod. posib. Mandrivets. [in Ukrainian]
Diahnostyka ta rozvytok pamiati u ditei: metodychni rekomendatsii. (2014). Kamianets-Podilskyi bahatoprofilnyi navchalno-reabilitatsiinyi tsentr. [in Ukrainian]
Evans, D. (2022). Focus and recall: the impact of mnemonics on preschool education. Journal of Educational Psychology, 47. 22-239.
Kapitula, M. (2024). Mnemotekhnika yak innovatsiinyi metod formuvannia zviaznoho movlennia ditei z intelektualnymy porushenniamy. Innovatsiina pedahohika, 1. 73-77. [in Ukrainian]
Keidun, O. (2018). Zastosuvannia kompiuternoi mnemotekhniky v lohopedychnii roboti z doshkilnykamy. Korektsiino-reabilitatsiina diialnist: stratehii rozvytku u natsionalnomu ta svitovomu vymiri: materialy IV Mizhn. nauk.-prakt. konf. (09.10.2018, Sumy). 19-21. [in Ukrainian]
Klymenko, A. (2017). Vykorystannia pryiomiv mnemotekhniky u roboti vchytelia-lohopeda doshkilnoho navchalnoho zakladu. Tavriiskyi visnyk osvity, 2 (58). 130-135. [in Ukrainian]
Kopylova, O., Tkachenko, V. (2010). Vykorystannia symvoliv u roboti z doshkilnykamy. Starsha hrupa. Ranok. [in Ukrainian]
Krotenko, V., Orobei, M. (2014). Zahalna kharakterystyka ditei iz zatrymkoiu psykhichnoho rozvytku. Naukovyi chasopys NPU imeni M.P. Drahomanova. Seriia 19: Korektsiina pedahohika ta spetsialna psykholohiia, 26. 338-341. [in Ukrainian]
Kyslychenko, V., Krasnovska, I. (2023). Vykorystannia pryiomiv mnemotekhniky u formuvanni monolohichnoho movlennia ditei doshkilnoho viku iz ZNM III rivnia. Molodyi vchenyi, 10 (122). 94-98.
Maksimchuk, T. (2023). Pryiomy mnemotekhniky yak zasib formuvannia zviaznoho movlennia u doshkilnykiv. ZhTsRD №5. [in Ukrainian]
Martinez, E. (2022). Cognitive growth in preschoolers: mnemonic exercises for better memory retention. Journal of Childhood Learning and Development, 50. 71-84.
Mnemotekhnika dlia doshkilniat. (2019). Talkom. [in Ukrainian]
Pulavska, N. Skladannia seriatsii zavdan z rozvytku movlennievoi aktyvnosti ditei doshkilnoho viku zasobom mnemotekhniky. URL: https://elibrary.kdpu. edu.ua/ bitstream/123456789/5702/1/%d0%94%b0%20%d0%9d.pdf
[in Ukrainian]
Roberts, H. (2021). Concentration and memory: using mnemonics in early childhood classrooms. Journal of Early Childhood Education, 38. 120-133.
Turner, P., Wilson, K. (2024). Enhancing memory and concentration in preschoolers through mnemonics. Journal of Cognitive Education, 29. 203-217.
Yakovleva, S. Znyzhennia dovilnoi pamiati v uchniv iz zatrymkoiu psykhichnoho rozvytku yak faktor vynyknennia trudnoshchiv u shkilnomu navchanni.
URL: https://ap.uu.edu.ua/upload/publicationpdf/9ffd5752662967060d98045bcd2f.pdf [in Ukrainian]
Yukhymiuk, T. (2023). Vykorystannia mnemotekhniky v roboti z ditmy doshkilnoho viku. Doshkilna osvita: teoriia, metodyka, innovatsii: materialy VIII Vseukr. nauk.-prakt. konf. (23.11.2023, Lutsk). 242-247. [in Ukrainian]
