Development of Memory 0-5 yrs 

Human memory can be divided into two subcategories: implicit and explicit. Implicit memories are procedural and subconscious in nature; they relate to the development of motor skills, and dispositions. Explicit memory is conscious and can be recalled – it has to do with facts, general knowledge or personal experiences and events.

Memory develops rapidly throughout the first year of an infant’s life, beginning with short term memory recall and more slowly evolving towards long term retention. Infants between 0 and 6 months old are able to remember events for up to 24 hours; by the time they are 9 months old, they are able to remember events for up to a month. Studies have shown that the capacity to retain long-term memories increases greatly in the second year of life; toddlers are able to recall events that happened as long as four months prior (Liston et al).

It is important to note that this development is not necessarily innate; which is to say that infants living in deprived environments have shown significant deficits in their overall memory and brain function. Research demonstrates that while younger infants forget information rapidly, how long they can retain it for is determined by their experience and not their actual age. It’s important for caregivers to provide their child with a cognitively stimulating environment in early childhood to help give them a wide range of experiences from which to practice developing their memories. Talking, providing a moderate variety of stimulating toys, playing music and reading to your infant can help give them these experiences. Additionally, keeping a routine is important at this stage; doing the same thing at the same time each day helps strengthen their sense of pattern.

As the child progresses into toddlerhood, routines will remain important as their working memory begins to improve. Working memory is the ability to keep a train of thought going; it’s more a set of skills than any one specific feature. Make sure that any attempts you make to strengthen memory at this stage are free of pressure and stress; stress inhibits learning as it directs information to the “fight or flight” part of the brain, preventing any higher-order thinking in the prefrontal cortex, where long term memory is created. These experiences can be more enjoyable when they’re in the form of a card-game or singing a favorite song. You might also encourage your toddler to make summaries of a book, tv show, or an exciting event they’ve experienced; these summaries could be spoken, drawn, or acted out.

When children approach kindergarten, their memory skills can be improved in many of the same ways. At this stage, caregivers can continue to read, play recall memory card games, and ask their child to recall information they’ve been told. They should also look for warning signs of a working memory deficit. Children working with this deficit might have difficulty staying focused or following multi-step directions, have trouble following through on directions, or struggle with multi-step word problems. If you notice these deficits in your child, continue to push them to complete the tasks they struggle with and seek early help with the subjects they seem to struggle more with. You can also use lists and break down big tasks into smaller subsections.