Children's memory ability in early childhood has been significantly improved.

1, the characteristics of children's memory development

Unconscious memorization is the main thing, while conscious development is relatively rapid. In early childhood, unconscious memory is dominant, while conscious memory is weak; Unconscious memory and reality both grow with age; Conscious memory develops faster than unconscious memory.

Image memory is dominant and word memory is weak. Both memory effects will improve with age. The development speed of word memory is higher than that of image memory.

Mechanical memory and meaningful memory develop and interact at the same time. Children tend to use mechanical memory, and meaningful memory has obvious advantages. Both of these memories grow with age. The two kinds of memories are interrelated.

2. Children's memory strategies

The development of children's memory strategies. Memory strategy is a means and method that people take to help them remember the input information effectively. Research shows that children's use of memory strategies has experienced a development process from scratch, from unconscious to conscious. This process is divided into three stages.

There is basically no memory strategy. It is difficult for children to use memory strategies before the age of 5;

Ability to use memory strategies after being instructed. 5-8/9-year-old children can't actively use memory strategies themselves, but they can receive guidance with the help of adults to make better use of memory strategies.

Actively and consciously use memory strategies. /kloc-after 0/0 years old, children's ability to actively use memory strategies develops steadily.

The main memory strategies that children can use in later life.

Visual "retelling" strategy. Repetitive attention and target stimulation.

Retelling strategy. Repeat what you want to memorize orally.

Feature location strategy. Capture outstanding and typical features as the "key point" of remembering things.

2. The development of children's thinking

It has two characteristics.

First of all, the main feature of thinking is the concrete thinking of images.

The characteristic of (1) is plasticity, that is, the perceptual actions are internalized into representations, and the representations are simplified, compressed and modified by assimilating children's existing knowledge and experience, thus forming a new image. Characteristic dynamics refers to the fact that the representation in the mind does not exist in an independent and static form, but is a dynamic activity that is interrelated and transformed with each other, with the characteristics of continuity and variability.

(2) It is the trend of children's cognitive development.

Cognitive content is from near to far, from the things one touches to the world of family, kindergarten and children. From the outside to the inside, the content reflected by cognition is mainly the superficial characteristics and non-essential relations of things, and gradually begins to involve the internal essential characteristics of things. From one-sided to more comprehensive, children's cognition of things from local to whole, from one-sided cognition of things to more comprehensive. They tend to pay attention to one part of things and ignore other parts, so as to summarize and gradually understand different aspects of things. From the shallow to the deep, such as children mastering concepts, it is a process from perceptual characteristics to intuitive and concrete image characteristics, and then to abstract essential characteristics. It is a gradual development process, with external surface phenomena and internal deep meaning.

(3) This is a self-centered phenomenon.

The phenomenon of children's self-centeredness is obtained by Piaget through the famous three mountains experimental model.

Piaget believes that children are self-centered when making judgments. They lack the ability to choose opinions, and can't consider each other's opinions from the standpoint of others. Instead, they use their own feelings and ideas to replace those of others. This is the so-called egocentric phenomenon.

(4) The planning of the Milky Way has a certain degree of predictability.

Because thinking has the generality and regulation of words, children can think about things that are not in front of them, think about past experiences and associate related images, so as to plan their own actions, foresee the results of actions and solve the problems they face. This is the performance of planning and foresight.

2. The initial development of logical thinking.

With the growth of age and the development of thirst for knowledge, children are no longer satisfied with the level of understanding the superficial relationship and image relationship of things, but begin to pursue the understanding of the internal relationship and essential characteristics of things. This will inevitably promote the germination of logic in the concrete image of thinking. The initial development of children's logical thinking is mainly manifested in the change of questioning types and the characteristics of concept formation.

(1) Changes of children's question types

The change of question types is manifested in the change from the mode of asking "what" to the mode of asking "why" Children's spirit of exploration and thirst for knowledge are high, and their curiosity is strong. They often take pains to ask adults all kinds of questions. Children aged 2-3 mainly ask "what", indicating that their knowledge level is limited to pursuing the characteristics of individual things. After 4-5 years old, the types of questions asked by children become mainly "why". This is in line with what children are eager to know and the development of children's thinking. A large number of "why" shows that children's desire to know the objective world begins to point to the inner truth of things, the essential characteristics of phenomena and the regularity of the relationship between things.

(2) the development of children's generalization ability

Children's mastery of concepts is directly restricted by their generalization level. Children's generalization level is mainly based on concrete image generalization, and later began to generalize some internal essential attributes. The concept is formed and developed on the basis of generalization, and it is marked by words. The development of children's mastery of concepts reflects the development of generalization ability.

The development of physical concepts. The general development process of children's mastery of the concept of objects is as follows: children's concept of things is mainly manifested in pointing out or enumerating one or one thing they are familiar with; Children can tell the outstanding or functional features of physical objects and generalize the external features to some extent: children can summarize some external features and some internal features of things, and familiar things can also begin to summarize their essential features.

The development of class concept. Mastering the concept of class is based on children's classification ability. The thematic basis of classification is the essential attribute of things. Through classification, children can gradually master the conceptual system. Although the research believes that children's classification ability can be divided into the following four levels.

The first level can't be classified, that is, it can't grasp some characteristics of things to classify.

The second level can be classified according to the perceptual characteristics of things, that is, the surface and specific characteristics of objects can be summarized.

The third level is to classify things according to knowledge and experience, that is, to classify things functionally from the perspective of life situations. The characteristics of the things they consider have been divorced from oneness, but they can use two or more characteristics and their relationships to define categories.

The fourth level is concept classification, that is, children begin to abstract things according to their essential characteristics. This level of classification ability is only in the primary stage of early childhood development.

(3) The initial development of children's reasoning ability.

Children's initial reasoning is transduction reasoning. Transduction reasoning is the reasoning from some special cases to others. This kind of reasoning is not logical reasoning, but pre-conceptual reasoning. This is a form of reasoning from concrete symbols to logical concepts. For example, when a mother tells a child that drinking cold water hurts his stomach, the child will pour boiling water into the fish tank and say, "Small fish drinking cold water will also have a stomachache."

Simple reasoning about familiar things. Within the daily experience of kindergarten. Sometimes you can make simple inferences about familiar things. For example, the neighbor's grandmother is sick and the child's grandmother visits. The child summed up the reasoning through association and said, "Dad is not sick, Mom is not sick, Grandpa is not sick, Grandma is not sick, we are not sick, and we are not sick." This is a child's induction of familiar things.

Third, the development of children's imagination.

Phenomenon is a psychological process in which the human brain processes and integrates existing images to form new images. Children have rich imagination, which is not available at other ages.

1, unintentional imagination often appears, and intentional imagination is increasingly rich. The difference between unintentional imagination and intentional imagination mainly lies in the difference of intentionality and purpose of imagination. Children's unintentional imagination in early childhood is mainly based on perceptual actions, and the combination of various appearances often arises spontaneously in the game. With the development of speech, under the guidance of discourse, conscious and purposeful intentional imagination develops rapidly and becomes more and more abundant.

2. Re-creative imagination is dominant, and creative imagination begins to develop.

According to the differences of autonomy, novelty and creativity of imagination, intentional imagination can be divided into recreating imagination and creating imagination. Reconstruction of imagination refers to the imagination reproduced or formed according to the original experience or according to the oral description of adults. Creative imagination is a thinking process of independently processing the existing image and re-integrating it into a novel and unique image.

With the accumulation of knowledge and experience, the improvement of observation ability and the enrichment of appearances, children's imagination activities develop creative elements. The creative elements of their imagination are limited by life experience, mostly confined to the specific image level, and it is difficult to transcend reality. Therefore, most children's imagination is mainly based on recreating imagination. However, with the enrichment of all kinds of knowledge, a large number of images stored in their minds and the improvement of abstract generalization ability of thinking development, their creative imagination has been significantly developed.

2. Through good education and training, children's creative imagination will be significantly developed.

A longitudinal follow-up study lasting more than 20 years aims to carry out innovative education by cultivating children's creative imagination. The results show that children's creative imagination has been significantly developed in the later period. Children's creative imagination has a distinct performance in children's self-help innovation pictures.

The novelty of children's creative imagination.

The magic of children's creative imagination.

The transcendence of children's creative imagination.

Future direction of children's creative imagination.

The development of speech affects almost all aspects of children's development and plays an extremely important role in children's psychological development.

First, the significance of speech development to children's development.

Language is a tool for children's interpersonal communication. Children communicate with others through language, express their wishes, meet their personal needs and control others' behavior.

Speech is an important tool to help children adapt to the environment. When children are in different environments, they are usually used to explore and understand the environment. Help children adapt to the new environment through speech adjustment and communication.

Speech plays an irreplaceable role in the process of children going beyond a specific environment and entering a new realm. Words can encourage children to stimulate their imagination and enter the creative realm beyond reality through self-prompting and self-inspiration.

Speech development is the booster of children's psychological development. Speech ability is an important indicator of intellectual development in early childhood and a psychological tool for children's cognitive and social development. Early childhood is a period in which children's speech is constantly enriched and their vocabulary is rapidly increased. It is also a transitional stage from external speech to internal speech, and it is also a critical period in mastering oral development.

Second, the development of children's vocabulary

Childhood is a period of rapid vocabulary growth and enrichment, and it is an important period to promote its vocabulary development.

The development of children's vocabulary is mainly manifested in the increase of vocabulary, the expansion of part of speech and the deepening of meaning.

1, the increase of vocabulary. Childhood is the period when the vocabulary of an individual increases the fastest in his life. Studies on vocabulary development at home and abroad show that, generally speaking, the vocabulary of 3-year-old children is about1000; With the development of age, the vocabulary of 6-year-old children is around 3000, and that of 7-year-old children can reach as much as 4000. Among them, the vocabulary of 3-4-year-old children develops the fastest, with an average of several words added every day in early childhood.

2. Expand the scope of parts of speech. Children's mastery of different parts of speech is orderly. Generally, the real words are mastered first, and then the function words are mastered. Content words refer to words with specific meanings, while function words refer to words without specific meanings and cannot be used alone.

The first words that children master are nouns in notional words, followed by verbs and adjectives. In short, children in early childhood can master all kinds of basic parts of speech.

3. Deepen the meaning of words. Children's mastery of word meaning has gone through a process from generalization to differentiation, and on the basis of differentiation, it has been continuously improved to generalization and accuracy.

Characteristics of children's mastery of vocabulary. The meaning is vague. This is manifested in the expansion of meaning or the narrowing of meaning. The former refers to expanding the scope of vocabulary use, while the latter refers to narrowing the scope of vocabulary use.

The meaning of this word is very specific. The concreteness of word meaning refers to the vocabulary that children have mastered. The most commonly used and mastered words are the names of specific things and the words of specific actions closely related to daily life.

By the end of childhood, the generalization power of vocabulary gradually increased. Children's knowledge and experience are increasingly rich, and their ability to change words is constantly improving. They have mastered the meaning of words, gradually from concrete to abstract, from concrete to generalization.

The rise and fall of negative words and positive words. Children's vocabulary can be divided into positive vocabulary and negative vocabulary. Positive words are words that can be correctly understood and used, also known as active words. Negative words are words that children can understand but can't use correctly, or words that can be said but can't understand correctly. In the process of speech development, vocabulary is constantly accumulating, and negative vocabulary is constantly transformed into positive vocabulary, so the positive vocabulary in early childhood is obviously increased.

Indicators of children's real understanding and correct use of vocabulary. The index of understanding words has indirect generality to vocabulary understanding; Use words as general symbols of objects, rather than directly corresponding to objects. Use this indicator to use words spontaneously, not just imitation; The words used are commonly used, but? Self-made words; Use a word often, not once by accident; The words used have a general meaning to some extent, rather than keeping corresponding to something.

Third, the development of sentences

The development of sentences is mainly the development of syntax, with emphasis on the acquisition of syntactic rules. Its contents include sentence understanding and syntactic structure understanding.

1. Strategies for understanding sentences. In the process of children's speech development, the understanding of sentences precedes the production of oranges. Children often understand the meaning of a sentence before saying it. Children often sum up some strategies from experience to understand new sentences that have not yet been mastered. The commonly used strategies for children to understand sentences are semantic strategy, word order strategy and nonverbal strategy.

Semantic strategy, children only understand the sentence according to the meaning and time possibility of several substantive words in the sentence, rather than paying attention to the structure of the sentence.

Word order strategy. Children understand sentences completely according to the order of the words in the sentences. They understand the noun-verb-noun word order in a sentence as the actor-action-action object, and usually take the first noun as the actor. The word order strategy of children around 4 years old is the most prominent.

Nonverbal strategies. Nonverbal strategy refers to understanding the meaning of a sentence according to one's own knowledge and experience, regardless of the actual structure and content of the sentence.

The above shows that children understand sentences by learning different strategies. Children's understanding of sentences is a process of actively exploring relevant "rules" from the surrounding language materials, and a development process of constantly putting forward possibilities, constantly testing and correcting assumptions in verbal communication practice.

2. Grasp the development of syntactic structure.

From incomplete sentences to complete sentences. Refers to incomplete sentence structure, such as words, complex sentences, telegraph sentences, etc. Complete sentences can be divided into simple sentences, complex sentences and other sentence patterns.

From simple sentences to complex sentences. Simple sentences refer to simple sentences with complete syntactic structure. Children mainly use single sentences. With the increase of age, complex sentences gradually increase. A complex sentence is a sentence composed of two or more simple sentences with related meanings. The development of complex sentences needs two main conditions; First, master enough vocabulary, especially related conjunctions; Second, logical thinking began to develop. Generally speaking, oral grammar is acquired in early childhood, and the most basic syntactic structure can be mastered in early childhood.

From declarative sentences to various forms of sentences. Children will use declarative sentences at first, and then gradually develop into interrogative sentences, negative sentences and imperative sentences. It is difficult to correctly understand passive sentences, negative sentences and double negatives.

From no modifiers to modifiers. Simple sentences used by children at first have no modifiers, and then gradually develop into sentences with modifiers and complex modifiers.