Memory Development in Early Childhood

Network Model

• The network model has several variations, but it generally views memory as a network of concept nodes connected by links of varying strengths. The strength of the links between the nodes is dependent on the degree of association between the nodes. Memory is broken into working memory and long-term memory. Working memory is information actively being used; long-term memory is the permanent storage of memories and knowledge.

Infants

• Infants are capable of forming long-term memories, including the ability to recognize people, objects, even events. However, most people cannot remember these very early experiences and memories. This is referred to as infantile amnesia, an occurrence that is attributed to a combination of encoding, storage and retrieval deficits. An infant lacks the mental maturity to properly process all information necessary to encode or label memories, which allows memories to be stored properly with relevant information and then retrieved.

Information Processing

• As children mature, they become more capable of processing new information. It becomes easier for children to make connections between concepts, to relate new ideas with previous knowledge. This improves the child's ability to encode, store and retrieve information and memories.

Attention

• Attention is another ability that improves as a child matures. This ability to focus on information or stimuli develops as the child learns self-control and self-regulation, and is important because the child is able to accumulate more facts and information. The more information being processed, the better able a child is to properly encode and store knowledge.

Eposodic and Semantic Memory

• The earliest memories tend to be episodic memories, or memories of events a child experiences in day-to-day life. It is not until later that children develop semantic memories, or memories of words and concepts. Semantic memory requires the development of representational thought processes, which are acquired later than the concrete thought processes needed for episodic memory.