Memory and attention in children

Memory and attention in children   What is the relationship between memory and attention in class? As a teacher, it is important to keep the attention of the child, but the memory is a co-existence in this area? It is considered important because, "not pay attention to most of the information to which we are exposed, with little mental processing takes place and new equipment, you forget almost immediately. While attention is important for the preservation of our memory, it is important to understand what our memory and how teachers need to understand these models and determine the levels of treatment of a child to think. One might think: "The best way to remember new information is considered in depth during the first presentation is a reflection on how it relates to information that you know" (Feldman, 2000). A teacher must lea to keep the attention of the child in all-day lesson and focus on plans for maintaining the child in long-term memory. Memory is defined as "the process that is why we encode, store and retrieve information" (Fogel, 1991). This means that our students need to be addressed in 3 phases, in order to recall the information taught in class. Teachers need the understanding of these measures in order to integrate the memory of their lesson plans. The three main concepts of memory, also called storage systems of memory are sensory memory, thoughts of a first time instant, short term memory, information from fifteen to twenty seconds, and long-term memory, memory Permanent (Feldman, 2003). The understanding of these three different systems can help a student move from the information taught in the class of sensory memory to long term, there is the memory. To do this a teacher must pass the information provided by the three different systems before students can retain the information at the most. Usually in a class, the material is presented and the information is remembered or not remembered. Most teachers have not found the "secret" to send information to their students, without having in mind before you forget lunch. If you looked back on the personal experience of class, you can easily recall some lessons from their teachers provide. For example, in the 5th year Ms. Ferrell has the class to know the world, putting students into groups. Each student has to report on a specific topic, and were then recorded video. How is it forgotten? This project has kept the students attention to the place of long-term memory system. This is how teachers need to integrate the lessons that are most important to the leaing system. "Therefore, we enter into the memory at a level deeper and less tape to forget that the processing of information at shallower" (Feldman, 2000). The lessons should be interesting and fascinating children the attention long enough to offer a memory of that lesson plan. "The depth of the treatment, the information is analyzed in terms of its meaning" (Feldman, 2000). And 'the dream of every teacher, the key to processesing and the memory of our students. A fascinating aspect of the child is the development of memory and how young the memory begins to observably work. One way for children and adults to strengthen their memory seems to be to challenge their memory. An example of development of memory that is the Rove-Collier mobile experience. In this experiment, Rove - Collier phone freezes into a nursery and watches to see if the child responds to this phone or kicks to the legs or other attention responses. After three minutes of observation of the child with the motive static, then a chain attached to the legs of children and mobile phones. The goal is that when the child starts, the phone is moved. A few days later when the baby kicked for the mobile, we know that the child has said that kicking produces the desired effect. The child has already leaed the behavior, has now shown his memory of this behavior. The study adds that two months is a thing of the day, for a period of three months, more than a week, a period of six months, "recalls the behavior you want, without having more than two weeks. The child of the memory is tested at a young age and can remember what he leaed. Teachers need to understand that the repetition and the challenges are very important and has been shown at a young age in this experiment. This information can be hung in memory of his son, and is used by the behavior of the child you want. For children to adapt, we must rely on his knowledge and memory of how he deals with situations in order to achieve the result (Bee, 2000). Like the children a little 'older are many other strategies that may use memory. Some of these strategies include: repetition, consolidation, development and systematic research. Some of these strategies are used as the second year of life. The number of strategies that a child has in his repertoire does not seem to correlate the amount of information that is able to lea and process. As the child grows, increases the control of these strategies, maximizing the effectiveness of their leaing. There are some ways we can help children maximize their memories in order to help leaing. Research shows that when teaching children to read, developing good skills to help students phonological store and recall the exact words (Dixon, 2002). Most theories of reading that children must develop an inteal dictionary and memorize all the words you have seen, to read fluently (Dixon, 2002). Further research reveals that this type of memory has made it more difficult for children to remember vocabulary words that the increase (Dixon, 2002). The idea is to help children associate the words Phonics with another that can relate to easily recall the process easier. There are other studies which show that another way to help children develop their memory is to draw on their autobiographical memories. This means that the memories can be more easily accessible by members to have children with information events in their lives (Wang, 03). To use some of these techniques, a teacher must be able to capture the attention of students in class. Here are some tips to keep your attention. 1. Speak with authority and not be undecided. A voice of authority is still strong. 2nd Bring the class to focus on distractions or tapping hand instructions. 3rd Tu off the lights. 4th Use a good look. The silence can shape a noise in class attention. 5th Black and white and comply consequences. (Duebber, 2000). If students are serious, but will probably follow your example. In class, it is so important to lea and understand that the memory and attention of a child must be part of the lesson every day. One student has helped better if the teacher is trained in all aspects necessary for the development of children, memory and attention is an area of need. In memory of the child care is based on the lesson and the section of the brain to remember this lesson forever. References Bee, H. (2000). The development of children and adolescents (9th ed.) [E-text]. Boston, MA: Pearson Custom Publishing. Dixon, M. and Stuart, M. (2002, December) phonological awareness improves word recall. Today, literacy, 33, 20. Duebber, D. (2000, May), vice-education: sink or swim. Educational Leadership, 57, 75. Feldmen, R. (2000). Essentials of Understanding Psychology (4th ed.). Amherst, MA: University of Massachusetts. Folger, A. (1991). Age: Infant, family, and society (2nd ed.). West Publishing Company: University of Utah. Wang, D. (2003, January) Infantile Amnesia reconsidered: a cross-cultural. Memory, 11, 65.