Features of the Development of Memory in Older Preschoolers - Representatives of the Digital Generation

Abstract

The article deals with the problem of memory development in older preschoolers – representatives of the digital generation. The article contains a description of the experience of the implementation of experimental work to identify the features, technologies and psychological and pedagogical conditions for the development of memory in children 5-6 years old. The article presents the results of an empirical study of the memory features of preschoolers, in which 23 children of preschool institutions of the city of Tula and the Tula region took part. The essence of the research problem is to holistically present the essence of the ongoing changes in the development of the memory of a modern preschooler and to find new landmarks in its development, which occur in the context of digitalization. The purpose of the article is a psychological and pedagogical analysis of the memory features of older preschoolers of the digital generation and the manifestations of these features in the teaching and upbringing of preschoolers. To achieve the goal of the research, the following psychological tools were used: the method "Recognize the figure", "10 words", "Pictograms" L.V. Zankov, D. Veksler's method, A.N. Leontyev. The selected features are considered by the authors in the context of solving the problems of the cognitive development of children. The article describes a program for the development of the memory of older preschoolers, aimed at stimulating the conscious reproduction of the child's experience in play, productive and speech activity; the inclusion of mnemonic actions in the purposeful objective, cognitive and play activities of the child. The program proposed by the authors has been tested on the basis of preschool educational organizations and can be used in the work of a kindergarten psychologist, educator, head of the circle. The empirical data obtained in the study confirm the advisability of taking into account the peculiarities of memory development when planning developmental work with preschool children – representatives of the digital generation.