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Information processing development is an essential aspect of cognitive growth. In middle childhood, information processing intensifies as the child improves their literacy skills. The processing speed between ages 5 to 18 increases as the brain can manipulate complex details (Bergin & Bergin, 2019). Inhibition also greatly advances, just like cognitive flexibility. This enhances the ability of the children to update information in their working memory continuously. However, the growth rate is only constant in some children; factors such as age impact the process ease. Attention and the ability to inhibit useless information also refine.
There are various conceptions of how to retain most information taught in class. Memory retention is a skill that can be trained in class. Content passed to students in words is likely to be lost compared to pictures (Frick et al., 2022). The classroom aids the child in storing and retrieving information and broadening their knowledge base. Classroom work also is essential in reminding learners of their previously acquired knowledge. Approaches such as KWL, which refers to what you know, enhance memory as it connects them with prior and current details (Bergin & Bergin, 2019). In class, different units are taught, and in cases where a specific piece of knowledge is shared by more than one subject, memory retention is improved.
Children must be trained in memorization strategies to enable them in information acquisition and retrieval. Teachers can train them on various ways through which memory can be developed. For instance, learners should know to arrange information according to its relevance. Phrases such as remember should be employed rather than do not forget. Remembrance should be made a norm in class through recaps of previously taught concepts (Bosacki, 2021). The use of mnemonics is also an effective technique in improving memory. It helps children retain details of the information acquired interestingly.
References
Bergin, C. C., & Bergin, D. A. (2019). Child and adolescent development in your classroom, chronological approach. Cengage Learning.
Bosacki, S. (2021). Theory of mind and peer relationships in middle childhood and adolescence. In Theory of Mind in Middle Childhood and Adolescence (pp. 142-168). Routledge.
Frick, A., Chavaillaz, A., Mäntylä, T., & Kubik, V. (2022). Development of multitasking abilities in middle childhood. Learning and Instruction, 77, 101540.
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