Fisrt of all, it is important to know that there are three cognitive processes according to Piaget (psychologist, philosoph and biologist), that in my opinion they could be said as the kind of process that information follows in order to be retained to the mind, in other words, a type of phases that allows make easier the incorporation of the information, and so the memorization:
- Scheme: "Concept or structure that exist in a subject's mind to organize and interpret the information". It help us to take decisions and to understand more complex things. As people acquire more knowledge, more schemes are created through assimilation and accomodation (Berta Vall, 2014).
- Assimilation: Mental process that takes part when the child recieves new knlowledge or information and he or she assimilates and incorporated it to the previous knowledge, to the already existing schemes.
- Accomodation: "Metal process that happens when the child adjust the information towards new schemes" (Berta Vall, 2014).
With this, it is possible to see that recollecting, processing and keeping the information has a process, it is not very quickly, and it is difficult to remember all the knowledge. So a teacher can not make the classes quickly and neither consider that an intem is learned and enough worked, if it had not been worked enough sessions. In only one class children are not able to preserve in the memory all the concepts, they have to apear in more than one session. Moreover, teachers should teach in a way that make easier the storage of the knowledge; it is said in the "Memory reflections" that strategies to develop memory and also to incorporate the learning should be worked in the school. A good strategy is to make games related to the contents of the subjects, in order to make easier the memorization of the information.
There is the typical game called "memory", that consists on having cards with different couples of drawings in the facedown position, and the objective is to find the two equal pictures, turning only two cards in each turn (except when you find a couple, then it is your turn again). Teachers could adapt this game with pictures or words related to the contents of the subject. At this way children would learn or review dynamically the knowledge they are acquiring. It can be applicated in each subject, let's see some cases:
- Scheme: "Concept or structure that exist in a subject's mind to organize and interpret the information". It help us to take decisions and to understand more complex things. As people acquire more knowledge, more schemes are created through assimilation and accomodation (Berta Vall, 2014).
- Assimilation: Mental process that takes part when the child recieves new knlowledge or information and he or she assimilates and incorporated it to the previous knowledge, to the already existing schemes.
- Accomodation: "Metal process that happens when the child adjust the information towards new schemes" (Berta Vall, 2014).
With this, it is possible to see that recollecting, processing and keeping the information has a process, it is not very quickly, and it is difficult to remember all the knowledge. So a teacher can not make the classes quickly and neither consider that an intem is learned and enough worked, if it had not been worked enough sessions. In only one class children are not able to preserve in the memory all the concepts, they have to apear in more than one session. Moreover, teachers should teach in a way that make easier the storage of the knowledge; it is said in the "Memory reflections" that strategies to develop memory and also to incorporate the learning should be worked in the school. A good strategy is to make games related to the contents of the subjects, in order to make easier the memorization of the information.
There is the typical game called "memory", that consists on having cards with different couples of drawings in the facedown position, and the objective is to find the two equal pictures, turning only two cards in each turn (except when you find a couple, then it is your turn again). Teachers could adapt this game with pictures or words related to the contents of the subject. At this way children would learn or review dynamically the knowledge they are acquiring. It can be applicated in each subject, let's see some cases:
- In a natural science class: children are working the animals. So it could be interesting to create a memory with pictures of the animals. Depending on the age it is possible to adapt the game in a way or another. In nursey education it would be sufficient with relating two equal pictures, but in the first courses of primary education it would be possible to relate the picture of an animal with the kind of animal that it is (mammal, reptile, amphibian, insect, crustacean, birds or fish), having cards with pictures, and cards with the name of the type.
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| This kind of memory could be interesting to learn words of another language |
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| Example of a memory about animals for children of nursery education |
- In a mathematics class: infants of nursery education, or children of the 1st course of primary education (the activity would be adapted), are working the numbers. They can descover them through a memory created with numbers (they have to find two equal numbers and say the name). At this way they will learn the numbers, their names and also they would learn to count (the teacher has to complement the activity).
Or imagine a class in which children are learning geometric figures, it could be fine to create a memory with pictures of the different figures, and when each child turns the card, he or she has to say the name of that figure.
Another strategy to remember contents is to make a story based on what we have to learn or memorize. For example, imagine that catalan students have to memorize some words in english. They could repeat one time and another: bycicle, cat, street, car, tree..., or they could invent a story like this: I was riding my bycicle when I saw a cat crossing the street. A car was going towards its direction, but for lucky the cat ran and climbed a tree.
Another strategy to remember contents is to make a story based on what we have to learn or memorize. For example, imagine that catalan students have to memorize some words in english. They could repeat one time and another: bycicle, cat, street, car, tree..., or they could invent a story like this: I was riding my bycicle when I saw a cat crossing the street. A car was going towards its direction, but for lucky the cat ran and climbed a tree.
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