Making memories last

RESEARCH

We explore the science behind long-term memory making, activities to stimulate memory connections and how you can encourage this in both learning and play

Brain plasticity – which you also may have seen referred to as neuroplasticity – has become a bit of a buzzword of late, particularly in discussions about the early years. It refers to the brain’s ability to change and adapt due to experiential learning.

Research has shown that younger brains have greater plasticity, meaning that they have an unlimited potential for learning and growth. For example, younger children are much more likely to pick up new languages because of their brain’s constant reworking and rewiring.

But how can you actively use this neuroplasticity to benefit long-term memory and learning in under-fives?

Repetition

The key to making learning stick is repetition, as it helps to form new pathways in the brain for connections to be made.

Wanting to understand why humans often forget what they’ve learned and how to prevent it, German psychologist Hermann Ebbinghaus started to research the process in 1880. His research led to what he called the Forgetting Curve, which visually depicts the way learning drops off over time. It also helped Ebbinghaus identify ways to prevent this from happening – including repetition.

His research and theory are based on the fact that, once a new concept is learned, it’s immediately stored in the brain’s active, short-term memory. That’s why the sharpest drop in retention takes place straight after learning. For it to be remembered in future, it needs to be processed and stored in the long-term memory, which means regular reviews and reinforcement are needed. These reviews should also be varied in approach and learning style to help build new connections and pathways in the growing brains of little ones!

Short tasks

Evidence shows that information is more likely to be absorbed when given in short bursts – particularly in younger children – with experts suggesting 15 minutes as the ideal time for exploring new concepts. The Forgetting Curve shows that the biggest loss of retention happens straight after learning takes place, so overloading little brains isn’t going to increase learning – it’s going to limit it!

Brain breaks and exercise

Frequent brain breaks have been shown to encourage retention and recall in little ones (who already have a shorter attention span). After each burst of learning or exploration, giving the children a brief physical redirection of focus – maybe a 60-second ‘boogie break’ or some on-the-spot exercise like star jumps – will help separate learning into clear chunks, making them easier to remember while also linking the two (learning and physical activity) for better recall.

Learning from mistakes

Giving little ones the opportunity to explore concepts and ideas themselves is an essential gateway into long-term learning, which is why loose parts play and open-ended activities that encourage learning talk help build retention and recall.

A core part of this is the chance for children to make mistakes or get things wrong, and to then – with adult scaffolding and talk – problem-solve their way to a solution or the correct answer. Having to challenge their own thoughts and understanding, no matter how simply, helps to embed information much more effectively. Just be careful to avoid embedding any misconceptions!

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Igniting children’s creativity

A treasure trove for the senses

Top-notch training: Level 5 qualifications

Monitoring maternal mental health

Breaking out of the classroom

Under 5 magazine

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