E. V. Kamarovskaya
How to help a student? Develop memory, perseverance and attention
Introduction
The key to improving a student's performance is to understand how the learning process takes place, which factors contribute to the assimilation of new information and creative thinking, and which prevent the child from concentrating on learning. In this book, we will try to explain in detail how a child perceives educational material, how his memory works, and what role motivation and concentration play in learning.
We want to help parents understand that even if a child does not cope with the fairly high requirements of a modern school, this does not mean that he is doomed to "threes" and "twos" and in the future will not be able to get a decent higher education and master an interesting profession. You have the power to make a difference and help your child! Very often, academic performance suffers in smart and talented children, because they cannot reveal their abilities or simply do not know how to study. Fortunately, this is not an innate gift, effective learning strategies can and should be learned, and you, the parents, play a major role in this.
Many parents believe that discipline and a desire to learn should be instilled in the child by teachers at school. Of course, much depends on the talent and experience of the teacher, but the basic skills that children need to succeed in school are laid down in the family, starting from a very early age. By their example, correctly chosen upbringing strategies, love and care, parents lay the foundation for the future intellectual and mental development of the child. And in school years, children still need your support, understanding and guidance.
Often, with the best of intentions, parents make mistakes that their children have to pay for in the future. The good news is that it is not too late to fix them, while the child is still amenable to your influence, listens to the advice of elders and wants to succeed in life. You just need to slightly push him in the right direction, support his faith in his own strength and suggest the right decision in a difficult situation.
In the first part of the book, we will tell you about the importance of motivation for successful learning. You will learn how to get your child interested in learning, increase their desire for knowledge in various subjects, you will learn how to identify their strengths and weaknesses and help when needed.
The second part of the book is devoted to such an obviously useful and important learning factor as a good memory and the ability to concentrate. Both play a decisive role in a child's school performance, and often the lack of these qualities becomes an obstacle to successful learning. We consider these phenomena as a complex, since they are closely interconnected and mutually determine each other. Memory training is impossible without concentration, and we will tell you in detail how to achieve it.
At the end of the book you will find convenient and informative tests for memory, motivation and concentration. They will help you better understand in which areas the child has problems and what exactly prevents him from successfully studying.
In the part "How can parents help a student?" specific recommendations were given for parents for a short-term period (for a week), for a medium-term period (for a month) and a long-term period (for six months). Some of these simple and easy to follow tips may seem obvious and self-evident to you, while others may show you the way to solve problems that previously seemed insurmountable.
This program will not require much effort from you, and it will bring a lot of benefits. Teach your child to learn!
Motivation
Why is motivation important?
For many students and their parents, the time allotted for homework becomes a daily test of patience. Parents have to call the child to sit down for lessons many times before he ends up in his room at his desk. If after ten minutes to look at him, it turns out that he is already busy with a completely different matter. Instead of doing homework, the student looks out the window, draws little people in notebooks, or chews on a pencil. Parents begin to make comments, and - word by word - a scandal erupts. The child is increasingly moaning: “School is hard labor!”, And it is increasingly difficult for parents to find arguments against this statement.
This happens to many children, and it's not a lack of ability, but a lack of motivation. Not only the indicator of the mental development of the child is responsible for school success and failure, but also a whole bunch of different factors. Academic success is skill plus desire. Underachieving students often lack, above all, an interest in learning. They study only under pressure from their elders and prefer to master knowledge superficially without delving into the material.
Studies show that in school every year the desire for academic achievement is steadily declining for the majority of students. And this process starts earlier: today, teachers are no longer only dealing with unwilling teenagers at the age of puberty, but also with elementary school students who have no incentive to learn. The consequences of the progressive lack of desire to learn are very dramatic: about 8% of primary school students regularly skip classes, among secondary school students this figure reaches 15%, 10% of all students of the same year of birth leave school without finishing it.
If there is no motivation, everything seems painful: the math lesson becomes tedious and never-ending, daily homework turns into torture. The arsenal of tricks that parents use to get their children to study is great: they seduce their offspring with monetary rewards for good grades, threaten to be banned from watching television programs, beg, scold - and often become desperate. Because without internal motivation to complete tasks, children do not have enough energy, an internal “engine”. And his parents, unfortunately, cannot "start" by the effort of their will.
Motivation is not a constant value, it changes depending on the situation, mood, subject of study, but there is not a single child who could not be “interested” in school disciplines. Every person has powers through which he is able to learn, and it is very unfortunate that these powers are not always directed towards mathematics or geography. But everything can be changed.
The benefits of motivated learning are enormous: an internal stimulus increases interest and endurance, and enhances concentration. A student who has an internal incentive to learn, studies show, gets higher grades than children who study without desire. In addition, an interested child enjoys his work. This makes life easier for parents, who in this case do not have to constantly perform the functions of an “external stimulant”. Students who are intrinsically motivated use smarter learning strategies, they compare new information with what they already know, and they themselves check how they learned the new material. What they learn remains in their memory for a long time.
Where does the internal incentive come from to learn new things, if this requires a lot of effort? How to start this mechanism in a child who thinks that school is boring? In this part of the book, we will explain how motivation is formed and works, and what you can do to help your child start enjoying learning and improve school performance.
What is motivation?
The word "motivation" comes from the Latin verb "movere", to move. And indeed: a motivated person seems to be driven by something, he is persistent and focused on completing a task, easily achieves intellectual, sports and creative success.
How important motivation is, we, adults, notice basically only when, sadly, when it is not there, but we urgently need it: because we want to stick to a diet, quit smoking, or, finally, make a business call. Schoolchildren are also very familiar with the feeling of “I don’t want to.” For many, the need to complete homework turns into a daily struggle. They agonize over playing piano etudes or grumble while cleaning their room.
Why does the child want or not want to learn? Already Before entering the first grade, an attitude towards learning, mostly created by upbringing and the example of parents, develops. How efficiency awakens, what processes take place in the brain, what factors influence the internal stimulus and how it is formed - you will read about this on the following pages.
There is an opinion that all children are divided into "capable" and "incapable" of learning. Almost everyone thinks so, and this is quite understandable, because all children are really divided into "capable" and "incapable" of learning, and this has always been the case.
In order to teach everyone, the teacher needs to prepare and conduct the so-called multi-level lesson, which takes into account the abilities of each child. This is not easy to do, and, as a result, such lessons are rare. They are called "open", that is, demonstration, and show that it is possible to work this way, but only occasionally.
However, there is a way out, and it was found a long time ago. A typical school lesson is prepared for an "average" student (a student with "average ability"). About half of these children in the class. They work in class. Those who are “above average” (about a quarter of them) have a rest during the lesson, having time to do their business along the way. Those who are “below average” (also about a quarter of them) are “absent” from the lesson, but they are also busy with something. The teacher periodically “pulls” both those and others so that they do not cease to realize themselves as participants in the general process.
Pupils from the last quarter often have problems with "progress", but if everything is fine with behavior and diligence, then they are "made" to do well with the tacit consent of society. This state of affairs has long been considered the norm. Sometimes it happens that the teacher can not get the work done in the classroom. There can be two reasons: either the teacher simply does not know how to do this (lack of knowledge and experience), or the class is dominated by students with “low abilities” (there is no one to work with).
What to do?
In fact, there is a solution to the problem. But one small assumption has to be made. We will have to admit that all children are initially (from birth) equally capable of learning, if there is no physiological pathology. “Inability” to learn is not an innate, but an acquired quality, which, moreover, tends to accumulate. Teachers know this better than others.
What is the cause of "non-learning", eliminating which you can always achieve good results?
The answer to this question is very simple: misunderstood words. This is not the only cause of learning disabilities, but it is the main one, because by eliminating only it, we immediately get excellent results. A child (and an adult too) does not just begin to think well and learn new material. He is interested and willing to learn. Take any problem that the student cannot solve. Ask him how he understands the words that make up the condition of the problem. Help him clarify those that he misunderstands or does not understand at all. After that, ask him to read the condition of the problem again. What happens next, you yourself will want to tell me.
This reason was first established and described by L. Ron Hubbard in the second half of the last century, when he began to seriously study the problems of education. Anyone who has mastered the technology of learning and applies it never ceases to be amazed at how it works. A boy who abandoned all school textbooks a long time ago, after several classes using learning technology, reads a physics textbook even at breaks. After clarifying a few chemical terms, the student happily declares that she loves chemistry. Try asking any student what this or that term means.
For example, "mathematics" or "physical education". Listen to what he will answer you. And then by all means look what the explanatory dictionary writes about it. Just in case. One girl in a music school was asked what "solfeggio" is? She replied that this was Marya Ivanovna's office on the second floor. Having heard such an answer, Maria Ivanovna finally began to listen to the employees of the CIS Applied Education, who had been trying unsuccessfully for many days to convey to her the importance of clarifying misunderstood words.
One can stubbornly deny that learning technology works and continue to argue that there are children who cannot be taught. I declare with all responsibility: this is an excuse to allow “marriage” in education with impunity. With the help of learning technology, you can teach any student. And it is much easier to start doing this at an early age than in the 6th or 9th grade to rake up those "blockages" of misunderstood words that have accumulated throughout his life.
The need of the child's body for vitamins is great. The need for them arises from the first day of life and increases as the child develops. The intake of vitamins in sufficient quantities helps to strengthen bone tissue, form a good memory, protect against diseases and increase intelligence. Deficiency can lead to physical and mental deficiencies in the little man.
The intelligence of the child and his ability to learn largely depend on the sufficient intake of vitamins in the body.
Vitamins received in time have a beneficial effect on the mind of the child. Brain activity increases, leading to a clear and positive difference between such children and their peers. Children who receive them regularly are noted:
- high intellectual development;
- fast assimilation of educational materials;
- easy problem solving;
- strong concentration.
Element characteristics
For clarity, we will compile two lists with the characteristics of useful elements. The first one will introduce you to vitamins. The second is for the essential minerals and substances needed by the brain. Explanations for each of the items will help parents decide on the diet, and with an understanding of what their child lacks. Carefully study them in order to choose the right vitamin complex for the offspring.
List of vitamins
- B1 (thiamine). Stimulation of cognitive activity, improvement of memorization, optimization of brain function. Cereals (oatmeal, buckwheat, peas). Nuts, wholemeal bread, pork. Poor sleep, irritation, frequent crying, fatigue, decreased appetite, impaired attention and memory.
Vitamin B1 can be easily found in popular foods - B6 (pyridoxine). Promotes the formation of neurotransmitters that normalize emotions, concentration of attention. Chicken meat, fish, whole grains, beans, nuts. Rash on the skin, depression, confusion.
- Vitamin E. A natural antioxidant that can bind free radicals that are dangerous for brain neurons. Vegetable oil, nuts, seeds, whole grains. Weakness of muscles, motor discoordination.
- B12 (cyanocobalamin). Normalizes the functioning of the nervous system, improves memory. All kinds of meat, eggs, fish, milk and milk products. Rapid fatigue and nervousness, weakening of the ability to know.
List of minerals
- Selenium (Se). It has immunomodulatory and antioxidant properties, participates in the protection of brain cells, improves their functioning. Cereals, meat, grains and seafood. Malfunctions in the functioning of the thyroid gland, decreased immunity, frequent colds and SARS.
- Zinc (Zn). It has immunomodulatory and antioxidant properties, participates in the protection of brain cells, improves their functioning. Cereals, meat, grains and seafood. Malfunctions in the functioning of the thyroid gland, decreased immunity, frequent colds and SARS.
- Iodine (I). Develops intelligence, improves brain function. Sea products and algae. Decreased concentration, disorders in the thyroid gland, delays in intellectual growth.
Iodine is essential for the proper functioning of the thyroid gland. - Iron (Fe). Saturates the brain with oxygen, increases the level of hemoglobin. Green vegetables, beef liver, dried fruits, apples, egg yolk. Physical weakness, weakness of mental development.
Sources of Natural Vitamins
This article talks about typical ways to solve your questions, but each case is unique! If you want to know from me how to solve exactly your problem - ask your question. It's fast and free!
A certain amount of vitamins enters the body of children from familiar foods. The task of parents is to correctly balance the diet of their child. We analyzed some elements in the previous block, others should be discussed separately:
- Vitamin D is supplied to our body by vegetable oils (preferably corn or sunflower), chicken meat, pork and beef, whole grains, nuts and fish.
- Vitamin E, vital for the proper functioning of the brain, can be obtained from sesame, soybean, sunflower oil, liver, egg yolk and oatmeal.
- Vitamin P reduces the risk of hemorrhage and certain diseases, it is obtained from berries, apples, citrus fruits, sweet peppers and grapes. Buckwheat is a good source of vitamins.
Sweet pepper is a real storehouse of vitamins, it also contains a rather rare vitamin P How to make a vitamin menu?
Armed with information about the products necessary for the developing mind, make a menu for the week at once: this way it will be easier for you to plan a variety of dishes for each day. Remember that breakfast should be hearty, lunch should be full, and dinner should be light. Take advantage of our tips:
- Schedule food sets by day and buy them for the week. Sea fish is given instead of meat at the rate of 2-3 times in 7 days.
- Use seafood for salads, side dishes, sandwiches.
- We also make a list of snacks for 7 days. Distribute them in turn. For example: Monday - seafood salad, Tuesday - nuts, Wednesday - sandwiches with caviar or fish, Thursday - nuts, Friday - seafood salad, Saturday - nuts, Sunday - sandwiches.
- It is advisable to give nuts to a child up to 5 times a week, therefore, along with a snack, add them to salads and cereals.
- A diet of foods that enhance memory is set for 3-4 weeks. This time is enough for your child's body to accumulate the full amount of nutrients. Their beneficial effect on the brain will last for several months.
Back up your nutritional aid with a daily routine and activities with your treasure. Make sure your son or daughter goes to bed on time so that their sleep is sound and healthy. Direct your child's leisure time to memory training.
Give him a variety of educational games, which you can learn about from our other materials. Teach your offspring to read books (we recommend reading :). The receipt of information that requires memorization expands the brain's reserves in the memory area.
Good sleep necessarily includes falling asleep at the same acceptable time. When is it necessary to take vitamins?
It is impossible to provide the necessary amount of nutrients with food alone, so the baby should take ready-made preparations. It is impossible to say unequivocally that all children need nourishment for the brain. It is not difficult to identify the child's need for brain nutrition. Pay attention to the following reasons:
- numerous whims, persistent unwillingness to eat healthy, but unloved food;
- malnutrition, in which the baby does not receive enough vitamins.
If these reasons are in the life of a child, then he is shown taking medications. Today, a lot of vitamin complexes have been developed, which are especially important for children 6-8 years old. Entering school and subsequent education in it puts an increased load on the brain of children. It is obvious that those of them who experienced difficulties with attention and memory even before school will face serious problems at school. The transition from elementary school to secondary school (by the age of 10) is also important, where the volume of information increases, which means that vitamin preparations will be useful as a support for brain functions.
The school curriculum makes quite high demands on the child, so taking vitamins will be very relevant. What vitamin complexes can be bought?
Parents, before going to the pharmacy, should take into account that vitamin complexes for adults are not suitable for a small organism. Pharmacists have launched the production of special preparations for small consumers. We note the most popular and useful of them: Pikovit, Multi-Tabs, VitaMishki, AlfaVit and Junior Bee Weiss. These drugs cannot completely replace other sources of important elements, so you should provide a complete diet for a small person.
What are the benefits of vitamin complexes?
Taking vitamins helps improve memory, increases the body's defenses, and reduces the incidence of diseases. Intelligence increases, the development of the skeletal system proceeds correctly, the condition of the skin improves. If a small organism lacks vitamins, there is a violation in physical and mental growth. It is important to start taking vitamins in advance, without waiting for the increased load on the brain to begin.
When releasing vitamin complexes, not all manufacturers conscientiously study the characteristics of the needs of the child's body by age. Some prescribe a daily dosage without regard to age, and the combination of components is not respected. Recommendations of a pediatrician help to avoid the wrong choice. Consult with the doctor, show him the child, tell him about the problems - the specialist will select the optimally useful drug for you.
A pediatrician will be able to choose the optimal vitamin complex for a child What complexes are suitable for schoolchildren?
When choosing preparations, look for those where the natural composition is prescribed without artificial sweeteners and colors. Carefully study the dosage of the remedy. Here is a list of the most popular and well-functioning complexes for schoolchildren:
- Pikovit. For children 6-8 years old, the Pikovit Omega-3 complex is suitable. The drug facilitates adaptation to academic loads, helps to quickly get used to schoolwork. For older students aged 9-12, the Pikovit-Forte vitamin complex is recommended, which stimulates mental activity and strengthens memory (we recommend reading:).
- VitaMishki are equally useful for both kids and teenagers. They help improve memory, stimulate brain function, strengthen immunity, and increase physical strength.
- AlfaVit is indicated for use from school age. The complex is able to increase mental performance, helps to endure psychological and emotional stress well, enhances concentration.
The described complexes do not contain artificial additives, are well tolerated by the child's body, and do not have side effects. Effectively work to improve the functions of the brain and the general condition of the body. The only contraindication to their use is individual intolerance to the components of the drug. Be sure to watch for an overdose of funds.
VitaMishki are great for kids of all ages. How to properly take vitamins?
Vitamins are very popular with children, which can lead to an overdose. Let us dwell in more detail on the features of taking the most important of them and the consequences of an overdose:
- The amount of vitamin B1 decreases due to the use of antibiotics or antacids. In an effort to restore the norm, you can allow an overdose of the vitamin, which will lead to allergies. Excessive doses will adversely affect the functioning of the liver. The right dose is easy to digest and works well with other vitamins.
- Too much vitamin B6 will result in increased fatigue, pain in the limbs, and general physical weakness. The vitamin should be taken with calcium, vitamin B3 and copper (see also:).
- An increased dose of vitamin E reduces the rate of blood clotting, leads to gastrointestinal disorders, and causes headaches. Vitamin should not be taken together with vitamin K, bleeding may occur. It is useful to combine its intake with vitamin C.
- A slight excess of B12 does not affect in any way, the body copes with excess vitamin perfectly. An exorbitant dose causes a feeling of constriction and numbness in the limbs. It is recommended to take with other B vitamins (B12, B5 and B9).
The problem of the development of memory, attention and the ability to concentrate on tasks in the case of the developing brain of a schoolchild may arise as a result of the action of several factors: psychological, physiological, behavioral, etc.
- In some cases, for the development of memory and for schoolchildren, it is proposed to change the way of life and activities, to enrich the diet (including with the help of dietary supplements).
- In others, for medical reasons, complex treatment with stimulant drugs and nootropics is used.
- Thirdly, a solution is sought in an individual approach that takes into account the peculiarities of perception and memorization of a particular student, as a result of which parents adjust the school curriculum for their child.
Factors to be taken into account in the work to improve the work of the student's brain
medical factor
Most often, in the context of considering the action of this factor, they talk about attention deficit hyperreactivity syndrome (ADHD). Not all doctors, teachers and parents recognize the existence of this neurological-behavioral disorder, but for the majority of ADHD - a medical fact, a complete way to get rid of which has not yet been found.
The syndrome is believed to be more common in boys than in girls. But the variety of diagnostic criteria, research methods and methods of group localization do not make it possible to establish not only the exact proportion, but even the prevalence of ADHD. Numbers from 3:1 to 9:1 ratio of boys and girls with this syndrome are called. The general estimate of the prevalence of the disorder ranges from 1 to 30% of the total population. It is also believed that a third of the children who have ADHD, outgrow the syndrome or adapt to it. The complexity of classification also arises from the fact that some of the signs of ADHD appear episodically and from time to time.
The phenomenological characteristic includes such diagnostic criteria as:
- inability to pay attention to details, as well as to concentrate on completing tasks and goals set during games,
- forgetfulness and distraction in everyday situations, which is also accompanied by frequent loss of things,
- avoidance of involvement in processes that require maintaining prolonged mental stress, etc.
Recognition of ADHD in a child allows correct corrections to be made to stimulate the brain activity of the student, which in the future gives him the opportunity to count on success in the professional field, eliminates problems with adaptation in a team, and difficulties in interpersonal relationships.
Despite the fact that approaches to working with the disorder vary in different countries, a comprehensive approach is generally accepted, which includes non-drug psychotherapy and individual behavior modification with the help of psychostimulants and nootropics (if pedagogical and neuropsychological correction does not help).
The danger of prescribing stimulants to children is due to the fact that excessive doses of drugs can be addictive, as a result of which cases are recorded when a teenager uses high doses to achieve narcotic effects. Part of the addiction is also due to the short-term effect of the drug, which, because of this, must be taken several times a day. So the action of most of them lasts no more than 4 hours, but methylphenidate or dextroamphetamine with a duration of action of up to 12 hours retain the danger of addiction.
An alternative to such drugs are herbal remedies such as HeadBooster, BrainRush, Optimentis, which affect the improvement of brain nutrition, blood circulation, energy metabolism and cortical tone not immediately, but gradually, as the state of tissues and communication functions in neural networks improve. Due to their "soft" action, these same drugs are most often used in the correction of a physiological nature.
Physiological factor
The most common physiological reason that prevents a student's brain from reaching its full potential is a violation of the blood circulation of the brain, as well as a lack of nutrients and oxygen. This situation may arise due to:
- genetic factors
- birth and postpartum injuries associated with injuries of the cervical spine, asphyxia, hemorrhages,
- diseases suffered by a child or mother during pregnancy,
- unbalanced diet and difficult environmental conditions,
- habits due to which the student systematically violates the rules of a healthy lifestyle and behavior.
The last two points are among those that can and should be influenced in order for your child.
Socio-psychological factor
The success or failure of a child in acquiring new knowledge may directly depend on the degree of psychological comfort of the learning environment and teaching methods that correspond to individual characteristics of perception. So, a child studying in a hostile group, in principle, cannot be focused on the assimilation of knowledge, since he is busy with his own “survival”. With all the quick wit of the student and the activity of the brain, his formal performance will remain at a low level.
A “visual” child, who tends to more easily perceive information in the form of images, diagrams, visual images, printed texts, will be worse at remembering oral speech and trying to convey information in a verbal dialogue. And vice versa - it is easier for an “auditory” child to see information than to hear it, which also needs to be taken into account when assessing the individual abilities of a student and stimulating the work of his brain.
Finally, the child simply needs to be taught some memorization techniques in order for his efficiency and learning ability to increase dramatically. Most of these techniques involve associations, emotions, rhythms as learning aids. So a bright emotional image, associatively associated with the object of memorization and built into the space of a consistent story, will be remembered much better.
Means to improve the functioning of the child's brain
Drugs and dietary supplements that affect the state of memory, the ability to concentrate and the quality of sleep do this indirectly - through improved microcirculation and brain supply, as well as through the "turning on" of neurotransmitters. Neurotransmitters are biologically active substances of different groups (peptides, amino acids, monoamines) that act as mediators in the transmission of an electrochemical impulse from a neuron. Most of the drugs created to enhance brain activity have such an “intermediary” in their composition.
« Glycine". A drug called a neurotransmitter amino acid that reduces the release of excitatory amino acids and causes an inhibitory effect. The drug helps to normalize sleep and increase mental performance. To improve sleep, it is used 20 minutes before falling asleep, 0.5 tablets for children under 3 years old and 1 tablet after the age of three. In similar doses - 0.5 and 1 tablet, respectively, for age, but 2-3 times a day - is used to relieve psycho-emotional stress, increase memory and mental performance of the child. Duration of admission - 14 days. If necessary, and in agreement with the doctor, the duration of admission can be increased up to 30 days. At the same time, with prolonged intake, children under 3 years of age reduce the dose (up to once a day) and the period (up to 7-10 days).
« Pantogam". Here, gamma-aminobutyric acid, which is one of the most important neurotransmitters of the central nervous system, is used as an active substance. The remedy is prescribed for violations of attention, speech, weakening of memory and a decrease in mental performance. For young children, "Pantogam" is prescribed in the form of a syrup with a gradual increase in dosage. With prolonged use of the drug, the drugs of this group are stopped in order to avoid excessive stimulation of the central nervous system. "Glycine", mentioned above, enhances the therapeutic effect of "Pantogam".
« Biotredin". In combination with "Glycine", it is recommended to take another nootropic - "Biotredin", which is drunk in courses of 7-10 days in the "three times a day, 1 tablet" mode. The product contains vitamin B6, activating the cognitive functions of the brain, improving the attention and memory of schoolchildren. However, the vitamin complex of group B is more widely and fully represented in the herbal preparation "Optimentis".
« Optimentis". A natural herbal remedy, which, in addition to pyridoxine (B6), which improves metabolism and increases the efficiency of the brain, and biotin (B7), which normalizes metabolism, also contains other vitamins of this group. Tocopherol is responsible for improving oxygen supply, and the plant base, consisting of a composition of Ginkgo Biloba extract and ginseng, is responsible for the energy level and blood circulation.
Go to official site.
". The main competitor of "Optimentis" in the group of natural herbal nootropics is called "HeadBooster", which, due to its composition, compensates for the lack of both vitamins and polyunsaturated fatty acids. At the same time, it also contains extracts of ginseng and Ginkgo Biloba, which are responsible for the microcirculation of brain tissues. Children from 12 years of age can take this dietary supplement on an equal basis with adults half an hour before meals three times a day for a month.
Go to Headbooster official website.
Parents of a student simply need to read this article if the child has become overly absent-minded and does not remember new information well. Relatives of first-graders are especially worried, on whose heads mountains of educational materials fall. A child psychologist can explain this by the fact that schoolchildren are now overloaded with unnecessary knowledge, so a “fuse” works in the brain and cuts off everything that they consider unnecessary. But there are a few suggestions how to improve a child's memory.
What is human memory?
Memory is a way to reflect the world around us by assimilating, preserving and applying the experience gained in the future. Without it, man would not be able to develop.
Types of memory:
1. According to the type of mental activity, it is divided into verbal-logical and figurative (visual, auditory, kinesthetic).
2. By type of activity - voluntary and involuntary.
3. Depending on whether thinking is involved in the process of memorization: mediated (participates) or unmediated.
4. Depending on how long the information is stored: long-term and short-term.
Sometimes special exercises are not even needed, it is only necessary to provide the child with the right type of information. Recently, such concepts as visual (visual), auditory (auditory), kinesthetic (tactile) and discrete (subjective-logical) methods of obtaining information from the surrounding world have been heard. In order to more effectively carry out exercises to consolidate new data in memory, you must first determine who the child is: visual, auditory, kinesthetic or discrete. Many parents notice that in order to remember something new, their child must first see it. And no matter how much a poem is read to him, he passes it past his ears. Before us is the usual visual. But the auditory person needs to read the verse aloud, only then he will remember it. Such a child in the process of doing homework can constantly mumble under his breath, memorizing the rules.
Having figured out what type the child belongs to, and providing him with the necessary conditions for study, you can improve memory fast without exercise. On the other hand, several types of memory are still quite developed in children at once, so parents should control that the student memorizes information in different ways. Let mother and child read to each other in turn, and also retell what they heard and read.
How does the process of memory formation occur depending on age
Primary school students remember the material better with the help of cards with drawings of bright colors or through educational toys and games. This is the result of the work of visual-figurative and involuntary memory.
Pupils of the middle classes are already using arbitrary and verbal-logical memory. Its development is very important for the successful education of the student. When a child remembers all the information that is required in the curriculum, and not just what he likes, then the basis for effective schooling is formed.
It is this correct systematic training that helps students form a well-developed verbal-logical memory by the senior grades.
1. Start training as early as possible. Such classes are most effective up to 12 years. After this age, the assimilation of information from the outside world worsens. That is why they say that children learn foreign languages much easier than adults. Therefore, it is worth spending your time now so that in the future the child can successfully study.
2. Pay special attention to the development of logical memory. Teach your child to comprehend all incoming information, and not thoughtlessly put it on the "mezzanine" of the mind. First, your student must break all the material into separate blocks, and then find the logical connections that exist between them.
3. Make logical and figurative memory work simultaneously. Let the child try to display what has been learned in the form of graphs, tables, diagrams and drawings.
4. Make sure that the student reads quality literature. Now it is very difficult to tear children away from cartoons, games or social networks. Therefore, there should be a cult of the book in the family so that the child reads from an early age and sees how his parents read. Read to your child at night, share your impressions of the book you read with him, offer something really interesting. If a student already expresses the opinion that a paper book is out of date, then make a compromise and buy him an e-book or tablet, where you immediately write down those works that, in your opinion, are worth reading at his age. Just do not offer the child books from the school list of literature, coercion will not solve anything here.
5. Let the child learn something new. Circles (needlework, stagecraft, drawing, playing the guitar, a foreign language) and sports sections (especially chess) develop memory very well. Choose the direction that interests him the most.
6. Constantly expand your vocabulary. Let the whole family participate in the fun game "New Day - New Word". Learn every day some tricky word that even adults do not know everything. Start with deoxyribonucleic acid, and then take turns looking for something interesting and telling others.
7. Make sure your child memorizes more. Control that the student learns the verses given at school, tell about your favorite poets, read and offer to learn at least a few lines.
8. Memorize numbers - this is great for improving memory (phone numbers, birthdays of friends and relatives, car numbers, etc.). Compete, who will remember more, at the same time put your memory in order.
9. Come up with "reminders" in which difficult information is embedded in a song, verse, phrase or abbreviation. This is how colors and the English alphabet are remembered in childhood.
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