OPTIMISATION OF THE DEVELOPMENT OF MNEMONIC PROCESSES IN PRIMARY SCHOOL CHILDREN THROUGH DEVELOPMENTAL AND CORRECTIVE EXERCISES

Abstract

The article explores the issue of memory process development in primary school children as one of the key factors influencing successful assimilation of educational content. The concept of “memory” is examined within the framework of general and developmental psychology, with emphasis on the age-specific characteristics of mnemonic activity in early school-aged children. A theoretical analysis of contemporary psychological research confirms that the age range of 6 to 9 years represents a critical period for the active formation of core types of memory, such as visual, auditory, and verbal-logical memory. It is substantiated that the effective functioning of memory is essential for mastering learning tasks, advancing cognitive development, and fostering intellectual autonomy in the child. Based on a review of scientific literature and empirical findings, the author demonstrates that memory development in this age group requires intentional psycho-pedagogical intervention, taking into account age-related, sociocultural, and motivational factors.The article also presents the results of an empirical study conducted in educational institutions in the Chernihiv region, involving 63 second-grade students. It was established that the implementation of a specially designed system of developmental and corrective exercises within the educational process enhances mnemonic activity. The targeted intervention included exercises based on mnemonic techniques, associative thinking, visual encoding strategies, as well as game-based and relaxation components. An analysis of the dynamics of memory development revealed a significant improvement in the experimental group after an eight-week cycle of structured sessions. The findings confirm the effectiveness of the applied method in shaping the psychological mechanisms of memorization.The obtained results have practical significance for primary school teachers, school psychologists, and professionals in child psychology, pedagogy, and special education.