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Babies are born into a world that stimulates their senses and to which they react.

Sensory development is intimately related to motor development.

A variety of textures, visuals and sounds stimulate sensory development.

Toys that encourage children to remember visual stimuli, answer questions and then repeat the activity over again enhance learning.

Children can both learn and practice memory strategies using toys and games.

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Lots of rehearsal and organisation is needed to use memory to its full advantage repetition is an important part of both infant and childhood learning. This means that children can use deliberate mental activities, such as visualisation, to increase the chances of retaining information in working memory and then shifting it to their long-term knowledge base. Giving babies plenty of opportunity to explore their world allows them to enhance their memory skills.Īs children’s attention span increases so do their memory strategies. Infants’ memories become less context dependent at the same time that infants start to crawl and walk.

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Older infants can remember, for instance, how to press a toy animal to make a sound even if the toy is slightly different to the one which the adult used to demonstrate. Young infants’ memories are influenced by context for instance, they can imitate an adult’s actions with a toy but only if the toy is identical in colour and features to the one that the adult played with. These memory skills can be enhanced through presenting visual stimuli more than once repetition is essential for the development of memory skills.

As babies develop they begin to use mental pictures of objects that are no longer within their field of vision.

Engaging graphics & visualisation activities develop memory.

Word games are a fun way to reinforce understanding of the pronunciation and meaning of words. The next stage in word building is the use of ‘state’ words which are words that modify the noun such as ‘my ball’ or ‘red ball’. Action words then begin to be used, such as, ‘put the ball on the table’. Objects, for example ball and table, are often pointed to and named by adults when the child is young. Toys and games that reflect the types of words that are most common in young children’s vocabulary reinforce learning. Object and action words are used extensively in younger children’s vocabulary. Once a child has learned the meaning of a word it becomes part of their vocabulary this leads to faster comprehension of text and frees up space in their working memory for new words to be learned. Children learn about 5 new words a day and games and toys can help expand their vocabulary. They achieve this large vocabulary through practice, repetition and by storing the words in their long term memory. By the time a child is 6 years old they will have an extensive vocabulary of around 10.000 words.

During the second year toddlers begin to produce words and are building their vocabulary they can be using around 50 words by the middle of their second year.

There is a gap between how many words babies understand and how many words that they can say. Infants use symbolic language when they gesture and can even use a sign to mean a word. Baby sign language helps during this formative period where Infants understand certain words but cannot produce them verbally.

In the first year of life infants are exposed to a spoken language but it is rare for them to be able to produce words.

Expands Vocabulary through age appropriate words.