Exploring the Impact of Memory on Learning During Pre-Verbal Stages

This essay examines the impact of memory on learning during the pre-verbal stages of early development. It discusses how infants' memory functions, focusing on sensory experiences and interactions that shape their understanding of the world. The essay highlights the importance of memory in storing and retrieving information, enabling toddlers to learn and adapt to their environment. It also explores how activities and programs can be designed to boost memory capacity and cognitive development in young children, emphasizing the role of neuroplasticity and the ability of the brain to adapt and learn from experiences. Furthermore, the essay underscores the connection between memory and learning, illustrating how infants use memory to understand changes and make decisions, thereby training their brains to handle various situations and challenges. The essay references key research on early memory development and its impact on learning processes.

Running head: IMPACT OF MEMORY ON LEARNING
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Impact of Memory on Learning During the Pre-Verbal Stages of Early Development
Name
Institution

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Impact of Memory on Learning During the Pre-Verbal Stages of Early Development
Memory is the process of receiving, storing, and retrieving information, knowledge, and
experiences using the brain (Bauer, Larkina, & Deocampo, 2011). It can be either short term or
long term. At the pre-verbal stage, the memory stores what the infant touches and feels. At these
early stages of language acquisition, the infants tend to be sensitive and more interested in
rhythms and sounds around them, which boosts their memory.
The pre-verbal stage of early development is the earliest stage of communication
development used by infants to interact with their parents and others. It is characterized by the
inability of infants to properly comprehend information and activities around them (Bauer,
Larkina, & Deocampo, 2011). Their communication is not in the form of spoken words but
rather through eye movements, vocalizations, and gestures. Toddlers between the ages of one
and three years are therefore supported by programs and daily activities aimed at boosting their
memory capacity and information retention ability. However, each child is engaged in activities
that suit his or her abilities and perceived mental capabilities. Due to the neuroplasticity nature of
the brain, it continuously changes and develops through the information that it receives and
stores right from the infancy stage of development.
At an early pre-verbal stage, socialization and experience assist in learning and retention
of new information as an infant gets to understand the environment and its components through
visualization and touch. The stage moves through a process of change through the inborn and
learned abilities by communicating with the environment and others, which ultimately leads to
the development and adoption of behavior, attitude, language and a form of communication
(Wojcik, 2013). The activities at this stage contribute toward self-awareness and development of
the ability to effectively communicate with others.

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Memory and learning are crucial elements in an attempt to boost the understanding of
toddlers who are at their early stage of trying to learn from what they see, hear, touch and feel.
Learning mechanisms that are geared toward motivating mental growth and maturity are
therefore, of importance when trying to ensure they are able to comprehend and retain
information that they learn on a daily basis through simple and interactive sessions that are easy
to understand and trigger the brain to comprehend information and retain in the long run
(Wojcik, 2013). These are the cognitive processes involved in learning that support being able to
remember something, detect a change and make personal decisions.
The memory helps in learning when infants, during the early stage of development, can
store and remember non-verbal activities that occur around them periodically and daily. Over
time, the brain internalizes such occurrences allowing infants to store information and remember
it for a long time after the pre-verbal stage. Memory also gives an understanding and
identification of changes that occur based on past and current experiences. With this, a toddler
can adjust accordingly and comprehend changes from previous experience to current experiences
and learning tools that present different and diverse real-life scenarios. All these are aimed at
training the brain on how to address different situations and challenges.

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References
Bauer, P. J., Larkina, M., & Deocampo, J. (2011). Early memory development. The Wiley-
Blackwell Handbook of Childhood Cognitive Development, 2, 153-179.
Wojcik, E. H. (2013). Remembering new words: integrating early memory development into
word learning. Frontiers in psychology, 4, 151.