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There are three main types of memory.

The first kind of memory is sensory memory. Sensory memory is a very “brief memory that allows people to retain impressions of sensory information after the original stimulus has ceased” (Cherry, 2023). This allows people to interpret and interact with the world around them based upon what their senses register in the moment. Sometimes this information will be transferred to short term memory but often the information is forgotten. For example, being able to remember what something looked like after it has disappeared is sensory memory.

The second kind of memory is short-term memory. Our short-term memory can hold small bits of information for around 20-30 seconds, without repetition. Short term memory decides if the information is important. If the short-term memory does not see the information as important one is likely to forget the information. Memories can stay in short term memory, but the information needs repetition for it to stay there.

The third kind of memory is long-term memory. Long-term memory allows for information to be stored over an extended period. The information stored here comes from short-term memory. These memories can last for years or a lifetime. Long-term memory has an unlimited capacity. This type of memory holds the skills and behaviors that we need to survive (Cherry, 2023).

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Memory plays a crucial role in our learning. Sensory memory is important because it allows us to take in information from our environment. Sensory memory helps with our focus. Sensory memory allows us to focus on relevant details in our environment. This is important to learning because focus on the material helps the student move the information into their short-term memory. Short-term memory helps us learn new material and helps us complete tasks. Poor short-term memory makes it difficult to understand, process, and organize information. This can affect learning because students may not understand what was said or what they read. When information is practiced in short-term memory the information will move to long-term memory. Long-term memory helps us remember facts, concepts, and procedures. When students are learning they rely a lot on memory. Learning requires that students can recall and store information that has been presented to them. 

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Importance of Memory in Learning Environments

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Importance of Memory in Learning Environments

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When a memory is formed the brain changes. Memory is the reactivation of a group of neurons that our brain has formed due to memories we already have.  There are changes in the strength of the connections, depending on how often the connection is activated. If a group is not activated for a while the person can lose the memory entirely. Memory formation is dependent on the strength of existing connections, adding new connections, or removing old connections. A memory is first created when the brain encodes information that activates our senses. Our brain looks at the outside world to determine what to focus on. For example, if we see the letter a, our brains will encode it to begin a new memory. The brain also changes when short-term memory information is moved to long-term memory through consolidation. The information is moved from one area of the brain to another. Another part of memory is when the brain can retrieve information from long-term memory. 

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Retention is one when is able to remember information over time. Retention of information is an important part of learning and a child’s education. To help children retain information the information should be repeated, have meaning, and new information should be associated with previously learned information. Without retention we would forget information quickly after it has been learned, which means that students also would not be able to learn a harder skill that requires the previous knowledge of this information. Retention relates to memory because the information needs to be stored in long-term memory for it to be retained. Memory and retention are different because retention is when the information is remembered when given a prompt. 

The transfer of information is when one is able to use learned information and apply it to new or different contexts. Transfer shows if a student can use the information beyond the setting in which they learned it. The goal of learning information is to be able to use it to help in real-life. If a student can transfer what they have learned it shows that learning has been effective and the student can use the skill in other situations, than just the classroom. Students’ memory affects transfer because the information will have to be in the child’s memory. If the child forgets the information then they will not be able to apply it to new skills or ideas. 
                

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Trauma can affect our brain and our memory. When one experiences a traumatic event or extreme fear, their brain can function differently. This causes the person to struggle to think through a situation or make decisions. Our brain typically tells us if we should try to leave the situation, fight for ourselves, or freeze. Some people may also dissociate from the situation. During this time, one does not use their prefrontal cortex to make decisions, however they rely on habitual modes of being (University of Northern Colorado, 2024). Not only does the brain change in these situations due to trying to survive, but one’s memory can be affected. When someone is experiencing trauma there can be gaps in their memory and the events can be remembered out of order. Also, the brain the brain encodes the that got their focused attention the most during the event. In some instances, the memory of the event is blocked from their recall. Trauma can cause people to forget sounds, words, images, painful memories without warning, or to neglect regular tasks. Students who are exposed to trauma may have defiant behavior, inattention, have fear over certain things, have lower academic performance, repeated tardiness, and decreased personal care (American Psychological Association, 2024). 

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Strategies can be used to help students improve their memory, retention, Strategies can be used to help students improve their memory, retention, and transfer of information. One strategy that can be used is to make meaningful connections with prior knowledge. For example, if students are learning addition and have previous knowledge about a number line, the educator can use this knowledge to show them how to add on a number line. This information would connect a tool for math that they already know, with knew information that the tool can be used for. Not only does this strategy help with memory, retention, and transfer but it helps students feel familiarity and safety. Not all of the information being presented is known and they still know some of it, which can help them feel more comfortable. Comfortability is important for students with trauma so that they feel safe in their environment. It will help all learnings feel more in control of their learning and help increase their confidence. Another strategy that can be used for memory, retention, and transfer in an early childhood classroom is sensory experiences. Sensory experiences are when the senses engage in a lesson. An example of this would be to do firsthand activities. Firsthand activities allow students to interact with materials based upon their sight and touch. When writing letters students can use their hands to see how to make it and can use their sight to see if they should have done something different. Senses can be brought into new material through videos, pictures, building, creating, and playing. Sensory activities can help students focus on the present moment. It helps them create an experience with the material that will help them move the information to their short-term and long-term memories. This is beneficial for all young students, especially those of trauma, to help remain focused on the material and engage in the lesson. One other strategy that can help students is spaces repetition. Repetition helps information be moved from the short-term memory to the long-term memory. Spaced repetition is when information is learned several times over a long period of time, instead of all at once. An example of this in an early childhood classroom, is when a vocabulary word is used more than once. The teacher may introduce the word one day but then comes back to it throughout the year to review it. This helps the meaning of the word go into long-term memory and it helps them recall the word to help reinforce the ability to apply it. Repetition allows for learners to have stability and confidence in knowing the skill. Students will know what to expect when reviewing information. It can help reduce stress among feeling that they must learn it that day. It can also help if they are confused to relieve stress because they know that they will get to practice the skill more. 