8.9

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8.9

Learning to remember and then say five things

Why is this important?
Verbal understanding can be likened to a ‘list’ of things that need to be remembered in order to carry out a task. If, for example, a four- or five-word instruction is given (e.g. ‘Wash doll’s face and hands’), the child has to remember ‘wash’, ‘doll’, ‘face’ and ‘hands’. Auditory memory is also a factor in being able to process longer instructions.

What to do

Gather together a selection of pictures showing familiar actions. These could be cards or cut out from magazines.
Place a few of the cards (e.g. six) facedown on the table.
Choose a card but don’t show it to the child.
Look at the card and make a sentence about the picture (e.g. card shows ‘cat chasing mouse’ – you say ‘cats like to chase mice’).
Ask the child ‘Can you remember what I said?’
If the child responds correctly, show the card and reinforce by repeating the child’s efforts straightaway.
If it is difficult or only one or two words are recalled (e.g. ‘cats chase mice’), repeat the sentence emphasising the missed words (e.g. ‘cats like to chase mice’).
Take it in turns to copy each other’s sentence.

8.9-picture-cards.pdf

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