Working Memory Skills in the Preschool Period

Abstract

Working memory is a fundamental cognitive system that enables children to temporarily store, manipulate, and apply information to accomplish tasks. The preschool period constitutes a pivotal developmental window during which these skills mature rapidly, laying the groundwork for higher-order cognition. This review synthesizes contemporary research on working memory, examining its developmental course, constituent components, and associations with language acquisition, early numeracy, and emergent literacy in early childhood. Furthermore, it provides evidence-based recommendations on classroom design, pedagogical strategies, and teacher practices that support the development of working memory in preschool environments. Recognizing that working memory is a strong predictor of later academic success, the paper emphasizes the critical importance of nurturing these abilities early in life. By doing so, it aims to inform teacher professional development and foster the creation of classroom practices that optimize cognitive growth.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 0 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.