this skill has been learned or there has been significant progression, children in this age steadily become better at remembering to do things in the future (e.g., throwing out the garbage, closing the bathroom door or doing homework). Children in this stage of their lives often have an attention shifting episodes in which enable to portion of the memory that was expiring to activate once more, not allowing them to forget. Once ascending to the 3rd grade, children are generally categorizing and in return helps the memory. Late Elementary School In late elementary school, children engage in self-directed use of organization and demonstrate the ability to impose a semantic structure on the to-be-remembered items to guide memory performance. For example, if a child is packing their bag for school, they can go through each part of their day and think of each item that they need to pack. Children at this age understand the advantages of using memory strategies and make use of strategies like categorization over looking or naming if they are instructed to think about learning strategies prior to learning. A strong metacognitive strategy for a student would be practicing reflective and critical thinking skills. For instance, when a child is asked to memorize a song or a poem the teacher will sing or read aloud, essentially comprehending the meaning of certain words and forming a connection is what is generating a student's mind. Once the student is practicing, he or she will be able to approach the song or poem with more understanding, reflective and problem solving. Early Adolescence In early adolescence, children begin to use elaborative rehearsal meaning that items are not simply kept in mind but rather are processed more deeply. They also prefer to use memory strategies such as categorization rather than simple rehearsal, looking or naming and use these strategies without needing to think about memory strategies prior to learning. Consequently, it is crucial to acknowledge that a child's brain is constantly experiencing development from life adaptation. Children need to be an environment that fortifies and encourages cognitive development in the beginning. However, in proportion too literature a child's mind is a remarkable mechanism that if a child has not been adequately given the optimal care and stimulation for brain development. A child can inverse the damage sustained in their early life and have an opportunity to develop. References Memory