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I decided from the outset that it needed to be fun, stress-free and independent of language: not only for the young pre-reading age children but also for the parent/teacher guiding them. Visual memory training is nothing new. The Ancient Greeks valued it highly but until recently it seems to have been seen as less important. Nowadays it appears increasingly to be a key skill, necessary for academic success. I know from my own experience, when I set a new world record for the Random Images discipline in the 1995 WMC, that visual memory is trainable.
Latest neuroscience research indicates it may be advisable to guide all
children to develop their visual memories. Working memory is now considered a
better predictor of academic success than IQ. There are four photocopiable
groups of these puzzles to be completed over a four week period. For maximum
benefit to the child, we strongly recommend that one group is completed every
week, in a few short sessions. Due to their immature executive control part of
the brain, young children are not able to switch from one task to another e.g.
from drawing a circle around an object and then to stop doing the circles and
switch to drawing lines from one object to another. This part of the brain,
controlling task switching, does not mature until they are about five years
old. The lay out in the book has therefore been designed with the young child
in mind by arranging similar puzzles together. If a child wishes to do further
puzzles once he has finished a particular set, it is recommended that he takes
a short break. He will otherwise find it very difficult to switch to the second
task. The competition may be found at http:
//www.worldmemorychampionships.com/. Once registered, participating pre-schools
and nurseries will supervise the 'competition' and have the option of awarding
certificates to their children. I am very grateful to Michael Thomas Professor
of Cognitive Neuroscience and Director of The Centre for Educational
Neuroscience (CEN), London University for all his advice concerning the
development of a child's immature executive function of the brain. Sue Whiting
