Have you ever watched your child forget something moments after you’ve told them? Their school bag is left at home, instructions vanish into thin air, or they can only remember two things from a shopping list before getting distracted. It can be frustrating for parents and disheartening for children, especially when they begin to believe they are “bad at remembering”.
The truth is, many children struggle with memory and concentration at times. Their minds are busy places, often filled with thoughts, emotions, worries, excitement, and distractions all happening at once. Some children can naturally hold several ideas in their mind at the same time, while others need a little more support and practice to strengthen those skills.
What many people do not realise is that memory is not always about intelligence. Often, it is about confidence, engagement, and the way information is presented.
One of the simplest ways to help children improve their memory is by making the process fun.
A technique I often use with children begins with something very ordinary. I ask them to give me a list of ten random things. The objects can be absolutely anything:
Table, chair, computer, game, cat, bus, boy, carpet, book, basket.
Then I ask the child a simple question:
“Do you think you could remember all ten things in the correct order?”
Most children immediately say no.
That is usually because they have already decided they are not good at remembering things. They expect to fail before they have even tried. This is where the real change begins.
I then challenge them a little further. I tell them that not only will they remember all ten words in order, but they will also be able to say them backwards by the end.
At this point, they usually look at me as though I am completely ridiculous.
Then comes the fun part.
I create a silly, exaggerated, funny story using all ten words in order. Perhaps the cat is driving the bus while balancing a basket on its head, before crashing into a giant carpet that flies through the air and lands on a computer. The more bizarre and visual the story becomes, the better it works.
What is fascinating is that I do not tell the child to focus on memorising the words. Instead, I encourage them to focus on the story itself.
And then something amazing happens.
Almost every time, the child can suddenly recall all ten words in order. Many can even say them backwards.
You can actually see the shift happen in front of you. The child who moments earlier believed they had a “bad memory” now realises their brain is far more capable than they thought.
That moment matters.
Because improving memory is often about far more than remembering words on a list. It is about helping children trust themselves again.
Many children lose confidence quickly when they struggle in school or forget instructions regularly. Over time, they may stop trying altogether because it feels safer than getting things wrong. Some become anxious. Others avoid challenges. Some are labelled as lazy or distracted when really they simply need information presented differently.
This is why playful learning techniques can be so powerful. Stories, visual imagery, humour, movement, and emotion all help the brain create stronger connections. Children learn far more effectively when they are engaged emotionally rather than pressured to “try harder”.
Of course, this approach is not magic and it will not work perfectly every single time. Some children may resist at first, especially if they already feel embarrassed about their struggles. Others may need repetition and patience before their confidence begins to grow. If adults around them become frustrated too quickly or expect instant results, progress can slow down.
However, when children feel safe, encouraged, and successful, even in small ways, their willingness to learn often changes dramatically.
What is most powerful about this exercise is not simply the memory improvement itself. It is the feeling children walk away with afterwards.
They begin to think:
“Maybe I can do this after all.”
And sometimes, that single moment of belief can make all the difference.
