There is a common belief that memorization is an outdated way of learning. Children are sometimes expected not to spend too much time memorizing because what matters more is understanding, critical thinking, problem-solving, and being able to apply knowledge.

This view, however, needs to be considered carefully because understanding is important, and critical thinking is important, but these abilities require a foundation of knowledge stored in memory.

Children cannot analyze something they know nothing about. They will also struggle to evaluate information if they do not have enough background knowledge to compare and assess it.

Therefore, memorization is not the ultimate goal of education. However, it can be one of the important foundations for developing higher-level thinking skills.

When we hear the word “memorization,” some people may imagine children sitting for hours, repeatedly reading sentences from a book until they can recite them.

This approach may produce memorization, but it does not necessarily produce understanding.

There is a difference between memorizing something and understanding something well enough to remember it.

For example, a child may memorize that photosynthesis is the process by which plants make their own food. But learning should not stop there. The child also needs to understand what photosynthesis means, what materials are needed, why sunlight is important, and how photosynthesis relates to plant life.

The same applies to mathematics.

Children need to remember basic facts such as 5 × 6 = 30. Once this fact is stored in memory and becomes relatively automatic, their mental capacity can be used to solve more complex mathematical problems.

So, memorization and understanding should not be treated as opposing approaches.

Memorization can provide the foundation. Understanding gives that knowledge meaning.

 

In Bloom’s Taxonomy, cognitive abilities are often described through several levels, beginning with remember, understand, apply, analyse, evaluate, and create.

The remember stage is sometimes considered the lowest level and is therefore seen as less important.

Yet remembering is still part of the thinking process.

Before children can analyze a concept, they need to know that concept. Before they can evaluate an opinion, they need relevant knowledge about the issue. Before they can create something, they need knowledge and skills that can be used as the foundation for creativity.

In other words, HOTS does not emerge from an empty space.

Children need a sufficient knowledge base so that their brains have information to work with.

Imagine asking a child to analyze a historical event. If the child does not know who was involved, when the event happened, what caused it, or what the context was, it will be difficult for them to conduct a meaningful analysis.

The same thing happens in mathematics. If basic multiplication facts have not been sufficiently mastered, a child may spend too much mental energy on simple calculations, leaving less attention available for solving the actual problem.

This is why basic skills still need to be practiced until they become sufficiently automatic.

 

One common mistake is assuming that all children learn at the same speed.

In reality, every child has different memory abilities.

Some children can remember something after hearing it once. Others need two or three repetitions. Some may need to encounter the same information many times before it truly sticks.

A child who needs more repetition does not necessarily have a limited ability to learn.

They may simply need more opportunities to build and strengthen their memory.

Therefore, when a child forgets something, the most helpful response is not always, “But I already taught you that.”

Instead, we can ask:

“Which part do we need to review again?”

Learning is a process of building knowledge little by little.

 

Forgetting is a normal part of the learning process.

Information that has just been learned can become harder to remember if it is never used or reviewed. Therefore, reviewing material does not mean that previous learning has failed.

In fact, reviewing is part of learning.

However, repetition does not always have to happen in the same way.

Children can answer questions, recall concepts they have learned, solve problems, explain the material to someone else, create drawings, make mind maps, or give examples from everyday life.

The more often children retrieve information from memory, the more opportunities they have to strengthen that knowledge.

One useful approach is active recall.

Instead of simply reading the same page repeatedly, close the book and ask the child:

“What did you just learn?”

“What does this term mean?”

“Can you give me three examples?”

“Why does this happen?”

This approach encourages children not simply to receive information, but to retrieve information from memory.

 

Memorization becomes more effective when children use appropriate strategies.

First, understand before memorizing. Do not immediately ask children to memorize a long definition. Explain its meaning using simple language first. Once they understand the concept, they can begin learning the formal term or definition.

Second, use spaced repetition. Do not try to cram all the material into one long study session. Learn a small amount, review it a few hours later or the next day, and then review it again several days later.

Third, use active recall. After studying, close the book and ask the child to explain what they remember. This is different from simply rereading because the child has to actively retrieve the information from memory.

Fourth, break the material into smaller parts. Children do not have to memorize an entire page at once. Long material can be divided into smaller sections. Master one part first, then connect it to the next.

Fifth, use associations. Connect new information to something the child already knows. For example, new vocabulary can be connected to pictures, stories, objects around them, or everyday experiences.

Sixth, use mind maps. For material that contains many connections between concepts, a mind map can help children see the bigger picture while remembering how different pieces of information relate to one another.

Seventh, use the teach-back method. Ask the child to become the “teacher” and explain the material to a parent, sibling, or even a stuffed animal. If the child can explain the concept in their own words, it shows that the information is becoming organized in their mind.

Eighth, practice consistently. Ten minutes of practice every day can often be more useful than studying for two hours only once a week. Consistency gives the brain repeated opportunities to encounter and retrieve the same information.

 

Another important point is not to compare how quickly children memorize.

A child who remembers quickly is not necessarily more intelligent. Likewise, a child who needs more time is not necessarily less capable.

Learning ability has many dimensions.

Some children are quick at remembering facts. Others may need more time but develop a strong understanding once the concept clicks. Some are particularly strong in language, while others learn more easily through visuals, hands-on activities, or direct experience.

The role of parents and teachers is not to force every child to learn at the same speed, but to find approaches that help each child develop.

 

Ultimately, we do not want children to become mere “memorization machines.”

We want them to be able to use what they remember.

Children need to remember basic facts and concepts. Then they need to understand their meaning. After that, they can use that knowledge to analyze problems, evaluate information, solve problems, and eventually create something.

That is why memorization should not be underestimated.

Memorization is not the end of learning. It is one of the gateways to more complex thinking.

A strong foundation allows children to stand more confidently when they encounter increasingly challenging material.

So, when children need to practice basic multiplication, memorize vocabulary, remember science definitions, learn formulas, or recall historical facts, we should not immediately assume that these activities are meaningless.

What matters is making sure that memorization does not stand alone.

Let children memorize, but also understand.

Let them remember, but also apply.

Let them master the basics, and then gradually move toward analyzing, evaluating, and creating.

Because HOTS is built on a strong foundation of knowledge—knowledge that is truly stored in memory and ready to be used.