Working memory is the brain skill that helps your child hold information in mind long enough to use it. It is the skill a child uses when they remember the first part of an instruction while listening to the next part, hold the sounds in a new word while trying to say it, or keep track of what happened first, next and last in a story.
When working memory is under strain, everyday moments can become harder than they look. A child might seem distracted, forget what they were asked to do, lose their place in a task, or become upset when there are too many steps at once. This does not mean they are not trying. Often, it means the task is asking their brain to hold, sort and act on more information than it can comfortably manage in that moment.
This guide explains what working memory is, why it matters for communication and learning, and practical ways to support it through play, routines and everyday family life.
What is working memory?
Working memory is different from simply remembering something, it acts like a workbench.It helps a child hold information in mind, work with it, and use it straight away. For example, if you say, “Get your shoes, put them near the door, and then bring me your hat,” your child needs to remember the words, keep the order in mind, understand what each step means, and stay focused long enough to finish. That is working memory.
Working memory is usually described as having a few connected parts:
- Verbal working memory: holding spoken information in mind, such as words, sounds, instructions or sentences.
- Visual-spatial working memory: remembering visual information, such as where a puzzle piece goes, where a card was placed, or what the finished craft should look like.
- Attention control: staying focused on the task, ignoring distractions, and switching back if something interrupts.
Children use these skills together to complete everyday tasks. A child building a train track might remember the plan, hold the shape of the track in mind, listen to your suggestion, and adjust when a piece does not fit. A child telling a story needs to remember the idea, choose words, sequence events and monitor whether the listener understands.
Why does working memory matter for children?
Working memory supports many of the skills children use every day at home, kindy, school and therapy.
It can help with:
- following instructions & answering questions
- learning new words
- understanding stories and conversations
- remembering speech sounds and syllables
- early reading and spelling
- mental maths and number work
- staying with a task until it is finished
- remembering rules in games and social play
- managing routines such as getting dressed or packing a bag
For children under 10, working memory is still developing. It is normal for young children to need repetition, visual supports and adult help. Some children, including children with language difficulties, ADHD, developmental delay, speech sound difficulties, learning differences or sensory regulation challenges, may need more support than their peers.
The goal is not to make your child “try harder” or overload them with memory drills. A better goal is to reduce unnecessary memory load, teach useful strategies, and practise working memory in meaningful activities your child already enjoys.
What can working memory difficulties look like?
Working memory challenges can look different from child to child. Some children are quiet and unsure. Others become frustrated, silly, avoidant or upset when tasks feel too hard.
You might notice your child:
- starts an instruction but forgets the rest
- asks “What?” even when they heard you
- forgets what they were about to say
- loses their place during stories, songs or games
- struggles to retell what happened at kindy or school
- finds multi-step routines hard, such as getting ready in the morning
- has difficulty learning new vocabulary or longer words
- mixes up the order of sounds, syllables or story events
- forgets rules in games, especially when the rules change
- needs more repetition than other children
- appears distracted when there is a lot of talking or background noise
These signs can overlap with attention, language, hearing, sensory processing, anxiety, fatigue and emotional regulation. That is why it can be helpful to look at the whole child rather than assuming the issue is “just memory”.
How working memory effects speech and language
Working memory is closely linked with communication. Children need to hold sounds, words and ideas in mind while they listen, talk, read, play and learn.
For speech, verbal working memory can support how children notice, remember and practise sound patterns. A child learning a longer word like “caterpillar” or “helicopter” needs to hold the sounds and syllables in order while planning how to say them. If this is hard, they might leave out syllables, swap sounds around, or avoid longer words.
For language, working memory helps children understand sentences, remember new vocabulary, follow directions and tell stories. If a sentence is long or has several ideas, the child must hold the first part in mind while processing the rest. That can be especially demanding for children with receptive or expressive language difficulties.
For social communication, working memory helps children remember what another person just said, hold the topic in mind, wait for their turn, and respond in a way that makes sense. In play, it helps them remember the shared idea, such as “you are the shopkeeper and I am buying food”, while also choosing words and actions.
This is one reason speech pathology can be helpful when working memory concerns show up in speech, language, comprehension, storytelling or social communication.
How working memory effects building independence in children
Working memory also supports the everyday tasks children work on in occupational therapy. Getting dressed, packing a school bag, washing hands, completing a craft activity, playing a board game and joining group routines all require a child to remember steps, sequence actions and stay regulated enough to finish.
For example, brushing teeth is not one skill. It involves finding the toothbrush, putting toothpaste on, brushing different parts of the mouth, rinsing, cleaning up and transitioning to the next task. If your child loses track halfway through, they might need a visual routine, fewer verbal instructions, or an adult to prompt the next step.
Sensory and emotional regulation also matter. A child who is tired, overwhelmed, hungry, anxious or overloaded by noise may have less working memory available. In those moments, simplifying the task is often more effective than repeating the same instruction more loudly.
How to support working memory at home
The best working memory supports are usually simple, visible and consistent. They help your child succeed in the task they are doing now.
Reduce the number of steps
Break instructions into smaller parts. Instead of saying, “Put your lunchbox in your bag, get your shoes, brush your teeth and wait by the door,” try one or two steps at a time.
You can also number the steps: “There are two things. First, shoes. Then, hat.” Numbering helps some children realise there is more than one part to remember.
Use visuals
Visuals reduce the amount your child has to hold in their head. You can use pictures, objects, gestures, written words, drawings, photos or a simple checklist.
For younger children, a visual might be as simple as holding up the shoes while saying, “Shoes first.” For older children, it might be a morning routine chart with pictures for toilet, clothes, breakfast, teeth, bag and shoes.
Visual schedule tools can also make this easier for families. We have a free visual schedule app that lets you build simple picture-based routines for home, kindy or school. You can use it to create steps for morning routines, bedtime, getting ready for therapy, packing a bag, or moving through daily tasks without needing to keep every instruction in your child’s head.
Say less, then pause
Long explanations can overload working memory. Try using fewer words, then give your child time to process.
For example:
- “Hands washed. Then snack.”
- “Book in bag.”
- “First socks. Then shoes.”
- “Tell me the two jobs.”
Pausing also gives your child a chance to repeat the instruction, ask for help or start the first step.For example, after instructing your child: “Hands washed. Then, snack” wait 3-5 seconds for your child to give them the opportunity to repeat the instructions or ask a clarifying questions.
Instead of asking, “Do you understand?”, ask your child to tell you or show you what they will do first. This helps you check whether they have held onto the key information.
You might say:
- “What is first?”
- “Show me where you are going.”
- “Tell Teddy what we need to do.”
- “Can you draw the plan?”
Keep this supportive, not like a test. If your child cannot repeat it, reduce the load and try again.
Build routines that stay the same
Predictable routines reduce working memory demands because your child does not have to relearn the sequence every time. Keep common routines in the same order where possible, and use the same words for key steps.
For example: “Bag, shoes, door” can become a familiar routine phrase. Over time, the routine itself becomes the support.
Play-based activities that practise working memory
Working memory practice does not need to look like worksheets. For children, play is often the best way to practise holding information in mind, using it, and adjusting as the game changes.
Simon Says with levels
Start with one-step actions: “Simon says touch your nose.” Then build to two steps: “Simon says clap, then jump.” For children who are ready, add concepts: “Put your hands under your chin, then behind your back.” To make it easier, use gestures or do the action with your child. To make it harder, add a short delay: “Wait until I say go.”
The zoo game
Take turns adding to a list: “I went to the zoo and saw a lion.” The next person repeats the list and adds one more animal. You can use toy animals or pictures so your child has visual support. Make it easier by keeping the list short. Make it harder by adding actions: “a jumping kangaroo”, “a sleeping koala”, “a noisy parrot”.
Memory cards with language goals
Classic memory or matching games practise visual working memory, but you can also add speech and language targets. Each time your child flips a card, ask them to say the word, describe it, clap the syllables, use it in a sentence, or explain how two cards go together. Keep the set small at first. Six to eight cards is enough for many younger children.
Treasure hunt instructions
Hide a toy and give a short instruction: “Look under the chair.” Then build to two steps: “Look under the chair, then bring the bear to the table.” You can practise location words like in, on, under, behind and next to. You can also use a picture clue if your child needs visual support.
Story retell with pictures
After reading a short picture book, choose three pictures and talk about what happened first, next and last. Your child can point, draw, act it out or tell the story in their own words. This supports working memory, sequencing, vocabulary and expressive language. If your child finds retelling hard, let them look back at the pictures. The aim is to help them organise the story, not catch them out.
Pretend shop
Set up a small shop with toys, food packets or pictures. Give your child a short shopping list: “Buy apples and milk.” Then switch roles and let your child give you a list. To make it easier, show the items as you say them. To make it harder, add categories: “Buy one fruit, one drink and something for breakfast.”
Obstacle course sequence
Make a simple obstacle course with cushions, stepping stones, a tunnel or chairs. Give a sequence: “Jump on the cushion, crawl under the table, then throw the beanbag.” To make it easier, you can give them the instructions one at a time, or show them the movements first.This can be especially useful for children who learn well through movement. It also links working memory with motor planning, attention and regulation.
What about memory games and brain-training apps?
Games can be useful when they are fun, matched to your child’s level, and connected to real-life skills. Card games, sorting games, cooking, songs, action games and storytelling all give children natural opportunities to practise working memory.
Computerised brain-training programs are more complicated. Some children get better at the specific trained tasks, but research is mixed on whether those gains transfer into everyday communication, learning and school participation. For most families, it is more practical to focus on strategies that help the child function in real-life routines: visuals, repetition, chunking, clear instructions, movement, play and adult scaffolding.
If you do use an app or game, ask: “Is this helping my child participate better in daily life?” If the answer is no, it might not be the best use of time.
When should you seek support?
It may be worth seeking advice if working memory concerns are affecting your child’s communication, learning, routines, confidence or participation.
Consider asking for support if your child:
- often cannot follow instructions that other children their age can manage
- becomes distressed by multi-step tasks
- has ongoing speech or language difficulties
- struggles to retell events or explain ideas
- has trouble learning new words, sounds or early literacy skills
- finds routines hard even with repetition
- seems to understand in the moment but cannot use the information soon after
- is falling behind at kindy or school
A Speech Pathologist can look at how your child understands language, remembers spoken information, uses words and sentences, tells stories, follows directions and communicates socially. An Occupational Therapist can look at how working memory interacts with attention, regulation, motor planning, routines, independence and everyday participation.
At BillyLids Therapy, our team works with children under 10 through play-based, family-centred support. If you are unsure what your child needs, you can book a free discovery call to talk through your concerns and possible next steps.
FAQs
Is working memory the same as short-term memory?
Not quite. Short-term memory is holding information briefly. Working memory is holding information and using it. For example, remembering the words “socks, shoes, bag” is short-term memory. While remembering the items and getting the socks, putting on shoes and packing the bag in the right order uses working memory.
Can working memory improve?
Working memory develops as children grow, but children also benefit from support around them. Practice, routines, visuals, repetition and well-matched challenges can help children use their working memory more effectively. The aim is not to push more information into your child’s head,it is to help them manage tasks successfully.
Is poor working memory a sign of ADHD?
Working memory challenges are common in children with ADHD, but they can also occur with language difficulties, learning differences, developmental delay, anxiety, fatigue, hearing concerns or sensory overload. If you are noticing a pattern, it is worth looking at the whole child and getting professional advice where needed. You might also find our guide to ADHD signs, support and strategies helpful.
Should I make my child repeat instructions back to me?
Repeating instructions can help, but it should be done gently. Ask your child to tell you the first step, show you the plan, or teach a toy what to do. If they cannot repeat the instruction, reduce the number of steps or add a visual support.
What is the easiest strategy to start with?
Start by saying less. Use one or two clear steps, pause, and show your child what you mean. If the same routine is hard every day, add a visual checklist or picture sequence.
Links to Further Information
The following websites and articles are provided for caregivers who would like more information about working memory, executive function, communication development and practical ways to support children at home, kindy and school.
Center on the Developing Child at Harvard University
This resource explains executive function skills, including working memory, and gives age-based ideas for helping children practise these skills through everyday routines, play and structured support.
Website: Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence
Speech Pathology Australia
Speech Pathology Australia provides helpful information about children’s communication development, including how parents can notice when a child may need extra support with understanding, speaking, learning or interacting.
Website: Understanding and speaking “between the flags”
Raising Children Network
Raising Children Network is an Australian parenting website with practical, research-informed information about child development, learning, behaviour, play and family routines.
Website: How do children learn?
Understood
Understood provides parent-friendly explanations of learning and thinking differences. This article explains working memory in plain language and gives examples of how it can affect children at home and school.
Website: What is working memory?
Working memory and speech sound development research
This article explores the relationship between phonological short-term memory, working memory and phonological speech difficulties in children. It may be useful for readers who want a more research-focused source.
Article: Do children with phonological delay have phonological short-term and phonological working memory deficits? — Waring, Eadie, Liow and Dodd.
