Childhood Cognitive Development
Cognitive development in childhood is best explained if more traditional theories of child development such as Piaget is well combined with new wave of information processing theories which have dominated the field of cognitive psychology.
This view will largely compare cognition to the workings of a computer. Information needs to be processed and made sense of by our brains, in the same way that a computer handles information and the interaction among itself the information put into it and with outside sources such as humans using them. There seems to be no organizational changes across the ages in terms of processing ability, rather we progress through ages our brains develop better ability to process larger amount and types of information more effectively. Our ability to hold larger number of information items online in our working memory to be manipulated (processed) increases with age. There is consensus that once these information items are understood they are transferred to long term storage (long term memory) for later retrieval. As you know well, you would need a retrieval code or those long term memories are not going to be accessed, i.e., forgotten. These processes are not changed rather performed with increasing accuracy as we leave early years to enter childhood and beyond.