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The authors show the need to design programs for the development of memorization techniques for older preschool age based on various types of educational activities of the kindergarten. The methodological base of the research based on the theory of systemogenesis of the abilities of V.D. Shadrikov. The study involved 30 children aged 5-6 years of kindergarten in Moscow. The empirical study consisted of 3 stages: a formative experiment aimed at forming the “grouping” memorization technique in preschool children aged 5-7 years based on the material of kindergarten educational disciplines; two diagnostic sections performed before and after the formative experiment aimed at diagnosing the productivity of various types of children’s memory. We studied mechanical, figurative, and mediated memory, as well as the formation of various methods of memorizing techniques preschool children aged 5-7 years. The Student’s t-test was used to check the statistical reliability of the study results. The program for the development of the “grouping” memorization technique is designed for 15 lessons, 25 minutes each, with a frequency of 4 lessons per week. The program is based on the material of such types of kindergarten educational activities as “The World Around us”, “Mathematics”, “Speech Development”. As a result of the formative experiment, the productivity of figurative, mediated memory became higher (ρ ≤ 0.01). The “grouping” memorization technique was formed in 53% of children aged 5–6 years.