Written for professionals who design and teach in preschool programs this paper reviews research on memory abilities of young children and examines the relationship between knowledge and memory among preschool children. Preliminary research of the hypothesis that elementary school environments press children to develop memory strategies is reported. Parents of preschool children and teachers of pupils in the primary grades were interviewed and surveyed. Questions focused on home and school learning, memorization requirements at home and at school, and parent and teacher behaviors related to memorization demands. Data provide some support for the schooling press hypothesis. The memory abilities of the preschool child are characterized as unintentional and bound to the immediate and concrete goals of the activity in which the child acts. Preschool children do not seem to conceptualize memory activities as a distinct part of the on-going activity. Since preschool children do not realize the need to remember as they enter a situation, the adult must first present and emphasize the importance of remembering. Memory tasks should be arranged within the context of some activity that is meaningful for the child. Preschool children do not consciously employ memory strategies. Adults should provide situational means for remembering. (Author/RH)