Working memory is the cognitive system in charge of maintaining information that is no longer perceived. Studies show that working memory performance increases drastically throughout childhood. However, the reason for such a development is still a matter of debate. This thesis focuses on the development of attentional refreshing, a working memory attention-based mechanism that has been proposed as a determinant of working memory development. Since there are crucial differences in the evidence for the spontaneous use of refreshing in children across paradigms (Barrouillet et al. 2009; Vergauwe et al., 2021), this thesis will follow a multi-paradigm approach to clarify those divergent patterns. The general goal of this thesis is to investigate whether attentional refreshing is always present in school-aged children and whether it increases with age. To achieve this goal the thesis will explore refreshing using three lines of research. First, Chapter 4 will describe three experiments (Experiments 1.1, 1.2 and 1.3) aiming at the detection of spontaneous refreshing in school-aged children and adolescents, using the last-presented benefit, an independent index for the detection of spontaneous refreshing. Results seem to suggest that neither children nor adolescents consistently engage in attentional refreshing in such a task. Second, Chapter 5 will describe two experiments (Experiment 2.1 and 2.2) aiming at the investigation of the development of two sub-components of attentional refreshing, using direct instructions. Results seem to show that, while children are able to focus on a single mental representation, they are not able to sequentially reactivate two representations in working memory. Thus, children seem unable to follow instructions to sequentially refresh mental representations. Finally, Chapter 6 will describe one experiment (Experiment 3) which measures the developmental differences occurring in the working memory search rate as a scanning process underpinning refreshing. Again, results seem not to support previous theories on the age-related increase in the efficiency of refreshing as a determinant of working memory development. Together, the results from these three lines of research seem to suggest that attentional refreshing is not as general as previously thought, and thus that it cannot be considered as the main determinant to explain working memory development as a whole.