Monthly Archives: January 2013

Helping Neuroscientists keep up with the Neuroscience.

Neuroscientists are still baffled by how the “back of the brain and the front of the brain can make peace” in the words of senior science writer Jeffrey Kluger, written in an article in the March 2012 TIME magazine issue. There is simply NO REASON in the world as to why Neuroscientists struggle to reconcile the interconnectedness of the human brain’s total potential. The path toward understanding this constrast that seems so mysterious is simple – it merely requires understanding the preschool brain, but heaven forbid Neuroscientists should humble their hackles to explore this undeniable factor in the process of finding the solution to getting the “back of the brain to make peace with the front of the brain”. In other words, if the front of the brain and the back of the brain were two countries trying to find peace and reconciliation between their differences, then the preschool stage would be the ideal and very capable ‘U.N.’
For the immediate present, we are presenting an interlude here before we move on to the promised topic of how ‘free will is inextricably linked to human development, human intelligence and human behavior’. People like to point to many causes for any number of particular types of problems that humanity experiences – – – However, as mentioned much earlier, the problem behind all human problems is a problem of insufficient brain development – that mere 20% we’ve tapped into, which does little to ensure that the battlefield between the front of the brain and the back of the brain is replaced with a peaceful and very constructive purpose.
It’s a simple concept, if a butterfly emerged from its coccoon before its wings were fully developed, it may fly and it may even defeat the odds, but it will struggle unnecessarily and it will be at odds with its full potential. This is very parallel to human development. The preschool stage is the stage where the wings of human potential are developed and in order to fully spread those wings a full potential of the traits and features of preschool development must be fostered.
According to the researchers who are in possession of the leftovers of Einstein’s brain, Einstein’s gliel cells were different than the average brains cells of the same sort. Also, apparantly his brain was functioning like that of a young adult more than that of a person his own age. Additionally, his frontal parietal lobe was larger than the average person. Okay folks, this is hardly a difficult equation to calculate…. The young adult thinking brain, the wiring and activity of the gliel cell neurons, and the larger than usual parietal frontal lobe area are typical of intuitive intelligence. This is not mysteriously magical. It is simply a mind that works intuitively – an intuitive mind in charge of the brain rather than the other way around. The foundation for the development of an intuitive mind is entirely dependent upon the intuitive development of the basic building blocks of preschool cognitive development – and every process of preschool cognitive development is an intuitive development process. What does that mean? It means that every child has the opportunity to become even smarter than Einstein when we pay very close attention to the importance of the preschool stage of the human intuitive mind-brain connection which is established during and only during the preschool stage. It is only slightly complex, but it is definitely uncomplicated, and using the compatible lingo that fully activates this preschool mind-brain-behavior-intuitive-intelligence connection is a property and process that must be acknowledged by the Neuroscience community and in general by educational administrations.

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What do Preschool and making a cake have in common?

The first answer to this question is that both should be properly prepared.  The operative words here are “should” and “properly”. With the entourage of adult self-improvement info, it has been made clear that certain words impinge upon our sense of choice and free will, and this is certainly the case with the words ‘should’ and ‘properly’. But children are still learning the endless open-ended possibilities of everything, and that includes these words. The main message here is that, in our attempts to improve our own adult issues and experience the value of newly learned and applied information we give our best efforts in trying to apply newly learned techniques to the children in our lives. But more often than realized we do this without taking into account how it is that young children’s brain are developing and operating.

In order to combine some better definitions of “should”, “properly”, “free will”, “choices” and the differences between child brain development and already developed adult brains – that are still capable of plasticity – we’ll use cake as an analogy.  There are thousands of possibilities when it comes to the opportunity of making a cake, there will certainly never be a shortage of choosing a desired flavor and style of cake. The ingredients are equally as flexible and even substitute ingredients can be used to make a cake more conducive to our desires and even health concerns.  Then of course, the cake decorating phase has infinite possibilities. Here also, our free will and ability to decide and make choices is an endless proposition. But there is one phase in the cake making process that is generally inflexible and non-negotiable, and it is the step that requires the proper mixing of the ingredients that should result in a smooth batter – which is one of the best conditions for ensuring that the cake will bake well.

There are two important analogies here that are relative to the preschool stage of development that are also non-negotiable.  One is that similar to making a cake, there are certain basic ingredients that must be included in the cake batter-making process.  At the preschool stage of learning and brain development, there are also certain ingredients that must be included for the foundation of proper cognitive development that will influence a lifetime of learning.  Secondly, all of the required elements for preschool, like all of the necessary ingredients for making a cake, there must be a smooth amalgamated mixture that becomes one batter – or one pool of basic learning ingredients – that are smoothly mixed together.

In other words, once a cake’s ingredients are smoothly mixed together, the distinction between eggs and flour and butter, etc, are indistinct, it’s just a bowl of mush.  The same goes for the basic cognitive learning elements of the pre-K stage – for the preschool brain, all of the basic cognitive learning ingredients are one whole smooth indistinct mixture of learning elements. In fact, the whole cake making process can be likened to the phases and applications of human brain development and eventual potential, and the multiple possibilities that go into these efforts in conjunction with free will, which is vitally essential to the human development process.

The gathering of the various choice ingredients for the making a cake and the flexibility on the use of ingredients and to some degree the measured amounts of ingredients is similar to the infancy and toddler stages of emotional brain development.  The mixing of the cake’s ingredients is relative to the preschool stage. The baking of the cake, its quality, its essence, its basic constitution is relative to the elementary school years of brain development, and this stage is significantly influenced by the preschool stage. So for instance, if you followed the recipe and ingredients for making a cheese cake, however much we may wish, desire or insist it will likely never come out as a chocolate cake.  The cooling of the cake for a new phase in the cakes’ total process would be the pre-teen years that is preparing for a completely new phase of the cake making process. The decorating phase of the cake is like the teen years of brain development when the options and possibilities of planning and creatively applying designs with our unique abilities is at hand and ready to receive skillful and very experienced guidance from adults who are already cultivated in the art of critical thinking, decision-making and planning.

Thanks for tuning in, the next blog will discuss more about how free will, decision-making, and intuition are essential to human development, progress, relationships and the application of our abilities.

Attention all Preschool Teachers

The world’s leaders need a new way of thinking – a new way of thinking that can be injected into our society’s need to innovate and solve problems.  But politicians and economists will only be able to get this job done with the help of preschool teachers.  That’s right, the most undervalued professionals of our society, and indeed of any society, are the key to easing and resolving the ills and difficult issues of a society.   Only the work of a preschool teacher, and especially parents of preschoolers, can turn a major tide on Mental Health, emotional stability, eradicating war, changing poor economic practices, sustaining democracy, advancing communication and relationships, increasing innovative development, etc.  These issues may seem like they have little to do with preschool development, but in order to increase our problem solving skills, we need to use more brain power and to use more of our brain potential, we must stop relying only on the “plasticity” of the adult human brain, and begin paying attention to the advantages of building a future society of intelligent and empathetic citizens.  This is a process that begins with the early education of preschoolers who are given the basics to advance in science, math, emotional literacy, communication and social development even before reading literacy. Everyone is born to be a great thinker and a great innovator, but great thinkers and innovators still need to be made, and the making of great thinking requires the gathering of  certain basic building blocks during the preschool stage of cognitive development.  In Deepak Chopra’s latest book (“Superbrain”, co-authored with Rudolph E. Tanzi, Ph.d) they suggest that adults can “Just consciously do what nature designed into the infant brain”, and they proceed to lay out what these basic practices are that infants and young children naturally do.  Well it’s great for us adults to take a few cues from the fresh and open learning potential of young brains.  But why would two really smart scholarly men write the intelligence principles of infants and young children’s learning (and even state that some things learned early in life stay with us forever)  and then just stop short of writing ‘the book’ that will help adults ensure that young brains get properly fit and configured to begin with, while those principles are natural and active — as opposed to writing the one-millionth book telling broken brained adults how to keep fixing ourselves??? It’s seems like it’s the time to just stop producing broken and misconfigured brains during childhood that will require band-aid remedies in adulthood, after our brains have developed, and then repeat this same insane strategy generation after generation. We do have something that previous generations never had – the field of Neuroscience.  So let’s use it. There is more than enough neuroscientific information to help define education as being the exact same thing as brain development.  If children’s brains possess the basic building blocks for true intelligence potential, then why would we fall short of using that potential when it is there to be used? Let’s do that math, let’s use our common sense and critical thinking skills — This is why preschool teachers are in a position to design a new future.  It is simply because a society’s most intelligent learners are in our custody, so we may as well take an active role in the influencing the future – It’s a win-win situation. Stay tuned, there will be more to come.