Category Archives: Mental Health

Praise for ‘Education Week’

Praise for “Education Week’s” article by Stephen Sawchuk regarding President Obama’s proposal on upgrading the importance of preschool education.
In particular, writes S. Sawchuk ~
“Research indicates that children’s cognitive and social development are linked to the quality of interaction with preschool teachers, regardless of their educational levels. Such findings have spawned interest in frameworks that describe effective practices in such interactions, and can serve as the basis for professional development and coaching”
This is the best information that could have been pointed out by anyone examining the quality of Early Education and the interactions that should be going on between Teachers-Parents-Aides and anyone else involved in the care and cognitive development of Preschoolers.
So, what qualifies quality interaction for social, cognitive and emotional development in preschoolers?
Many abide by certain philosophies, cultural influences and upbringing or parental styles, but the criteria for interactive qualities that ensure the best for preschoolers emotional, cognitive and social development must be drawn out, or derived by the brain’s natural requisites for preschool brain development.
So what is the brain doing during preschool and what is the brain ultimately preparing for? This is the question that needs to be raised for qualifying a framework for preschool development.
Preschool Teaching Expertise requires a simultaneous combination of:
-Open-ended instructions
-Guiding children’s freedom to Explore
-Natural Science as the basis of all classifications of Knowledge
-ALL of the Fundamental Principles of Mathematics – describing the basics of all classifications of knowledge and all interrelated functions of Early Cognitive Development
-Non-negated language/communication/guidance reflecting open-ended possibilities supporting the Brain’s developmental system to acquire infinite knowledge through Compassion and Optimism
-Foresight guidance and enforcing the knowledge of advantageous possibilities with a focus on eliminating hindsight guidance or reinforcing through consequences / consequential knowledge (Because the human brain is ultimately, by adulthood, designed to exercise foresight and intuition, and the intuitive inclination to use foresight is intuitively established during the preschool stage).
-HUGS must also be re-implemented into the order of appropriate preschool brain development – –
Preschool teachers can hardly do their job appropriately if they are banned from hugging their students. Affection is an extremely important part of human brain development, because the human brain is an emotionally developed brain. Also, if Preschool students are going to develop as they should through free exploratory learning, then Teachers are also going to need to have Creative Freedom in their Teaching Practices.
[This also means that any close-ended formats of “teaching” must go, and this specifically includes close-ended literacy development, homework, ditto sheets / following inside the lines and inside the box lessons and teaching practices at the preschool level.]
The name of the Educational Game for Preschool Brain development is Creativity as a cognitive process during this stage of natural intuitive development – the key words being ‘creative’, ‘cognitive’ and ‘intuitive’. These three aspects are as one aspect to the preschool brain and the only time in life when they will be merged and poised to function as one.
This united feature of preschool cognitive brain development ensures that the basic building blocks for quality critical thinking, common sense, out-of-the-box thinking and compassionate, interactive working relationships can meld together to produce innovative thinking in all areas of human existence.
This approach also solves problems, resolves issues and even dissolves unnecessary resolving of a variety of difficulties that would never arise because young brains are being cultivated or configured to operate more in accordance with natural potential.

President’s proposal on Preschool

I’ve written to the President on several occasions about the importance of preschool development. I’m unsure if he’s actually reviewed any of the information that I’ve sent him and his administrations, so I will write my newest letter to him right here ~

Dear Mr. President B. Obama,
Thanks for finally paying attention to Preschool. Notwithstanding the outstanding job that the Perry system has successfully implemented for young children, the deeper values of the first five years of brain development are still being sorely overlooked. We’re faced with a dual problem for educational and societal development that still must be addressed simultaneously, regarding early education.
It’s not just about education dollars and funding. It’s not about creating a Wall Street type equation for economic and market development, or monetary investments now that will project and yield a high rate of return in a productive workforce in the near and far off future. It’s much more than that. Do we need to prepare young students to have equal opportunities in our future workplace? Absolutely ! But what we also need, what professionals in all fields are begging to acquire, and what your administration keeps crying out about more than anything else is INNOVATION, INNOVATION, INNOVATION.
Innovation requires INTUITIVE development. Intuitive development must be, and can only be established in the early stages of intuitive learning. Our nation also needs more foresight and a lot less hindsight, this is something that can also only be fostered and fortified by early intuitive-cognitive development.
To achieve both a productive workforce in all communities and give all communities of children an opportunity to be innovators in society, plus dramatically reduce many of the problems that plague our communities, we need to ensure early intuitive-cognitive development with a creative emphasis on a Natural Science curriculum that is modified and diversified by the Fundamental Principles of Mathematics.
The A,B,C’s and 1,2,3’s can wait until first grade. Early literacy development implemented as a focus to prepare for elementary school is a quaintly prevalent concept but it is a gross misconception about “academic success” when we’re considering the variables of critical thinking, conscientious behavior and intuitive-creative-innovative progress. As a matter of record, all of the leading academic countries, such as Finland and Japan, wait until the end of age 5 or 6 to begin formal literacy skills.
Until we understand the exquisite, intrinsic and rigorous definition of Preschool brain development, we will continue to miss the WHOLE point. We need to implement an integrative approach – and by the way, integrative development is also useless without a basic intuitive-cognitive foundation that gives children a connecting sense of familiarity for all fields of knowledge, as well as healthy social skills.
Thanks for trying, I hope you will continue to be enlightened.
Sincerely, Carla A.M. Woolf

Neuroplasticity; challenging the synapse and neurotransmitter “pruning” theory in the early stages of development. PART 2

The logical explanation for the advent of neuroscience would mean, indeed conclude
that we are pioneering and embarking upon the process of unleashing the latent 80% of
brain potential. To initially understand how to unleash that 80%, we must understand the
preschool brain – rather we must understand the basic construction of our brain’s
information operating system, which is synonymous with the preschool brain.
There are a few cognitive and evolutionary assumptions, or rather presumptions that
need to be cleared up about neuroplasticity, and the brain in general. The first thing is
that, we humans are born with underdeveloped brains, meaning our synapses and
neurotransmitters are still mostly or entirely unconnected, whereas animals are born with
fully developed brains – meaning all or most of their neurotransmitters and synapses are
already connected, and they seem to use most or close to 100% of their brains’ potential –
compared with humans who acquire or use only about 20% of the brain’s potential.
Recently, some psychologists and neuroscientists have proposed the idea that we do
indeed actually use 100% of brain potential but that we are only using about 20% at a
time – at any given moment. That may sound relieving to many folks, however if we
look at all of the basic elements of brain potential, we realize that there are too many
disparities in human existence that fall short of functioning according to the properties of
compassion and optimism, which define the brain’s system for operating knowledge and
information.
As mentioned, Neuroscientists are still baffled by the tug of war between the back of
the brain and the front of the brain, this conundrum hardly sums up or defines 100%
cooperation, let alone 100% of brain potential. The clues that would summarize the
cooperative properties and functions between the back of the brain and the front of the
brain are indeed there to be uncovered and discovered, but it depends on a matter of re-
defining what the common denominators are between these two areas of the brain. This
cooperation is rigorously defined by Cognitivology® and any Neuroscientist is welcome
to validate or invalidate these definitions.
The evolution of human cognitive brain development tells the story of how our
brains have evolved from the back to the front and Neuroscience does explain how each
individual brain develops from back to front during the years of brain development –
plus, how the brain is capable of continual learning, re-mapping and improving during
the adult years of life.
Neurons perform an important role in the brain’s ability to process and transmit
information within the brain’s network of neurotransmitters and synapses. We are born
with billions or even trillions of these and somewhere in early development after infancy,
but before the preschooler stage a massive trimming down, or “pruning” of these
neurotransmitters takes place. This happens because we only keep what we use, these
neurotransmitters become “specialized” and since nature naturally conserves, then our
brains dispense or dispose of those parts that we have missed using.
However, this “conservation” premise is a poor assumption, even from the
perspective of evolution or conservation or natural adaptability. The reason to debunk
this presumption is that most natural selection theories propose that natural processes are
modified in accordance with necessity, usage, and environmental influences. If the
principles of natural selection were applicable to the pruning of neurotransmitters, it
would seem more logical for the human brain to dispense with the over-production of
neurotransmitters generation after generation for each and every individual. The more
logical conclusion is that even though some of these neurotransmitters would actually be
pruned, it makes more sense that we are meant to use the majority of them.
The point is that a newer presumption for a new age of thinking would compel us to
consider that the massive pruning is consistent with the 20% scale, or ratio of brain
potential that we’ve become accustomed to activating and using. We might also consider
that if we were revising our definition of synapse and neurotransmitter pruning from the
perspective of Particle Physics and String Theory, we can presume that we are processing
knowledge and information predominantly from a physical-3-D standpoint and that other
inherent structures of the brain need the original bulk of neurotransmitters to process
knowledge and information beyond the physical-3-D realm of energy and matter.
The bottom line is that unless we give most of these neurotransmitters and synapses
a chance to connect to our extrasensory senses how will we know what more our minds
and brains are capable of doing?
So yes, neuroplasticity tosses out the old theory that adults are unable to produce
new neurons or learn new information, or that they are unable to break free from their old
ways of thinking. But the question still remains – why toss away all of those original
neurons and neurotransmitters if we are meant to continually produce neurons and be
capable of re-mapping older patterns of knowledge with newer patterns of knowledge?
Why dispose of billions of neurons in early development only to gain a few thousand or
million in adulthood?
Our free will is equally limited to processing choices, as our brain is limited to
processing knowledge and information. The more brain potential we unleash, the more
free will can be unleashed to also serve its function in conjunction with human
development, creativity, discipline, responsibility, optimism, behavior, compassion,
ethics, consciousness and intelligence. What this tells us is that we must begin asking
new and unasked questions if we are ever to figure out the mysteries of latent human
brain potential.

Neuroplasticity; challenging the synapse and neurotransmitter “pruning” theory in the early stages of development. Part 1

What is the definition of Neuroplasticity? Basically it is the human brain’s – that is
the adult human brain’s ability – to re-map and re-configure the connections between
synapses ~ the information/type of information that is passed around the brain’s
intelligence network, a neuro-net, comprising its billions of synapses and
neurotransmitters. It is the modem of the human brain where all knowledge and
information gets processed.
New evidence even points out that adults can and do develop new neurons, but how
many new neurons, what would we use them for and, incidentally, what is a
connection anyway? A synapse-neurotransmitter connection is just one microscopic
point that information about your thoughts and feelings are passed around in your head.
Your head meaning that there are billions of these microscopic synapse-neurotransmitter
points that make up a whole network of information connecting – and for the real 411,
each information thinking pattern was originally designed as an information feeling
pattern.
Neuro-scientists sometimes forget to inform the general public about this
connection between feelings and thoughts and how this connection is far more relative to
neuroplasticity than they are willing to explain. But in order to understand this
connection, one must understand the processes and developmental properties of the
preschool learning-feeling-thinking brain – and the preschool brain makes zero
distinctions between learning, feeling and thinking. It’s just that for sophisticated neuro-
scientists to be dabbling in the learning-feeling-thinking processes of the preschool brain,
it just conflicts with their sense of scholarly-ness.
This is precisely the reason why Neuro-scientists are befuddled by the discourse
and struggle between the back of the brain and the front of the brain, because the
potential harmonious connection between the back of the brain and the front of the brain
is primordially decided during the preschool stage when the middle part of the brain, or
the mediating part of the brain comprising the left and right sides, which more or less
houses the brain’s neuro-net, is formulating its major connectivity network that will
eventually connect to the front of the brain and the general higher thinking cortex parts of
the brain.
The higher thinking ‘cortex’ parts of the brain develop their most refining abilities
and properties for complex intelligent thinking beginning in the teen years and stretching
out until the early to mid-20’s – when the brain finalizes its total development, but hardly
the end of learning. Learning is a lifetime process and the years of brain development
help us set up this lifetime learning process. But the foundation of the brain’s structure,
the basement level, so to speak – just like the foundation that will hold a building in place
– this foundation is what is set up during the preschool stage. It is far more major than
even Neuro-scientists can give it credit for.
When folks in general agree upon the notion that the early years make-up the
foundation for all of life’s tendencies – whether inadvertently or knowingly, what they
are saying is that the first major set-up of the brain’s information processing center is
being constructed.
The first set-up of this information network, or information processing center is the
first major connection set-up between synapses and neurotransmitters. Synapses and
neurotransmitters connect information as associative partners and associative groups so
that information has a network to pass information around in patterns that make sense and
that can be worked to apply to our abilities. This first major network is made during the
preschool stage. These first major associative connections of this network, that is, these
first initial connections are the hardest to change, break and re-design into new
associative connections between what we think and feel.
But there are ways to ensure that these initial first time connections never get in the
way of how we feel and think and how we use our abilities, there’s a way to ensure that
we never even have to work so hard to change these original basic connections, because
these first connections can be made in such a way that they just go ahead and form new
patterns of thinking and feeling the moment we decide to feel and think differently. It is
hard to change these initial-first-formed patterns and associations because they were
made when thinking and feeling had absolutely no distinction or difference whatsoever.
When you are learning as a preschooler you are feeling-thinking-learning. They
are impossibly inseparable. This basic tenet or structure in the way we use our brain’s
neuro-net as adults is completely overlooked in the adult self-improvement world. Until
the adult self-improvement world reconciles with this basic fact, the adult self-
improvement world will just keep going around in circles and recycling the mere 20% of
brain potential that we have been using for thousands of years.

We will bring you Part 2 next week…. Please, if any of this subject is interesting visit our website: http://www.naturaullypreschool.com and we can also be found at http://www.teacherspayteachers.com/Store/The-Preschoolers-Gooroo

The inextricable link between free will and human brain development

As mentioned in earlier blog entries, whether you believe in a divine being or whether
you believe in the panspermia-alien theory, or whether you believe that the human race
evolved here by a cosmic game of chance, the result is still that we are all faced with the
same deal. That deal deems that the human brain has unfolded and developed into the
most complex entity in all of the universe – and we all possess one of these brains,
regardless of what we believe and our brains function according to certain properties that are consistent with certain basic natural properties of the universe.
The complexity of the human brain simply means that it is capable of complex
intelligent thinking and empathetic behavior functions. Altogether, this would suggest
that an intelligent designer was at the drawing board of this complex strategy for the
development of the human brain. But this is hardly a debate about the origins of the
human brain. This is about the resulting reality that we are in possession of such a
complex piece of equipment. So the question is – what shall we do with it and how can
we uncover and ensure the prospect of using all of its potential?

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.

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.