Tag Archives: adult self help

DOES YOUR CHILD REALLY NEED an MBA?

In the future, the most important credential your child will need is a “P.r.e-K” [the Preliminary Requirements for Every type of Knowledge]. Without it, even a “Ph.d” won’t land someone a secure “J.o.b.” Even potential love-mates will want to know if you hold a “P.r.e-K” ~ because everything you’ll need for emotionally healthy relationships will also be covered by this “degree”, which will simultaneously function as a decree for navigating all the aspects and prospects of life in general.
To establish the features, traits and parameters of this future decree and degree of life, we first need to contend with the “Marshmallow Man” – the imminently famous person who created the “marshmallow test” (Walter Mischel), PLUS we need to confront the author of the prominent resource of the “7 types of intelligence” (Frames of Mind, Multiple Intelligences by Howard Gardner). But first let’s give credit where credit is due.
Both of these brilliant pieces of work have opened people’s understandings of two general areas of human brain potential. The “Marshmallow Man” has distinctly identified the trait of “Delayed Gratification” as an essential asset for success both in careers and relationships. The “7 intelligences” author has presented us with a better understanding of how to navigate the world of learning.
The “7 types of intelligence” ought to have been titled; The 7 tools of knowledge development” These “tools” being defined as “intelligence quotients” are actually the various senses that work in various ways (depending on a child’s unique abilities) to explore, interact and transport knowledge and information to the brain. That’s what sensory tools do. “Intelligence Quotients” are “Emotional”, “Intellectual” and “Willful” — in other words “E.Q.” and “I.Q.” and “W.Q.” — these are the TYPES of intelligences that humans possess and capable of developing and operating. They ought to be more properly defined as “Emotional Intelligence Quotient”, “Intellectual Intelligence Quotient” and “Willful Intelligence Quotient”. These three ‘intelligence quotients constitute the full spectrum of brain potential, which all ought to be fully developed, and cohesively connected, for the sake of activating and utilizing 100% of our brain’s potential.
The first primordial and basic intelligence quotient is of course the emotional intelligence quotient. It is the basis for the other two intelligence quotients that are aided by the “7” tools of learning and knowledge development — although technically and effectively, there are really 60 of these sensory learning tools (but that is another subject we can get into another time).
The primordial intelligence quotient of emotional knowledge development brings us to the “Marshmallow test” and its creator. The Marshmallow test has properly identified children’s abilities to delay gratification, and be a better learner for a lifetime. However, the “Marshmallow Man” has failed to do the job of explaining to folks that the ability to “delay gratification” is based on experiencing “instant gratification” in the first three years of life. The “delayed gratification” feature does indeed first reveal itself during the preschool stage (hence, the famous marshmallow test), for a simple reason: the preschool stage is the first phase in life wherein we are capable of doing, or at least able to imitate and pretend performing all of the same capabilities that an adult can do.
The only ability a preschooler is incapable of is precognitive decision-making in the complex formats that adults are supposed to be able to do – but preschoolers are definitely capable of exploring and understanding all of the aspects that go into making decisions, and can indeed do so based on already acquired learning experiences.
Okay, maybe that’s starting to get too technical. The important thing to understand here is that “delayed gratification” had nothing to do with a “have” or “have-not” inborn genetic trait — in the same way that people tend to believe that ‘common sense’ is an inborn disposition or personality trait. Both “delayed gratification” and “common sense”, which are inextricably linked, are rooted in the emotional knowledge of “instant gratification” that would have been properly experienced during the first three years of life at the hands of parents and caretakers. In other words, if you are still wondering about letting your babies just cry themselves to sleep (as well as a few other aspects of infant care), stop wondering and worrying. Attending to your crying infant is NOT, I repeat NOT “spoiling” your child’s nature or behavior tendencies — it is ensuring the precursory “instant gratification” essentials that precede learning, practicing and mastering the qualities of “delayed gratification”.
Identifying the lack of “instant gratification” through the marshmallow test of “delayed gratification” is precisely why intervention methods work and stick for a lifetime, when they are remedied at the preschool stage. Nevertheless, the time taken to remedy this fundamental trait for a successful life would be better spent doing a whole lot of basic cognitive and intuitive development at the preschool stage – instead of fixing and therefore delaying other developments that can also ONLY take place during the preschool stage.
There are more than enough tests and pieces of evidence that support the realization that the “emotional intelligence quotient” is the rigorous basis for success in both work and relationships that will take place in the future and last a lifetime, most of which we spend as “adults”. Having an “MBA” or a “Ph.d” doesn’t magically turn back the clock and formidably re-constitute or establish “common sense” and “delayed gratification”. The core elemental structure of “instant gratification” preceding “delayed gratification” is needed to make sense of all the knowledge that can be competently applied with all the knowledge and information acquired through the degrees and credentials of education and lifetime learning.
Ultimately “delayed gratification” is an overall “knowledge app” that will be needed to execute sensible skills in everything. The “emotional intelligence quotient” of knowledge that ought to be fully nurtured during the infancy stage, will properly prepare babies and toddlers to learn the full spectrum of basic “intellectual intelligence” during the preschool stage. Together, as these “intelligence quotients” unite – intuitively – as one seamless function during the preschool phase of brain development, then the stage is set for instituting the core elements of the “willful intelligence quotient” that will take place predominantly during the “teen” years of brain development.
It is during these teen years that your children will have the proper head start to develop and master the traits of “willful intelligence” (or the fuller and final development of the frontal areas of the brain) that conduct and execute the real skills of “delayed gratification” — which manifest as; sensible-precognitive decision-making, intuitive reasoning, innovative thinking, computational-quantum processing, judgment, the ability to hypothesize and theorize, use advanced critical thinking in EVERYTHING they do, plan, intend, create, feel, and think.
Without the compassionate experiences of “instant gratification”, that line the memory banks of our minds during early infancy, thereby fully optimizing all of our emotions with a full value of emotionally intelligent predilections, then any wealth of accumulated knowledge is subject to deflate in an instant. In other words, we can retain what we’ve learned consciously, but unconsciously the sensibility of putting knowledge to use and connecting it with other useful points of knowledge and information just sets it somewhere between difficult-to-impossible. The point of accumulated knowledge and information is to make as many sensible “clicks” as we can between all points of acquired knowledge-experiences.
A proper preliminary “P.r.e-K” degree makes it possible to learn intuitively throughout a lifetime and retain knowledge imperviously so that any new field of knowledge can be imminently applied in unlimited innovative ways. Without this proper sequence of “intelligence development stages”, then the steps missed will indeed make life and continual learning a struggle. As much as we praise the virtues of “delayed gratification”, we must now begin to acknowledge the virtues of “instant gratification” as a required first step, and prerequisite of “delayed gratification”.

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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

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.