Tag Archives: compassion

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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The Intuition Gang – Vol. 2

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The Intution Gang – Cartoon

I would like to take this opportunity to introduce myself to you. My name is Bryce Conway, I am Carla Woolf’s business partner in the expansion of cognitivology® and contributing author of “The Dots Connected”. I have penned several children’s books all based on the cognitively correct® system of communication and now I would like to present my newest literary endeavour.

I have created a cartoon/comic book based on the functions of cognition that are all present and necessary during the preschool stage of development. So without further delay here is the first installment of The Intution Gang. a Cover# 1.1b Page #1.jpg.02c page #2.jpg.02d Page #3.jpg.021e Page #4.jpg.02f Page #5.jpg.02g Page #6.jpg.02h Back Cover.jpg.012

Conversations – T. Wolfe’s “catch-22” vs. C. Woolf’s “catch-22”

If memory serves me correctly, in typical Tom Wolfe style, he points out the ridiculous, in this instance, the case in which people must face the circus of trying to get a job without the job experience, meanwhile one would need a job in order to get any job or work experience.  What we are pointing out here at Cognitivology is the matter of improving human development by using more of our brains while we need to use more of our brains in order to better develop our humanity.
Einstein has said that “problems can never be solved by the same level of awareness that created them” — so we are going to be in a catch-22 situation until we can come up with a solution that uses a higher sense of awareness, which is why we propose that creating a higher sense of awareness is going to be best achieved by cultivating fresh new young minds with the ability to use more of their brains from the get-go, so to speak.  
My Mama is constantly reminding me to write about the Cognitivology theme in ways that folks will understand what I’m getting at.  My ever conscientious co-author is always advising me to use common experiences of everyday life to describe the efforts of Cognitivology so that people might identify with our theme.  
Yesterday I had what was nearly an ugly confrontation with a fellow in a supermarket, so I’ve put all of these aforementioned elements together, I think, to come up with an explanation that exposes the ridiculously difficult challenge that all of us are subjected to under the thousands-of-years-old model of limited brain development that we must deal with everyday.  
But before I explain this conversation, or rather this confrontation, I should answer a question that I am constantly asked when I freely engage complete strangers into a discussion about Cognitivology in my own attempts to spread its ideas — and that question is, “what motivated you to do this sort of work”? Well, it’s very simple and I must confess, I’ve never honestly answered it, so I’m going to do it here.  
The truth is that I hate the fact that we humans are using only about 20% of our brains’ potential.  I feel extremely irritated by this condition and am reminded daily that although I’m constantly working to bring awareness to this condition we all suffer and do what I can to change this condition, I am as equally subject to it as everyone else and therefore none the better or worse than anyone else.
To divulge this frustration, I recount this encounter in the supermarket.  I was looking for an item, found a store attendant who had been conversing with another customer, who I mistakenly thought was another store worker. When I’d lingered long enough, I interjected by saying, “sorry, could you just tell me where the rice is”? For this interruption, I was interfaced by the customer, mistaken by me as a co-worker, with an abrupt “excuse me, I’d like to finish my sentence”, followed by my saying, “I’m sorry I hardly wanted it to seem as though I’d been eavesdropping on your conversation”. To this, the man responded with how rude I was being and then a command that I should lower the tone and volume of my voice.  In return, I now said, “Well, I’m sorry, but I spend a lot of my time teaching children and working with the elderly who are hard of hearing, and this is a normal tone of voice for me, it’s just an occupational hazard”. At this point, the man responded, “so what does that mean, that you are better than me, I’m a retired…”
The store attended was quick thinking enough to point me in the right direction for which I took my cue to remain consistent with my commitment to behave and think in accordance with higher brain potential, which is based on the brain’s natural system to process thoughts and emotions through the values of compassion and optimism – which is how the brain means to integrate thoughts and emotions as one harmonious process.  
So here’s the ugly truth — what did I really want to say and how did I really want to behave?  Like this — “hey Mister, I don’t have time to explain quantum processing to emotionally illiterate men over the age of 30, did I say I talk loud because I think I’m better than everyone else? – no, you made that irrelevant reference, I said I talk loud because of my occupations, but mostly I just talk loud because it’s a stupid compulsion of mine, and while you have the right to tell me that I’m being rude, it’s too bad for you that it is only I that can decide how to use my voice.”  
For those of you wondering what in the world quantum processing is, it is, essentially, the ability to use relevant and obvious information, in this case, I gave him the reasons why I’d had the habit of using my voice loudly, but he assumed according to his own reasons that my loud and perturbing voice was different than what I clearly stated, and he has every right to assume away.  But, that I thought I might be better than anyone else was the furthest thing from my mind and just nowhere in the radar of my feelings or thoughts – so it was plainly and simply a lack of quantum processing on his part.  
Furthermore, in my experience, people who usually say that sort of comment, especially when the person they are conversing with has said nothing of the sort, is usually someone who thinks that he (or she) is better than others, or has been severely reminded in their early development that he or she is inferior to others.  It is a topic that is obviously always on his mind.  Okay, to conclude this whole story, the point is once again, I believe that most people most of the time are trying to be better human beings and that we are constantly barraged with this catch-22 situation of getting caught in the net of limited brain potential. It is an exasperating situation that is exacerbated on a daily basis.  
The contributions we make range from the individual level of being more conscientious to the worldwide level where people have the influence and resources to tackle say, world hunger or green planet solutions for the future.  But whether on the individual level in the supermarket or on the larger scale of tackling major world problems, the limits of human relationships that depend on human development, which is synonymous with human BRAIN development is going to continue being a catch-22, and as a race, as a species, we are in denial of this fact.  
These ongoing and never-ending problems of world hunger, child abuse, warfare and the like will only cease when humans change, and we can really only change humanity if child development, that is, child BRAIN development is put at the forefront of human progress — because human progress and human development is human BRAIN development and human brain development is CHILD BRAIN development.  There’s never going to be any way around that.
The infrastructures of human existence can only improve when we improve the ways that we think, which are based on the ways that we feel, because the human brain is an emotionally developed brain.  The Theory of Relativity for Human Brain Development is attainable, in fact it’s already here and it can create as much progress for human development as Einstein’s Theory of Relativity has done for the Space-Age, Technology and Quantum Physics.  
Of course, this emotional brain development theory rests on a rigorous definition for Emotional Cognition, which has been rigorously unveiled by Cognitivology. But it remains to be acknowledged by mainstream Cognitive Theorists, as well as the Neuroscience field. So, as I end today’s blog, I do so completely violating the advice I’ve been given — make it comprehensible, make it short, etc, etc,…  
So here’s to another long blog, which brings us to the final catch-22, because probably, like most blogs, this will hardly, if ever be read at all. Nevertheless, it will save me some of the frustration of explaining quantum knowledge calculations that our brains should be intuitively developed enough to process, and maybe, just maybe, I can parade around like a blissfully happy human being that wants to treat others with the compassion and optimism they deserve without having to explain myself, and if people really want to know what’s really going on in my head, then I can point them in the direction of my blog. The End, ’til next time. 

THE FANTASY OF NEUROSCIENTISTS – The Race to Uncover the Mysterious Power of the Prefrontal Cortex

The fantasy of Neuroscientists should never be confused with the fantastic job that Neuroscientists have done to uncover so much phenomenal information about human brain processes that describe human brain development.   Years ago, if you were reading a cosmetic magazine, it was filled with ads, stories and anecdotes about the world of beauty, and if you were reading Popular Mechanics, it would be all about planes, trains, automobiles and the new technologies about motors and race cars.  But now, it’s impossible to pickup any magazine and never see something about the human brain’s effect on our perspectives of beauty, or perhaps, how in the future, quantum entanglement and the brain’s ability to observe and affect particle behavior will determine how well your car’s engine will run. Both fantasy and reality are presented in modern day literature and the workings of our brains are represented with them.  In the upper echelons of the Neuroscientific world, the most highly sought after and coveted fantasy of Neuroscientists’ is equivalent to the “Race to Relativity” that took place between Einstein and his adversaries. Actually, there was really only one adversary in the ‘race to relativity’, everyone else was busy trying to discredit and invalidate what Einstein was saying, instead of getting busy using their own intuitive minds like Einstein was doing.  In any event, it seems pretty clear that the goal of Neuroscientists is to uncover the great and powerful Oz lurking in the most advanced intelligence feature of our human brains ~ the workings of the Prefrontal Cortex. Even the great Einstein himself struggled with nailing down ‘Relativity’ until he re-introduced the ‘constant’ into his famous equation.   Neuroscientists, on the other hand are still trying to figure out what the ‘constant’ in the Relativity equation of the Prefrontal Cortex is, even though it’s been right under their noses for years. In other words, Einstein figured out that time and space were smoothly related and interdependent. He also figured out that motion and gravity have a similar relationship as time and space. But Neuroscientists still think that “reasoning” and “emotioning” are at war. They are unable to figure out the smooth, relative, interdependent relationship between emotions and reasoning skills. But cheer up brain aficionados, Cognitivology is happy to introduce you to the ‘constant’ – – it is simply “integration”!  How so you might say?  The human brain is the most complex entity or organ in the universe?!? But in the paraphrased words of Einstein, the answers regarding questions about the universe are both simple and beautiful. The real power and potential of the Prefrontal Cortex, as UN-described by Neuroscience, is more than just figuring out how to master emotional impulses while performing highly attuned reasoning skills.  The real power within the Prefrontal Cortex is its innate ability to make zero distinctions between altruistic thoughts and altruistic emotions – consistent with the brain’s natural hard-wired system to be configured and developed by the fundamental properties of Compassion and Optimism. The Prefrontal Cortex is the playing field for the simultaneous and indistinct application of Intuitive Reasoning and Quantum Processing skills.  In other words, all of these skills are all performed and conducted as a completely integrated process by a fully developed Prefrontal Cortex.  But in order for the Prefrontal Cortex to become fully developed, it requires an integrated precursor for its fully integrated development and potential – and that precursor is the Preschool stage of development. As you can only imagine, understanding Preschool cognitive brain development is a distinctly distant and unsophisticated variable in the sophisticated minds of highly advanced intelligent thinking Neuroscientists.  It seems that for Neuroscientists, Preschool development is either, un-relative, or too humbling to include as the fundamentally constant variable of integration in the equation for figuring out the core elements and requisite basic building blocks for the full developmental potential of the Prefrontal Cortex.  The integrated mechanics of the Prefrontal Cortex must be rooted in certain fundamentally rigorous properties of early integrated brain development.  Until Neuroscientists can reconcile with the real definition of the altruistic operations of the Prefrontal Cortex by connecting it to the fundamental integrated properties of Preschool Intuitive-Cognitive-Brain development they will keep fumbling in the race to uncover the actual power and potential of the Prefrontal Cortex.  Sadly, and unbeknownst to them, they are so far behind in the race that they have missed seeing that Cognitivology has already crossed the Finish Line.  

The Overall Brain Review – Why your brain matter matters in every matter of life. What is brain development – Really? What exactly is ‘higher brain development’?

PART I
The time has come in human history where EVERYTHING needs to be reviewed in the matters and terms of human brain development. EVERYTHING from education to social issues, technology, love, war, peace, trust, relationships, politics, etc.
All of these matters are directly linked to the processes of our brain matter, and these brain matter processes must go beyond just reviewing snippets or partial processes of our brains’ challenges. Understanding ourselves means understanding our brains and understanding our brains means more than just dealing with ‘this is what your brain is doing when you’re on drugs’, or ‘this is what your amygdala acts like when you’re excited’, or this is what is failing to happen in the frontal lobe and limbic systems of a serial killer’, or this is what duress the brain is suffering under the conditions of Alzheimer’s’, or this is what causes teens to act the way that they do’.
All issues of human development; health, economics, criminal activity, philanthropy, behavior, intelligence, decision-making, world progress and especially adult self-improvement as it is relative to the stages of cognitive development must be viewed, reviewed and overhauled in accordance with the total and full potential of the human brain.
In other words, how would we actually strive, thrive, survive, interact, think, feel, learn, lead, teach, share, work, help, invent, and contemplate within the context of a fully developed and 100% activated brain — as opposed to the historically typical model of using only about 20% of our brain’s potential ??? More specifically, how would a fully activated brain affect the way we process and apply free-will, creativity, intelligence, and behavior?
The simple answer to these questions point to the matter of why we’ve been unable to tap into latent brain potential. The short, straightforward answer is that we need to approach the matters of human development – i.e., the matters of human BRAIN development – from the standpoint of Intuitive Intelligence development. This is the central matter of all human brain matters that has been left unchartered and under-nurtured. What else could it possibly be? We have addressed practically every other facet of human development. Intuitive Intelligence makes up the whopping 80% of human brain potential that we have been missing for so long – and the most we’ve done is to dabble in intuitive intelligence as some mysterious mystical process. But it is a substantial process of our cognitive development. We learn language intuitively and language is used to learn everything else, so intuitive intelligence has to do with, well, literally EVERYTHING.
But the most unknown factor about exploring the possibilities of total human brain potential – which is the same as achieving total Intuitive Intelligence potential – means reconciling with the understanding that Intuitive Intelligence potential (are you ready for this shocking newsflash?) means understanding Preschool Brain development. Whoa – what do the issues of world hunger and climate change have to do with preschool development? – EVERYTHING!!!
We need to process solutions for EVERYTHING and the highest form of human intelligence and behavior – or higher brain development – means we are using our intuitive intelligence capabilities.
Unfortunately, this realization, indeed, this connection has gone totally unrecognized by virtually every field of science, even neuroscience – – and until we can reconcile with this connection – that is, Intuitive Intelligence as an interchangeable equivalent of Preschool brain development – then any attempts to produce ‘higher brain potential’ will continually evade us and suffocate all efforts of human development.
PART II
What is human progress?  What is Human Development? What is Consciousness or Global Awareness?  These sound like complex questions, which they are, but “complex” should never be confused with “complicated”. 

We might – as a hypothesis – say, “What is Animal Progress”? or “What is Animal Development or Animal Consciousness or What is an animal’s sense of Global Awareness?  So what is actually the difference between human development and animal development?  The development, behavior, intelligence and potential of any living species depends on what is fundamentally and naturally encoded in our brains and then carried out by our sensory tools and motor skills.   Animals are born with fully developed brains, or rather at least, they are born with all of their synapses and neurotransmitters already connected — which is why they are able to respond to the true nature of their abilities and also why their full development takes place within a particularly and comparatively much shorter time after birth than humans.  Humans are born with underdeveloped brains and we need a full 21 – 25 years for our brains to fully develop.  Simply put, without any complexities, human development IS human BRAIN development. But here are two key things to keep in mind.  One is that human brain development takes place during the CHILDHOOD  years and humans, historically and to date have only tapped into a small portion of our brains’ potential (approximately 20%).  So human BRAIN development IS in fact, CHILD BRAIN DEVELOPMENT.    Humans, or human progress has been plagued with problems – the solution is UN-COMPLEX – – the one problem behind all problems of human progress is the human development problem of human child brain development. We are the only species that have massive and sometimes incomprehensible and even reprehensible problems within our own species.  Animals never experience problems within their own species on such a scale and it’s probably fair to say that the only real problem that animals have is humans.  Our problems can be solved by simply solving the problem of Human Child Brain Development.  In the Neuroscientific world, the highest function of the brain’s potential is defined by the development and application of the Prefrontal Cortex that modifies and regulates emotions in conjunction with intelligence and reasoning skills.  Cognitivology stands by the idea that there is more to the Prefrontal Cortex than just that, but that the Prefrontal Cortex actually makes zero distinctions between the most altruistic of compassionate behavior and the ability to INTUITIVELY reason highly attuned creative intelligence skills.  The Cognitivology assumption is that these aptitudes are meant to be highly integrated and that there is an early cognitive development basis that predisposes the Prefrontal Cortex for this indistinctly integrated most advanced trait of human brain potential.  The key foundational building blocks for this adult feature of the highest function of our brains requires a certain intervention of care  during the childhood phases of brain development, in particular, the preschool stage.  The highest grade of human development, behavior, potential and devising solutions for our world problems will require the full development and use of our Prefrontal Cortexes to exercise highly compassionate and skillful reasoning solutions as an indistinctly inseparable aspect in our attempts to resolve conflicts and compounding problems.  Professionals are constantly speaking of early intervention, but rarely actually devise a comprehensive solution for the early intervention of anything when it comes to solving world problems.  The only solution to solving world problems is to solve the problem of human brain development and full human brain development depends on using the full capacity of that supreme Prefrontal Cortex, which depends on the full and appropriate development of the Preschool stage – THAT  is what the Preschool stage is for.  It is a misconception that the Preschool stage is meant for academic preparation, but it is understandable that people think that way, because academia is hardly set up to secure and ensure the full development of the Prefrontal Cortex that does most of its higher development during the teen and early adult years.  In essence education, and brain development should be thought of as one synonymous idea.  When we can begin doing that, then we can reform early childhood brain development, and all the years of brain development to be congruent with the goal of total brain potential. 

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.