Tag Archives: educational reform


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”.


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

Introduction to who we are.

What’s wrong with the world today people?

You wanna know? – That’s a start!  If you stay tuned to this blog and explore your own humanity we can all change our futures.  The key though is we have to begin at the beginning.

All our hopes rest in the redefinition of “preschool education”.  This site will be informative and comprehensive on topics that will or could be brand new to you.  The only real question is do you really want change?

Come back soon for more information and practical things that everyone can do everyday that will have zero impact on how you normally go about your day.  All we will ever ask you to do is to keep an open mind – because as I have stated before this information is totally new and your paradigm will need to shift.