Tag Archives: parents

Preschool Coach Development & Problems

Preschool Coach Development & Problems

  • Are you uncovering your child’s Highest Potential??
  •  Do you want your child “ahead of the curve” before and during High School??
  • Is your preschool struggling with following directions??
  • Do you constantly find yourself saying “no”, “don’t” & “can’t”??
  • Does your child have major meltdowns during the most inconvenient times??
  •  Does your child resist transitioning from one activity to another??
  • Call the Pre-K GooRoo Coach – Carla A. Woolf (201)674-8896

Carla A. Woolf ~ Lead advocate of “Legalize Preschool Hugging” Campaign and author of 3 books on the intuitive-cognitive stage of Preschool Brain Development.

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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.

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.

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.