Dr. Randy Wysong asked:


At age seven months in the womb, humans begin language coordination in response to what they hear through the mother’s belly wall. Some 52 muscles learn to respond to the various phonemes (a basic language sound like ‘b’ in boy and ‘m’ in man) of the language surrounding that belly. There are also studies showing that the emotional state of the parent imprints as do things like music and other environmental conditions. Nutrition, drug use and pollution spill right through directly to the fetus via the placenta and umbilical cord. Parenting begins way before the bassinet.

At eighteen months, the child has a brain 1/3 the size of an adult but the same number of neural connections. These connections are called synapses and relay information – outgoing from the nerve cell through axons, ingoing by way of dendrites. It is the number of connections of nerve cells that relates to intelligence, not the number of neurons.

As the brain grows, by age 6 we have about five times the neural connections we do as adults. These trillions upon trillions of connections are there waiting to be imprinted by the environment, parents and society. This is probably the reason, some 2000 years ago, the church started the sacraments at ages 6 or 7. (It is remarkable how so many ‘new’ scientific discoveries were anticipated by the intuitive traditions of, what we believe to be, unsophisticated minds of the past.) Beginning at about age 12, the fatty myelin sheath covering connecting neuronal tendrils not used, are literally dissolved, absorbed into the cerebrospinal fluid. Thus 80% of the neural brain mass present at age 6 is gone by age 14 as a result of disuse. Further belittling is the fact that of the remaining 20% of the brain, we only use 5%. That means, of our full potential, we only use about 1%! (For evolutionary materialists out there, please explain to me how something as complex as a brain – infinitely more complex than anything humans have ever invented – developed so that 80% of it could dissolve and 95% of what remains go unused.)



This ‘devolution’ of the brain applies to the neocortex, that big part of the brain with all the folds and grooves that humans are so proud of because that’s where all our smarts (are supposed to) come from. The more ‘primitive’ parts of the brain, the ‘reptilian’ brainstem and limbic systems responsible for stimulus-response sorts of actions and emotion-cognition, remain intact and do not experience this loss. In other words, our ability for ‘fight-flight’ (running from predators), self-awareness (me, I, look at me), *** (fun stuff and children hatching), eating (wouldn’t want to miss that) and road rage (essential in modern living) are never at risk, just our ability to be intelligent about all that base reptilian stuff is.

Nothing new here, right? Is it not clear which parts of the human brain are in full function today? Just watch a little television, listen to ‘with it’ music, go to some movies and pick up some of the tabloids at the grocery counter and you’ll see the human brain stem has suffered no melt-down. But that 3-pound blob on top of it, the seat of intelligence, is evidently just filling up space.

What is primarily responsible for making and holding neural connections is not what we can beat into our kids with rules, instructions and performance pressures, but what they experience around them. At least 95% of the imprinting a child receives, neither the child nor the parents are aware of. Who we are emotionally, ethically and intellectually at our core in our day-to-day routines as parents – not what we pretend or preach – is picked up by the child as its most important lessons and is then ‘neural connected.’ So telling a child to be something we are not doesn’t work. If we want better children, then we must be better people.

This also speaks to the importance of a loving and nurturing family nest. We learn love, in large part, by experiencing it. The erosion of the family in our libertine society thrusts the child into a peer group for imprinting. This begins with technological births in hospital wards, then continues with isolating infants in their own bedrooms, pseudofood in bottles with nipples, television, day-care, broken homes and on to public schooling…you know, the ‘modern’ way to rear kids. The premature unfolding of development is accelerated through exposure to adult themes pressing in from everywhere in our society. Menstruation is beginning in 8-year-old girls (partly the result of hormone-type pollutants in food), there is an outbreak of pregnancies in 9-year-olds, and violent *** crimes among children under the age of 10 are becoming common. Children are being thrust into full operational adult thinking way before they are capable of handling it properly. That is why some 70% of teenagers are functionally illiterate: they may be able to learn, but cannot grant meaning. They have not been properly imprinted, don’t have sufficient life experience for context and don’t have the neural connections.

So yes, the home, family and parents are responsible for the development of children. On the other hand, there is a lot of nature involved too. Any parent raising a child into adulthood will see that the child at 40 is pretty much identical to the child in earliest infancy. So don’t be too quick to blame yourself for a child gone bad. Don’t spend your fortune in therapy either, whining about how your parents didn’t love you. We can lose important neural connections in childhood but once you realize who you are – very early in childhood – the ball is ultimately in your court. There are people with essentially no brain in their skull (compressed to a thin membrane from hydrocephalus) who excel intellectually and ethically. So, as an adult, buck up, take responsibility for yourself and make good use of the neural connections remaining. That’s in your court. You are not a victim.

But the present circumstances for children are a peculiar situation with no historical precedent. There is no solution other than for the adults to not be distracted by the veneer of civilization, its glamour of modernity, and its amoral and libertine pressures. Even though we are left with 1% of our mental potential, we can make a lot of good use of that. It means reaching inside for the goodness that is there in our hearts and extending that to our fellow humans. It means not following the conscience of others but learning what is already within and being true to it. Children don’t need money, videos, signature shoes and pressure for grades and sports performance. The inner needs of children don’t care about being raised in a pigpen so long as there is love. If that critical emotional relationship is not there, children will seek it in peers, including the perverted, money grubbing, media models. Then we have the ethically blind (other children, brainless idols and profiteering media) leading our blind children. This is the proper incubator for the adults of the future? What then, particularly when everyone has been indoctrinated into thinking they are victims and any failure in life is the fault of somebody else? What a formula for the collapse of society!

The answer is that greatest of all intelligences, love. That is not a platitude. Love requires an expansive and wise mind. Even with the puny 1% of our brain that we use, the capacity for love is infinite. In the end, what else really matters anyway? In the process, by being a person of goodness and reaching out in this way to others, we become the perfect model for the development of a loving and well-adjusted child. And hardly a word needs to be spoken in the process.

For further reading, or for more information about, Dr Wysong and the Wysong Corporation please visit www.wysong.net or write to wysong@wysong.net. For resources on healthier foods for people including snacks, and breakfast cereals please visit www.cerealwysong.com.

Toys Direct asked:


Parents often seek assistance in selecting the right toys at the most ideal stage of their child’s development. Many toys are designed for particular ages based on safety concerns; however, many others are designed to specifically encourage the development of certain abilities in a child.

In this article we will explore the fundamental skills developed by infants at varying ages, and the types of toys that can encourage children to reach their potential.

The Baby’s 1st Year

In the first year of a baby’s life, they begin exploring and experimenting with their most important senses:

Sound & Smell – In the first instance babies begin to match voices with certain faces and ****** expressions, mainly from being held, fed and nurtured. Likewise, certain smells can be recognised and associations are gradually made. As they begin to establish these social attachments they become more receptive to different sounds and smells. Toys with sound and music that react to a child’s action are especially good at this stage, and simply letting your baby smell something and then see it can encourage development in this area.

Touch & Sight – As babies begin to take a little control of their hands; touching and feeling things become an important part of an infant’s development. Similarly, as sight becomes clearer, babies become more receptive to visual aids. Toys for this age are designed to enhance and encourage these traits. Toys should be for seeing, hearing and touching - this encourages the child to respond to the sights and sounds they see and hear. Picture books with sound, teddy bears with different textures and pulley toys that respond to a child’s movement are especially beneficial after 6 months old. Toys in bright, monochromic colours can also help to stimulate eyesight in the first year of a child’s life.

Ages 1 to 2

This stage is an important time for developing independence and important social skills that will never be lost. Between the ages of 1 and 2 it is surprising how rapidly a child develops from a tentative toddler saying only 1 or 2 words, to a confident child able to easily run and speak around 50 individual words.

From the age of 1, infants begin taking an interest in the effects of their manipulation, and it is very fun to sit back and watch children at this age. They particularly enjoy throwing toys and building things, so building blocks Duplo, and stickle bricks are fantastic toys at this age for encouraging hand and eye coordination, as well as a sense of balance.

From around 18 months, infants are able to walk very well and can run to an extent. When objects are in the way - running can prove difficult. However, with their newfound freedom, children love to explore and try everything out, without a sense of danger, so toys that encourage active play at this age are well received. Balls, Sit n’ Rides , Activity Stations, toys that speak or make noises and toys of characters they see on TV are advantageous additions to a toy box at this age - they will encourage children to play actively, and it will also help them sleep well at bed time (an added bonus!).

Language progression is also crucial at this age. Children will begin responding when spoken to and chattering away when playing. This makes it important for adults to talk to children in conversations, read stories and sing nursery rhymes whenever possible.

Ages 2 Years +

As a child turns two years old their abilities in counting and speaking becomes clearer, and bodily strength in running and climbing becomes more refined.

At the turn of two years old, toys that have movement and sound and allow the child to throw and drop are ideal, as they will help to refine their physical strengths. Toys that allow the children to push themselves along, such as sit ‘n’ ride toys that allow children to steer are very desirable.

As they approach 3 years old, outdoor toys such as climbing frames and garden swings are great. Children at this age have good spatial awareness, and refined bodily strength. They can move large toys easily, kick balls forcefully and they also have the ability to use pedals on a bike.

An infant’s imagination will develop greatly at this age as well, which is why dressing up and a fascination with make believe is noticeable. Doll sets, action figures, train sets and such toys are favourable at this age and help children express themselves and explore their independence. Children will also start to play with others and learn social skills through play. Cooperation and taking turns are examples of skills that will become extremely important both at a young age and throughout life.

Showing off new skills to family is also a very common trait for children around 3 years and upwards. Toys that mimic adult tasks, such as vacuum cleaners, cookers, shop tills and lawn mowers are especially good for engaging with a child.

While we have focussed on the initial, most advancing years of a child’s life in this article, toys have been proven to encourage creativity, self-confidence and academic skills throughout every stage of childhood.

About the Author

Having once owned the second largest toyshop in the UK, the owners of Toys Direct to Your Door (http://www.toysdirecttoyourdoor.co.uk/) have been in the toy business for over 40 years. Today, they continue to proudly provide quality children’s toys across the globe.

Michael Grose asked:


Some kids turn every activity into a competition, especially when their siblings are involved.



Getting into the car becomes a race for the front seat.



A backyard game of cricket suddenly morphs into a Test match.



Simple learning activities such as reading a book become a competition to find out who is the BEST.



This constant competition is tiring for parents, particularly mothers.

It usually leads to arguments and mind-numbing statements such as “I am better/smarter/faster/nicer than you!”

I recall hearing one of my kids tell her brother that thefamily dog loves her more than him. Good grief. You can’t argue with that!!!!

So where does kids’ competitiveness come from and what can we do about it?



Temperament plays a part. Some kids are just naturally more competitive and like to be the best. If they can’t be the best then they often won’t compete or do an activity.



Gender impacts as well. Due to their physiology boys tend to be more competitive than girls. The amygdala, the part of the brain responsible for emotional arousal and innate competitive spirit is about a sixth bigger in boys than girls. As many teachers know one way to get the best out of boys is to turn a simple learning activity into a quiz or game. Hey presto, they turned on the learning switch by introducing a competitive element.



Family position plays a part. You may notice that kids adjacent to each other in families tend to fight a little harder with each other for supremacy than they do with other kids. So two child families experience a lot of competition.



Family atmosphere contributes to competition. Some families are more competitive by nature than others. Parents can unwittingly turn simple activities into competitions with statements such as “let’s see who’s the best at…….”



Praise can contribute to competition. High praise parents are more likely to raise competitive kids as siblings compete with each other for parental approval. Encouragement, which focuses on the processes rather than the results of kids’ activities is the alternative to praise for parents who want to reduce sibling competition.

.  This aspect is more relevant than many parents realise. As a competitive person I have had to curtail my innate competitiveness when my kids were around. This meant being less overtly competitive than I wanted when watching, playing and talking about sport and focusing more on participation than on winning.  It also meant resisting turning every activity into a full-on, points-scoring, I’ll-beat-you game!!

Competitive role models impact as well



Is competition positive?

Sibling competition is part nature, part nurture. It has a positive place as it is often through competition that we improve and get better.

However in extreme cases it can make family-life hell for parents as competing kids refuse to cooperate with each other or always put each other down.

Kids grow into sibling competitiveness rather than out of it unless some changes are made.

Parents need to contain the competitiveness within their kids. There is a time and a place for competition just as there is a time and place for cooperation. In many ways, it is the true test of family leadership where parents develop a sense of ‘we’ within their family while welcoming some of the competitive elements in their kids.

And if children turn simple activities such as getting in the car into a race for the front seat then remove the competitive element as much as possible. That means insist the kids swap around, or even leave the front seat free if kids fight over it.

Strong, firm parental leadership that reminds kids about acceptable behaviours is always the best approach when kids behave inappropriately – especially when competition is driving the poor behaviour.

Penelope Przekop asked:


Growing up in the midst of alcoholism has received considerable national attention over the last twenty years or so.  It’s widely known that as adult these individuals often struggle with common issues such as feeling isolated, a dependant personality, and judging themselves without mercy (www.adultchildren.org).  Another less exposed, dark and embarrassing affliction is growing up in a home overshadowed by mental illness, of which there are numerous varieties. Perhaps even more than alcoholism, the stigma of mental illness creates a veil of secrecy.  This curtain can be so tightly woven, that it not only brings profound loneliness, but also a skewed sense of normal reality for the innocent bystanders in the family.

In my new novel, Aberrations (Greenleaf Book Group), aberration is defined as the negative or tragic in our lives. Everyone has at least one issue; it’s the human condition.  These aberrations may be caused by our own misguided or foolish choices, or they may result from something far beyond our control such as illness, deformity, family history, etc.  The underlying theme of Aberrations is truth.  How do we honestly face the truth in our lives, and then how do we deal with it?  How can we use these seemingly negative aberrations riding our backs to embrace a unique existence filled with positives? Sometimes reality can be downright ugly; however, if we make the effort to search for beauty, we can almost always find it hiding in the shadow of our pain.

There are many types of mental illness.  Some cannot be hidden from those outside the home and family while others seem to disappear once the front door is thrown open, delicately and brilliantly cloaked by those who seek to hide them.  Have you ever wondered what goes on behind your neighbor’s door?  Hopefully, if you could peak in, the picture would be one of sunshine, the normal ups and downs of relationships, laughing toddlers, and boisterous teens, everyone spreading their wings, trying out life, sometimes stumbling between those exquisite moments that take the breath away.  But some families live in quite a different world.  For them, there is an insidious aberration adding extreme complexity to all of the above.  This aberration twists the normal experiences of life into painful, misunderstood, and/or misinterpreted realities that are not easily washed away despite the most skilled coping mechanisms.

Even when mental illness isn’t carried forward into the next generation, a legacy of confusion, low self-esteem, out-of-whack emotional development, and fear creates a new kind of aberration that may take years to overcome.  This is the legacy of the forgotten child.  Much like that of children of alcoholics, these children often share a common struggle as adults.

 

If you were one of these forgotten children, know children struggling in such a household, or perhaps know an adult who lived it, the following points may be helpful:

 

1) Forgotten children often struggle with a complex mix of emotions for the suffering parent.  The nature of our love is a confusing mix of love a parent has for a child and love that a child has for a parent.  These should never have to mix but they do in this case.  The emotional turmoil of wanting to parent someone and wanting to be parented by that same person is an aberration that can often be tucked away just neatly enough to pursue a normal life.  The tucking process takes some time and is often achieved the hard way, but in the world in which we grew up, the hard way was the only way.  No one remembered to make it easy; there were other issues to resolve.  Now with children of my own, I realize that the easy way was so clear, and wonder why the adults in my life could not rise above the situation to see that.  It has to do with care, comfort, responsibility, example, and safety … something soft and warm, caring and accepting … the definition of mother in my novel, Aberrations.  In times of stress, this conflict can rear its ugly head.  It screams at us as if we were children again, reminding us that we were never quite good enough to wash away the pain shown to us as very young children.  This message lives outside the bounds of logic or intellect. It hides inside the emotional core that defines us as solidly as the beating heart that makes us live. Please don’t treat it lightly, even when we try to.

2) The hardest part of being a forgotten child is finding oneself.  The normal coming-of-age experience is complicated by a lack of proper mirroring and out-of-whack emotional development.  Internalization of childhood experiences is diverse and depends upon many individual factors.  My brother’s life took a different path than mine due to our individuality; however, we did not go forward without an equally intense internal struggle for normalcy.  All we wanted was normal but all we could relate to was abnormal. 

3) I still fear that if I share the facts of my life with others, I’ll be branded. People may think that I’m mentally ill.  This is a common issue for children of the emotionally disturbed.  And is there something so terribly wrong with me that I was not worthy of my mother’s love?  Perhaps this is why she couldn’t pull herself together for me.  She was my mirror and when I looked into it, I saw myself; therefore, when others look at me, perhaps they see her.  This logic spreads to my ability to feel loved and accepted by others.  Again, these fears do not listen to logic; they are embedded like roots I cannot pull completely out.

4) Sometimes we laugh to keep from crying. We forge on, knowing that we have so much to be grateful for, and to look forward to. But that dark spot hangs in the heart, tangling, groping for a place of comfort. And so we still long for a caring smile, for understanding and acknowledgement that what we bear is sacred. It played a huge role in making us who we are. Like the edges of a puzzle, it somehow holds us together although we long to break away.  If others can embrace it kindly, our plight to do so becomes a bit easier.  Remember this next time you ***** a joke. Even though I may laugh, it hurts like hell.

In her book, My Parent’s Keeper: Adult Children of the Emotionally Disturbed, Eva Marian Brown writes that the task of repairing a parent’s psyche is impossible for the child whose main goal in life is to make mommy happy. We were all fated to fail in that task. Our childhoods were stolen by that overwhelming, impossible goal. We were adults at five, six, or seven. Now, as true adults, we are sometimes wise beyond our years, and yet we are too young, never having had the opportunity to mature at a steady pace. We are 200-year-old souls in middle aged bodies. We are giggling children commuting to work. This unusual, divergent mix provides tremendous treasures if we look for them. This is the positive that we can cling to, explore, and apply to our lives.

melinamenny asked:


 

How to channelize the energy of your kid

A kid is really a ball of energy and in order to channelize the energy of your kid, you should enrich your knowledge on various kids’ toys. Some kid toys enrich the knowledge of your kids.

Toys for toddlers must captivate them in many ways. It should be physically engrossing as well as mentally challenging. Push toys (like Corn Popper give toddlers are actually meant for the physical exercise of the kids. It is also beneficial for the development of the motor skills of the kids. The toys teach them cause and effect relationships.

The children are like sponges at this age. They take up concepts at an amazing rate, and they often do that through play. Therefore while selecting the toys, keep in mind what kind of educational benefits it will bring about rather than concentrating solely on the amusement that it will offer to your child.

Those toys which are as basic as blocks are regarded as learning toys Actually when the kids will start playing with them, they will develop a skill and an aptitude of mathematics. While playing the game they will understand the basic principles of mathematics.

As a guardian you should always concentrate on the positive effect of the toys. The positive effects include the learning aspect of the toy, the physical and mental enrichment that it can bring about in your child and also the amusement that it will offer.

Puzzles: There are certain toys which teach a child to solve puzzles. This is extremely nice for your kids. They can learn new tactics to solve various puzzles on various topics.

 

Travel Games: The travel games give an idea of the colored keys that are required to open the boxes. Each specific box opens with a specific colored key.

 

Lacing toys: The lacing toys comprise laces of various colors. The toddler is required to lace the shoes properly. A certain amount of intelligence is also required in this game. Therefore, while your kid practices this game, his IQ will go up.

 

Bath Toys: consists of a number of games like “Make a Bubble” and “Swim and Swish”. Moreover, there are other games such as funny face bath and “Fashion in the Tub”. These games require a certain amount of intelligence. The kids would simply like them. The”Spin and Spray Turtle” is a great favorite among kids. They enjoy the water games while taking a bath.

 

Gary Jonathan Clay asked:


A youngster’s play room is a refuge for enjoyment and should be an opportunity for development. A great range of educational toys will guarantee your child’s play time is consistently enjoyable and, consistently, educational. Old fashioned toys are generally kid’s toys that can be used in a variety of diverse ways, allowing the child to lead the play time and driving imagination.

Dolls, Accessories, and Strollers

Girls and girls alike can get pleasure from the friendship of dolls. Set aside space in your play room for dolls and add a range of furniture and similar accessories to stimulate your youngster’s imagination. Dolls beds and crib are great additions to any play room and wardrobes are a fantastic way to store of dolls clothes, shoes, and other accessories. Devote plenty of space for your youngster to push their doll in a pushchair or pram.

Role Play Toys in the Play Area

Role play toys are essential to any imaginative playroom. Old fashioned toys that stimulate children to copy and reproduce real life situations, as well as pretend scenarios, are essential building block of healthy growth and development. Such toys can also be quite attractive additions to your play area, but can use a large amount of space.

1) Child Sized appliances, like cooking or laundry appliances, are usual favorites for youngsters. Kids can copy mum and dad, cook for the family, and create many other scenarios around these toys.

2) Power Tools and work benches not only enhance creativity and allow children to copy the adults in their lives, these traditional playthings also build logic and aid in fine motor development.

3) Playhouses can provide years of enjoyment because there are so many different things to do. These can be used as puppet theatres, corner shops, houses, or whatever your kids may imagine.

Puzzles and Other Manipulatives

Many wooden toys can be active, as well as rather loud, so it is a good idea to compliment your play room with a selection of peaceful toys that promote in brain development. Wooden jigsaw puzzles are peaceful, robust, and great. These traditional toys stimulate problem solving, hand and eye coordination, and a range of other cognitive skills. Place these toys in an area of the play room as far away as possible from busy areas that may be noisy. A playtable or desk is a great addition and shelving for storage are handy as well. Alternative toys you can placeinclude in the peacefull of the playroom are building blocks, story books, and writing material.

There are various types of traditional toys that are perfect for educational play time. A special area of the bedroom or a play room can be a superb chance for learning with the right selection of toys. For the most useful play experiences, your kids with a range of traditional toys, as well as learning toys, and lots of space and surfaces for play. And most importantly of all it is essential that you play with your children to lead the play in an educational way but still allow them to think creatively. Happy playing!

Submitted By Steven Yap asked:


Here are six key concepts which can make a substantial impact on how you interact with your child from the earliest moments of life.

Concept #1. Start Early

The infant brain develops rapidly from the earliest moments of life. Learning can and does begin as early as prenatal-while the child is still in the womb.

- If you are pregnant, then start talking to your baby and play classical music and foreign languages for him.

Concept #2. Make Connections

Brain circuitry develops and grows through connecting cells with information links. The more information links, the more learning capacity.

During the first three years, the creative, highly photographic, sensitive brain is wide open to impressions of all kinds. The brain quickly scans, catalogs and links all new information to the stored images where an association can be found. Connections (synapses) are formed at supersonic speed supplying and further fortifying wonder and curiosity in the mind of a child.

- Teach your child through as many senses as possible using flashcards, classical music, world languages, sensorial toys and games.

Concept #3. Use Quality Stimulation Now (Flashcards, Music and Languages)

The rate of brain regeneration and growth decreases after an infant has reached about 12 months of age. Any cells that are not used will gradually, naturally die off. Overall neurological capacity is determined at a very early stage in life.

University of Chicago neurobiologist Peter Huttenlocher discovered critical information about brain growth. His research showed just how fast the early brain grows. A 28-week-old fetal brain tissue sample showed 124 million brain connections. A newborn brain tissue had 253 million connections, and an eight-month-old infant had 572 million.

“But the growth of the number of connections, Huttenlocher soon learned, slowed down by the end of the first year and stabilized at about 354 million per tissue sample. He says, ‘It was strange… The number of connections kept going up and up and then they started to go down.’

“His research proved that the fetal brain overproduces cells and that unless they find a connection or a ‘job’ to do in the body, they die off. He says that under stimulation and lack of interaction with the outside world causes the cell death. The future number of brain cells could vary by as much as 25% depending on the quality and quantity of enrichment offered to the learner.”

- Maximize the precious first three to six years of your child’s life with a high-quality educational program and loving bonding time.

Concept #4. Teach Both Brains

The brain is divided laterally into two hemispheres-and although they are designed to work together, each has a vastly unique personality and abilities.

Drs. Robert Ornstein and Roger Sperry’s “split-brain” research revealed that we have two distinctly different brains: the right and the left. The left side of the brain processes linear, concrete factual information and is key in language and logic. The right side of the brain processes random, creative, intuitive, multi-sensorial images.

Each side of the brain exhibits certain characteristics:

Left Brain Characteristics Right Brain Characteristics

Conscious awareness Subconscious awareness

Logical thought Abstract thought

Short term memory Long term memory

Slow input Fast input

Linear, sequential, reason Creative, imaginative

Relies on physical senses Relies on intuition

sight, sound, taste, touch, smell resonance with frequencies

Subsequent studies have revealed that each hemisphere contains some of the abilities of the “other side.” Modern education addresses left-brain development. Now we know that when the right hemisphere is developed, the entire brain is activated and all areas of mental performance improve.

-Your child needs to effectively utilize and involve both hemispheres in learning with fast, playful input (right brain) and logic (left brain).

Concept #5. : Maximize the Right Brain Window

The outer cortex of the brain develops from right to left, providing a window of time where an infant is primarily functioning with the right hemisphere.

The brain, like every other organ in the human body, develops and grows at an astounding rate from the moment of conception. The brain develops up from the stem to midbrain to the outer cortex, or cerebrum. As the neocortex develops, the midbrain links to the right hemisphere first and does not begin to link to left brain conscious thought until the child is about age two. This period of development is what we refer to as the “Right Brain Window”-there is no left brain interference or filter of incoming information. This means that the right brain is WIDE OPEN for learning input.

After age three, children begin to actively shift to the logical left hemisphere of the brain. At this point, if the right hemisphere is left unchallenged or unused-or if a child is in a predominately left-brain learning environment-then the left hemisphere will dominate.

- Give your child as many flashcards and other types of high-quality input as possible during the 0-3 year period. Afterwards, keep the right brain open with playful right brain games.

Concept #6. : Be Happy!

The brain is sensitive to subtle frequencies: light waves, sound, thought and emotion.

The left brain works with tangible facts taken in through the outer senses-sight, sound, taste, touch and smell. The right brain recognizes the subtle wave frequencies of light, sound, thought, emotion and magnetism that is not always apparent to the outer senses. The abilities of the right brain are fully explainable when understood within the context of frequency. Light, sound, emotion and thought all travel in waves. These frequencies are utilized in right brain education.

- Teach to all of your child’s senses, including through emotion and thought. Learn how to center your emotional states to reflect peace, calm and love toward the children in your care.

Right Brain education potentially unlock your child potential to have photographic memory, speed reading, multiple language acquisition, computer like math calculation, perfect pitch music, intuition, creativity, invention and advance 3D visualization. Every child born with genius

garretlloyd asked:


Two year age is a vital period for toddlers. Things that they learn at this stage of life often stay in their memories throughout their lifetime. Learning alphabets and numbers start during this year. Since a child will naturally spend a lot of time with toys, these can play a significant role in the learning process. As such, their toys must also be carefully chosen so that these provide educational entertainment to the children for hours.

There are several good choices for a two-year old child’s toy box, but some are better than others. We provide you here with a list of ideal toys for 2-year old kids. Have a look.



Pull-along toys – These are absolutely great for toddlers of 2-years age. Researches have shown that any kind of pull-along toys are great for emotional development of little kids. Animal dolls with wheels under them are the best, as these also promote learning about the animal world.

Toy cars – These are great for this age as well. Kids are often able to draw parallels between the cars they play with and those they see on the road. This can aid their learning process. Besides, they have loads of fun playing with these anyway.

Building blocks – This is the time to introduce the child to the fascinating world of building blocks. Once the child learns how to build things by joining blocks, from houses to bridges, it is difficult to move them away from these toys. Besides, this greatly enhances their learning process. However, small sized blocks should be avoided at this stage, to prevent accidental choking of the child from swallowing small parts.

Puzzle sets – This is the time to introduce the child to the world of puzzle solving. Kids of this age can have hours of fun solving puzzles. Besides, they also learn a lot from these games. With someone to guide them through the initial levels, kids can grow into expert problem solvers that can accelerate learning process in later years.

Stacking toys – Be it a stack of rings to put on a stick or a set of blocks to be strung on a straight wire, stacking toys are great for a kid to learn about the order of arranging things. A grown up will initially have to teach the child how to arrange the things in ascending and descending orders. But as the initial stage ends, the child will have hours of fun imitating the process. Not only that, this improves the child’s motor functions, hand-eye co-ordination and helps him/her make tactile discoveries.



These learning toys are great for the second year of a toddler. These can help him/her learn something new through hours of fun.

Matt B asked:


When I was 5 my favorite show was Beavis and Butthead and I am hella’ smarter than most people.

Does anyone agree?
Reading my ***.

Atleast now that I’m older I know what they mean when someone says whackin’ in my camper

Malcolm Blake asked:


Children do not go to school to learn games, but a game may help them to some valuable acquirement. The occasional introduction of such exercises as are suggested here will relieve the monotony of the schoolroom, will rest the pupils, brighten their wits, concentrate their attention, and give them a fresh impetus for more serious work.

The games can be used sometimes in opening exercises, or for ” busy work ” between recitations, or occasionally in place of a recess. In district schools where children living far from the school bring their lunches, these plays will make the noon-hour pass quickly and pleasantly.

Geography and History Helps.

Capping Names: This game is played by each scholar in order naming some place or person, each to begin with the final letter of the one previously given. Starting with London, the next might be Newport, the next Troy, and so on.

This game may give choice of geographical names generally, or be limited to names of cities, historical characters, etc. When used as a geography exercise, it is well to have the places located; and in the history class dates and brief descriptions may be given; as, Alexander, king of Greece, fourth century B.C. ; Eaphael, one of the “old masters”, lived in Italy; Longfellow, American poet, nineteenth century; Washington, “the father of his country”.

Piece-Work: Two pupils choose sides. No. 1 names a city, county, or river previously studied by the class, about which No.1 of the opposite side must state a fact. No.2 another, and so on down the line. The head scholar who has already recited then proposes a city for the other side, which is taken in the same manner. If any one hesitates he returns to his seat. If the sentences do not hold out the length of the line, and any one below the last who recites thinks of another acceptable sentence, the intervening scholars take their seats.

If those left in line can think of nothing further, and one on the opposite side recites a fact which the entire class is supposed to know, the remainder of the line pass to their seats; but if this does not occur, a new city is given. If thought best, some scholar may sum up the facts after they have been separately given.

Alphabetical Game: The group is divided by choosing sides. The leader begins by naming a place beginning with the letter A, and then slowly counts up to ten. If some one on the opposite side during this time can give some geographical name beginning with the same letter he does so, and in turn counts ten, giving the other side a chance to name a place. This goes on back and forth until there is a failure to give a place during the counting.

The side which last gave a name is awarded a credit, and the game is begun anew with the letter B. All the letters of the alphabet are thus taken, and the side which has the largest number of credits wins.

Historical Pictures: As a review exercise in a History class pupils may be required to bring in a written description of some person or event wliich they may select, leaving the subject to be found out by the other pupils when the exercises are read. A skillful teacher may also use these pictures with good effect in bringing historical scenes vividly before her pupils.

The following are illustrations:

1. On a plain stand two armies, only waiting for the signal to commence fighting, when an old man comes between them and proposes that instead of a battle it shall be a single combat. Three men are chosen out of each army. Two of the three are killed, but the third, in feigning flight, cleverly kills his three opponents.

2. A venerable man, dressed in a costume of ancient times, holds in his hand a bowl of some liquid which he is about to drink. As he raises the bowl to his lips a smile lights up his face; but the persons gathered about him are shedding tears.

3. A man, moved by some deep feeling, is leaning upon a cross-bow, while a boy runs to him holding an apple cut in pieces as if an arrow had passed through it.

4. A glade in the forest. Natives of the land are gathered about a group of three persons; one of these kneels, his hands bound; another is in the act of throwing herself upon him ; the third has swung up above the two a heavy club, which is about to fall.

5. A king of ancient times, unable to untie a very complicated knot, cut it through with a blow of his sword. This he did that he might fulfil a certain prophecy.

6. The scene is a park, before a large and magnificent palace. Standing about it are many courtiers, and amongst them is their king. They are all looking anxiously at a noble and spirited horse, who is prancing about in the midst of the assembly, and who will not allow any one to mount him.

All at once a youth springs forward, and, taking the bridle, caresses the horse and endeavors to quiet him; then, taking off a kind of cloak which he is wearing, he springs lightly on his back, and in a little time the animal flies across the plains at the top of his speed, to the pleasure and admiration of the spectators. Then, having satisfied himself with running, he returns to the assembly, who load the youth with praise, and congratulate him on his good success.

1. The fight between the Horatii and the Curiatii.

2. Socrates drinking the fatal hemlock.

3. William Tell, after shooting the apple from his son’s head.

4. Pocahontas saving John Smith.

5. Alexander cutting the Gordian knot.

6. Alexander mounting Bucephalus.

Review: As a review exercise, let one of the pupils stand in front of the class, and the others in turn ask her questions. In case of failure, the one who has asked the last question is to exchange places with the pupil on the floor.