An innate common sense in children.

I am looking at how a child takes in every measure of their world, and what this capacity means overall. This means that every single movement a child encounters, even the movement of every single muscle in an adult, must be taken in as the very innate common sense of that child. And, this means that the child will imitate and follow that which is presented. We see this in how our children end up looking like parents.

I remember when my children were in kindergarten. My one son had taken to scrunching up his nose as a response to adults. I asked the kindergarten teacher why my son was doing this, suddenly, seemingly all the time. She looked at me and said, “ because you do it.”

I knew she was correct. I did not want to admit this, but she was correct. And, here, I can think of people I would not dare say this to. And, why? Because there are people who would not want to admit that the child was - as is the nature of that common sense in a child, that which takes in the world - a copy of the very measure of the adults and actions they experience in this world. If I look at this capacity, it is an incredible capacity. It has incredible potential.

It also can lead to detrimental learned reactions that end up limiting the child, and that take time to correct, slowing down that innate potential of the child.  What space and time is lost in the development of the child when anxiety is learned instead of self direction? What are the effects of impatience on a child? What are the effects of parents who have forgotten what is means to walk a process of learning something, of parents who assume a child should just know something because when we know something we tend to no longer remember that time when we did not know something?

I have sat with parents that stand over a child when a child is beginning to read, and acted as though that child should know the words better than they do, not realizing that the child must be allowed to discover the words and the sounds and the constructions of the words. When I see a parent becoming impatient, and the child more and more anxious, I see a disconnect from reality. And, it is not the skill of reading that is the measure of the space being modeled, it is the anxiety of the parent and the child taking this in. How can a child, move as this anxious measure and be the process of self discovery and development on their own within word recognition development?  It is like putting a spoke in a spinning  wheel. And, is this movement the measure of self esteem and self confidence?  It is not.

Also, if we look at the time frame in our schools, there is not enough time in  a class of 20 or so students to allow this either! And, I have been in special needs rooms. In a fifty or so minute period a text must be gotten through, so the words often end up being “ expedited” by the aid, which means the child, who may need a long period of time at this point, to really begin to process the language on their own, has never really been given the opportunity to process through in a self directive way! And how many parents of such children have the patience? We tend to think of the Helen Keller story as an amazing feat, but in essence what really happened is someone took the time, and had the patience to not only walk the process of reading, but also walk the process of correcting destructive behaviors. How many have the time to do this in our world? How can our public schools do this given their time frame and set general curriculum? They simply do not have the time, so we cannot blame them. Now, we can see why some parents pay others to do this, because they understand that learning is a process, one that works when the child is allowed the time and space to process through the steps of learning where that child is self directive.

That child who has been in the experience of impatience, becomes that experience. And this ends up slowing them down, limiting what could be a constructive common sense building. If a child has disruptions in processing words, it shows in their behavior while reading. It is blatant and obvious in every movement of their body and in the flow of the words, or lack thereof.  The real question here I relate to my musical training.

If I could sight read and process notes at a very fast speed by the time I was seventeen, then this reveals the capacity of a human being, when given the opportunity, to learn to process symbols into a cohesive form as a musical piece. This was the experience and the measure and the time taken to do so. Why, is this not the same with our ability to process language? Words are not different, they are a symbol representing a thing, or a movement , or a sequence of events, or a subtle quality, nothing that cannot be understood by a child, a child that has an incredible ability to take in even the “ bad,” the limiting, and the good. There is no reason, no justification for a child to not be able to process words with ease. None.

The technology is here to clean this up.

It is Techno Tutor.

For parents who seek a solution, who realize they do not have the time, and need some help. This is Techno Tutor.

Abracadabra- we are the measure of our words. Words are reciprocal tools, they structure within and they focus without. Techno Tutor ensures that the foundation of the child is sound.