Intuition and the story of a child on the spectrum.

Intuition and the story of a child on the spectrum.

I am a reading specialist. My intent is to make word recognition small. Meaning, that reading, or understanding words is something all children can do. Words are a code, they are not the thing that they sound, they are a thing about a form/movement etc. 

A child exposed to several languages at a young age can learn all those languages. It would be like seeing an apple and having many different names/labels for that apple.

What must remain constant within words, grounded in universal meanings. Words must have  an equivalent in reality- the word must be a living word. The verb ‘ run’ must correlate to the movement of running. Then qualifiers can be added that describe the type of running. I mean we used to have a different name for each grouping of a specific animal, when there were more than one. Honestly, it was probably a tech, as a word is a form of technology, that brought attention to the nature of the type of animal the word used to describe a group of that specific animal reflected. This shows how much we are as humans in separation from living practices, from taking in the subtlety of the real natural world around us. We can see this in how much we lose our spatial ability as we age- and how it becomes more and more difficult to process information with age. How we are, within what we are, reveals the degree of story we exist as instead of seeing the real and natural world around us. 

In our public schools there is an idea that words must be learned in context. This statement alone sounds good and true, yet it begs the question as to what the context is! Words learned in a context, in a class room, with a set body of information ( written by whom?)  become a limited story, even if the sequences of events can be validated etc. because it is not the whole story.  One is not present in the real story, seeing the objects moving and being. It is words talking about something, thus information on a page, is not a real context. Thus, the statement that words be learned in a context has a truth, words must be learned and placed in a context- as words are never the real thing, they are a thing about a thing. Therefor, it must be noted that learning words in the context of fixed information in a school, is in itself not a real context, and as a consequence build in mis-information and biases, or polarities within the word definitions. The definitions become ideas rather than a real relationship with reality. We have compounding attention dis-orders as a consequence, built over generations reflecting how we work and the importance of  learning in living contexts. It becomes a math that is so obvious, ignoring it is allowing harm, as more and more children will suffer the consequences of such practice.  We are seeding mis-information and the fruits of these seeds are all around us.

This situation reared its head during a conversation with two parents that have children on the autistic spectrum.  It was a business meeting, thus most of the conversation was about business.  One woman was talking about how important it is to follow her intuition. Another man was talking about how difficult it is to have his child look him in the eye. The man, eventually, as his child grew older, asked the child/young man why he avoided looking people in the eye. This child said, ‘ because there is something there.’  On one side of the table I have a man saying that his son cannot look people in the eye for a reason, and that reason is that ‘ there is something there.” On the other side of the table is a woman talking about how she needs to use her intuition ( and he daughter will not look her in the eye as well) . Do the math here!

If we have an ‘ intuition’ within us, built through fixed information in separation of a real living context,  our words become filled with polarized values, or biases.  This is what the information within us becomes.  An intuition, as experience, as events, built from fixed information without the whole story, as this reality, creates an inner set body of information that becomes like a train of information that moves in separation from reality. I mean look, a child does not yet have an intuition, they place everything in their mouths to build a sense of things! to build their intuition. 

The consequence of this, that has been going on for a few generations,  builds a personality of resistances towards anything that does not fit that intuition built in a context away from what is real- and then personalities are built that have comfort zones and a greater difficulty in change, in processing information in reality. The within does not fit into the without as living reality. Our children must perform in this world, understanding the real context to move and create and reach the potential of their innate capacity to understand. They must be able to meet the age of information and process that information with ease to have a good job, as so many of the jobs from the previous industrial age are being automated, thus our real creative ability, which demands understanding how this world works must be restored. The context must be physical reality, with direct experience and each word clearly defined in relation to a living context. 

Because so many of the adults in this world are a consequence of what has been allowed, and have intuitions that are out of real living context, we can use technology to integrate the tech of and as the words, to build a sound and ordered intuition that can process information and retain a sense of reality, meaning, to not lose their inherent spatial ability- their natural sense of reality. It is similar to learning to play an instrument, as we are physical instruments of great capacity and design.

As adults, we can ask ourselves why we lose our spatial sense as we age, why it becomes harder to drive our cars, why it becomes more uncomfortable to be with people who are outside of our social circles, why it is harder to show compassion. We can ask ourselves why as we age, we tend to repeat the same stories again and again. We can ask ourselves what happened to that child that was a starting point that was so in awe of everything around it. We can ask ourselves why we lose a joy in interacting with this world. We can ask ourselves why we become isolated as we fear what is around us, and have great difficulty in moving in this reality. Why do we become humans who have difficulty moving in this reality when we by design, have the capacity to move with greater and greater ease in this reality as this is how we start out?

Our starting points must become our ending points, we owe this to ourselves and the children to come.

There are tools and help in organizing simple steps towards building a sound mind in a child. I am here to help.  Send me a note! Thank you for reading!

Common Core, attention within a narrow focus, diminishing the natural learning ability of the child.

Soft skills moving into the measure of our environment, or the measure of knowledge and information?

We understand that children must have a common sense ability as the nature of their presence because they learn to execute their physical bodies enough to crawl, to walk, to talk and to build an experiential map of the exposure as the opportunity that they have as they enter and interact with this world within which they will grow to live their lives.

This presence has so much potential when young as we see our children and our grandchildren and our nieces and nephews absorb and make insightful statements about the world that astound many parents and adults who wonder how a child can have such insight. We end up talking of the brilliance. And then something happens and somehow that brilliance begins to fade and the behaviors that we as parents so hoped to thwart manifest.

Do we understand how this happens? And yet the answer is right in front of us. That child that has that insight, that ability to measure and see the form and the function of something, becomes the limitations we accepted and tried to correct. Could it be that the child absorbs the very measure of the adult in their world that carries beliefs that lead to the limitation, and the shame and worry, the exact measure of what the adult is focused upon as their presence, as their substance that enabled them to walk, to talk etc.? If one has not corrected or structured a lack developed from previous parents that was absorbed, and only in pointing out what not to do without having corrected the measure within or forgiven it and removed emotional values, then how is the child that absorbs their world going to NOT absorb that same measure when the nature of the presence of the child absorbs everything!?

And, how can the very design of the classroom ‘ correct’ this in all its variations ? They can’t. Use your presence to realize this, any hope, any wish is not going to make this magically disappear because it is an active living measurable thing that must in awareness be corrected in space and time, physically. A desire to have it change is only a desire, it is not the practical action of making the change. And, punishment is not change, the directive done with patience and clarity, in detail is what creates the change. This is what any adult would have wanted for themselves, this patient careful direction- and done with the understanding of how all this works and what it means to change an already raging river of uncertainty from not having a structure that is sound and grounded. In the end there is only one way, and punishment or reprimand is not the action of correction, it only builds that reprimand in the child as a self definition because this is what the child is informed as.

Our classrooms also move to limit the movement of this absorbent presence. If we look at some of the math in Common Core, we can see that taking an equation in 4th grade and writing out long involved picto-graphs is a busy work within a narrow focus, which is what the child becomes, busy within a narrow focus, lost up in their minds only, without the opportunity to stand in practical physical time and live the measure taught. And so, the separation from one’s rapid spatial ability to learn, is slowed down through a busywork in a narrow focus in separation from practical reality. And then we wonder why our children struggle to find a place in the world; this wonder being in the form of worry.  And, we must ask ourselves why there is a growing dis-ease in our children that names the crime, as all our attention deficit dis-orders. They seem to grow in tandem with the length and duration of  the advent of our public school system, where children were placed in a direct instruction model ( sounds nice) with one teacher and many children using abstract symbols on pieces of paper in separation from that physical world the child used their presence to absorb the space and measure of enough to become the multi functioning executive function of learning to crawl and to walk and to speak. It should be obvious, especially within how well one on one instruction works, and how quickly the child basically self teachers themselves to crawl and walk etc. that the design of our schools is to separate us from our natural abilities as human beings.  And, I am not saying that direct instruction is a bad, but when it is a constant practice for hours on end every day, the measure of its limitation becomes the measure of the child, because we become what is placed and practiced in front of us through spaced repetition.

In essence we grow into thinking abstractly as mind only, and no longer knowing the score of reality. Then as we become adults we slowly learn the hard way to pay attention to the real world. And meanwhile it is touted that we cannot get a job unless we walk through this limiting by design system. And, conceptually, we lose our natural ability to flow in what is an innate ability to flow and take in form and function. So, in reality, we come back to ourselves slowly through our lives ( and not all) when this presence that was directly aware of the world around us to begin with, should have been where we remained in our development, instead of getting caught in thinking ONLY. 

What would it be worth to retain that presence in the child enough to allow that potential to expand and remain? What would that be worth to any parent and to any adult who wants to find that presence again?

What would it be worth to prevent the separation and be self empowered to build a child who retained their presence of such potential and not have to suffer a life rediscovering that initial potential?  In the present system that would be priceless. Priceless. You decide.

Techno Tutor : Covering all the language and communication skills to build a sound mind, self empowering parents to self empower children. We are the words we know, and I mean really know.

Impulse Control of ADHD, ADD, Developmental Delays and Executive Function.

Impulse Control of ADHD, ADD, Developmental Delays and Executive Function.

A child absorbs their world, taking in the very volume and quality and movement of the world around them. And then, they must begin to learn language, which is in essence to name the objects of this world, the qualities of those objects and the manner in which those objects move.

One could say there are two things happening, the child absorbing and the child learning the code as the names of the very fabric of this world that is human language, that that child must learn to direct themselves with and as. This language can become, this technology as words, can become an ordering system of self directing.

Impulse control ‘ orders ‘ such as being given specific directions to follow to complete a task are supportive. A reward system of say, stars on a graph, may support in a moment, but it is overall a distraction, because the mark of a gain diverts the attention away from developing a sense of the task being completed as being the value, a value of self realizing that tasks can be completed by simply following the steps one at a time. (Just to note, a child that is already having a hard time being practical, do they really need another distraction?) And does this not beg the question as to what the problem is? Is it that too many values of what is good and what is bad have accumulated within the child creating a fear that becomes overwhelming cognitively? Was this a starting point of impulsed charged values that were not clear and practically directive in the first place? There is a gap here, overall, that is not being addressed. The very foundation, the units of foundation building in a child are absent through a cloud of good and bad  that is by nature a lack of full function disclosure, of practical functioning in detail.

So, lets go back and look at where we started. We started with the child sensing their world, having this great capacity to sense. Then we have this transition from sensing to learning language. And then that sensibility starts to slow down and move into behaviors that are not a child performing in ways that are interactive  in supportive ways with others and their world. And,  the starting behaviors were extremely interactive behaviors, so in essence the means of building awareness was a given, was the very nature of the child.

One could say, the disconnect begins with language.

I read an article that talked about comfort objects. Specifically, it mentioned and assumed, that a comfort object was a reminder of mommy. This may be true, and it may not. One thing I cannot do is realize the exact construct of comfort in a child’s mind, which not one can do because we cannot be in another’s mind.

We understand that psychological comfort objects are to feel safe, to re-mind us of a safe place and that that safe place is still here, gone for a moment.

But why do we not feel safe where we are? A child is born with no sense of language, and has to crawl and discover the world. When they are focused on this, they are so totally absorbing that I, especially with my children, remember them not having any fear at all! If anything I had to watch them because they were so focused and so absorbent that I had to watch them to protect them from their drive to absorb , to make sure they did not come to something that they had no awareness of because they had never interacted with it and in the process of interacting learn the hard way as to how something worked causing themselves harm. If I made up a story to place a scary ‘ fairy tale’ , a quick fix, then I built a supernatural existence within them, one that was in separation from reality. So, essentially, I, the parent, was the cause of that child’s ideological entity building as imagination that separated the child into thinking/imagination more than being what was natural, which was being focused here in practical reality.  And then, as this was built and the promise of the child began to disappear, did I look at what I had done, or did I blame someone else? Remember that the interventions suggested are to order that separated child back into practical reality!

Language. Thus, a child would develop fear through superstition. If something is not made clear in form and function, and instead a story is told to the child as a justification for not doing something, or for doing something, and that story is a ‘ what if’ story, or a gloom and doom story then the child builds a superstitious construct as a belief that is of NO PRACTICAL APPLICATION. This means that a child, a human being, that is born practically sensing the physical world around them, learns about a metaphysical, supernatural quality to things, that have consequences imagined ( which may be true, but the child has no direct experience as their sensibility so they only have a imagined value/charge attached as idea, an entity like a ghost in their conceptual development!) that bear no witness to reality, to the development of their innate ability to under-stand through physical sense absorption of reality. In a way, this is really messed up.

And the irony is, that the solution to balance the unable-to-focus mind of the disturbed child is to give interventions that are really very practical, which is the interventions of giving specific directions needed to complete a task. So, the separation from that innate practical ability of the child has been directed into something that is not clear, which was done with language ( and media pictures) as words used to construct a picture that is charged with a value that is superstitious and metaphysical that does not tell the real sensual qualities, manners, movements of this actual physical world in which we live. ( This means that superstition is a story of limitation!) Why do we not connect the simplicity of the nature of the child and the spoke in the wheel as the forms we are using our language to create that are metaphysical as composed stories that do not tell the actual practical story of the actual real live physical world, and then come back with interventions that are giving directions that are practical? This is really like a smoke and mirrors show of how separation happens, but because of this, our own natural conceptual abilities are askew. We have lost our ability to look at the parts and the whole and realize the nature of the disconnect from reality that our children are suffering in greater and greater numbers and the very ways in which we are the cause of this separation.

Thus, the solution. We were told of the solution. It is right here, right in front of us and the research is right in front of us, giving us the solution. Our language has to be grounded in practical reality. Our words must be equal to their object, their quality, their manner as reflected in practical movement of physical reality. The word within must be equal to the world without as this gives the child the object to focus on practically, and it builds an imagination, a cognitive map, an inner gps, that creates stability in the child. This then builds real critical thinking skills leading to creative thinking skills, leading to the forming of that sense ability of the child into a volume that is confident in directing themselves in this world, because it is a physical world. The within of the child, as their experiential map is equal in measure to the practice of living, which is being practical, as our so-called interventions reveal but have not looked at the foundational starting point as the words, which the research reveals is the solution. Round and round we go, but do we see?

Language is a sounding of men about this world. If this sound is equal to this practical world, this world that the child is absorbing as is their nature as life, then the sound within as their gps system will be a sound map of this actual world they so are driven to absorb. This then, would build a child that needs no comfort objects, because they would be grounded. This would be a child that would not need interventions to correct this disconnect. This would be a child who could create, which is a child who could become an inventor, someone who had the development to build through invention a world that would benefit all.

We are the words we know, and I mean really know.

Techno Tutor, it is time to build a sound mind. It is what you would have wanted for yourself.

Abracadabra - we are the words we know. Parents, it is time to become the responsibility you would have wanted for yourselves.

Thank You for Reading!

The inherent desire for children to participate.

The inherent desire for children to participate.

One thing i noticed in working with children is their desire to participate. We all love to express ourselves, to interact with others, to be a part of the community. So, the impetus is inherent within ourselves to want to move and express ourselves.

For this reason, many of us like school because it is an opportunity to interact with our peers. We like sports and other activities because they enable us to be and to do. This is the real nature of each of us.

Given how much we learn the first seven years of our lives, where we learn to execute crawling, and walking and talking, picking things up and sensing the texture, density and quality of the material world around us, our bodies as what we are have incredible learning capacity. I mean, I have met children that are aware of every animal within my environment, this during the elementary and middle school years. Later, this same child had no more focus on this, as it is not something that leads to a job, yet shows an innate capacity to see and order this world. Today, this child has had problems with society, and is known to fabricate what he can and cannot do, so desperate is he to participate in the world around him, despite a lack in development in terms of processing information with the human code as language/vocabulary/words.

What happens to this incredible ability to learn? Why does this learning curve slow down?

How does such an insightful child become a person who is very limited in his expression as an adult?

Is our belief in building an imagination somewhat limited? If our imaginations have nothing to do with practical reality, then what are we actually teaching our children to be and to do?

In all common sense, if we are placing our children in a box, which the classroom is, and showing them pictures and creating all manner of graphs in separation from physical reality, then we are building cognitive maps that bear no witness to actual physical living reality. 

If we as parents are expecting this closed system to enlighten our children, then we really have to slow down and investigate what we are allowing for our children. 

We have to look at information much like we do food. What we feed our children influences their development. If we look at the information fed to our children, with let’s say nostalgia for what we learned in school, we are looking through colored glasses and remain in separation from practical reality, from practical real life development.

If we look at how our children are informed, we can see what a child comes to believe and thus the program that that child will direct themselves as, because what informs the child is what the child becomes.

This begs the question? Is what is conceptually developed from pictures in our schools, building children that over generations are becoming more aware of their world, or are we building a conceptual development that is becoming more in separation from a directive in-FORM conceptually that enables the child to become an adult who can solve problems?

If we look at the growing number of autistic and ADHD children, we are not moving forward, we are falling backwards. Who, in the end will pay the costs of this? The parent who did not take the time to really look at what it means to build a sound character?

Like what is happening with our food and our health care system, and the pollution in our environment, is there not as much as in terms of conceptual development a form of pollution happening within?  Is this mis-information a form of a lack that is a superficial noise of value touting  that has no real substance.? Imagination is really a tool to map the dimensions of reality in ways that build a program as the information of the child of their world around them.

Why do we spend so many years in school learning to THINK, and come out with an imagination that gives us no real practical ability to interact with our neighbors in ways that  create productive and stable communities?

The numbers of children that are cognitively dissonant from practical reality is growing. And, because this has happened over generations, and the adults are the same, overall we as a society have lost our common sense- that same common sense that enabled us to learn at a rapid rate when we were young. In separating into thinking only, we have abdicated from our natural learning ability to feed instead an imagination that moves like a train of ideas, and beliefs and opinions that have no touch with reality.

To change this we must rebuild through what directs us back into having an imagination that is a memory of practical reality, because this is where we as adults live our lives. So, what is the smallest unit that directs us to see clearly what is here in front of us?  Is this our vocabulary, our words. And  must these words have a clear meaning that has no value judgements attached to it.

I think of the word conceit here. One of the meanings of conceit is  ‘a farfetched comparison of very dissimilar things.’ The key here is that when a comparison within a value judgement is used- which is where the development of this word has come to mean having a false pride, the real meaning of the word in practical understanding is lost. Realizing that to compare two dissimilar things is to point out the qualities of these two things only, is to build an understanding of form and function of things in this world by the very nature inherent in the expression of the object. In other words, one is not more than the other, they are what they are by their design. Here, there is no value judgement, just a practical application within this word. If we learned our words to have practical meanings, and celebrated our differences, then would our cognition be clear and more self directive than spinning in a show of competing values about things that are really only different forms within existence? If we become what is a limitation as arguing values, are we not the root cause of our conceptual development being an imagination that has lost all ability to practically apply in ways that build a real confidence and self esteem?  This being the cognition of the child seeing directly reality because of a non-judgemental understanding?

If our children do not have a broad and clear vocabulary, which builds a stable and solid cognition, then they become lost, and that natural learning ability loses ground- the learning curve begins to slow down and the promise begins to fade, and so does the uniqueness of the  child. We see this happening and even compounding in our children and the inability of ourselves to communicate in our relationships causing friction and conflict and unresolved problems.  This is a mis-association into value judgements causing a chaos that loses connection to real living. 

We decide, the tools to build a sound mind are available, they are cost effective and self empowering for the child, the parent, and the community. All it takes is the desire to become a self responsible human being, which is what builds a happy human being. Instead of building a cognition that is lost in a polarity of value judgements, why not build a cognitive map that builds a child who is informed clearly, and can use their imagination to direct themselves  in superior ways. This is a human being that can be and become what ever they want, because they can choose where they want to go in practical ways, because they understand that they are the words they know and have no fear of communicating and learning what is necessary to participate in the world around them.

http://www.ted.com/talks/michael_merzenich_on_the_elastic_brain?language=en Growing Evidence of Brain plasticity

https://www.zaner-bloser.com/news/research-behind-importance-teaching-vocabulary Importance of Vocabulary/word recognition skills