human intelligence as it connects to brain research joseph chilton pearce crack in cosmic egg,...

HUMAN INTELLIGENCE

As it connects to brain research

Joseph Chilton PearceCrack in Cosmic Egg, Magical

Child, Evolution's End

HUMAN BRAIN DEVELOPMENT

In utero: child in constant movement as heart

contracts keeps child massaged and safe if loud sound, startle response if bright light, fetus rolls away from it

What kind of birth would allow for best transition from womb? Why?


IN UTERO: starting at 6 months learning all phonemes

needed for speech from mother as she talks if mom is mute, needs to have another

speak within 3 inches of tummy often or no prewiring for speech at birth

What happens to speech for an infant with a mute mother if others do not build phoneme bank?


Humans have growth spurts at birth, age 1, 4, 7, 11, 14, and 21.

much brain growth as well millions of axons and dendrites become

available in appropriate environment much

myelination will occur


BIRTH at birth the system is ready to help infant

bond to mother to start up whole brain process

if the baby touches mother’s skin, whole sense of touch system started

Mother’s face prewired to start up vision


if love connection is formed>much myelination of brain cells > initial connection of mammalian brain and prefrontal lobes

if no immediate love connection > trauma> vision problems, heart problems

if positive huge growth spurt in prefrontal lobes

prefrontal lobes house love, empathy, compassion

all connected with love


child needs to see mother’s face often (every 20 minutes optimum)

distance needs to be 6 - 12 inches (nursing distance)

milk very watery contains little fat or protein therefore infant fed every 20 minutes when

awake


Takes 9 months to myelinate visual system HCL produced at 9 months and more fat

and protein in milk

AGE 1: need brain mass so child can get up on

hind feet and walk and talk if much positive support much myelination

of brain cells


AGE 12-24 MONTHS: RISK TAKING

What do you think happens when a child reaches out to touch new objects or takes first steps?

if “NO” and “Don’t Touch!” child experiences fight/flight response of reptilian brain


if repeated many times, especially with a swat and/or harsh tone, connection with prefrontal lobes reversed and connection made with lower reptilian brain.

SAFE PLACE and SAFE PERSON are now UNSAFE

with each incidence, immune system is lowered for 6 hours

can lead to withdrawal and depression cortisone produced


At each growth spurt, brain is asking, can I go for higher intelligence or do I need to survive?

If yes, connect with prefrontal lobes and enlarge them.

if no, connect with sensory motor brain and increase bulk of body

(fight/flight response)


LANGUAGE: concrete language many repetitions with real objects forms a picture of each thing in the

imagination “What’s that?” hundreds of words > phrases>sentences


World View extends world to include family members

and close friends

AGE 2- 4

Movement: Greater confidence running, jumping,

hopping on two feet, balancing on one foot, throwing large balls, kicking large balls, riding on things, pushing things


Language development: Continually makes images of everything sentences – all kinds questions especially “Why?” tenses and idioms added to speech loves to play with language stories, poems, finger plays, nursery rhymes HUNDREDS OF REPETITIONS WHY?


AGE 4-5 child connects with natural world spends hours piling sand, pouring water,

wading in water, digging in the dirt, looking at everything that moves, creeps or crawls in nature

likes to repeat things “hundreds” of times WHY?


likes stories about personified animals dreams or nightmares are peopled with

animals (represent family members) WHY?

AGE 6-7 ready to connect with other humans if other stages have gone well, start to see

some empathy or compassion for others


if other stages have produced fight/flight response may feel nervous and threatened by others

afraid of not fitting in, constantly checking to make sure they’re acceptable > pleasers

dreams contain people


BURTON JONES RESEARCH: (1972) storytelling as a vehicle to expand

imagination during the first 7 years since strongest connection is with animalian

brain, images match this need full sensory interaction much kinesthetic learning that involves many

senses once words match a picture in the brain >play


AGE 11 -12 can manipulate words without the thing being

present the imagination creates the pictures of things

not present can give a child a story problem orally and

they can imagine the things you wish them to manipulate

can understand part whole relationships: fractions


AGE 14 - PUBERTY much brain growth with physiological

changes ready for abstract thinking can apply formulas can understand concepts like gravity and

theory of relativity can manipulate symbols freely


AGE 21: SELF DEFINITION last time human given thousands of extra

brain cells able to connect self to self on deeper levels much energy and a feeling of “something

great will happen” looking for connection on a universal level > Peace Core work, positive effect on

humanity


From what you have heard, what kind of education system do children need to maximize brain growth?

Age 3-5 Age 6 &7 Does our current educational system

promote this? Why or why not?


Education That Supports Prefrontal Lobe Growth

positive, non threatening much activity based learning much storying opportunities to repeat things many times activities that promote imagination and

problem solving child centred and child lead


What kind of educational system will retard growth of frontal lobes?

Do you think television a good or bad thing for children? Why or why not?

Are computers a good or bad thing for early childhood classrooms? Why or why not?

human intelligence as it connects to brain research joseph chilton pearce crack in cosmic egg,...

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