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EVERYTHING I Need to Know About #EVERYTHING I Ought To Have Learned in #PRESCHOOL

If Preschool is Really the Fundamental Foundation for Everything in Life, then we all ought to know the two most important themes about this fleeting stage of life, and those two things are #FUN and #LEARNING — but even more important is stressing that these two traits are impossible to separate — so IF it is true that PRESCHOOL is the “Foundation for everything in life” THEN Everything in Life ought to be an inseparable process of Fun and Learning.  What is so strange about that?  Well absolutely nothing!  We fervently rattle on about how we are always supposed to be learning – that learning is a lifetime activity – – – Add to that our very inclined natural predilection to enjoy ourselves, seek pleasure in as many forms as we can with just about anything and everything, and you have all the perfect reasons (and justified justifications) for expecting to feel joy, pleasure, fun, exhilaration in everything we do, venture, embark upon and participate in.

So why do we constantly deal with the ridiculous paradox of insisting that “being responsible” and “growing up” must be taken up with the sentiments and perspectives of being serious and eliminating the aspects of fun and joy as we carry on in the work and obligations of our lives?  This is absurd – who of us can honestly proclaim that we are immune from coveting and admiring those who say that they get to work by loving what they are doing – or that they are doing what they love to make a living.  For these folks, work and recreation are bundled into one.

So If Preschool is the foundation for everything in life, and if preschoolers are the supreme masters of “doing their jobs”, which is to learn through play – and having fun doing it, then it behooves us all to acknowledge and become masters of understanding every reason possible for realizing the true significance of preschool development.

Topping off this theme is the naturally altruistic hearts and minds of preschoolers and their quest to know everything and ask questions about everything.

Understanding Preschool Development seems to be #uncool.  That is to say, if it was #cool, or if the general populace understood how #cool the preschool mind actually is, then we’d likely see scholars and celebrities supporting a general awareness campaign about the significance of the Preschool state of mind. And this campaign would be spearheaded by people brave enough to admit that we were all on the wrong trajectory when we though Preschool was all about, or only about learning the ”a,b,c’s” and ”1,2,3’s”.  Honestly, we would sheepishly laugh at ourselves, even make fun of ourselves, and joke about how uniformed we were about the most important learning stage of our lives that would make lifetime learning a fun lifetime proposition.

In the meantime, all we can do is try our best to promote the importance of the preschool stage of development and how significant it is for ALL human beings.  Hey, maybe even one day #celebrities will join the cause – though we’ll avoid holding our breath.

Of all the causes that have the power to resolve both the world’s worst adversities and expedite the quests to implement and further advance humanity’s most innovative developments — preschool development is the best and most comprehensive method for addressing EVERYTHING.

#Open-minded ?

Here we go again…. let’s see now…. what does it really take to be open-minded ? – – Is open-minded meant to be a choice, something we apply for some knowledge processes while we close our mind to other knowledge possibilities?  Is “open-minded” meant to be a something we consciously strive to be ?? — or is open-minded meant to be an automatic intuitively responsive feature of a fully developed brain?  Why do we constantly separate and make so many separate disconnecting definitions for things like “consciousness”, “open-minded”, “out-of-the-box thinking” — if everything is meant to be interconnected then why do our definitions lack interconnecting features – where are the common denominators between all of our interconnecting traits of total brain potential?  If we’re going to deflect the idea of redefining things so that they are actually interconnected, let’s at least talk about coincidences.  Being #open-minded, hmmm, is it just something that we pluck out of obscurity from the atmosphere – is it a special wheel we turn on in our head with the flip of a switch?  Where does it come from, how is it really operated, what is it’s point of origin?  Why are we only willing to use it sometimes?  Are we all really open-minded to the truth about anything all of the time?  This is the first rigorous property of “open-minded-ness”. How do we know this?  Because the most open-minded people in the world are preschoolers, so naturally they are the ones to set the standard for the definition of open-minded-ness.  What makes them the most open-minded people in the world?  Well it’s their willingness to believe anything at anytime about everything.  Preschool literally is the foundation for everything in life, so the origin of being open-minded is planted during the preschool stage of brain development.  So here is where the concept of coincidence comes in.  We all struggle with being open-minded, that is intuitively open-minded.  This is a sharp contrast to the ways that preschoolers operate because they are also operating on a full house of intuitive learning properties — in other words, the preschool stage is the time and place when everything (including our neuro-nets, or connectomes) get formidably connected —  and/or, this is also the time and place and stage when “everything” gets either insufficiently connected or disconnected.  There is a direct correlation — coincidentally — between our ability to be intuitively open-minded all the time and our “conscious” struggle to be open-minded and deflect being close-minded. The origin of open-mindedness is rooted in the open-minded-intuitive learning processes of the preschool brain when the neuro-net is gluing together the majority of its synapse-neurotransmitter connections. This framework, or basic construction that will support a lifetime of learning about anything and everything is undertaken by the brain during and ONLY during the preschool stage.  Preschoolers never constantly struggle with being open-minded, nor do they feel the need to debate over the overdone concepts of #consciousness or “conscientiousness”. — Either of which the supposedly smartest minds in the universe continue to squabble about concerning a real definition — if they would just get on board with the true values of intuition, they might come to some agreements — oh wait, that would require them to dabble in the properties of preschool brain development, oh my, do they dare risk being caught dead or alive with a tag on their forehead announcing that they are looking into the intuitive learning abilities of preschoolers ?– Too much to risk in the halls of laurels and hubris…too bad, they are risking a lot more by denying the significance of preschool brain development while stripping themselves of much greater possibilities and discoveries. But then again, they like the rest of us are fooling themselves into thinking that they are “open-minded”…

The ability to be open-minded, and neuroplastic, and intuitive, and decisive and use common sense and develop strong critical thinking skills are all formulated together as a basic foundation during this preschool stage of brain development YET the phase of brain development that is left out of all of the conversations ABOUT brain development just so happens to be the preschool stage of brain development.  Every professional and pop-culture article that wants to tell you about all the latest studies and neuroscience evidence and techniques are all too happy to divulge something about how you can be your best self, how to improve your adult brain, what the implications and possible remedies are for Alzheimer’s and Dementia, what can be done to improve disabilities or to better reform the K-12 years of education, how to help your teen practice good judgment and long-term decision making.  But NEVER, EVER is the preschool stage of brain development included in this entire spectrum of human cognitive potential.  The one stage of human brain development that can take all the unknown qualities out of the “mysterious” human brain is the preschool stage and this is the one stage that we know the least about and that we fail to even take a genuine interest in — least of all in both the professional fields and in the pop-culture publications of learning about the power and possible full potential of our underpowered and underdeveloped human brains — WHAT A STRANGE COINCIDENCE ??!!??  The phenomenon fails to end here with “open-mindedness”. This coincidental phenomenon is directly relative and applicable to all of our underdeveloped intelligence and behavior abilities.  This is more than just a strange phenomenon, it’s a very sad and unfortunate phenomenon.  Human progress IS Human brain development and all of our efforts for human brain development have been REMEDIAL measures because we have left preschool brain development off the topical grid of human progress  — because until the whole world is ready to deal with preschool brain development, which is the #CORE of what REAL brain development is, then we are just going around in the same insane circles of human progress.  By the time this particular entry ends, which is right about now, we can legitimately say, “here we go again”, or we can begin anew with real open-mindedness and just say “here we go — into the unknown”…