Find out what children want and give it to them

Observe your children's wants and needs so that you will know their talents and genuine personality dispositions.

Transcript

2:35

Hello. We're back again. We are. Yeah. Dun dun dun. And in all my my newfound boldness for just telling it like it is. So, would you like to know what I have to say to you? I do. I would love to hear what we're talking about today. Excuse me. Okay, so um yeah, there was a period of time in my life before I started doing all this stuff where I had gotten more involved in sort of like business and finance and stuff like that. Yes. And when you go into those fields, um there are certain um Bible sources, you could say. That's that's a terrible thing to say. But um I should say, well, maybe it's maybe it's conducive here, maybe it's it's viable, but there are certain Bibles and there are certain prophets in the business world. Yes, there are. And I think anybody who's been in the business world, you know, gets told to read this book and that book and this one and that self-improvement thing, and it's just but I think one of the top There are definitely gurus of business world. Right. Yes. So one of the top business world gurus and philosophy has been Dale Carnegie. Yes. And his basic premise for business, profit, and success is in the quote You ready for it? Okay, what's the quote? Find out what people want and get it for them. Okay, make it for them, provide it for them. Yes, okay. So in the world of child development, we say find out what kids want and give it to them. Now, people will have one set of feelings and ideas and excitement for Dale Carnegie's uh prophetic rhetoric. Um while in the child development field, people will get triggered and become really uh anxious or irate irate, annoyed, and of course the idea that this is wrong or that a child is spoiled, blah, blah, blah, blah, blah, blah. But why this is typical of the whole uh what I what we have always called the E equals M C square standard model for defining anything. Right. It's like find out what people want and give it to them. But now we just and and I always get that that that backlash from people. You need to use more simple words, and so people can understand what you're saying. So I'm just changing the quote that find out what children want and get it for them. Right now, why suddenly does it have a whole new set of feelings and meanings? Have I added any sophisticated words? Have I changed anything? Have I put in a word that people fail to understand? I've only changed one word. I've changed it people to children. But suddenly now people fail to understand what this means. Well, what does that mean? Well, why do you know what it means in business when it comes to money and stuff like that? And why do you fail to understand it when it comes to children? Right. But the truth of the matter is if we're following the E equals MC square standard model for knowledge, you know, energy is always energy. It works the same way on whatever side of the universe it is. You know, electromagnetism, the same. These are our standard models for knowledge. There's a consistency. Why does the universe use them? Because they work. Right. Right? It never changes its definition. Regardless of how much we manage to manipulate aerodynamics, what goes up must come down, or it must keep going, or it must have that mass and acceleration to do what it does, right? Right. So why does it have suddenly a different meaning when we're talking about children? So one of them has to be wrong, or both of them have to be wrong, or both of them have to be right. You have to have a standard model. Now, if you could justify that both of them are right, then good. Hallelujah to you. And you may have a different understanding of why they're both right, but at least you're carrying a consistency that's fulfillable by the fundamental laws of knowledge, right? Right. If one is wrong, then you have to make the other one wrong, right? So, um, you know, in in Dale Carnegie's thing, you know, some people have interpreted that as like, you know, step on all the little people to get wherever it is you have to go. And um, and but in child development, we think that giving children what they want is something wrong or evil or undisciplined or spoiling them. But in the first year of children's life, especially, we need to get them what they want, right? Right. That's emotional stability, that's emotional intelligence. And if you look at any animal can any set of animals anywhere, right? A leopard doesn't think to themselves, excuse my negation there. Never. Never thinks to itself, well, my child just ate 20 minutes ago. I'm you know, I'm now I I'm gonna push him away. Yeah, we're we're gonna you wait, you wait another 20 minutes to eat. We're gonna try to get a get this child on a schedule. Yeah. The schedule is encoded in the body, right? Um so yeah, that's a good point. Hey, how come how come we are born without a manual? The manual is there. We that's that's a really horrible excuse. I hate I hate it when I keep hearing people say that. But then again, you know, and that goes along with that thing we were discussing before that we had, you know, sort of uh ignored for a little while about that to me always ties into, well, nobody's perfect, we have to figure it out or whatever. But we have this system again. We've said this, we love reiterating it, that we live in a perfectly broken system of cognitive development that guarantees that every child will be traumatized in one way or the other. And that brings us back to that point that we made in the last session about children failing to get the natural science and the natural math, which are kind of one and the same for the four-year-old brain. But um, at that stage, it's what get find out what children want and get it for them. Well, what is it that the four-year-old brain wants? It wants natural science and natural math. Right. So get it for them. And I hear people like universally whine and complain that, well, I've never really been good in science. Well, why do you think that is? And why is everybody so triggered when I explain anything about the four-year-old brain? It's more triggering than anything that anybody ever goes through, because all the stuff that people were supposed to get when they were four years old, they never got. And this is the and because the four-year-old brain is the consummate resource for understanding full human brain potential, this is why we get so triggered, because the human brain's emotionally developed, but it's also spatially developed. And so that big, you know, wad of missing information about the spatial time, physics, uh, as it relates to what our brain wants and what it needs at that stage, it's missing because then we end up struggling about how to make decisions. We we have we are lacking in in sufficient integrated computations between emotioning and spatial time parameters and our own skills, motor skills, um, making uh the most basic of reasoning assumptions that I can do something. And this is, you know, without consciously thinking about it, they just automatically intuitively hop to it with this is what I know, or they just go into exploration until they figure it out. And that's part of spatial reasoning and and and just gen general computations of resourcing what is in front of you or what you can imagine to use. And that's how four-year-olds roll, you know. Let's use this for this thing and let's do that. And you know, when children are given just lots of manufactured toys that have a previously disposed purpose or set of um parameters, yeah. The set of parameters that this is the objective, um then there there's less creativity there. It makes them experts in that particular thing because everything you do at that stage is intuitive. So it just, you know, you snap right to it. But when kids are out in nature, they have to be creative, they have to use their imagination. And um just just the the colors and shapes and textures and uh processes of leaves on trees and grass in the ground and wind in the air and sunshine on your face. These things magnetically appeal to every human brain, but they have an extra magical factor attached to them on the four-year-old brain, because children absorb all these things at once, and they um the the brain is craving these particular things. It's like this is the addiction that the brain has at that time. Addiction being a natural part of our development, but we're meant to be developed addicted developmentally, uh, as time goes on, more and more addicted to things that are appealing to the brain, like nature and so natural math, natural science, and unconditional love and communication and movement and rhythm. And the more each of these are diversified, the more that they get to be clumped together, the more uh neuro neuronal connectivity happens, and they all become part of the streaming process for intuitive intelligence development, which means that uh each child gets to compute what possibilities can be used from that seemingly irrelative thing over there for it to be over here, too. So they get mixed and matched. And people often like, I heard I watched a documentary recently about a particular person, celebrity person, and they insisted on also saying, you know, I would have never gotten here had I never failed in all of these things. And I was particularly inspired by this testimony, but I was particularly disturbed by that because I was listening to, once again, people saying the whole thing about failure. Right. But I feel that that is very, very wrong because the opportunity that happens at that time failed to come to fruition. But for them to describe themselves as having failed, but they had the wherewithal or whatever to just keep going, I think is an unfair description because what I see, and from what this testimony is revealing to me, is that this person gave their all in each and every incident and each and every event and each and every situation. There was zero failure on their part. Right. It's just that the situation at hand fell short of matching their whole givingness and their complete execution of their talent in that situation or under that circumstance, but there failed to be a good connection or match for the demonstration of that. But to go ahead and call that a failure, I think is completely wrong because it's pretty evident to me that that person gave everything. There was zero failure in their intention to just go ahead and apply. And we have the choo-choo. And we have the choo. Okay. As it was pulling up, we have we did hear the rumbling. We did. And we were it was the anticipation of the the horn. I do love the choo-choo, though. We do have to love the choo-choo. It sounds nicer when it's far away, and I've said that before. It's true. It has become part of the algorithm of the background noise of our session. Maybe I actually think that was timed pretty well. I think that your point was was finished and then made with the horn of the. So it would have been the essentially the same as somebody going ding and ringing a bell, or somebody going bingo. Yes. Does that mean we should just happily make a conclusion here? But possibly, but we do have a little bit more time. But I did want to the horn of the choo-choo is uh has stopped. I will conclude by saying that I think we need to make a new description, um, remove the whole failure thing, and just say that trial and error is just a wonderful part of bringing something together where you find the perfect match. Right. Because eventually that perfect match comes to fruition. And if it never does for whatever reason, you're perfectly matched with the aptitude of or the computations of whatever your particular skill is, right? Which is what keeps me going all these years. I mean, has the whole world accepted that the four-year-old brain is actually the key to full human brain potential? Uh, I'm staying with it. I'm never giving up on it because I understand how this really works. And I think there are people out there who in intuitively sense that there is something within the first five years that will make that grade. Right. And that the perfection of understanding how the brain perfectly works in its own uh algorithm or its own venue within each stage uh imparts the idea that there is nothing flawed. And so it's only our idea of we are mistaken about the perfection of how the brain is designed to work and integrate all of our skills together in conjunction with our emotional intelligence, our spiritual literacy, our spatial reasoning, and all under the umbrella of unconditional love, which we need to be fed. Right. Just as we need to be fed our food when we are babies and we are infants. And and that is my conclusion on all of that. Very good. So on that note, we're gonna say goodbye for this session again. Uh, if anybody has any questions, we welcome all emails and questions to gotbrain podcast at gmail.com and buy me a coffee. And buy me a coffee too.