New Research on Reincarnation from Children

New Book on Reincarnation

A new book of children’s accounts of past life memories has been published by Wayne Dyer and Dee Garnes. The title Memories of Children: Children’s Astounding Recollection of the Time Before They Came to Earth is available at Amazon.com for a little over $10.  Some children do have very clear memories that can be authenticated with research.   This collection of remembrances collected over many years by Dr. Dyer may strengthen your belief in reincarnation.  A two year old grandson of mine just told his mother the other day that he had seen Jesus and God in heaven before he was born.  She told him how wonderful that must have been.  Perhaps he is remembering; perhaps he has heard his older siblings talk.  Either way it is best to acknowledge and respect the child’s ideas, especially if you believe in reincarnation.

New App on the market to Distinguish Babies Cries

I mentioned the work done by the Australian baby whisperer identifying baby’s cries in my second book.  This information is available as the Dunston Baby Language DVD for 32.69.  But now I see that Taiwan researchers at the National University Hospital in Yunlin have designed an App called The Infant Cries Translator which will record your baby’s cries and in 15 seconds tell you what the cries mean.  It took them two years to develop the App by analysis of 200,000 recorded sounds of 100 newborn babies.  They claim a 92% accuracy rate for up to two weeks, but as the baby ages there is a decline in accuracy.  So, under 4 months, they claim an 84% accuracy and after that a 77% accuracy.  After 6 months they say there is no point in using the APP as the baby has adapted to its environment.  The App sells in the U.S. for $2.99 from Google Play and the Androids App store.

 

Another new book:  Sleeping Through the Night

It can be a game changer to have a young infant who is able to sleep through the night.  And now a new book by Drs. Lewis Jassey and Jonathan Jassey called the Newborn Sleep Book will teach you how to extend the feeding times during the day to 4-hour intervals to prepare a baby to sleep longer hours at night.  If you are in favor of demand feeding, their advice might not sit well with you.  It seems there is always the need to compromise either the baby’s needs or the parent’s needs when you are dealing with very young children.  In this case, the baby’s eating pattern is being programmed.

Violet Flower

Violet Flower

Six Outcomes of Rapid Direct Instruction With Infants 3 months to 3 Years

Here are six suggested accelerated learning outcomes from using structured direct instruction by showing 1-second per card flashcards or computer images for infants 3 months to 3 years with no more than a total of 15 minutes a day.

1.  Creates a loving bond

This approach to learning is enhanced with emotional well-being; one of its goals is building a loving bond between the parent and the child. It builds on an already established close loving relationship.  Hugs, praise, smiles, cheers, giggles and deep sighs of satisfaction accompany this method.  Contrary to what some have thought, it is not a hothouse approach. Rather it results when there is a close emotional bond between the parent and the child that serves to enable the child to learn more efficiently, to use their imagination in more creative ways and to embrace a learning approach that champions what they can accomplish.  In fact, if a parent pushes a child to learn this way, the loving bond is broken and the method becomes ineffective.

2.  Heightens senses

Relaxation techniques begin the learning session, followed by photographic memory enhancement and input that heightens the senses. These techniques impact the part of the brain that seems to work with tangible facts taken in with the five outer senses – sight, sound, taste, touch and smell as well as the part of the brain that recognizes the subtle wave frequencies of light, sound, thought, emotion, and magnetism that are not always apparent to the outer senses.

3.  Increases mental creativity
Building strong circuits of neural connections provides a child with additional memory power and integrative functioning potential.   Because imagination is encouraged and strengthened, when children use the right brain pathway, they know no limits.  They can invent, play and create anything their hearts desire. When you open the pathway to the right brain, you access your natural capacity for: photographic memory, speed reading, multiple language acquisition, computer-like math calculation, perfect pitch, intuition, creativity, invention and advanced visualization. The resonating quality of the brain results in an amazing, almost magical intelligence all its own.

4.  Makes learning easy and joyful

Because our unconscious brain is absorbing information from the environment at lightning speed, and our conscious brain is plodding many miles behind, the experience of learning with the unconscious brain is not something we normally think about. We are mostly concerned about the few facts before us.   Yet, the reality is that the unconscious brain has more to do with learning than the conscious brain.  This approach works for any age.

5.  Uncovers genius

Helping our children realize their highest potential, free from our expectations, is the greatest gift we can give back to life.  A newfound sense of self is the goal for any age. Accelerated learning for 0 – 3 year olds embraces the same principles as for any other age, but it is not remedial at this stage. Infants are at the peak of their ability to absorb with their right brain functions.  What can emerge is an ability that was dormant and might have stayed dormant without the outside stimulation.

6.  Continues the work nature has begun

It is now common knowledge that learning results from the stimulation of parts of the brain that seem to activate and integrate the left and right hemispheres to work together harmoniously in ways that increase cognitive power.  Nature gives every infant a head start for the first year of life.  On its very own, the brain organizes millions of synapses into coherent mental patterns that account for acute vision, mobility, speech, etc. 1

Researcher Craig Ramey found that brain power would level off after age one if exposure in the environment didn’t take over and continue to provide the brain with sufficient stimulus to keep it growing and developing to its maximum capability.  He found out that no amount of stimulation later in life ever closes the gap between the trajectory of what might have been with stimulation and what cognition is because of lack of stimulation. 2 That is a directive for early stimulation from a “mainstream” theorist.

Still Not Convinced?

Do you still find yourself wondering about the premise of accelerated learning for babies? Are you thinking, “Aren’t they already so accelerated in their learning that they leave adults in the dust anyway?  Won’t they just develop naturally if things are left to nature to prune and shape the brain?”  People often ask why would you want a toddler to read or multiply in their heads?  The only answer that can be given is why not?  But only if the learning that develops the reading and math skills is completely stress free and fun for the infant.

Consider the way an infant learns language.  All day long he/she hears sounds – millions of combinations of sounds and somehow from this exposure day in and day out, he/she develops the ability to reproduce language correctly.  Showing 15 minutes of images side by side compared with a day spent absorbing sounds in the environment seems like it should be a piece of cake to the infant mind and it is, if it is not forced on the infant.

Lifelong damage and a dislike of all that resembles formal schooling could result if the learning were forced and regimented. This means that for success to occur the adult in the equation must be totally nonattached to the results and this is not easy for some parents and teachers who want their effectiveness to be measured by how well the child is doing, and what they are learning. In the case of learning to speak, as adults, we can’t be attached to the results because we have to trust that our child will speak just like every other child we have encountered, even if they aren’t speaking to us today.  It’s not unlike that with the visual image input as well. Have faith and trust in the incredible brain of an infant.

If a child can read at 3, a whole world of information opens to them.  If they develop perfect pitch they will never lose it.  If they can add in their heads, they will enjoy math class in kindergarten and beyond.  And they will have learned these things when the brain is at the peak of absorption from the environment.

What scientists are learning is that when synapses fire over and over, they leave a myelinated sequence of connections that result in learning.  So by “practicing” — by inputing information to a young child’s brain — you are assisting in the myelination process and increasing learning.  That seems like working with nature not against it.

Conclusion

 Right brain education will not be every one’s cup of tea.  There is a learning curve requiring the shedding of a lot of preconceived ideas about how we teach and learn.  It is not easy to become a right brain educator if you are focused on the goals of learning and not the process. It really helps if you have intuitive abilities developed yourself, are familiar with internal brain wave states, and can relax and calm your mind and approach the child with all the love in your heart.  I have watched parents and teachers working with children using flashcards and other accelerated techniques and it was obvious that not all led with love and respect for the child as their primary motivator, or really understood the underlying reasons for what they were doing.   So, a very important concept I would like to underline is that accelerated learning is maximized when there is a joyful, heartfelt exchange between the adult and the child.

These techniques can be misused.  Do we want to create children who have mental access to a vast compendium of information but do not have a developed moral sense?  From my own meditations on the question “Why use it?” the answer goes beyond the obvious one of developing the right brain abilities.  I believe these abilities tie into the soul senses and create the open door for a higher expression of the frequencies of caring and support between the adult and child in learning environments which will follow the individual into adulthood.

My theory is that as trust and relaxation predominate in learning experiences and the imaging abilities are enhanced as a vital tool, the soul too takes benefit from the right brain/accelerated approach to learning.  Without sounding too much like a romanticist, I believe I can foresee in the far distant future a time when this type of education will become widespread.  And as a result, intuitive states will be heightened in people, meaning that there will be a friendlier, more helpful, happier and contented civilization.  Smarter too.

Dr. Celeste A. Miller

  1. Ramey, C. (2007).  Author’s notes taken at Carolina Abecadarian Project Presentation at the National Invitational Conference of the Early Childhood Research Collaborative held at the University of Minnesota Center for Early Education and Development.
Form and Formless

Form and Formless

 

 

Conscious and Unconscious Learning Styles

 

Conscious and Unconscious Learning Styles

Some learning is conscious. This type we are most familiar with.  Other learning is unconscious and not frontline news. The educational method called right brain education utilizes both the unconscious and conscious brain. This method utilizes rapid stimulation to the brain which results in a different kind of learning than the traditional slower approach to concept knowledge.

With this approach, input to the brain goes into the unconscious mind more so than the conscious mind and can then be recalled at will. These specific methods of teaching that train memory and concentration through rapid learning appeal to a particular kind of visual, auditory and kinesthetic learner. Perhaps unconscious learning explains the sudden flashes of brilliance of children who demonstrate abilities beyond their years.

Imaging is Key

An aspect to this approach to learning that is perhaps the most powerful is the technique of teaching children to image.  The ability to image can be enhanced and opens cognition to unconscious memory building.  The discovery of this is usually attributed to Glenn Doman in the 60’s and then further refined by Makoto Shichida, (both now deceased) and others, including Pamela Hickein.  These individuals discovered that the brain has the ability to fast map thousands of bits of information in a coherent way that allows for retrieval and increased memory power.  Apparently dormant senses in the brain are utilized in the approach to learning often called right brain education. Marrying both hemispheres of the brain in a harmonious working relationship results in an incredible acceleration of learning.

 What Do Brain Studies Say?

When Dr. Shichida, a Japanese pioneer in right brain education, shared his theory of right brain education with the U.S. in the 1990’s, brain research on infants was still in its infancy.  He had no way of really knowing how to explain the results he was getting and so his scientific explanations were crude and premature. Today, still, there aren’t any studies on the subconscious/unconscious mind of infants to my knowledge that would explain how babies can do complicated math problems and develop these other latent cognitive functions that Dr. Shichida was discovering.

Publications like Scientist in the Crib and The Philosophical Baby share some of the more recent brain studies being done with infants in the U.S. We are taught that the brain, like every other organ in the human body, develops and grows at an astounding rate from conception. There are definite sequences in brain development that follow one upon another. If you spend time with babies you are acutely aware of the passing stages of learning and development.  These two books outline much of that growth in fascinating detail, but they can’t explain the development of the image brain because the studies have not been done on infants.

The closest I can come to mention of the potential of this type of ability is a quote inside Dr. Kotulak’s book “Inside the Brain” published in 1996 where he quotes Dr. Bruce Perry of Baylor College of Medicine saying “In the same way that we evolved a certain cognitive abstract capacity as a function of our capacity to read, there is every reason to believe that there are other untapped abstract capabilities of our brains that are not being developed by our traditional educational system.”[1]

“Follow the child” Has a New Direction

Maria Montessori’s famous mantra was to “follow the child”, meaning that children would reveal their true selves if adults were observant. It is time for researchers, those in the field of early childhood and for parents to suspend judgment and investigate and then apply these accelerated learning techniques that will truly revolutionize education as we now know and practice it today.  This would give children a real head start well before they begin formal schooling.

.(Excerpted from Brain Dance: An Accelerated Curriculum for Infants and Toddlers, by Celeste A. Miller, Ph.D.)

 

[1] Kotulak, R. (1996). Inside the brain.  KS: Kansas City,  McMeel Publishing

Lotus flower, Taipei Flower Expo, Taiwan, photographed by Tom Miller

Lotus flower, Taipei Flower Expo, photographed by Tom Miller