Trauma influencing reasoning during the preschool stage.

How the factors of preschool learning are more heavily significant in future decision-making.

Transcript

2:34

Hello. Hello there again. And thank you so much for being here with us. We're grateful to have you, as you know. Yes. And yes, we are. And um we will do as we always do, which is to continue relaying to the world uh the topic on everything nobody ever told you about the four-year-old stage of human brain development, which is the most informative resource for understanding our true potential. Yes. Okay, session over. I'm kidding. You know, nice introduction. Excuse me. And uh over the past couple of months, uh, we've had some technical difficulties uh because of course we are we have uh geographically separated this particular session and subsequent sessions for at least four or five of them will be in the same geographical location. So we're happy that we are able to uh reach you as one. Reach you as one as one voice at this point, right? So we have a period of time. Um so but what are we talking about today? What are we talking about today? Okay, so we're talking today about the idea of trauma in general. Uh-oh, that's a big topic. I know, right? It's like, what the heck is that? Okay, so in general, in general. We get specific. We get a little bit specific. We get specific. Or maybe a little bit more than a little bit specific. Okay. Um so one of the things that has plagued me for a really, really long time, obviously, which is part of a grand part of the impetus of having produced this literature where to this day, after 30 years of doing this work, uh this cognitivology podcast stands as probably most likely we keep researching, but the only platform or forum that addresses exactly um the four-year-old, the three and a half to five-year-old brain. We call it the four-year-old brain again as as a as a sort of like a shortcut. Yes. Um, but the four-year-old brain and only the four-year-old brain and all of the stuff about the four-year-old brain. Because many of the the uh the forums out there are very well advocating the importance of the first five years of development. But as we nitpick at them, we have noticed that most uh I would I'm being generous when I say 98%. Okay, because it's really more like 110%. But um the information being given is really excellent. There's so many coaches out there, and I'm saying it again, I said it in the last session that are giving really wonderful information about the first three years of emotional intelligence development and all that other stuff about regulation. And we have some contentions, two main contentions about um, and we've spoken about them. We have um about that whole idea and the online, offline prefrontal cortex not being underdeveloped, but then uh saying that it goes offline when children are dregulated or emotionally upset. And we still keep trying to tell people what makes you think you can have it both ways. I mean, either it's underdeveloped and it actually has yet to come online. So then to explain that it goes offline um when children are upset when that part of their brain is underdeveloped is a complete contradiction in terms. Right. So um the thing is that every motion is kind of other people's definitions of most things, right? Contradiction terms. Right. And so um, you know, all emotions are a regulation, they all have a reason, and when we treat them with the same value, then we create emotional reasoning, which then creates intellectual reasoning with any and all emotions. Again, absolutely, and again, the database of emotions that then have the value index um for each uh each emotion when they come then when they reoccur down the line in in a person's uh life, right? You know, as long as every um emotion has been valued, um then every human is better equipped to use any emotion to process knowledge and information and make decisions, right? Right. But so our our main contention with that, of course, and we're re reiterating this once again, is that um especially when people discuss the teen years, and I I'm gonna backtrack a little bit now because the whole point of me mentioning this earlier and saying that a lot of coaches out there are talking about the importance of the first five years of development. Our nitpicking uh point here is that all of the information that they're giving, however viable and wonderful it is, is really only relevant and relative to the first three years of development. Nothing that people are saying out there really relates to the four-year-old stage. Right. People are unaware of that because they have zero clue about what it is they're looking for. It's hardly as if people said, you know, um, well, what about the four-year-old stage? Or what do we say to kids when they're four years old? Do we still speak to them as though they're two or three years old? Because that's what most people are doing, unfortunately. Right, sure. Um so and then the other point that we want to reconfirm is that the whole idea. So the first one obviously is that every motion is a regulation process. Right. If kids are upset or angry, they're um it has nothing to do with the fact that they're dysregulated. It's just that their lack of experience with certain emotions that they're unable to hypothesize through, because that part of the frontal part of the brain has yet to be developed. They need a guiding hand, they need to borrow our sense of regulation. But by saying that, people are assuming two things that the kids are regulating themselves when they're happy, which is uh untrue. They're just more familiar with what they're doing during that state of flow, whereas they need to be able to give be given the same state of flow in any other emotions. Like this is just as viable. You can feel this way without being frightened or without me reacting in any other way, other than that this is another learning process for you. Right. So um that that's that's that's a really significant uh understanding because uh um we are saying that the that the only that they that the that they're the frontal part of their brain is going offline when they're upset. But the the whole frontal brain is yet to come online at all. Right. So it's hardly as if the frontal part of the brain is reasoning when they're calm and happy, they're just following the flow of their emotions because everything they're learning is through emotions, and that is every emotion, which is why we have to treat all emotions with the same value and same um compassion and same optimism. Like, let's see what we could do here. Right. It's as calm as that. And the other thing is that the explanation that's normally given to people about the whole teen brain where um uh they're unable to make really uh uh mature decisions because the teen brain is still also underdeveloped. The prefrontal cortical regions for reasoning and decision making are underdeveloped. But they're also underexperienced. But when children are four years old, they get all the ingredients that they need so that when they become teens, they're using that wealth of spatial time, reasoning knowledge, and navigating and exploration for trying to make good decisions, just that when you're a teenager, you have more access to more knowledge and experiences that you can add to make those computations. True. Learning to reason, the narrative still seems to be you stumble, you fail, you fall, and then you get up and you try again. But it's actually using the best of what you have and then adding to it. That's what it really means to learn to reason during the two teen years, because otherwise, we're also assuming that when somebody gets to between the age of 22 and 25, the prefrontal areas are fully developed. So does that automatically mean that people are going to reason with all the proper computations and permutations and knowledge of logic? But actually, what happens is when people get past the 25-year-old stage, they're still reasoning as they did when they're teens, based on that narrative that we have, that it's underdeveloped and that they're immature. People are reasoning the same way as they are when they get past 25. The only difference is that people's agenda is different. And the old and for most people, the permutations that they're adding, they'll be like, oh, I should be a little bit more careful here, because when I was a teenager and I tried to do that, I should have been more watchful of this element and that element, so as so as to um be more cautious or prevents getting caught for doing something wrong, or um waiting a little bit more time made it a little bit better for me to get the effect that I wanted in this thing. The language that we speak already when we're teens already has the codes and computations for how we reason, and that's based on how we were nurtured in spatial reasoning in the three and a half to five-year-old stage, where the pure laws of physics and spatial time parameters were incorporated into the way that we explored and were told how to, you know, if you're going under the table, make sure to keep your head down a little. Um, when we're gonna cross the street, you have to wait until an adult is holding your hand, and then we cross together. Um and it and and it's optimal uh information guidelines that are non-negated and using verbs to put in the descriptions for uh following instructions, and that's the adult's guidance uh platform. So when we just say don't do this, we're failing to give information about how to do something, right? So we're just reiterating that we talked about it extensively, but this again is um supports this understanding that when we speak about interconnectivity and integration, there's that highest saturation point of integration between natural knowledge, emotional intelligence, logic, spatial reasoning. Those things need to be united together via what a lot of people might like to call neurolingistic semantics or neurolinguistic programming, where knowledge reflects the natural laws of the universe. And so those factors are most significantly and imperviously set together as a smooth um corroboration in our neuronets at the four-year-old stage when all of our cognitive functions are in the same place at the same time, so that they can create a coordinating effect. So um basically it means that we have the most potential, the fundamental basis for the most potentiality of all cognitive functions at the four-year-old stage, where they can easily unite and work together. And if they're all being treated with the same computation of true logic based on the laws of the universe, the laws of nature, and the laws of the brain's hardwired system for compassion and optimism. Optimism being the most um uh pure renditions of knowledge that you can just grab onto and use something with, right? Right. Like if you're going under the table, keep your head down and um and crawl under there and avoid standing upright if you're taller than the table. Uh I know a lot of people think they'll never speak to their kids like this, but kids believe that they understand everything. And at the four-year-old stage, they can. They can understand these things. And they like that you choose. And they understand better than don't stand up. Right, right. Don't go under the brain is processing the verb, so the brain is hearing stand up. Right. Right. So, um, so the influential factors that end up being uh important to the prefrontal development, especially during the teen years, depends on what I can do and how can I diversify this more. How can I do it better? How can I do it differently so that they learn creative, constructive control and unlimited information processing, so that that is coming at them in all kinds of ways from around them, what they observe, what they feel, without limitations on their feelings, without limitations on ideas, so that there's never any room for making a stupid decision because they have so many optimal options that they have to make at least a decent one. And then, so that is where we're we have been trying to also we continuously try to get people to understand the connection between the four-year-old brain and the development of the teen brain. Because by the time kids get to four years old, they can do everything except hypothesize. They could do anything an adult does. So the last thing that we need to do for this first five years, where 90% of the brain is set, is give them the ingredients for future computational thinking and reasoning. Right. Um we want to do that while language is still intuitively learned, and where intuitive intelligence needs the interconnectivity of everything that we are um designed to have an aptitude for. We need to create a unity between those things, and that is why this stage is so important. And um, well, I guess about a minute. That's really all I have to say about that. But to sum it up, um, while we think that the four-year-old stage is just sort of uh benign or optional, it's actually optimal, and there's nothing just very simple about it. But the four-year-old stage is where you make a huge difference on your child's experience of growth and learning during the teen years, is your most influential factor, and that's that. Okay, and that's all I have to say about that. Okay, okay very good. So uh if any of that has uh left questions in people's heads, um, our listeners' heads, we more than welcome uh any questions to the um got brain podcast at gmail at gmail.com. Yes, please write to us. Uh please write to us. Uh and while you're doing that or as you're doing that, or instead of doing that, buy me a coffee. We always welcome a coffee. Uh and honestly, if you guys would actually like to have coffee with with us, um that would be uh that we would welcome that as well. Right. So until next time, thank you so much for listening. And so long. Take care.