Excerpts

Following are some excerpts from my book CONNECTING THE DOTS, The Cognitively Correct Way to Speak With Preschoolers

I felt it was important to write the book without the use of negations in order to demonstrate the possibilities of expression without them.
 
“Real child development must be approached as a part of total human development.  The processes of whole human development can only be addressed properly against the backdrop of Nature, taking into account the thread of inter-connected characteristics that run throughout every level of life.  Societies may make demands about children’s education and behavior, but just as a plant needs water and sunshine, children also require particular elements for growth.

Positive speech is the logical formula for communicating the intentions of good guidance.  In practicing it, you will see for yourself how it matches your own intuitive inclinations for positive and constructive directions. 
Most Early Education teacher training demands some compliance about omitting the use of negative words and phrases that impair positive development (such as no, not, don’t, can’t and shouldn’t).   However, in many education facilities, it is left to individual teacher training.  Furthermore, too many facilities are unfamiliar with the technique.  That is a shame when you consider that all other teaching techniques in Early Education depend on the demand for this technique of positive constructive communication skills.

The strategy for deterring negative words, terms and phrases as a method for standardizing true language expression should never be confused with its purpose and goal.  It can hardly be a means within itself, because all language expressions have a message, and that includes the proper use of negations.  The sheer purpose of positive terminology is to give birth to ability.  It is to do away with the attitudes of inability that are deceptively hidden among the incessant use of negations and other negative expressions that dampen our aptitudes, creating an unconscious block between ourselves and our real abilities, or between our minds and our hearts.

In the least, prospective teachers in training usually learn that the purpose behind implementing positive guidance is to support children’s unrefined abilities for devising or “hypothesizing” acceptable options on their own.  In other words, they are too young to possess and exercise the sophisticated critical thinking skills that are regularly necessary to make reasonable and constructive decisions.  That is why, naturally, they need adult care, compassion and nurturing.

As we continue embarking upon a world consciousness, it is unfeasible for cultures, and interchangeably language, to remain stifled under the auspices of tradition that repel change for fear losing their identities.  Without changes to our interactive language skills that express, empower and convey our intentions, we will continue to elude the vast amount of untapped potential we have and can conceive of achieving.

A superior consciousness demands the features and semantics of language to be filled with the knowledge of potential and possibilities, to entertain solutions that only a dialect - free of guilt, consequences and disadvantages can offer.

We owe ourselves more than just self-improvement or how to re-cognize our personal beliefs and attitudes. We owe it to ourselves and our descendants to cultivate a growing-up legacy that purposes true human potential from the onset of children’s lives.  That proposition is far more logical and productive than spending precious time and energy fixing what’s broken inside of us, life after life and generation after generation.

By learning a dialect of possibilities within our own language that is congruent to the idioms of potential, we can change the way we cultivate behavior and the behavior of ability will manifest according to the good intentions of human aptitude.  In this attempt to re-structure our language patterns with positive “speech-ability”, we can re-create a pipeline of development that transforms an unconscious language of inability to a conscious language of ability.

In order to extract the best of children’s potentials in the formal years of education, a cognitively-correct approach for building intellectual knowledge will have rested profoundly on a cognitively-correct foundation of emotional knowledge and stability.  Regardless of race, nationality, culture or gender, children deserve the receive the same qualities of appropriate cognitive development - a development filled with the knowledge of love, trust, and genuine encouragement to feel competent about their abilities.

Do the math on any part of the universe and you will see patterns at work; basic elements in compounding variations that constitute different formations and structures that define their character and the logistics of every order. 

What do children’s development and human nature have to do with plain basic math, logistics or any other mathematical theories of relativity?  Children’s cognitive development is activated when guidance and education parallel the natural cognitive design of the brain and the emotions.
The reasons and motives for thinking and acting are substantially established during the preschool stage when both intellectual and emotional experiences are fundamentally a singular function.
 
How much do we really learn from History’s mistakes?  Where is the balance between learning about the unfortunate circumstances and consequences of the past vs. learning how to emulate decent plans and measures for implementing beneficial changes?  Are we partial to knowledge about what is wrong and what has gone wrong, just because there is so much more of it to learn about?  Is it any wonder why we keep repeating history, and the mistakes we are so familiar with?  As a common cliché goes, whatever it is you focus on, is exactly what you will extract.

As each generation makes claims to desire and emphasize greater achievement for their own children, a possibility for significant improvement may be attained when a legacy proposed by a dialect of achievement is cultivated and transpired by an entire race of people who all desire to feel fulfilled and accomplished.  A culture of positive language semantics can transcend differences while a connection for fulfillment is reflected in a dialect that speaks from our hearts.

Knowledge is acquired by all dimensions of our sensory perceptions.  Our first knowledge acquisitions are acquired by our emotional perceptions.  So, when we arrive at adulthood, whenever we use our intellect, there is always some kind of original emotional charge behind it.  We may believe we are just thinking, but there is always a motive behind our thoughts.  If blame, threats, fear, mistrust, and disadvantages are repetitively used as a disciplinary measure to learn, we can become stricken by the notion that we must be shamed into learning, or that learning must be based in the knowledge of guilt and consequences.

Why are verbs the main parts of speech?  Because we are productive, creative creatures, who have created verbs to actualize our intentions to produce and create.

So if the main bulk of our languages are verbs, and if language is probably our most concrete influence on potential, then why is the bulk of our potential lurking in limbo?

By the time children are 6 years old, they will have heard the words; no, not, don’t can’t and shouldn’t, 3-5 times as much as all other verbs combined in their native tongue and that is probably a conservative calculation.  Why de-power verbs, why do we delete action words with negations when there are plenty of verbs that describe exactly what we mean to describe?

Why do we use so little of our brain or intellectual potential?  It is because it is weighed down by the feelings of incompetency.  If we calculate the percentage of verbs we use with negations, it is quite possible that we would be examining a direct proportion between how little intelligence we utilize and how much negative language we use to de-construct our motives for action.  The brain is inclined to process actions - verbs that define the knowledge of what we can do - acquired through all our senses.  The knowledge or feelings of inability then, are learned in the emotional intelligence (since the brain only files what can be done).

The training ground for exploratory learning requires the use of imagination and the freedom to discover patterns.  Discovering and exploring patterns will lay a foundation for exercising common sense and critical thinking skills thus completing a cycle of learning to hypothesize in the future. When we are in the stage of unconditionally trusting in the formative years and are forced to surrender our feelings and impulses - imagination goes with it because it is attached to our abilities and so it shrivels up the seed of critical thinking skills.

Sophisticated hypothesizing means having the ability to foresee possibilities.  It means being able to abstractly envision the connection between causes and results, or the differences between benefits and consequences.  True hypothesizing includes the sense to realize how decisions and conclusions will affect others.  How will the world be a hundred years from now if upcoming generations are raised on the ability to truly hypothesize and practice critical thinking skills?

Imagine someone who imagines - without restrictions, without guilt, blame inhibitions or resentments; what kind of compassionate solutions to the world’s problems will they devise?