From - the PRESCHOOLER’S GURU

The most mind-boggling part of this campaign to clarify the true definition of positive development is the amount of significant and relative parties that claim to be “uninterested”.  This truly amazing statement is interruptedly made with a “negation.”  This reveals several points about caretakers who are supposed to be interested in the most important technique - regardless of your philosophy or professionalism - that is necessary for all other methods and techniques of teaching young children. If using negations is a normal part of their communication skills and lacking the graciousness to listen to others is a regular practice, it is unnerving to consider how they are communicating with the young children, which they are “teaching” and caring for.  

This one simple technique requires teachers, caretakers, professionals and parents to omit the use of negations such as “no, not, don’t, can’t and shouldn’t” when teaching, guiding and speaking with preschoolers.

Cognitively Correct® language is a numerical code that matches the natural, functional design of learning. This logical format for speaking and communicating ignites all the potential knowledge abilities. That is what the true definition of positive development is.  This is what we know so far ~ Early education boards and associations have been recommending that teachers of young children eliminate the use of negations.  We also know that children are unable to devise and make independent conclusions for their own guidance and learning needs.  In other words they are unable to hypothesize, which is an advanced mathematical function. Using negations when speaking to young children is like asking them to do an arithmetic equation of addition and subtraction at the same time when they are still just learning what numbers are.  Finally, we know - Children need to explore and discover the basic patterns of the environment around them. Patterns are the most fundamental form of math and the basis of all things. Children must learn basics before they learn academics.

There’s so much information currently documented for adults on the subject about using language positively for self-improvement.  In order to gain the best possible benefits, prevent emotional intelligence damage and avoid wasting precious time later fixing what should never have been broken inside of us to begin with – we need to learn and teach the Knowledge of Potential while children are very young.  Since all things are based in basic math, language itself is basically a mathematical function.  Our first language experiences must be mathematically simple and logical. In other words, early in life when we are just beginning everything, we need to gain as many + pluses + as possible.  Later there will be time to learn how - minuses - contrast our learning capabilities.  

Parenting styles, theories and experiences may differ, however the characteristics of human cognitive development are embedded into our natural design.  Teaching and guidance for preschoolers includes open possibilities based on imagination and diversification.  Some of these diversified functions include; intellectual intelligence, emotional knowledge, reality, imagination, reading, math, science, nature, the five senses, creativity, movement, safety, hygiene, communication and language arts, confidence, self-esteem and the awareness of the different varieties of love. The preschool stage is the consummate stage of learning for our entire life.  It is a time when adults have an opportunity to make observations about the unique qualities of every individual child.   “Knowledge” in the preschool years depends on treating these diversified qualities as one whole subject.  It is an undeniable process of learning for all preschoolers regardless of race, culture, nationality, beliefs, or the events that mark distinct periods of history and civilization.   

Therefore, it is paramount that children are spoken to in a format that appeals to each and every function simultaneously.  Ideally, this language would double its work by helping adults to re-cultivate or re-cognize emotional beliefs and disbeliefs for which they desire to make changes as they speak the Knowledge of Potential with their children.  That is what we define as Cognitively Correct speech – a ‘dialect’ of potential supported by unlimited imagination.    
     
This is a subject where truth and honesty must come first before protocol and diplomacy.  Think about it!  How many preschoolers screen or censor what they want to say?