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Intelligence is our ability to think, to learn from experience, to solve problems, to innovate, and to adapt to new situations.
Our brain functions as the central intelligence agency.
Like a computer our brain is both the hardware and the software that helps us in our thinking, decision making and problem solving.
We engage our brains in creative, critical and meta-cognitive processes.
Our thinking skills help us shape our actions and construct new knowledge. The quality of our thinking affects our survival and progress.
THINKING SKILLS, COGNITIVE FUNCTIONS & YOUR CHILD'S BRAIN
THINKING SKILLS, COGNITIVE FUNCTIONS & YOUR CHILD'S BRAIN
Thinking involves a complex process consisting of many key COGNITIVE FUNCTIONS. These cognitive functions can be classified into stages and levels of operations. They can operate in either a highly active state or a fragile state, or sometimes even remaining DORMANT in a child's brain, requiring intensive coaching, training and guidance to ignite, activate and make them easily accessible and ready for application.
When a child's thinking or cognitive functions operate at a highly ignited state, their learning and performance is enhanced.
When these functions exist in a fragile or inaccessible and dormant state children can experience learning difficulties, de-motivation and alienation
When a child's thinking or cognitive functions operate at a highly ignited state, their learning and performance is enhanced.
When these functions exist in a fragile or inaccessible and dormant state children can experience learning difficulties, de-motivation and alienation
3 MAIN STAGES OF THINKING
3 MAIN STAGES OF THINKING
Subconsciously or automatically a child engages in 3 main stages of thinking when they solve a problem or make a decision.
These 3 stages are information gathering via stimulation of their 5 senses, information processing by the brain, and a suitable output of new information or action to affect or change their environment or outcome.
The 3 main stages:
STAGE 1- gather and receive information signals,
STAGE 2- process and make sense of those signals and
STAGE 3- generate new outputs or solutions.
Although the 3 stages are listed as separate they actually work in a much more complex fashion of integration and symbiosis. Which is why weakness at a particular stage is difficult to identify unless they are broken down in a isolated and targeted lesson.
Although the 3 stages are listed as separate they actually work in a much more complex fashion of integration and symbiosis. Which is why weakness at a particular stage is difficult to identify unless they are broken down in a isolated and targeted lesson.
Within each stage there is a list of specific cognitive functions that need to be strengthened for the whole process to work effectively.
A child who suffers from inactive, fragile or dormant cognitive functions at any of these stages will have impacts on the other stages as well. These are hard to self correct, resulting in perhaps poor final output such as poor academic performance.
A child who suffers from inactive, fragile or dormant cognitive functions at any of these stages will have impacts on the other stages as well. These are hard to self correct, resulting in perhaps poor final output such as poor academic performance.
Not being able to self correct or identify where they are missing out on cues, a child may even become de-motivated and alienated from learning.
Not being able to self correct or identify where they are missing out on cues, a child may even become de-motivated and alienated from learning.
Our programme allows a child to see which areas and which functions they need to improve on
THIS IS WHY WE SAY INTELLIGENCE IS DEVELOPED IN CHILDREN VIA STIMULATION AS WELL AS NATURAL BRAIN PROCESSES. It is not just a physical brain growing intelligence naturally.
The rest of section 2 on INTELLIGENCE DEVELOPMENT discusses briefly some other characteristics of intelligence as it pertains to children and learning such as- is it genes or environment? is it brain settings? is it a potential or propensity etc..
The rest of section 2 on INTELLIGENCE DEVELOPMENT discusses briefly some other characteristics of intelligence as it pertains to children and learning such as- is it genes or environment? is it brain settings? is it a potential or propensity etc..
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