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How to Boost Your Child’s Self-Esteem June 15, 2007

Posted by edukfun in 9-5-4, add, add parents, adhd, alternative treatment, aspergers, attention deficit hyperactivity disorder, attention training, auditory, brain, challenged, children, cognitive decline, concentration, discipline, distractibility, education, homework, music, neurogenesis, neuroscience, school, Sparks of Genius, teacher, underachieve, video games.
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Self-Esteem is always a hot topic: what does it really do for people? How is it developed? Is it good to have a lot, or can you have too much? What effect does self-esteem have on school performance? It isn’t always easy to spot. Why?

“A given person with high implicit [or inner] self-esteem may be outwardly self-promoting or may be outwardly very modest,” said study team member Anthony Greenwald, a psychologist at the University of Washington.

Full Article Here

Low Self-Esteem is often confused with learned helplessness. Learned helplessness develops when a child is in school and has difficulty with, say, math. He struggles in math, possibly due to a weak teacher or just doesn’t have the same internal aptitude that others do. Maybe he was sick for a key week at school. For whatever reason, the child does poorly. Spurred on, the child decides to try his best for the next exam. Math being recursive, his lack of understanding of the prior material keeps him from really understanding the new stuff, and he gets a bad grade again even though he tried his hardest.

The child concludes, “I’m bad at math.” That is learned helplessness.

Contrast that experience with low self-esteem. A child goes to school and, despite good grades and many friends, feels like he or she isn’t any good in general.

Both conditions can lead to lack of effort in school and reduced performance, but one is based on a faulty conclusion drawn from real evidence while the other is a conclusion drawn despite external evidence (or due to internal evidence only).

The outward symptoms may look and sound the same, and the two issues are very similar, but they require a different touch to handle effectively.

This is where Sparks of Genius shines. What we do in our Electronic Playground is help children uncover hidden strengths, then we leverage those strengths to make improvements in other areas. How do we create total transformation? Through the 9-5-4 Program.

Even though there are 9 Intelligences, schools only care about one or two; Sparks of Genius taps into all 9.

  • Verbal intelligence
  • Mathematical intelligence
  • Spatial intelligence
  • Musical intelligence
  • Kinesthetic intelligence
  • Interpersonal intelligence
  • Intrapersonal intelligence
  • Spiritual intelligence
  • Naturalist intelligence

Increase three or more [Cognitive Skills] and you’ve got a Total Transformation.

There are 5 Cognitive Skills. Increase one of these, and you increase cognitive ability. Increase three or more and you’ve got a Total Transformation.

  • Attention
  • Memory
  • Learning
  • Thinking
  • Processing Speed

Finally, there are 4 Executive Functions. These are higher-order functions and essential for long-term success.

  • Organization
  • Planning
  • Prioritizing
  • Decision-Making

Students come to us, go through fancy, high-tech evaluations, and Dr. Kessler puts together a customized work-out regimen that plays on the student’s strengths and pumps up the areas that are weakest. 2-3 hours per week on a home computer, plus an hour in our high-tech, high-touch playground is usually all it takes. The results last, and they generalize to school, athletics, home, and the social realm.

Good luck!

Allen Dobkin

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This is Your Brain on Music. Any questions? June 8, 2007

Posted by Dr. Rohn Kessler in 9-5-4, auditory, brain, concentration, focus, music, neurogenesis, neuroscience.
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BrainWorkout

This is your brain on music.  Any questions?

Music is a universal language. Music has been recognized as a source of motivation, inspiration and guidance for thousands of years. Prophets of old would call for musicians as they sought to define the future. Musical groups were sent out first to prepare armies for war and to calm people for peace. It is used in restaurants to mold our eating habits. Opulent music in places of class and fast loud music to generate eating speed in fast food establishments. Music tells stories of love and of anarchy. Even with no lyrics our brains are hardwired to pick up the signals. Animals can be encouraged to perform better with the right music and plants listening to music grow and prosper.

It is no surprise that music can frame our minds to produce our future and increase learning capacity. Science is showing that music can be specially formulated to increase ability for motor skills, language skills and creative capacity. Take a look at this article by Advanced Brain Technology to see if music can be the next revolutionary in your life!

http://www.advancedbrain.com/Article_Spoonful_of_Music.asp

Dr Amy Price

Listen Up Newlyweds and Mothers: Inside the Womb, the Fetus Hears Music May 21, 2007

Posted by Dr. Rohn Kessler in auditory, children, fetus, infant, music, neurogenesis, neuroscience, parenting, parents.
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The ears of a fetus are fully functional at twenty weeks, but an infant’s brain takes months or years to be fully functional.
Inside the womb the fetus hears sounds like the heartbeat of its mother.

A year after they are born, children recognize and prefer music they were exposed to in the womb.

According to Dr. Livitin, author of This is Your Brain on Music, the process goes something like this:

“You wake up from a deep sleep and open your eyes. The distant regular beating at the periphery of your hearing is still there. You rub your eyes with your hands, but you can’t make out any shapes of forms. Time passes, but how long? Half and hour? One hour?

“Then you hear a different but recognizable sound—an amorphous, moving, wiggly sound with fast beating, a pounding that you can feel in your feet. The sounds start and stop without definition. Gradually building up and dying down, they weave together with no clear beginnings or endings.

“These familiar sounds are comforting, you’ve heard them before. As you listen, you have a vague notion of what will come next, and it does, even as the sounds remain remote and muddled, as though you’re listening underwater.”

A fetus also hears music. A year after they are born, children recognize and prefer music they were exposed to in the womb.

Moreover, young infants seem to prefer fast, upbeat music to slow music.

How do we know this? In one experiment, mothers repeatedly played a certain piece of music (classical, reggae, Top 40 or world beat) during the last 3 months of their pregnancy. After birth, the mothers did not play this particular music for a year. At one year, the infants listened to both the music they heard in the womb and a novel piece of music in two different speakers. They looked longer at the speaker that was playing the music they heard in the womb than the other music.
Moreover, young infants seem to prefer fast, upbeat music to slow music.

Mothers take note: the music you listen to while pregnant does impact your child. So does the music you listen to during years one and two. What happens then?

That’s another story.

Dr. Rohn Kessler, Ed. D.