IS IN­TEL­LI­GENCE, OR THE ABIL­ITY TO GRASP CON­CEPTS EAS­ILY, A MAT­TER OF ‘LUCK OF OUR GENES’, OR IS IT SOME­THING THAT WE CAN IN­FLU­ENCE THROUGH MUL­TI­PLE MEANS?

Haven Magazine - - Front Page - Visit www.med­san.com.au

Have you ever won­dered how your kids learn? Did you know, the prin­ci­ples of learn­ing can be placed in ba­sic units? Here are some key points to un­der­stand­ing how to ac­cess our chil­dren’s in­nate learn­ing ca­pac­ity:

REP­E­TI­TION

to main­tain fo­cus and me­di­ate bore­dom will com­pro­mise this prin­ci­ple.

EF­FECT

emo­tion pro­cess­ing dis­or­ders, this prin­ci­ple may be com­pro­mised. This can be over­come by giv­ing a sub­ject mean­ing - some­thing the child can re­late to.

FIRST IM­PRES­SION

seen or learned about a sub­ject sets the prece­dent. This is es­pe­cially rel­e­vant ner­vous sys­tem health prob­lems of­ten re­late here.

PRI­OR­ITY

The most re­cent prom­i­nent im­pres­sion will of­ten dom­i­nate in the process of learn­ing. If you ask a child what they learned to­day, you may have a very big in­sight into how they learn by their an­swer!

IN­TEN­SITY

Some chil­dren learn through in­ten­sity (ie. through the in­for­ma­tion be­ing en­gag­ing and ex­cit­ing and fac­tual) while oth­ers learn through pas­sive own con­nec­tion with it). Dis­ci­pline runs along the same lines!

FREE­DOM

Free­dom to learn or learn­ing what you have in­ter­est in or a pas­sion for is per­haps the great­est prin­ci­ple to em­brace. In­cor­po­rat­ing points of in­ter­est into other sub­jects in­creases the learn­ing ex­pe­ri­ence.

RE­QUIRE­MENT

Re­quire­ment is a great tool where the stu­dent can per­ceive an ac­tual pur­pose to the process of learn­ing eg. ob­tain­ing a driver’s li­cence.

RE­FLEX LEARN­ING

process of us­ing visual, ol­fac­tory or au­ral stim­u­lus to trig­ger mem­ory re­sponse. The hu­man gut is per­haps the most un­der­stated tool for learn­ing. What we ca­pac­ity to con­cen­trate, process and as­sim­i­late in­for­ma­tion. Mood is sim­i­larly solely re­spon­si­ble for what can be termed neu­ro­trans­mit­ter and pro­cess­ing me­di­a­tors and an­tag­o­nists ie. foods that in­crease or de­crease our ca­pac­ity have vary­ing de­grees of im­pact on our pas­sage of learn­ing. In­cor­po­rat­ing

Words: John Burchell ND

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