Aptitude Test and Career Guidance

Every student has a definite set of competencies and specific interests. Moreover these competencies and interests are the expression of the underlying personality of that student. While selection of any professional course work after the higher secondary school examination is a serious and cumbersome task for the students. In this direction it is very important for one to understand the abilities one possess and the his/her field of interest. And not to mention here the desire or the ambition of the student as to what he wants to be in future is a vital consideration. 

As the matter of fact one must combine all these facets of the student in selection of the career. To mention here the key abilities are:                        

          

• Verbal Ability
• Numerical Ability
• Closure Ability
• Spatial Ability
• Mechanical Ability
• Clerical Ability
• Reasoning Ability 
• Psycho-motor ability

In a standard Aptitude test all these abilities of the individual are evaluated. After that the Personality, Interests, Occupational Environment and Ambition of the student is to be considered for a comprehensive career advice.

The scientific evaluation is done by a group of experts and then a post evaluation counseling session is to be taken. This a standard procedure of career guidance.

Brainberg Clinics and Consulting recently conducted some programs for the students of class IX to class XII as a part of their outdoor activity at Nanded and Nasik district. This event was attended by large number of students and parents and maximum aptitude tests were conducted. At Nanded, the center of  counseling was Vithai Hospital, and at Nasik Upadhye Classes was the center for these events of Brainberg. 

Pregnancy Care

When a couple plans to evolve as parents and start 'thinking' about child that is the time when the 'baby' is conceived at psychological level. Parent's psychology and their surrounding greatly decide the 'Personality' of the unborn baby.

In our mythology it is been explained aptly in Sanskrit as 'Putra-Kamesthee- Yagya'. Where Putra is Child, Kamesthi is Wish (desire) and Yagya is a special procedure. 'Vision' that the parent's keep for their baby help in designing its personality.

This is what in terms of Neuro-Linguistic Programming and special sessions are taught to the parents when they visit Brainberg.

Also child receives essential nutrition from mother through placenta and umbilical cord. Transformation of embryo to fetus is very fast and magical evolutionary process, during which developing baby needs variable nutrients. If the baby's developmental need is proteins, then the mother feels the 'urge' to eat more protein rich food. It is called 'Dohale' in Sanskrit meaning Do-Hrud, i.e. 'Two-Hearts'.

Baby in the womb develops nicely when parents/family members welcome it & rejoice in its arrival. The baby senses the emotions in the womb. Practically this can be communicated to the baby through 'Womb Talk'

Womb Talk can be practiced by mother after getting trained under the guidance of an expert. At Brainberg we are engaged in such training sessions for pregnant women. It helps the pregnant women to overcome the challenges like mal-position of the fetus to Vertex (normal) position to facilitate safe delivery.

Vertical Growth of Intelligence- Dr.Ruta Sawarkar & Dr.Vishal Sangale

                                                                                                              Abstract

( Paper on Vertical Intelligence at 38th NACIACP, 2012,Pune,India)

In reframing our understanding of intelligence the current study focuses on gaining insights on ‘Vertical’ growth of Intelligence. The study postulates seven different states of intellect i.e. Buddhi, Medha, Dhruti, Smruti, Pradnya, Pratibha and Rutumbhara based on indigenous knowledge acquired through thoroughly researched texts of Upanishads, Vedas and Scriptural writings of Brahmarishi Priyottamananda. The scope of the research primarily focuses on the existence of seven states of intellect and not its assessment. Thus by the scriptural evidences we conclude that the intelligence exists in seven states which grows vertically from lower to higher order of succession. We also observed that the modern theories of Intelligence do not contradict with this hypothesis but aid to its construct. However, this ancient theory of intelligence aids the growth of the individual in the realms of spirituality with the grace and guidance of Satguru (Spiritual Master). The pre-requisites of such growth is the possession of Bhava (strong Emotional Intelligence) and Bodha (strong Cognition). Through this the intelligence grows from average intellect i.e. Buddhi to Rutumbhara i.e. highest intellect.

(This is the abstract of the paper presented in the 38th Annual National Conference of IACP 2012 at Pune. For further serious discussion you can mail on ruta@brainberg.in or vishal@brainberg.in 

Cure for Summer Challenges

Summer and Holidays are synonymous in this part of world. Nearly all schools go for a long vacation in India after completion of their previous academic session. Nevertheless the joy for kids is endless when they enjoy summer camps, travel and all play during these vacations.

Here we suggest some tips to avoid summer related challenges in summer for kids:

Nutrition and Diet:
1) Always prefer fruits like Peer, Peach and Pineapple. Also Watermelon and Muskmelon ( freshly cut) are good to eat
2) Replenish water loss during summer by Water+Salt ( always) followed or added with sugar. e.g. lemon water, Jal jeera, buttermilk etc.
3) Eat food like rice porridge (khichidi) and preparations of jowar and sattu floor
4) Include more of salad in meals especially cucumber.

Aromatherapy:Different types of aroma oils help in soothe and calm the body temperature.
They are : 1) Sandalwood/ Chandan
                2) Lavender
                3) Tulsi
                4) Mogra

Acupressure:
Press and release the following points in case of any challenge:

Is your Child Nature Smart !?!

Naturalistic Intelligence is the eighth intelligence in the Multiple Intelligence theory. This essay brings forth the qualities your child may possess and make you believe his or her Nature Smartness! Teachers and parents can also groom the child to his best after they find this kind of characteristics in the kid.

 

General Descriptions and Indicators for Being Nature Smart

 

For parents and teachers interested in more detail on how "nature smarts" might be recognized in children, we have tried to process, project and conceptualize the ideas about multiple intelligence and come up with apt descriptors. Many of the aspects listed below are from conversations we have had with parents of children who appear to exhibit acute awareness of patterns in nature at an early age.

 

Description

 

Naturalist intelligence deals with sensing patterns in and making connections to elements in nature. Using this same intelligence, people possessing enhanced levels of this intelligence may also be very interested in other species, or in the environment and the earth. Children possessing this type of intelligence may have a strong affinity to the outside world or to animals, and this interest often begins at an early age. They may enjoy subjects, shows and stories that deal with animals or natural phenomena. Or they may show unusual interest in subjects like biology, zoology, botany, geology, meteorology, paleontology, or astronomy. People possessing nature smarts are keenly aware of their surroundings and changes in their environment, even if these changes are at minute or subtle levels. Often this is due to their highly-developed levels of sensory perception. Their heightened senses may help them notice similarities, differences and changes in their surroundings more rapidly than others. People with naturalistic intelligence may be able to categorize or catalogue things easily too. Frequently, they may notice things others might not be aware of. As children these people often like to collect, classify, or read about things from nature -- rocks, fossils, butterflies, feathers, shells, and the like.

If your child:

• Notices patterns and things from nature easily,
• Has keen senses and observes and remembers things from his/her environment and surroundings,
• Likes animals and likes to know and remember things about them,
• Really appreciates being outside and doing things like camping, hiking or climbing, even just like sitting quietly and noticing the subtle differences in the world of nature, or
• Makes keen observations about natural changes, interconnections and patterns,

then this child may be nature smart.

Primary examples of notable people having naturalistic intelligence are John Muir, Rachel Carson, and Charles Darwin. Examples of cultural groups possessing and valuing this form of intelligence are many Native American Tribes and Aboriginal Peoples.

Possible Traits Exhibited by Children with Naturalistic Intelligence  

Children having naturalistic intelligence may exhibit some of the following characteristics:

They may:

1. Have keen sensory skills - sight, sound, smell, taste and touch.
2. Readily use heightened sensory skills to notice and categorize things from the natural world.
3. Like to be outside, or like outside activities like gardening, nature walks or field trips geared toward observing nature or natural phenomena.
4. Notice patterns easily from their surroundings -- likes, differences, similarities, anomalies.
5. Are interested and care about animals or plants.
6. Notice things in the environment others often miss.
7. Create, keep or have collections, scrapbooks, logs, or journals about natural objects -- these may include written observations, drawings, pictures and photographs or specimens.
8. Are very interested, from an early age, in television shows, videos, books, or objects from or about nature, science or animals.
9. Show heightened awareness and concern of the environment and/or for endangered species.
10. Easily learn characteristics, names, categorizations and data about objects or species found in the natural world.

Multiple Intelligence Theory and Child Development

The concept of intelligence, a very old one, has been employed in the most varied ways over the centuries. During the past century, there has been considerable movement on the "intelligence front," and this trend shows no sign of abating.

 

Lay Conceptions

Until this century, the word "intelligence" has been used primarily by ordinary individuals in an effort to describe their own mental powers as well as those of other persons. Consistent with ordinary language usage, "intelligence" has been deployed in anything but a precise manner. Forgetting about homonyms which denote the gathering of information, individuals living in the West were called "intelligent" if they were quick or eloquent or scientifically astute or wise. In other cultures, the individual who was obedient, or well behaved, or quiet, or equipped with magical powers, may well have been referred to by terms which have been translated as "intelligent."

For the most part, the word "intelligent" was used in a beneficent way; however, its imprecision can be readily displayed by a recognition that it has been applied to nearly all of the American presidents in this century, even though it is doubtful that any two of the presidents exhibited similar kinds of minds. Perhaps ironically, Herbert Hoover and Jimmy Carter, two of Americas least successful presidents, both of whom were engineers, probably came closest to the lay idea of "intelligence." It may be worth noting that they have become distinguished by their behaviors as ex-presidents.

 

The Scientific Turn

In a sequence of events that is by now familiar, Alfred Binet responded to requests from Parisian ministers at the turn of the century by creating the first intelligence test. It then became possible to estimate an individual's "intelligence" by noting his or her performance on a deliberately heterogeneous set of items, ranging from sensory discrimination to vocabulary knowledge. Used first clinically for "at risk" Parisian elementary schoolchildren, the intelligence test became "normed" on Californian middle-class children and was administered quite widely, thanks in large part to the efforts of Lewis Terman at Stanford University. By the 1920's and 1930's, intelligence tests (and their product, an individual's IQ) had become deeply ensconced not only in American society but also in many other parts of the world.

 

Pluralization of Intelligence

While intelligence was initially perceived as a unitary (if overarching) concept, which could be captured by a single number, a debate soon arose about whether the concept could legitimately be broken into components. Such researchers as L.L. Thurstone and J.P. Guilford argued that intelligence was better conceived of as a set of possibly independent factors. In recent years, buoyed by findings from fields as disparate as artificial intelligence, developmental psychology, and neurology, a number of investigators have put forth the view that the mind consists of several independent modules or "intelligences."

The "theory of multiple intelligences,"  argue that human beings have evolved to be able to carry out at least seven separate forms of analysis:

1. Linguistic intelligence (as a poet)
2. Logical-mathematical intelligence (as in a scientist);
3. Musical intelligence (as in a composer);
4. Spatial intelligence (as in a sculptor or airplane pilot);
5. Bodily kinesthetic intelligence (as in an athlete or dancer);
6. Interpersonal intelligence (as in a salesman or teacher);
7. Intrapersonal intelligence (exhibited by individuals with accurate views of themselves).

These ideas have attracted some attention on the part of educators seeking a more comprehensive and individualized educational system. 

Even though our efforts to understand intelligence have been advancing, we still know very little about how to nurture intelligence, be it conceptualized in unitary or pluralistic fashion, in individual-centered, contextualized, or distributed form. Yet surely our efforts to understand intelligence as scientists can best be crowned by a demonstration that intelligence can be nurtured in particular educational settings, using strategic pedagogical or facilitating techniques. Here lies one important challenge for the future.

 

Humanizing Intelligence.

Understanding the nature of the human mind in all of its complexity is no mean feat, and a complete understanding may well exceed human investigative capacities. But understanding intelligence-and even knowing how better to develop it-does not suffice in itself. Any human capacity can be used for ill as well as for good; and it is part of our responsibility as human beings living on a single troubled planet to try to use our competences, our intelligences, in morally responsible ways. This assignment cannot fall exclusively on the shoulders of researchers; nor can we simply afford to pass this responsibility on to others.

The human being is also more than his or her intellectual powers. Perhaps more crucial than intelligence in the human firmament are motivation, personality, emotions, and will. If we are ever to obtain a comprehensive and fully integrated picture of human beings, we need to meld our insights about cognition with comparable insights in respect to these other aspects of the human being. Perhaps, indeed, a different view of human nature will result from this activity of synthesis.

Obviously so grand an undertaking requires the highest degree of "distributed collaboration" among researchers, educators, and the general citizenry. Although the task is formidable, the advances made in understanding over the past decade give one some reason for optimism.

 

 

Education In The Vision Of Swami Vivekananda (Today is his birth anniversary)

Swami Vivekananda (1863 – 1902), a great thinker and reformer of India, embraces education, which for him signifies ‘man-making’, as the very mission of his life. In this paper, which purports to expound and analyze Vivekananda’s views on education, an endeavor has been made to focus on the basic theme of his philosophy, viz. the spiritual unity of the universe. Whether it concerns the goal or aim of education, or its method of approach or its component parts, all his thoughts, we shall observe, stem from this dormant theme of his philosophy which has its moorings in Vedanta.

Vivekananda realizes that mankind is passing through a crisis. The tremendous emphasis on the scientific and mechanical ways of life is fast reducing man to the status of a machine. Moral and religious values are being undermined. The fundamental principles of civilization are being ignored. Conflicts of ideals, manners and habits are pervading the atmosphere. Disregard for everything old is the fashion of the day. Vivekananda seeks the solutions of all these social and global evils through education. With this end in view, he feels the dire need of awakening man to his spiritual self wherein, he thinks, lies the very purpose of education.

The Goal or Objective of Education
Vivekananda points out that the defect of the present-day education is that it has no definite goal to pursue. A sculptor has a clear idea about what he wants to shape out of the marble block; similarly, a painter knows what he is going to paint. But a teacher, he says, has no clear idea about the goal of his teaching. Swamiji attempts to establish, through his words and deeds, that the end of all education is man making. He prepares the scheme of this man-making education in the light of his over-all philosophy of Vedanta. According to Vedanta, the essence of man lies in his soul, which he possesses in addition to his body and mind. In true with this philosophy, Swamiji defines education as ‘the manifestation of the perfection already in man.’ The aim of education is to manifest in our lives the perfection, which is the very nature of our inner self. This perfection is the realization of the infinite power which resides in everything and every-where-existence, consciousness and bliss (satchidananda). After understanding the essential nature of this perfection, we should identify it with our inner self. For achieving this, one will have to eliminate one’s ego, ignorance and all other false identification, which stand in the way. Meditation, fortified by moral purity and passion for truth, helps man to leave behind the body, the senses, the ego and all other non-self elements, which are perishable. He thus realizes his immortal divine self, which is of the nature of infinite existence, infinite knowledge and infinite bliss.

At this stage, man becomes aware of his self as identical with all other selves of the universe, i.e. different selves as manifestations of the same self. Hence education, in Vivekananda’s sense, enables one to comprehend one’s self within as the self everywhere. The essential unity of the entire universe is realized through education. Accordingly, man making for Swamiji stands for rousing mans to the awareness of his true self. However, education thus signified does not point towards the development of the soul in isolation from body and mind. We have to remember that basis of Swamiji’s philosophy is Advaita which preaches unity in diversity. Therefor, man making for him means a harmonious development of the body, mind and soul.

In his scheme of education, Swamiji lays great stress on physical health because a sound mind resides in a sound body. He often quotes the Upanishadic dictum ‘nayamatma balahinena labhyah’; i.e. the self cannot be realized by the physically weak. However, along with physical culture, he harps on the need of paying special attention to the culture of the mind. According to Swamiji, the mind of the students has to be controlled and trained through meditation, concentration and practice of ethical purity. All success in any line of work, he emphasizes, is the result of the power of concentration. By way of illustration, he mentions that the chemist in the laboratory concentrates all the powers of his mind and brings them into one focus-the elements to be analyzed-and finds out their secrets. Concentration, which necessarily implies detachment from other things, constitutes a part of Brahmacharya, which is one of the guiding mottos of his scheme of education. Brahmacharya, in a nutshell, stands for the practice of self-control for securing harmony of the impulses. By his philosophy of education, Swamiji thus brings it home that education is not a mere accumulation of information but a comprehensive training for life. To quote him: ‘Education is not the amount of information that is put into your brain and runs riot there undigested, all your life.’ Education for him means that process by which character is formed, strength of mind is increased, and intellect is sharpened, as a result of which one can stand on one’s own feet.

Method or Procedure
Having analyzed the goal or objective of education, the next question that naturally arises is about the method of imparting education. Here again, we note the Vedantic foundation of Swamiji’s theory. According to him, knowledge is inherent in every man’s soul. What we mean when we say that a man ‘knows’ is only what he ‘discovers’ by taking the cover off his own soul. Consequently, he draws our attention to the fact that the task of the teacher is only to help the child to manifest its knowledge by removing the obstacles in its way. In his words: ‘Thus Vedanta says that within man is all knowledge even in a boy it is so and it requires only an awakening and that much is the work of a teacher.’ To drive his point home, he refers to the growth of a plant. Just as in the case of a plant, one cannot do anything more than supplying it with water, air and manure while it grows from within its own nature, so is the case with a human child. Vivekananda’s method of education resembles the heuristic method of the modern educationists. In this system, the teacher invokes the spirit of inquiry in the pupil who is supposed to find out things for himself under the bias-free guidance of the teacher.

Swamiji lays a lot of emphasis on the environment at home and school for the proper growth of the child. The parents as well as the teachers should inspire the child by the way they live their lives. Swamiji recommends the old institution of gurukula (living with the preceptor) and similar systems for the purpose. In such systems, the students can have the ideal character of the teacher constantly before them, which serves as the role model to follow.

Although Swamiji is of the opinion that mother tongue is the right medium for social or mass education, he prescribes the learning of English and Sanskrit also. While English is necessary for mastering Western science and technology, Sanskrit leads one into the depths of our vast store of classics. The implication is that if language does not remain the privilege of a small class of people, social unity will march forward unhampered.

Fields of Study
Vivekananda, in his scheme of education, meticulously includes all those studies, which are necessary for the all-around development of the body, mind and soul of the individual. These studies can be brought under the broad heads of physical culture, aesthetics, classics, language, religion, science and technology. According to Swamiji, the culture values of the country should form an integral part of the curriculum of education. The culture of India has its roots in her spiritual values. The time-tested values are to be imbibed in the thoughts and lives of the students through the study of the classics like Ramayana, Mahabharata, Gita, Vedas and Upanishads. This will keep the perennial flow of our spiritual values into the world culture.

Education, according to Swamiji, remains incomplete without the teaching of aesthetics or fine arts. He cites Japan as an example of how the combination of art and utility can make a nation great.

Swamiji reiterates that religion is the innermost core of education. However, by religion, he does not mean any particular kind of it but its essential character, which is the realization of the divinity already in man. He reminds us time and again that religion does not consist in dogmas or creeds or any set of rituals. To be religious for him means leading life in such a way that we manifest our higher nature, truth, goodness and beauty, in our thoughts, words and deeds. All impulses, thoughts and actions which lead one towards this goal are naturally ennobling and harmonizing, and are ethical and moral in the truest sense. It is in this context that Swamiji’s idea of religion, as the basis of education should be understood. We note that in his interpretation, religion and education share the identity of purpose.

Conclusion
The exposition and analysis of Vivekananda’s scheme of education brings to light its constructive, practical and comprehensive character. He realizes that it is only through education that the uplift of masses is possible. To refer to his own words: Traveling through many cities of Europe and observing in them the comforts and education of even the poor people, there was brought to my mind the state of our own poor people and I used to shed tears. When made the difference? “Education” was the answer I got.’

He states it emphatically that if society is to be reformed, education has to reach everyone-high and low, because individuals are the very constituents of society. The sense of dignity rises in man when he becomes conscious of his inner spirit, and that is the very purpose of education. He strives to harmonize the traditional values of India with the new values brought through the progress of science and technology.

It is in the transformation of man through moral and spiritual education that he finds the solution for all social evils. Founding education on the firm ground of our own philosophy and culture, he shows the best of remedies for today’s social and global illness. Through his scheme of education, he tries to materialize the moral and spiritual welfare and upliftment of humanity, irrespective of caste, creed, nationality or time. However, Swami Vivekananda’s scheme of education, through which he wanted to build up a strong nation that will lead the world towards peace and harmony, is still a far cry. It is high time that we give serious thought to his philosophy of education and remembers his call to every-body-‘Arise, awake, and stop not till the goal is reached.’

Roleplay for Children- Grow, Nourish, Learn

"Let's play castle! I'll be the princess—you be the knight!"


"Mommy, can I help wash the dishes?"

"When I grow up, I want to be fireman."

Sound familiar? If you have a child, you probably hear these things all the time. Children are naturally drawn to role play—the magical art of imitation and make believe.

But role play is more than fun...it's a key component of learning. According to child development experts, role play helps children acquire all kinds of skills and knowledge, encouraging them to:

• Explore imagination
• Think in the abstract
• Acquire language skills
• Build social skills
• Problem solve
• Understand someone else's perspective
• Learn essential life skills from adults
• Discover leadership skills
• Safely explore the world beyond
• Acquire confidence and a sense of self

If that isn't amazing enough, consider this: because role play engages emotion, cognition, language, and sensory motor skills, scientists theorize it actually creates synaptic connections between parts of the brain. And the more synapses, the greater a child's intelligence!

There are different types of role play, and they help serve different purposes. Encourage them all...and nurture your child's natural gifts.

Imitating Mom and Dad
 For most kids, this is one of the first forms of role play. You vacuum; your child wants to, too. You go to the ATM;your child wants to push the machine's buttons.Imitative role play helps kids understand who their parents are and what grown-ups do. It also helps them acquire important life skills that will help them become independent adults.

Encourage your child to help you with chores and errands, like setting the table and selecting groceries. Choose toys that trigger imitative play, like "playing house," driving a battery-operated car, or taking care of a doll.

Playing Dress-Up
In the wink of an eye, most kids can turn a towel into a superhero cape...a royal robe...or a cloak of invisibility. Playing dress up instantly transports kids into the role of someone else—real or imaginary.

Most small fry love dressing up in grown-up clothes, and this is terrific (as long as you clearly communicate what clothing is and isn't available for play). In addition, providing your child with dress-up quality costumes is a great way to encourage these role play adventures. When shopping for Halloween costumes, get the most from them—choose characters your child will enjoy "being" all year long.

Acting Out Real-Life Situations
What child doesn't enjoy playing school, store, or doctor? One way kids learn about the people in their world is by recreating real-life people, places and situations. As they play, they reinforce what they've learned about appropriate behavior in different situation.

More likely than not, when kids explore this type of role play, they're not alone—they're playing with a pal or two. And that's even better! Cooperative role play teaches kids how to negotiate, take turns, work as part of a team, and play leader—all necessary to developing social skills.

Reenacting Stories
When children reenact stories, it helps them appreciate other people's perspectives and feelings. How did Cinderella feel about missing the ball? Was Harry Potter afraid before he opened the secret door? This encourages feelings of empathy.

In addition, repeating dialogue— whether written in a book or spoken in a movie—helps kids build language skills and vocabulary. There is some evidence to suggest it may even encourage children to enjoy reading.

Creating a Make-Believe Space
Whether it's a big empty box, a tent, or a tree house, designated "pretend" spaces encourage kids to create make-believe worlds. Indoors or out, playhouses never lose their universal appeal.

In these magical spaces, children feel free to be anyone—to leave the everyday world behind and let imagination soar.

Performing for an Audience
Does your child love performing in front of the family? Encourage it! Acting out skits, singing, playing an instrument, dancing, performing a comedy routine—all these activities help kids develop talent and self-esteem.

There are many benefits to "putting on a show"—writing a script requires creativity, working with a "troupe" calls on cooperative skills, and facing an audience builds public speaking skills.

And the sweet sound of applause that follows a successful production is a terrific confidence-builder. What child doesn't benefit from that?

Multiple Intelligence - Where Kids are understood better!

The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, the theory proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

• Linguistic intelligence ("word smart")
• Logical-mathematical intelligence ("number/reasoning smart")
• Spatial intelligence ("picture smart")
• Bodily-Kinesthetic intelligence ("body smart")
• Musical intelligence ("music smart")
• Interpersonal intelligence ("people smart")
• Intrapersonal intelligence ("self smart")
• Naturalist intelligence ("nature smart")

 Our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don’t receive much reinforcement for them in school. Many of these kids, in fact, end up being labeled "learning disabled," "ADD (attention deficit disorder," or simply underachievers, when their unique ways of thinking and learning aren’t addressed by a heavily linguistic or logical-mathematical classroom. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds.

Stop Bed Wetting

If you need to stop your child from bed wetting, you are probably embarrassed and frustrated from the behavior, as well as tired of always having to clean up after your child. It is important that you are patient and do not show your frustration to your child. This is extremely important due to the fact that your child is also frustrated and embarrassed by their bed wetting habits, and are as eager to stop it as you are. The first step you need to take to stop bed wetting is change your mentality and lifestyle to deal with the problem. Using bed wetting alarms to inform you when you need to make certain your child is awakened is a good start. By breaking the deep sleep cycles, you can form the habits your child needs to wake themselves up and go to the bathroom without your assistance. In addition to this, you need to become extremely patient. If you yell at your child, they will become stressed and nervous, which will only make the problem worse. As your child starts to develop new sleeping habits, the next step to stop bed wetting is to practice retention exercises. As a child's bladder develops, they need to practice holding in their urine so they can last the entire night without having to go to the bathroom. This will result in the correct of bed wetting problems. However, this should be done very gradually, as children can be stressed by these exercises. Retention exercises should not be worked on during holidays and other high excitement times, as this is a recipe for failure. Finally, before you take any steps to stop bed wetting, you need to ensure that your child is healthy. Bed wetting over the age of five is not considered normal. Because of this, you should consult with a doctor first to make certain that there are no underlying health problems. Liver and kidney problems, as well as diseases like Lupus, can cause bed wetting in children, teenagers and adults. Only your doctor can properly diagnose whether or not the bed wetting is something other than an underdeveloped bladder or deep sleep cycles .

Toddler Development (12-24) Months

Toddlers (12–24 months) Physical § Weight is now approximately 3 times the child's birth weight. § Respiration rate varies with emotional state and activity. § Rate of growth slows § Head size increases slowly; grows approximately 1.3 cm every six months; anterior fontanelle is nearly closed at eighteen months as bones of the skull thicken. § Chest circumference is larger than head circumference. § Legs may still appear bowed. § Toddler will begin to lose the "Baby Fat" once he/she begins walking. § Body shape changes; takes on more adult-like appearance; still appears top-heavy; abdomen protrudes, back is swayed. Motor development § Crawls skillfully and quickly. § Stands alone with feet spread apart, legs stiffened, and arms extended for support. § Gets to feet unaided. § Most children walk unassisted near the end of this period; falls often; not always able to maneuver around obstacles, such as furniture or toys. § Uses furniture to lower self to floor; collapses backwards into a sitting position or falls forward on hands and then sits. § Enjoys pushing or pulling toys while walking. § Repeatedly picks up objects and throws them; direction becomes more deliberate. § Attempts to run; has difficulty stopping and usually just drops to the floor. § Crawls up stairs on all fours; goes down stairs in same position. § Sits in a small chair. § Carries toys from place to place. § Enjoys crayons and markers for scribbling; uses whole-arm movement. § Helps feed self; enjoys holding spoon (often upside down) and drinking from a glass or cup; not always accurate in getting utensils into mouth; frequent spills should be expected. § Helps turn pages in book. § Stacks two to six objects per day. Cognitive development § Enjoys object-hiding activities § Early in this period, the child always searches in the same location for a hidden object (if the child has watched the hiding of an object). Later, the child will search in several locations. § Passes toy to other hand when offered a second object (referred to as "crossing the midline"-an important neurological development). § Manages three to four objects by setting an object aside (on lap or floor) when presented with a new toy. § Puts toys in mouth less often. § Enjoys looking at picture books. § Demonstrates understanding of functional relationships (objects that belong together): Puts spoon in bowl and then uses spoon as if eating; places teacup on saucer and sips from cup; tries to make doll stand up. § Shows or offers toy to another person to look at. § Names many everyday objects. § Shows increasing understanding of spatial and form discrimination: puts all pegs in a pegboard; places three geometric shapes in large form board or puzzle. § Places several small items (blocks, clothespins, cereal pieces) in a container or bottle and then dumps them out. § Tries to make mechanical objects work after watching someone else do so. § Responds with some facial movement, but cannot truly imitate facial expression. § Most children with autism are diagnosed at this age. Language § Produces considerable "jargon": puts words and sounds together into speech-like (inflected) patterns. § Holophrastic speech: uses one word to convey an entire thought; meaning depends on the inflection ("me" may be used to request more cookies or a desire to feed self). Later; produces two-word phrases to express a complete thought (telegraphic speech): "More cookie," "Daddy bye-bye." § Follows simple directions, "Give Daddy the cup." § When asked, will point to familiar persons, animals, and toys. § Identifies three body parts if someone names them: "Show me your nose (toe, ear)." § Indicates a few desired objects and activities by name: "Bye-bye," "cookie"; verbal request is often accompanied by an insistent gesture. § Responds to simple questions with "yes" or "no" and appropriate head movement. § Speech is 25 to 50 percent intelligible during this period. § Locates familiar objects on request (if child knows location of objects). § Acquires and uses five to fifty words; typically these are words that refer to animals, food, and toys. § Uses gestures, such as pointing or pulling, to direct adult attention. § Enjoys rhymes and songs; tries to join in. § Seems aware of reciprocal (back and forth) aspects of conversational exchanges; some turn-taking in other kinds of vocal exchanges, such as making and imitating sounds. Social § Less wary of strangers. § Helps pick up and put away toys. § Plays by themselves § Enjoys being held and read to. § Often imitates adult actions in play. § Enjoys adult attention; likes to know that an adult is near; gives hugs and kisses. § Recognizes self in mirror. § Enjoys the companionship of other children, but does not play cooperatively. § Beginning to assert independence; often refuses to cooperate with daily routines that once were enjoyable; resists getting dressed, putting on shoes, eating, taking a bath; wants to try doing things without help. § May have a tantrum when things go wrong or if overly tired or frustrated. § Exceedingly curious about people and surroundings; toddlers need to be watched carefully to prevent them from getting into unsafe situations. Psychological Autonomy vs. Shame and Doubt (will) (J. Chasse, 2008) Psychosocial stimulation is vital during the toddler years. Play begins to become interactive. Toddlers begin to learn and exhibit independence, but ironically they enjoy sharing this discovery with others. Another important advancement is active social play with adults including mirroring and repeating. Songs, rhymes, and finger plays (e.g. incy wincy spider, little teapot, etc.) are a great way to encourage and stimulate this area of development.

Appreciation of Beauty- A True Story

In Washington DC, at a Metro Station, on a cold January morning in 2007, this man with a violin played six Bach pieces for about 45 minutes. During that time, approximately 2,000 people went through the station, most of them on their way to work. After about 3 minutes, a middle-aged man noticed that there was a musician playing. He slowed his pace and stopped for a few seconds, and then he hurried on to meet his schedule.

About 4 minutes later: The violinist received his first dollar. A woman threw money in the hat and, without stopping, continued to walk.

At 6 minutes: A young man leaned against the wall to listen to him, then looked at his watch and started to walk again.

At 10 minutes: A 3-year old boy stopped, but his mother tugged him along hurriedly. The kid stopped to look at the violinist again, but the mother pushed hard and the child continued to walk, turning his head the whole time. This action was repeated by several other children, but every parent - without exception - forced their children to move on quickly.

At 45 minutes: The musician played continuously. Only 6 people stopped and listened for a short while. About 20 gave money but continued to walk at their normal pace. The man collected a total of $32.

After 1 hour: He finished playing and silence took over. No one noticed and no one applauded. There was no recognition at all. No one knew this, but the violinist was Joshua Bell, one of the greatest musicians in the world. He played one of the most intricate pieces ever written, with a Stradivarius violin worth $3.5 million dollars. Two days before, Joshua Bell sold-out a theater in Boston where the seats averaged $100 each to sit and listen to him play the same music. This is a true story. Joshua Bell, playing incognito in the DC Metro Station, was organized by the Washington Post as part of a social experiment about perception, taste and people's priorities. This experiment raised several questions: In a common-place environment, at an inappropriate hour, do we perceive beauty? If so, do we stop to appreciate it? Do we recognise talent in an unexpected context? One possible conclusion reached from this experiment could be this: If we do not have a moment to stop and listen to one of the best musicians in the world, playing some of the finest music ever written, with one of the most beautiful instruments ever made . . . How many other things are we missing as we rush through life? Good Day and never miss an opportunity to appreciate beauty...!

Development of Your Baby ( 1- 12 Months) A Guide.

1–4 months

Physical

 Head and chest circumference are nearly equal to the part of the abdomen.  Head circumference increases approximately 2 cm per month until two months, then increases 1.5 cm per month until four months.  Increases are an important indication of continued brain growth.  Continues to breathe using abdominal muscles.  Posterior fontanel.  Anterior fontanel.  Skin remains sensitive and easily irritated.  Legs.  Cries with tears.  Has six to ten baby teeth.  Gums are red.  Eyes begin moving together in unison (binocular vision). Motor development  Rooting and sucking reflexes are well developed.  Swallowing reflex and tongue movements are immature;inability to move food to the back of the mouth.  Grasp reflex.  Landau reflex appears near the middle of this period; when baby is held in a prone (face down) position, the head is held upright and legs are fully extended.  Grasps with entire hand; strength insufficient to hold items. Holds hands in an open or semi-open position.  Movements are large and jerky.  Raises head and upper body on arms when in a prone position.  Turns head side to side when in a supine (face up) position;can not hold head up and line with the body.  Upper body parts are more active: clasps hands above face, waves arms about, reaches for objects. 4–8 months Physical  Head and chest circumferences are basically equal.  Head circumference increases approximately 1 cm per month until six to seven months, then 0.5 cm per month; head circumference should continue to increase steadily, indicating healthy, ongoing brain growth.  Breathing is abdominal; respiration rate depending on activity; rate and patterns vary from infant to infant.  Teeth may begin to appear, with upper and lower incisors coming in first. Gums may become red and swollen, accompanied by increased drooling, chewing, biting, and mouthing of objects.  Legs may appear bowed; bowing gradually disappears as infant grows older.  Fat rolls ("Baby Fat") appear on thighs, upper arms and neck.  True eye color is established. Motor development  Reflexive behaviors are changing:  Blinking reflex is well established  Sucking reflex becomes voluntary  Moro reflex disappears  When lowered suddenly, infant throws out arms as a protective measure.  Swallowing reflex appears and allows infant to move solid foods from front of mouth to the back for swallowing.  Picks up objects using finger and thumb (pincer grip).  Reaches for objects with both arms simultaneously; later reaches with one hand or the other.  Transfers objects from one hand to the other; grasps object using entire hand (palmar grasp).  Handles, shakes, and pounds objects; puts everything in mouth.  Able to hold bottle.  Sits alone without support, holding head erect, back straightened, and arms propped forward for support  Pulls self into a crawling position by raising up on arms and drawing knees up beneath the body; rocks back and forth, but generally does not move forward.  Lifts head when placed on back.  Can roll over from back or stomach position.  May accidentally begin scooting backwards when placed on stomach; soon will begin to crawl forward.  Looks for fallen objects by 7 months  Plays ‘peek-a-boo’ games  Cannot understand “no” or “danger” 8–12 Months Physical  Respiration rates vary with activity  Environmental conditions, weather, activity, and clothing still affect variations in body temperature.  Head and chest circumference remain equal.  Continues to use abdominal muscles for breathing.  Anterior fontanel begins to close.  More teeth appear, often in the order of two lower incisors then two upper incisors followed by four more incisors and two lower molars but some babies may still be waiting for their first.  Arm and hands are more developed than feet and legs (cephalocaudal development); hands appear large in proportion to other body parts.  Legs may continue to appear bowed.  "Baby Fat" continues to appear on thighs, upper arms and neck.  Feet appear flat as arch has not yet fully developed.  Both eyes work in unison (true binocular coordination).  Can see distant objects (4 to 6 m or 13 to 20 ft away) and points at them. Motor development  Reaches with one hand leading to grasp an offered object or toy.  Manipulates objects, transferring them from one hand to the other.  Explores new objects by poking with one finger.  Uses deliberate pincer grasp to pick up small objects, toys, and finger foods.  Stacks objects; also places objects inside one another.  Releases objects or toys by dropping or throwing; cannot intentionally put an object down.  Beginning to pull self to a standing position.  Beginning to stand alone, leaning on furniture for support; moves around obstacles by side-stepping.  Has good balance when sitting; can shift positions without falling.  Creeps on hands and knees; crawls up and down stairs.  Walks with adult support, holding onto adult's hand; may begin to walk alone.  Watches people, objects, and activities in the immediate environment.  Shows awareness of distant objects (4 to 6 m or 13 to 20 ft away) by pointing at them.  Responds to hearing tests (voice localization); however, loses interest quickly and, therefore, may be difficult to test informally.  Follows simple instructions.  Reaches for toys that are out of reach but visible  Recognizes objects in reverse  Drops thing intentionally and repeats and watches object  Imitates activities like playing drum

Brain Development of Child from the age 7 to 12 years

The child from seven to twelve years of age represents childhood in its full flowering, from full consciousness at seven to highly cognizant and emotionally developed individuality at twelve. Only a year or two later, at thirteen or fourteen, the child will be an adolescent, a very different creature! But at twelve, highly developed though he may be, he still has the qualities of the naive, imaginative, wonderstruck child that seem to characterize children everywhere! Even before modern science with its brain scans, hormonal analyses, etc., human society has acknowledged the tremendous threshold that is crossed from the end of childhood into the beginning adolescence. In Catholicism and Judaism, the thirteenth year is celebrated as a glorious culmination in development with the Communion and the Bar/Bat Mitzvah respectively. In Charles Dickens’ England, only a century and a half ago, a boy of thirteen was assumed to have arrived at manhood, and, having apprenticed at a trade from the age of eleven, could now legally become a master of his trade at thirteen, an age at which he could also legally take a bride and marry! Even Juliet, the heroine of Shakespeare’s Romeo and Juliet and the symbol of impassioned womanhood everywhere, was only thirteen! Clearly, then, some of the most important abilities and qualities of the adult are acquired in this period of late childhood. Most amazing about this period ending around twelve is that some developing abilities of the brain reach their peak in this period, and then actually begin to decline in the next period, i.e., in adolescence! These abilities involve the capacity to learn—comparatively effortlessly—certain complex cognitive and motor skills. The most conspicuous cognitive ability that one has in abundance in the period from seven to twelve, and that begins to decline thereafter, is the ability to learn a spoken language, or even several languages, seemingly without effort and without accent! Foreign languages learned in adolescence or later are almost invariably spoken with some accent—or even hesitancy—for the rest of one’s life, even by highly intelligent and gifted linguistic learners. The most conspicuous physical ability that one has in abundance in this period is the ability to learn complex physical skills so expertly and seemingly effortlessly that they become—as the phrase so aptly puts it—second nature. These skills are most evident in the field of sports, athletics, and in the playing of complex musical instruments. If a boy, for example, has not learned to throw an object such as a stone or ball in boyhood, he may never learn to do it properly. Or at least, he may never learn to do it in a natural, intuitive fashion. The same applies to learning a complex instrument such as the piano, which an adolescent or young adult may learn to do very well, but rarely with the natural, intuitive mastery that comes with having learned the instrument in childhood. Why does the brain actually seem to lose the ability to learn such skills with such thoroughness that they become “second nature”, when the brain, even in adolescence, is still growing? We can only assume that it is because the ability to learn certain motor and linguistic skills has been superceded in importance by the now more important areas of cognitive reasoning and sexual development. And why are these new areas more important for the adolescent? They are more important because, from an evolutionary standpoint, the motor and linguistic skills required for survival are presumed to have been acquired by age thirteen; and now, for the survival of the species, the individual must be able to 1) reason intelligently and 2) to procreate! What is the message in all this for the parents and educators of the older child in modern society? Clearly, it is that the skills that will benefit the future adult must be taught as early as possible in the period from seven to twelve years of age. These skills include, among many others, the learning of important or useful foreign languages as well as one’s mother tongue with expertise; the learning of specific athletic skills that are likely to bring the individual pleasure later in life; and the learning of a musical instrument, most preferably for starters, the piano, which with its versatility and matchless musical repertory can bring a lifetime of pleasure to the individual in any culture in the world!

Toddler Development - What a Pediatrician has to say..

A toddler is a young child who is of the age of learning to walk, between infancy and childhood. Toddling usually begins between the ages of 12 and 18 months. During the toddler stage, the child also learns a great deal about social roles, develops motor skills, and first starts to use Walking To toddle is to walk unsteadily; the term cruising is sometimes used for toddlers who cannot toddle but must hold onto something while walking. On average, a child begins walking between 9 and 14 months of age. The age at which children start to walk can generally be determined by their gender, physical attributes and family genes. Small, light children usually walk earlier than heavy, large children. Language Talking is the next milestone of which parents are typically aware. A toddler's first word most often occurs around 12 months, but again this is only an average. The child will then continue to steadily add to his or her vocabulary until around the age of 18 months when language increases rapidly. He or she may learn as many as 7-9 new words a day. Around this time, toddlers generally know about 50 words. At 21 months is when toddlers begin to incorporate two word phrases into their vocabulary, such as "I go", "mama give", and "baby play". Before going to sleep they often engage in a monologue called crib talk in which they practice conversational skills. At this age, children are becoming very proficient at conveying their wants and needs to their parents in a verbal fashion. Emotions and self There are several other important milestones that are achieved in this time period that parents tend to not emphasize as much as walking and talking. Gaining the ability to point at whatever it is the child wants you to see shows huge psychological gains in a toddler. This generally happens before a child's first birthday. This age is sometimes referred to as 'the terrible twos', because of the temper tantrums for which they are famous. This stage can begin as early as nine months old depending on the child and environment. Toddlers tend to have temper tantrums because they have such strong emotions but do not know how to express themselves the way that older children and adults do. They also throw tantrums to let others know that they are free and can do what they want. The toddler is discovering that they are a separate being from their parent and are testing their boundaries in learning the way the world around them works. Although the toddler is in their exploratory phase, it is also important to understand that the methods used by the parents for communicating with the toddler can either set off a tantrum or calm the situation. This time between the ages of two and five when they are reaching for independence repeats itself during adolescence. Self-awareness is another milestone that helps parents understands how a toddler is reacting. Around 18 months of age, a child will begin to recognize himself or herself as a separate physical being with his/her own thoughts and actions. A parent can test if this milestone has been reached by noticing if the toddler recognizes that their reflection in a mirror is in fact themselves. One way to test this is to put lipstick on the child's forehead and show them their own reflection. Upon seeing the out-of-the-ordinary mark, if the child reaches to her own forehead, the child has achieved this important milestone. Along with self recognition come feelings of embarrassment and pride that the child had not previously experienced.

Nutrition-Development-Womb Talk

Child receives essential nutrition from mother through placenta and umbilical cord. Transformation of embryo to fetus is very fast and magical evolutionary process, during which developing baby needs variable nutrients. If the baby’s developmental need is proteins, then the mother feels the ‘urge’ to eat more protein rich food. It is called ‘Dohale’ in Sanskrit meaning Do-Hrud, i.e. ‘Two-Hearts’. Baby in the womb develops nicely when parents/family members welcome it & rejoice in its arrival. The baby senses the emotions in the womb. Practically this can be communicated to the baby through ‘Womb Talk’ Womb Talk can be practiced by mother after getting trained under the guidance of an expert. At Brainberg we are engaged in such training sessions for pregnant women. It helps the pregnant women to overcome the challenges like mal-position of the fetus to Vertex (normal) position to facilitate safe delivery. We at Brainberg we make sure that the process of ‘carrying’ for the mother is smooth and enriching experience through the various ‘Pregnancy Care’ sessions we partake with the couples.

Infant: Development and Psychology

An infant or baby is the very young offspring of humans. A newborn is an infant who is within hours, days, or up to a few weeks from birth. In medical contexts, newborn or neonate (from Latin, neonatus, newborn) refers to an infant in the first 28 days of life (from birth up to 4 weeks after birth, less than a month old). The term infant is derived from the Latin word infans, meaning "unable to speak" or "speechless." It is typically applied to children between the ages of 1 month and 12 months; however, definitions vary between birth and 3 years of age. "Infant" is also a legal term referring to any child under the age of legal adulthood. Upon its entry to the air-breathing world, without the nutrition and oxygenation from the umbilical cord, the newborn must begin to adjust to life outside the uterus. Alert infant interested in surrounding objects and people Newborns can feel all different sensations, but respond most enthusiastically to soft stroking, cuddling and caressing. Gentle rocking back and forth often calms a crying infant, as do massages and warm baths. Newborns may comfort themselves by sucking their thumb, or a pacifier. The need to suckle is instinctive and allows newborns to feed. Newborn infants have unremarkable vision, being able to focus on objects only about 18 inches (45 cm) directly in front of their face. While this may not be much, it is all that is needed for the infant to look at the mother’s eyes or areola when breastfeeding. Depth perception does not develop until the infant is mobile. Generally, a newborn cries when wanting to feed. When a newborn is not sleeping, or feeding, or crying, he or she may spend a lot of time staring at random objects. Usually anything that is shiny, has sharp contrasting colors, or has complex patterns will catch an infant's eye. However, the newborn has a preference for looking at other human faces above all else. While still inside the mother, the infant could hear many internal noises, such as the mother's heartbeat, as well as many external noises including human voices, music and most other sounds. Therefore, although a newborn's ears may have some catarrh and fluid, he or she can hear sound from before birth. Newborns usually respond to a female voice over a male voice. This may explain why people will unknowingly raise the pitch of their voice when talking to newborns (this voice change is called motherese). The sound of other human voices, especially the mother's, can have a calming or soothing effect on the newborn. Conversely, loud or sudden noises will startle and scare a newborn. Newborns have been shown to prefer sounds that were a regular feature of their prenatal environment, for example, the theme tune of a television program that their mother watched regularly. Newborns can respond to different tastes, including sweet, sour, bitter, and salty substances, with a preference toward sweets. It has been shown that neonates show a preference for the smell of foods that their mother ate regularly.

Developmental Quotient (DQ) For Indian Infants- Assessment and Early Intervention

By assessing the Developmental Quotient of the baby we understand the various aspect of the Motor and Mental development happening in the baby. We get the set of records of the Motor and Mental Developmental Quotients of the baby. When as parents you go through some intervention program (e.g.: ISP) for your baby the Developmental Assessment Scale for Indian Infants brings forth the efficacy of the program by assessing the DQ of the baby. It also helps to understand and identify the delayed milestones occurring in the child. Thus the physician and the psychologist can plan out an effective intervention program for the baby to treat the cause accordingly. Age Group: The test can be performed on the babies from birth till 30 months. Abilities Evaluated: Body Control, Locomotion, Manipulation, Cognition, Memory, Social interaction, language Development & Manual Dexterity, Application: Assessment of Mental & Motor Development. Diagnosis & location of Delayed Development, Evaluation of the Effectiveness of Intervention program.

Pre- Conception Planning

When a couple plans to evolve as parents and start ‘thinking’ about child that is the time when the ‘baby’ is conceived at psychological level. Parent’s psychology and their surrounding greatly decide the ‘Personality’ of the unborn baby.

In our mythology it is been explained aptly in Sanskrit as ‘Putra-Kamesthee- Yagya’. Where Putra is Child, Kamesthi is Wish (desire) and Yagya is a special procedure. ‘Vision’ that the parent’s keep for their baby help in designing its personality.

This is what in terms of Neuro-Linguistic Programming and special sessions are taught to the parents when they visit Brainberg.