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A Future as an Heirloom Sensitization work - Pedagogy Summary Table of Contents The determining period: from 0 to 7 years of age. Very little information seems to filter down to parents from the specialized community to inform them of the practices which help awaken intelligence in children. Worse, many widely practiced teaching methods seem to have progressively drifted, over the course of the past 30 years to the point where we are witnessing dropping out rates exceeding the 40% mark. Despite the setting up of innumerable techniques by specialists to address these problems, no one seems to be able to clearly identify the causes of this all pervading problem.

Awakening of Intelligence in Young Children Thinking=Language=Intelligence ====> ISBN 0-981748-1-7 <==== GUIDE FOR PARENTS 280 Pages By André Michaud How to protect you child from ill adapted teaching methods

This book is meant to fill this void of information given to parents. It clearly describes the simple and efficient means that can be used to optimally awaken children's minds as they learn to speak.

A series of telltale sings is also listed, to help parents identify more easily the damage done by ill adapted teaching methods.

Why write a book about intelligence meant for parents? Simply because parents, without being aware of it, play a principal role in the development of the intellectual abilities of their children.

Are they solely responsible for this development? Of course not!

How many parents have felt helpless when confronted with a persistent, less than satisfactory school performance of their children?

How many have questioned the fact that their child, who was so talkative before reaching school age, has gradually grown rather silent and pensive, sometimes to the point of experiencing trouble in expressing himself clearly, and whose general behavior they find more and more disconcerting?

Are we dealing here with what is generally referred to as "the growth crisis"? Or, is something else the matter?

From school age on, the educational system takes almost complete control of the educational aspects of our children's rearing, and thus takes on a very heavy responsibility.

To what degree is the system assuming full responsibility?

Although this book is meant for parents, it certainly could be useful to educators who question current teaching methods. The fresh perspective offered here could help teachers working at the pre-school or elementary school levels adapt these methods to insure that more children will cease experiencing learning difficulties.

It is made up of three sections

The first section is a guide for parents, which describes the practices which awaken intelligence in children as they learn to speak. It also provides convenient indicators to help parents pro-tect their children against ill-adapted teaching methods.

The second section explores our relationship with objective reality.

The third section describes how learning of language by children forces the establishment of a coherently structured network of synaptic connections in his neocortex, between the various aspects of his sequences of recollections and the memory imprints that the execution of the sequences of motions required from the speech organs to articulate each word, create in the speech centers, each of which imprints corresponding to one of the words that the child learns.

We explore here the infrastructure of interconnections thus created and in which our awareness circulates, so to speak, as well as the manner in which language can be used to refine even further this extraordinary structure, even after the age of 7, the age at which the physiological construction of the brain is practically completed, which allows us to continue increasing our comprehension ability, that is, our level of "intelligence" in the generally understood sense of the word.

Since it is the physical support material of our intelligence, this infrastructure of interconnections could metaphorically be compared to a kind of infinitely rich network of paths that be-come intensely illuminated, so to speak, as our awareness or consciousness, whatever the latter may be, wanders through this extraordinary maze, sometimes at random, such as when we day-dream, sometimes with purpose, as when we conciously try to understand or recall something.

The more this structure becomes richly interconnected with the various aspects of our recollections, the easier it becomes for an individual to think, and the more intelligent that individual becomes, in the generally understood sense of the word.

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