Smart Baby Right Brain Development

Archive for the ‘Right Brain’ Category

This Smart Baby Video Flashcards lesson shows in 8 minutes you can provide a wide range of right brain inputs in areas such as:
culture, art, science, speed reading, math, phonics, perfect pitch, poetry, vocabulary, visual enhancement, and more.

lesson 13 of TweedleWink DVD

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Tweedle wink is having a seminar. Check out the following detail.

An early start in life keeps your child ahead.

All you need is the know-how and as little as ten minutes a day. Most children start reading when they’re five or six.

Yours can be reading at two or three.

embedded by Embedded Video

UNLOCK YOUR CHILD TRUE GENUIS POTENTIAL NOW !

I once asked a good friend of mine, a mother of three, “What would be your best wish for your children?”

She thought about it and said, “For them to be able to read early.”

“Why?” I asked.

She said that her first child was able to read at age four. That reading ability greatly boosted his natural curiosity to learn, and soon he was eagerly reading books that were ahead of his fellow classmates. That early sense of accomplishment made quite an impact on his eagerness to learn. On the contrary, her younger daughter did not learn to read early, so she sees an obvious difference in her daughter’s overall confidence level and enthusiasm towards learning.

That really made me think. I mean, I agree wholeheartedly, and her story made the point that I’ve been trying to share with others for years.
Another viewpoint

Years ago I was talking with another friend about how she could use some simple early learning techniques to help her young daughter with reading and math early in life. To my surprise, she said she did not want to raise a genius child. She said that besides the fact that it would require too much time on her part, she was afraid that her daughter’s happy childhood would be robbed. She would rather not start her early, but just let her play and be happy.

I had to think about that, too. However, her concept of early education was not what I had in mind.
This is what I am talking about

If you have been thinking like my friend — reluctant to begin your child’s learning journey early — then I feel you are missing a very important opportunity.

Joyful learningI have seen children who are given gentle early learning techniques in a joyful, playful environment express themselves in ways that are beyond their parents’ expectations. They are joyful, curious and eager to take-in everything that life shows them.

UNLOCK YOUR CHILD TRUE GENUIS POTENTIAL NOW !

• Reading at a very young age, confidently reading signs, billboards, books, labels — anything with letters and words

• Having a happy, creative learning experience at home, and looking forward to school and learning

• Figuring out the grocery bill total at the supermarket before the cashier

• Using photographic memory and speed reading to breeze through new information and tests

• Picking up a language with ease with little or no accent

• Maintaining a positive attitude towards learning and high academic achievement

• Developing as a full human being with equal amounts of IQ and EQ — intellect and creativity — at their disposal

What a blessing this would be for you and your child, and all this can be achieved through a gentle early learning program called Right Brain Education.

Children who grow up with this program learn emotional and intellectual balance. Out of the respect that is given to them, they learn to show respect for all of life. They play, learn and grow with peers their own age — and even those younger and older — with great harmony. They naturally develop the quality of their genius that they instinctively know they will use for the rest of their life. Right Brain Education complements their basic nature, and enhances their lifelong potential as a human being.

UNLOCK YOUR CHILD TRUE GENUIS POTENTIAL NOW !

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Ckeck out this interesting article from this site:

6 Things How Super Parents Raise and Unleash Smart, Healthy, Happy Baby Genius

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I have found an usefully site that will test you whether you are a left person or right person.

Check out here: Left or Right Brain Quiz

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As the brain growth in an incredible speed during his early years. As the neocortex develops, the mid-brain links to right brain first that mean the right brain the wide open for limitless input from 0-6 years.

When the brain link to the left hemisphere is called “bridging”. When a child experienced bridging he beginning to use logic, counting and reasoning. Children in the right brain mode know no limits.

***For special need children, Incidentally, this holds true for brain-injured and whose development has been delayed, we encourage parents to take heart and see this as an extended learning opportunity.***

###After bridging process, anything is still possible. When the emotional elements were overcome that stand in your ways.###

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Teaching children at very young age to recognize individual musical notes will allow the children brain resonate with frequency. That the theory behind when many expert encourage parents to listen to the musical piece from composer such as Mozart, Bach and Beethoven because it stimulate brain development. This concept applied similarly to languages development. Languages seem to have wide variety of frequency and pitch. When you exposed the child a large variety of pitch either musical or languages, they can be become fluent and interested in music later in their life. This is due to the brain’s naturally learning to absorb in the rightbrain of chamber.

Napoleon Hill understand the power of the mind, in his book Riches Within Your Reach says “If you conceive it, and you can believe it, you can achieve it” The learning enviroment are very important. children are very sensitive to thoughts wave and energyin he serounding enviroment. It is important to always maintained a positive, loving, comfort and safe images to actively reach their fullest potential during the introduction of Right brain education.

Brain waves are measurable abd are divided into four categories.

Beat Wave - fully conscious ans awake (14-30 Hz)

Alpha wave - Semiconscious, deeply relaxed (8-13 Hz)

Theta wave - light sleep (4-7 Hz)

Delta wave - deep slleep (0.5-3.5 Hz)

The right brain function the best at alphawave stage. When you accept you child and love them unconditional naturally they can reached right brain stage very easily. That why right brain education learn best in the home environment and no one would understand your child more than you.

Emotion also travel like light and sound wave. The HeartMath Institute has spend years measuring frequencies of emotions such as love, peace, joy, anger through the heart beat. Long and irregular waves recorded such as anger and negative source . Short and orderly waves when they felt calm, peace and love. The finding also noticed that the heart become musical - phase coherent Harmonic resonant.

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Part 1 of the press release can be found at this site: Press Release Part 1

Occasionally, you have the opportunity to meet an educator who is herself a gifted accelerated learner with a vision of teaching and learning far ahead of her time. Pamela Hickein is one such person whom I had the pleasure to meet in 1996. Since then, I have had the privilege of following her quiet 10-year Montana classroom experiment innovating accelerated learning strategies using various brain wave patterns, a still embryonic field of research. Eventually, she branched out and developed teacher-training materials to share her experiences with other teachers via the internet. She recently closed her classroom and moved with her family to upper New York State. Knowing that her former classroom was like none other, I believe it is time for her story to be shared. I caught up with her last month and she agreed to be interviewed publicly for the first time.

Miller: Pamela, thank you for the opportunity to interview you about your experiences with accelerated learning. Can you tell me how you first got interested in what you call right brain education?

Hickein: Thank you for the opportunity to share. Well, I had been teaching Japanese in a progressive Montessori school that incorporated all sorts of accelerated learning techniques into their curriculum. After working at the school for five years, our principal asked me to translate from Japanese the right brain work of Dr. Makoto Shichida. Shichida taught that there were five right brain abilities: computer-like math calculation, perfect pitch, photographic memory, speed reading, foreign language acquisition and ESP.

As soon as the information was translated, I was given the task to put his ideas into practice with an experimental group of children ages 0-6. I began to create my own materials and techniques to refine his ideas. The results with the children were phenomenal. The children were demonstrating high levels of proficiency at math, foreign languages and intuition.

Incredibly, I was also benefiting from each class I taught! My right brain skills strengthened to the point where I could image the exact images that the children were seeing in their mind eye without any words. It was a little disarming because no one was around to teach me about what was happening. I became a little scared at first, but I realized that one of the adults was going to have to go forward into the unknown and be the guinea pig, so to speak. The children were

already way ahead of us. So, I relaxed and let each experience build on itself. I became very quiet. I let the children teach me. I was surprised at what I learned.

Miller: Were there other’s ideas you studied to build upon in your work?

Hickein: I don’t think that I would have appreciated the right brain abilities without first experiencing a true Montessori classroom. Montessori taught that children have an “absorbent mind,” an “inner teacher” and definite “sensitive periods for learning” that are unique to each child. Following her philosophy, the right brain lessons were presented, modeled and then placed on the shelf for the child to choose and discover when their sensitive period for that particular area of learning ripened.

Also, Glenn Doman’s IAHP (Institute for the Achievement of Human Potential) early learning program was foundational to understanding Shichida’s work since his program is based on it. Doman’s work is tried and true. When brain-injured infants and toddlers came into our school, we were able to help using right brain education to communicate with them and Doman’s cross-pattern crawling and other exercises to rebuild and repair physical and neurological pathways.

Miller: Did having these abilities yourself help you develop your theories?

Hickein: Absolutely. Once you get into a more intuitive state, then you start to understand how really young children learn–how they see their world, and then you know how to approach learning from that point of view. I learned that Shichida’s idea of the 5 right brain abilities were really just one ability–intuition.

When a 2-year-old child can answer the question, “What is 2×3x4×5x6?,” it is more of an intuitive, energetic answer than one of internal calculation. If you have given them the words for numbers, then as they’ve input those numbers (and corresponding visual quantity concepts) they’ve done so in a way that is so far from our understanding that I don’t know when science will ever be able to

understand it.

You see, energetically, every number has a frequency: Every color, every shape, every smell, every sound (including musical notes). Children seem to have a synesthetic view of the world where letters have sounds and colors have shapes. So, if you say, 2 to children. and show them 2 dots. Then say, “plus two” with another two dots. And then say, “equals four” showing the total four dots.” The child gets the immediate understanding of what 2 is, as well as what “plus” does. If you show them numbers 1-100 and give them enough equation examples that they see and understand +, -, x and divide, then they can do the rest. As long as they are in a relaxed right brain state-free from the meddling, so to speak, of the left brain.

I don’t know if you’ve seen the Science Channel documentary “Brainman,” but it is a marvelous illustration of what I am trying to say. It is about a genius of our time who sees each number as a shape, color and sound. He can answer complex equations quickly by listening to the equation and waiting for his brain to flash forth the answer in the form of the shape, color, and/or sound, etc. When I saw this documentary, I thought, “Amen! Now, there is actually an adult out there who can show us exactly what the children are experiencing!” How else are we going to develop these theories unless we really embrace this type of learning ourselves?

I think, and this is a personal opinion (I don’t really know), but I think that the children slow down and go to more of a beta wave state because that’s where we are. We pull them over and say, “This is where society is. If you don’t think in a certain way, and you cannot communicate with us, then change–now!”

Miller: How do you think children between birth and 3 learn most easily?

Hickein: Through flashes of information, quickly and gently. Also through lots and lots of play. Actually, if you’ve got a good audiovisual resource library at your finger tips, then you can encourage a child to play, to be helpful in the home (or school with practical life play) and teach a tremendous amount of learning through background audios playing, a quick 15-minute flashcard session, classical music, picture cards–you name it. The environment needs to be safe to explore. I really think that the mother has to be at home—she needs to be there to narrate and teach early discipline and have fun with learning with her child.

Miller: Which of these methods that you promote do you see being especially important for preschool age children?

Hickein: Alpha-wave relaxation. Because, as I said before, if a child can be in that semi-meditative state, then the absorptive mind becomes like an infant’s once again. It is really amazing. It also encourages a more calming behavior and overall loving state.

Miller: Did you use these methods with your own children? Would you care to comment on their success?

Hickein: Well, I don’t like to comment on my children, but I realize that I have to because they are the ones who are really products of the program. My 15, 13, and 7 year-old sons are in the 99% percentile overall in academics in the United States. The eldest was reading at age 2. My youngest, my daughter, is 2 and has had seizure-like activity from about 8 months of age. Doman’s physical fitness program really helped in her case. I will always be grateful. Even so, she is starting to read. Her intuition is really strong.

Miller: Do you think these methods help children with reading and math?

Hickein: Yes, I do. But I have to say that it’s important to be playful. I’ve seen parents become so enthusiastic about seeing results that they forget to enjoy the process. When this happens, their child senses stress and their intuitive abilities just shut down. Then, they try to respond to their parent’s desires through the left-brain–the part of us that bravely stays open during stress. They become more serious–good learners, but not intuitive anymore. It’s really sad because there is so much inventiveness, so much creativity that can be nurtured right along with left-brain thinking. When they are harmonized, great genius is possible.

There are so many problems that we will be passing on to our children—the environment, international politics, medical threats, etc. They will need every tool at their disposal to solve them.

Part 2 of the article will be this page.
Miller: I know for about 9 years you were involved with teacher training, product design and distribution with your Soul Learning Company that you have recently closed. How open did you find the American people responding to the ideas of right brain education?

Hickein: Not very open, generally. The people who write in or receive training and counseling are those who have children with very special needs, like autism, ADD/ADHD, dyslexia, or DS. Parents and teachers in special education are really open to any solution out there. They are really warriors. You know, Maria Montessori and Glenn Doman both began by working with brain-injured adults or children (Glenn Doman was a physical therapist who worked with stroke victims). When their methods were applied to “normal” children, then they found that they could really accelerate education and help children live up to their true potential.

Miller: Why do you think this method is so much more popular in Asia?Hickein: Asian families have a strong desire to develop their children’s capabilities to the greatest extent possible. You see, the level of education their children receive largely determines their position in life–both in terms of social status and finances. There is a lot of pressure.

In Japan, every child takes the entrance exams in order to qualify for this or that kindergarten. Their intelligence is measured right away. Then, the same thing happens in elementary school, junior high, high school and college.Miller: Can you tell me a little about your research studies?

Hickein: Most of my research has been anecdotal. I have recorded and written up everything in the classroom to share as stories with parents and teachers to illustrate how to do the activities, as well as some of the results that can be achieved.

In the first phase of research, we were trying to see if intuition in children really existed. Having found out that it did, we then set about to find out about the other “right brain abilities.” While intuition was 60-95% accurate with all children, the other abilities were not. It was definitely hit-or-miss. Some of the children display perfect pitch, others couldn’t care less about music, were off-key, but had super-math calculative abilities. Some were early artists. We did see a trend with foreign language acquisition and perfect pitch–those who had high abilities in one usually had it in the other as well. Photographic memory/speed reading abilities were largely dependent upon a child’s ability to deeply relax. This was my favorite research project because I could see a correlation between children who were raised in stressful home environments and the inability to relax. Also, these children seemed to mirror their parent’s behavior in terms of how they react to stress. If we had high-strung preschool parents, for example, the children, even if they were quiet and not visibly high-strung themselves, seemed to carry the stress of the parents (energetically?) and were unable to really relax in to a deep level of peace in any of the relaxation sessions.

Not being particularly scientific myself, after all I am just a mother and a teacher, I did not know how to run any type of clinical study. When keeping records, I made sure I recorded everything–the number of items learned in sequential memory, photographic quantitative memory, how many seconds they could afterimage, etc.–for each class. I spent a lot of time with paperwork. After doing this for years, I felt great about sharing a lot of it in the courses we offered beginning in 2000.

Miller: Do you know of any others doing research?

Hickein: There are researchers studying eidetic imagery. David Suzuki has a series of brain documentaries that are simply fantastic. His interviews include a few university programs that are phenomenal with how they approach studying the brain. The information is much more practical and useful. In terms of right brain-left brain research, Georg Deutch and his colleagues continually update their findings of what is true and what has not yet been proven in their annually updated book.

Miller: If you were given funding to promote this form of education, what would you do first with this money?

Hickein: Create materials to educate the parents and teachers. There are so many well-meaning adults out there who just don’t know what is possible. You could put the money into products, as we did with The Soul Learning Company, but if parents are afraid that their children will be socially out of step with their peers (too smart, for example), then they will not embrace the program.

I think we need to be excited about learning, ourselves, if we expect our children to be excited about it. But the question, at least in the United States, is how do we motivate parents and teachers to go to a more creative right brain mode of learning? It is certainly present in a lot of private schools. But from the tours I have taken in public school, the teachers have a set curriculum and a lot of pressure to stick with a preset program–if there’s no flexibility or creativity for the teacher, then what can be expected for our children?

I’d also like to see these learning methods incorporated more into television programming. So much more information can be packed into a 30-minute show. Our children are not stupid. Some of the programs seem to think that they can only teach 15 science facts in 30-minutes–and there has to be story line and it needs to be done entirely in cartoon! There are some good programs out there, too, so I don’t mean to sound over-judgmental, but in general, we need to supercharge the children’s programs so that the West is not left behind in education. Asia is way ahead of us.

Miller: Do you see any connection between this method and the needs of the children that are being called the indigo children?

Hickein: You know, I can’t really speak to that. The indigo child, in concept, is very accurate. But when you read the book and they talk about the auras of the children–I just have not seen the same phenomenon. The children with indigo auras are supposed to be a new race of children.

We have had many children who have seen auras– when you get into a deep alpha wave state regularly, you can see glimmers yourself–and the auras are more multicolored, not just one color.

I can only tell you what I’ve experienced. I don’t know how to pull everything together in a scientific way and say, this means this, and that means that. I think that the auras have to do with electromagnetic radiation and currents in the body–like the energy channels of “chi” that Chinese doctors refer to when treating patients with acupuncture.

Miller: Can older children and adults benefit from applying the principles you teach?

Hickein: Yes, definitely. Teens love right brain education. You can see how they come alive with it. It’s like they are free to play again–after a long time of experiencing education as a boring classroom experience. And, it’s funny, but when the teens are really growing and you know that hormonal surges are just very, very strong, they do really well in any activity that requires more intuition or answers that come as flashes. Now, with left-brain thinking during puberty, they experience muddled thinking, so my hypothesis is that the left brain shuts down a little during this phase of life–they become more emotional and right brain beings.

When teaching adults, if their right brain is not open and active, then usually there is a trauma or a series of traumas to clear first before they are able to fully embrace their right side of the brain. I have a list of counselors and healers to give parents and single adults who, when activating their photographic memory, come up with startling images from childhood that the body-mind connection wishes to address before going on to anything further. That is really powerful. And I’ve seen it again and again. I still get hugs from people who thought they came in to increase their intuition or memory, and ended up clearing all sorts of unhappy memories from the past. In the case of parents, it enhances who they can be for their children–and who doesn’t want that!

Miller: You mentioned starting an institute. Can you tell me about your plans for the Whole Child Institute? What can parents and teachers expect to find there?

Hickein: The site will be full of mini-training programs that are short and sweet– very accessible and practical for on-the-go parents and teachers.

There will also be e-books and products to download so that international access is immediate.

The curriculum will be five-fold, like a star.

As parents, we need to know:

1. Diet/nutrition
2. Effective parenting skills/quality family time
3. Virtues/values
4. Education
5. Goal-setting including the management of financial wealth.

It really bugs me when I see a child who is intellectually advanced, but has no compassion, for example. Or a child who is really struggling to learn, but has had so much sugar in the diet that they cannot retain a single thing due to hyperactivity. We really need balance.

I really want to create a home for anyone interested in raising healthy, happy, compassionate and passionate children. There are so many wonderful parents out there who have a lot to share. I hope that this will be a place where anyone can learn how to help a child with more than just education. After being steeped in right brain learning for so many years, I realized that education is only part of the picture.

Miller: Do you know of classrooms that are using right brain education in their day-to-day curriculum in the United States?

Hickein: Yes, but many do not want to advertise it. The intuition aspect is a little scary for parents. In one Montessori school I worked with, we had really great results, but the administration did not want us to publish our findings or to talk to the parents about it.

Miller: What are some innovations that are unique to your approach?

Hickein: I think that the main difference is that we teach from the understanding of energetics–that love has a vibration. Children can sense it right away. They can sense when a classroom is “happy” or “sad.” Their definitions and impressions are very basic. So, true learning can begin with energetic beings when the space and the people in it are understood this way. Then, math is taught quickly through flashcards–quick visual presentations, language is taught through exposure to rich literature; science is taught through fun documentaries and hands-on lessons with someone who is passionate about it; history is taught through quality books, and all learning is enhanced by constant variety and choice.

When intuition is encouraged in children and teachers, then freedom in learning has to follow. We have to teach our children as a community, giving children access to the masters in each field so that they can excel according to their true passions. If we dictate our children’s lives until they are 18 according to a set curriculum, what will we lose as a society?

Miller: How did you come by an understanding of these principles that you apply?

Hickein: Intuition.

Miller: Well of course! Thank you, Pamela, for this interview. I will look forward to hearing more about your work at a future date.

Submitted by Celeste A. Miller, Ph.D., September 22, 2006

Winona State University

Winona, MN 55987

Early childhood specialist

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I often been asked what are the diffrent between them. Here are the simple explaination about their concept in summary.

There are:

conscious mind
subconscious mind
super-conscious mind
unconscious mind

The conscious mind is the cognitive awareness accessible to us when we are at the fully awake beta wave frequency.

The subconscious mind is accessed when we are in the alpha wave state. This state is used in right brain education and seems to be the state where right brain receptivity is high.

The super-conscious mind is an elevated state of awareness that scientists have measured and defined now as the gamma wave state. It is between alpha and theta wave states. In experiments, studies monitored yogis and lamas brain waves states during deep meditation and this is where the mind goes to reach ultimate states of joy and bliss and sometimes
prophetic dreams or other types of phenomenon.

The unconscious mind is theorized to be active in the delta wave state (0.5-3.5 Hz).

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I read this article and it was rather intesting. Please Check out at the PRESS RELEASED at the following site:

TITLE

Early Intuition with Shichida’s Right-Brain Learning
An Interview with Pamela Hickein
Celeste A. Miller, Ph.D. Professor of Education,
Winona State University, Minnesota

Click Here : Early Intuition with Shichida’s Right-Brain Learning

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Here are six key concepts which can make a substantial impact on how you interact with your child from the earliest moments of life.

Concept #1. Start Early

The infant brain develops rapidly from the earliest moments of life. Learning can and does begin as early as prenatal—while the child is still in the womb.

—If you are pregnant, then start talking to your baby and play classical music and foreign languages for him.

Concept #2. Make Connections

Brain circuitry develops and grows through connecting cells with information links. The more information links, the more learning capacity.

During the first three years, the creative, highly photographic, sensitive brain is wide open to impressions of all kinds. The brain quickly scans,

catalogs and links all new information to the stored images where an association can be found. Connections (synapses) are formed at supersonic speed supplying and further fortifying wonder and curiosity in the mind of a child.

—Teach your child through as many senses as possible using flashcards, classical music, world languages, sensorial toys and games.

Concept #3. Use Quality Stimulation Now (Flashcards, Music and Languages)

The rate of brain regeneration and growth decreases after an infant has reached about 12 months of age. Any cells that are not used will gradually, naturally

die off. Overall neurological capacity is determined at a very early stage in life.

University of Chicago neurobiologist Peter Huttenlocher discovered critical information about brain growth. His research showed just how fast the

early brain grows. A 28-week-old fetal brain tissue sample showed 124 million brain connections. A newborn brain tissue had 253 million connections, and

an eight-month-old infant had 572 million.

“But the growth of the number of connections, Huttenlocher soon learned, slowed down by the end of the first year and stabilized at about 354 million per

tissue sample. He says, ‘It was strange… The number of connections kept going up and up and then they started to go down.’

“His research proved that the fetal brain overproduces cells and that unless they find a connection or a ‘job’ to do in the body, they die off. He says that

under stimulation and lack of interaction with the outside world causes the cell death. The future number of brain cells could vary by as much as 25% depending on the quality and quantity of enrichment offered to the learner.”

—Maximize the precious first three to six years of your child’s life with a high-quality educational program and loving bonding time.

Concept #4. Teach Both Brains

The brain is divided laterally into two hemispheres—and although they are designed to work together, each has a vastly unique personality and abilities.

Drs. Robert Ornstein and Roger Sperry’s “split-brain” research revealed that we have two distinctly different brains: the right and the left. The left

side of the brain processes linear, concrete factual information and is key in language and logic. The right side of the brain processes random, creative,

intuitive, multi-sensorial images.

Each side of the brain exhibits certain characteristics:

Subsequent studies have revealed that each hemisphere contains some of the abilities of the “other side.” Modern education addresses left-brain development.

Now we know that when the right hemisphere is developed, the entire brain is activated and all areas of mental performance improve.

—Your child needs to effectively utilize and involve both hemispheres in learning with fast, playful input (right brain) and logic (left brain).

Concept #5. : Maximize the Right Brain Window

The outer cortex of the brain develops from right to left, providing a window of time where an infant is primarily functioning with the right hemisphere.

The brain, like every other organ in the human body, develops and grows at an astounding rate from the moment of conception. The brain develops up from the

stem to midbrain to the outer cortex, or cerebrum. As the neocortex develops, the midbrain links to the right hemisphere first and does not begin to link to

left brain conscious thought until the child is about age two. This period of development is what we refer to as the “Right Brain Window”—there is no left brain interference or filter of incoming information. This means that the right brain is WIDE OPEN for learning input.

After age three, children begin to actively shift to the logical left hemisphere of the brain. At this point, if the right hemisphere is left unchallenged or unused—or if a child is in a predominately left-brain learning environment—then the left hemisphere will dominate.

— Give your child as many flashcards and other types of high-quality input as possible during the 0-3 year period. Afterwards, keep the right brain open with playful right brain games.

Concept #6. : Be Happy!

The brain is sensitive to subtle frequencies: light waves, sound, thought and emotion.

The left brain works with tangible facts taken in through the outer senses—sight, sound, taste, touch and smell. The right brain recognizes the subtle wave

frequencies of light, sound, thought, emotion and magnetism that is not always apparent to the outer senses. The abilities of the right brain are fully

explainable when understood within the context of frequency. Light, sound, emotion and thought all travel in waves. These frequencies are utilized in

right brain education.

—Teach to all of your child’s senses, including through emotion and thought. Learn how to center your emotional states to reflect peace, calm and love

toward the children in your care.

I find this site is very useful to understand Rightbrain : www.wink-rightbrain.com

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