Winsights by Win Wenger, Ph.D.
a Young Child to Flower
With all our
references to and even columns instructing on, how to Image-Stream,
brain-integrative process 50 hours of whose easy, entertaining practice
builds 40 points' improvement in both "I.Q." and
in more meaningful forms of intelligence, according to independently
conducted state university studies--
pleasantly entertaining practice which absolutely no one out of
thousands has been unable to learn and do and thus to start benefiting
Some of you
must have wondered what you might be able to do for your own young
children. Of many things, two are given you today in this column,
freely. Use them with your children, aged 2 to 11 years, and please
share with us your resultant joy in the results.
As cited above,
we know some of the rate of gain in adults. For young children it
appears to be far more helpful and powerful even than for adults,
and only takes a few minutes to teach.
of Image Streaming in a young child, upon language, brain, perception,
understanding, thoughtfulness and apparent intelligence is so great
and so immediate, that to see those immediate effects has been,
time and again, this writer's most rewarding experience ever!
Each time you
have a young child Image Stream, in the days ensuing you will find
extraordinary improvements in that child's general joy of life,
not "merely" that child's quality of perceptiveness and
insightfulness, from then on! What is now known about the
brain in relation to such processes makes it appear that such improvements
always will result from a young child's Image-Streaming. For another
good look at why,
--And to teach
yourself Image-Streaming well enough to model it for your child
in the manner shown you below,
want to take a good look at the great new website just put up by
one Matthew Turco at http://firstname.lastname@example.org - particularly
his description of principles, and particularly his free reprint
of the whole text of You Are Brighter Than You Think, in
3 segments, which contains excellent instructions how to Image-Stream
and the back-up instructions which guarantee everyone gets
to be able to do it. No one has gone through those back-ups without
becoming able, out of 6,000 or so people trained thus far in various
locations around the world. --And now all of that is yours for free!
at least a little smooth at Image-Streaming and you not only build
your own intelligence, but you are able then to model the procedure
for your own child in the way shown you just below. Following that,
a brief set of instructions how to make your slightly older child
(age 6-12 years) not only able to sustain such a practice but to
become far better at solving problems and difficulties. First, and
for as young as the child is able to use language, is basic Image-Streaming--
Image-Streaming to a Young Child:
smooth and/or practiced with your own Image-Streaming so the following
example is a real one and from you, and not just a script. Say something
like this to your child:
(or Mary), I think that even when we are awake, we still have dreams
going on somewhere inside of us - let's see - when I close my eyes
and look to see what's going on there, I see.....
- (such as
the following, only your own Image-Stream segment: "Two green
bushes, must be springtime because most of the leaves are dark
green but some leaves are smaller and almost golden toward the
tips of the branches. two entirely different sets of leaves on
the same bush. The grass is just starting to turn green, still
a lot of gray and brown there. I see a moss-covered brick sidewalk
in front of the bushes....")
3."O.K., for fun - John (or Mary), when you close your
eyes, tell me what you see there....."
GBD.com without it costing you a dime. Learn
be, "play the game" with another adult or older child
to model the process, then the young child joins in. Because of
shorter interest span, a young child responds to this approach far
better than to the lengthier steps used in Project Renaissance's
adult instructions, not only to the simpler vocabulary.
Often, a very
young child will just name objects instead of describing them. Although
this is an important start, you want to get the child into describing
things - whether things actually visualized, things just made up,
or things present in the here and now and objectively looked-at.
The more word-picture sensory evocative adjective-rich the details
described, the sooner and stronger the resulting brain and language
development. If this is performed with eyes closed, building up
the visual feedback effects, the sooner and stronger will the child's
own innate visual thinking abilities, originally his prime mode
of thinking and learning, will come back on line and develop and
its easier with older children with better-developed vocabularies;
it's effects are more powerful and immediately visible in younger
children. The benefits do appear to be permanent, and to view these
and to know you had something to do with that child's richer, higher
and more wonderful development, is truly one of the most profound
joys an adult can know.
If need be
to encourage actual descriptions instead of mere namings of things
envisioned, model this describing aspect as a separate game, with
another adult or older child until the young child joins in. If
need be, for starters go around the house seeing how colorfully
you can make richly detailed descriptions of even the most familiar,
ordinary, objects and situations. Even without the visualizing,
this is an invaluable way to develop the left brain of the
child, together with the child's entire perceiving and reasoning
apparatus and intelligence. The child is still a child - but far
more richly so, fully as himself or herself, than would have been
the case otherwise.
the strongest known method for integrating left and right brains
in young children was to teach them to sight-read and play music.
That is still a very effective way, especially if done early enough
to make much difference in the maturing of the corpus callosum,
entirely aside from the high value of the music as such. Now it
appears that to describe from ongoing spontaneous mental visual
imagery is far more powerful even than that, and far easier and
quicker to accomplish. --Still better, though, if you did both....
(If you go back to the head of this column and click installment
# 12, though, we outline there a pleasant game-like way to
teach even 2-year-olds to sight-read and play music, instead of
the harshly driven methods familiar to some of you - and with some
effects even more remarkable than any cited here thus far!!!)
Inner-Image Response into Practical Problem-Solving:
older children, ages 6-12, here is a simple way to extend Image-Streaming
and equip the child to cope effectively with many things which other
children are helpless before. Once some problem, question or difficulty
has been identified, tell the child:
a door. Something like a dream is on the far side of that door.
That dream may tell you an ingeniously clever wonderful effective
solution to this problem - or at least a way that works.
being what they are, that answer may not be in words, but somehow
in what is shown you. Maybe some of what is shown you will surprise
you, or seem to have nothing to do with answering the problem but
when we look at it closely, maybe we'll find somehow that the answer
is in there somehow.
see if you can tell me everything in this dream-behind-the-door,
or in what you imagine on the far side of the door, tell me everything
about it while you're looking at it....
when you're ready, open your door suddenly and start telling me
what you see there on the other side of it...."
If the child
has had some Image-Streaming experience, he should be ready to get
intelligible answers from beyond the door. If not, he may or may
not. You might need to just make a game of seeing what you can see-and-tell
about what's beyond the door, without regard to any problem or difficulty,
a round or so before using this on problem-solving.
If the actual
answer is not fairly readily apparent in the content of what's beyond
the door, have the child go through another door in answer to the
same problem, but with an entirely different scene
behind it which somehow is nonetheless the same answer. If
you have enough descriptive detail from both scenes, some
detail or adjective or aspect will overlap. What's the same when
all else is different, is core to the actual answer. Looking for
same and different, in this inductive inference solution-finding,
may well be better for the child's mental development and for the
child himself/herself than any particular answer might be. Please
refrain from interpreting for your child and getting between
him/her and access to those inner resources. You can ask slightly
leading questions, but not heavily leading: let the child discover,
even if it takes awhile. You'll be so very, VERY glad you
©1998 by Project Renaissance (regarding this internet version
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reach Win Wenger, please visit his website at Project
on the latest Double Festival is available here.
originally published on Anakin's
Brain (now Genius By Design)