Before the invention of written language, dyslexia and other focus-based and symbol-based ‘dis’abilities didn't exist. Instead, persons who struggle with written language were likely custodians of oral history because of their excellent ability to memorize and transmit the spoken word.
Imaginative play, an early childhood staple, is rife with examples of intuitive thought and nonverbal thinking. Kids great at this perceive and formulate mental concepts faster than other people, and easily perceive imagination as reality.
We see kids seamlessly slipping in and out of imagination during their play. This nonverbal mode of thinking can cause difficulty in learning written language. How? When efforts to read or write are met with our kids automatic slipping into imagination, they do not come out with words or symbols you expect. How is this fair? Their imagination has served them well in other ways, why not with this?
We interpret these difficulties as issues with focus. Unaddressed, this becomes a major complaint, rather than revered gift.
Being in the real world is a feeling, just as being in the imaginary world is a feeling. Knowing that negotiating the real world requires both our imaginary-self and real-self to work together is the essence of ‘focus’.
By simply recognizing the feeling of focus (being present, oriented), getting tools to make that easier, finding symbols or situations that trigger the need to use their imagination and how to resolve these triggers, you’ll be providing them the best of both worlds.
Keep on doing what you are doing with giving them opportunities to enjoy their creativity alone, with other kids, in group activities, with you. Take some time to investigate the Davis® tools that help people succeed because of, not despite, their natural way of thinking. Call, email, or visit my website to consider more Learning Options with which children and adults are empowered.
Imaginative play, an early childhood staple, is rife with examples of intuitive thought and nonverbal thinking. Kids great at this perceive and formulate mental concepts faster than other people, and easily perceive imagination as reality.
We see kids seamlessly slipping in and out of imagination during their play. This nonverbal mode of thinking can cause difficulty in learning written language. How? When efforts to read or write are met with our kids automatic slipping into imagination, they do not come out with words or symbols you expect. How is this fair? Their imagination has served them well in other ways, why not with this?
We interpret these difficulties as issues with focus. Unaddressed, this becomes a major complaint, rather than revered gift.
Being in the real world is a feeling, just as being in the imaginary world is a feeling. Knowing that negotiating the real world requires both our imaginary-self and real-self to work together is the essence of ‘focus’.
By simply recognizing the feeling of focus (being present, oriented), getting tools to make that easier, finding symbols or situations that trigger the need to use their imagination and how to resolve these triggers, you’ll be providing them the best of both worlds.
Keep on doing what you are doing with giving them opportunities to enjoy their creativity alone, with other kids, in group activities, with you. Take some time to investigate the Davis® tools that help people succeed because of, not despite, their natural way of thinking. Call, email, or visit my website to consider more Learning Options with which children and adults are empowered.
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