The impact of experiences

October 14, 2014

Baby Girl Holding a PumpkinChildren express what they feel and what they want through their actions, emotions, signals, and, by their second birthday, words. Then people respond, including their parents, teachers, and other children; responses can be active or passive, verbal or nonverbal, positive or negative.

These interactive episodes are usually brief, so there are a lot of them each day. For example, from multiple studies, a reasonable estimates that a typical toddler has his or her wants thwarted about twenty times an hour, or on an average of once every three minutes.

Whether it’s called for or not, each thwarting is a communication, a message, to the child: “No.” Then there are other messages: parents who come to … Read more »

Key points of awareness – Part II

March 16, 2014

lakeVisit Part I of this blog post here.


  • Concentration has two central factors: applying attention to an object and sustaining it there, like an ice skater plants her foot (applying) and then glides along (sustaining).
  • When you practice formal concentration, keep returning attention to the object (e.g., breath, sensation, emotion, memory of your mother), fully aware of it, absorbed in it. If other thoughts, concerns, plans, etc. bubble up, let them arise but don’t follow them, and keep giving your full attention to the object.
  • When doing concentration, don’t be tense or hard on yourself, but serious and intent, like a cat watching at a mousehole. Set a bit of your attention to watching
Read more »