Overview

What is too little known is that the baby inherits a gene code that enables them to learn how to bond with an adult. This coding allows the baby, infant, and child to learn how to gain sympathy and protection for their survival. What is more unknown is that this coding also underlies how the child can develop their intelligence. Imprinting is a process that is very little recognised and yet it does play an integral part in the intelligence process, because it explains exactly why intelligence is reliant upon language and why language is reliant upon emotional sensitivity. After all, when this process of imprinting is impaired by a parent, their infant may not talk, be retarded in their movement, and may show no emotion. When it is fostered in the later school child by the parent and the teacher working together, the child has the potential to learn anything. The 3 dimensional world of the child abruptly changes when they enter that of school. For the world of school is of a 2 dimensional order defined by pen and paper. This world, which the child must continually compete against the drives and insecurities of other children, is defined by rules.The competence developed in the child by their parents, through the language skills they teach them, will much decide the ability of the child to survive in this system. Their ability to know the rules and to learn how to play them, are the foundations for what we will use to define their intelligence. After all, it is a great misconception that all children start as equal when they join the educational system or that they catch up as they move through it. They do not. As they enter the gates for the very first time, some already know how to read and write at an advanced level, while others may never have quite held a pen. These differences do matter, and backed by the home that caused these differences, the child is likely to maintain them right through the whole educational process. Mediation: Crafting the Intelligence of the Child introduces an awareness to how the parent and the later teacher can help a child to understand their world more sensitively, and learn how to better present their mind to one who is judging them. In short, it shows how to develop the intelligence of a child. The book also discusses the work of Professor Reuven Feuerstein.Shortly after the end of the Second World War, Reuven Feuerstein began to develop a new way of understanding how intelligence could develop. His now world famous system is discussed in this book with new insights into how it actually works, and to the many children whose intelligence has been transformed by it.

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Roy, These are five very important books that should be read by every parent and educator in the world. Dean David Martin Ph.D Gallaudet University Washington, D.C. USA The most important books I have ever read about a child's intelligence. Prof. Tatyana Oleinik, Pedagogical University, Ukraine Dear Roy. These books should be in the library of each school in every corner of the world. They should also be part of the syllabus in the institutions who are offer child psychology, and teacher training diplomas and degree programs, or at least they should be the part of a refresher course. M.Imran Khan Director of Educational Training Saudi Arabia. Roy, your writing is beautiful. It is as if I read a novel by Jane Austin. I am fascinated and very much impressed. These books should be the BIBLE of every educator. I learnt so much from your books. I have read many, many books and articles about education and these four books are the BEST !!! You are so profound. The books answer many questions that every educator asks . Helen Hadar-Hen Headteacher Israel. Roy: These are very important and interesting books, with lots of valuable points for parents and teachers. They bring learning and education to a whole new level. Well done! Prof. Mads Hermansen. Denmark. Roy....thank you! I started reading the first bits and was immediately hooked (this does not happen often, maybe once a year, I'm SUPER fussy about books, I've read too many...). You are a fantastic writer, not just because your info is of obvious high quality (just skimming a bit made that obvious) but the way you write too - it's warm and entertaining and easy to read - no wonder you have such high applause from your critics! Lydia Cooper Mother of 3, South Africa. Roy, I would like to thank you for sharing your passion, heart, brilliance, and intellectual journey with me. I am very much enjoying your knowledgeable perspective on some very important challenges. Christopher John. psychologist. USA. Roy: I appreciate your time, energy and effort in this research. Erin Calhoun.National Institute of Learning Development. USA Roy I am enjoying your work immensely. It has been taking me longer to read than I had imagined because the of the weight/importance of your thoughts.I can see how thorough and current your research is, andI expect thatthe works in their entirety will draw together many threads and weave them into a rich texture of powerfully stated knowledge. I have not had to put this much time into reflection and soul searching since Iread Janov's 'The Primal Scream' and 'The Feeling Child' way back in the 70s. Leigh Ann Collinge Educator Australia. Dear Roy I really like your way of writing. Your narrative writing style captures me as a reader in your universe. Do you keep some lectures in Europe over the summer? I would really like to attend a lecture. I might learn something from you. Lone Birgitte Skov Jensen Psychologist Denmark.

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Based on 20 years of scientific research in how the brain learns, aided by 30 years of teaching children, Roy Andersen puts forward a new paradigm on intelligence, and offers a responsible, desperately needed redesign for education that will allow the child of today to survive and thrive in a world growing increasingly dependent on digital technology. Roy clearly understands the struggle that is developing between artificial and human intelligence, and the consequences the former is having on the shaping of modern democracies.

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