WHAT IS HAPPENED IN CHILD BRAIN FROM SEVEN TO TWELVE YEARS

Even before modern science with its brain scans, hormonal analyses, etc., human society has acknowledged the tremendous threshold that is crossed from the end of childhood into the beginning adolescence. In Catholicism and Judaism, the thirteenth year is celebrated as a glorious culmination in development with the Communion and the Bar/Bat Mitzvah respectively. In Charles Dickens’ England, only a century and a half ago, a boy of thirteen was assumed to have arrived at manhood, and, having apprenticed at a trade from the age of eleven, could now legally become a master of his trade at thirteen, an age at which he could also legally take a bride and marry! Even Juliet, the heroine of Shakespeare’s Romeo and Juliet and the symbol of impassioned womanhood everywhere, was only thirteen! Clearly, then, some of the most important abilities and qualities of the adult are acquired in this period of late childhood. Most amazing about this period ending around twelve is that some developing abilities of the brain reach their peak in this period, and then actually begin to decline in the next period, i.e., in adolescence! These abilities involve the capacity to learn—comparatively effortlessly—certain complex cognitive and motor skills. The most conspicuous cognitive ability that one has in abundance in the period from seven to twelve, and that begins to decline thereafter, is the ability to learn a spoken language, or even several languages, seemingly without effort and without accent! Foreign languages learned in adolescence or later are almost invariably spoken with some accent—or even hesitancy—for the rest of one’s life, even by highly intelligent and gifted linguistic learners. The most conspicuous physical ability that one has in abundance in this period is the ability to learn complex physical skills so expertly and seemingly effortlessly that they become—as the phrase so aptly puts it—second nature. These skills are most evident in the field of sports, athletics, and in the playing of complex musical instruments. If a boy, for example, has not learned to throw an object such as a stone or ball in boyhood, he may never learn to do it properly. Or at least, he may never learn to do it in a natural, intuitive fashion. The same applies to learning a complex instrument such as the piano, which an adolescent or young adult may learn to do very well, but rarely with the natural, intuitive mastery that comes with having learned the instrument in childhood. Why does the brain actually seem to lose the ability to learn such skills with such thoroughness that they become “second nature”, when the brain, even in adolescence, is still growing? We can only assume that it is because the ability to learn certain motor and linguistic skills has been superceded in importance by the now more important areas of cognitive reasoning and sexual development. And why are these new areas more important for the adolescent? They are more important because, from an evolutionary standpoint, the motor and linguistic skills required for survival are presumed to have been acquired by age thirteen; and now, for the survival of the species, the individual must be able to 1) reason intelligently and 2) to procreate! What is the message in all this for the parents and educators of the older child in modern society? Clearly, it is that the skills that will benefit the future adult must be taught as early as possible in the period from seven to twelve years of age. These skills include, among many others, the learning of important or useful foreign languages as well as one’s mother tongue with expertise; the learning of specific athletic skills that are likely to bring the individual pleasure later in life; and the learning of a musical instrument, most preferably for starters, the piano, which with its versatility and matchless musical repertory can bring a lifetime of pleasure to the individual in any culture in the world! matrimonial

What is Seven Dynamics of Change

Whatever the kinds of change that people encounter, there are certain patterns of response that occur and re-occur. It is important that change leaders understand some of these patterns, since they are normal outcomes of the change process. Understanding them allows leaders to avoid over-reacting to the behaviours of people who, at times, seem to be reacting in mysterious, non-adaptive ways. People will feel awkward, ill-at-ease and self-conscious Whenever you ask people to do things differently, you disrupt their habitual ways of doing things. This tends to make people feel awkward or uncomfortable as they struggle to eliminate the old responses and learn the new. Think back to your own experience and you will discover this theme. Whether it be learning to use a computer, the first time picking up your infant, or dealing with a new reporting relationship, recall the self-consciousness that you probably felt. People want to get it right, and fear that they will appear inadequate. People initially focus on what they have to give up Even for positive changes such as promotions, or those that result in more autonomy or authority, people will concentrate on what they will be losing. As a change leader you need to acknowledge the loss of the old ways, and not get frustrated at what may seem to be an irrational or tentative response to change. People will feel alone even if everyone else is going through the same change Everyone feels (or wants to feel) that their situation is unique and special. Unfortunately, this tends to increase the sense of isolation for people undergoing change. It is important for the change leader to be proactive and gentle in showing that the employee's situation is understood. If employees see YOU as emotionally and practically supportive during the tough times your position will be enhanced and the change will be easier. People can handle only so much change On a personal level, people who undergo too much change within too short a time will become dysfunctional, and in some cases may become physically sick. While some changes are beyond our control, it is important not to pile change upon change upon change. While changes such as downsizing bring opportunity to do other positive things, the timing of additional changes is important. If you are contemplating introducing changes (that are under your control), it may be a good idea to bounce your ideas off employees. A good question to ask is "How would you feel if....." People are at different levels of readiness for change Some people thrive and change. It's exciting to them. Others don't. It's threatening to them. Understand that any change will have supporters and people who have difficulty adapting. In time many people who resist initially will come onside. Consider that those people who are more ready for the change can influence others who are less ready. Open discussion allows this influence process to occur. People will be concerned that they don't have enough resources People perceive that change takes time and effort, even if it has the long term effect of reducing workload. They are correct that there is a learning time for most change, and that this may affect their work. It is important for change leaders to acknowledge that this may occur, and to offer practical support if possible. In the downsizing scenario this will be even more crucial, since resources themselves are cut. Consider following the downsizing with a worksmart process, whereby job tasks are reviewed to examine whether they are still necessary. If you take the pressure off, people will revert to their old behaviour If people perceive that you are not serious about doing things the new way, they will go back to the old way. Sometimes this ill be in the open, and sometimes this will be covert. While Blanchard uses the word pressure, I prefer to think of it in terms of leadership role. The leader must remind people that there is a new course, and that the new course will remain. Coaching towards the new ways is also important. Conclusion It is important for leaders to anticipate and respond to employee concerns and feelings, whether they are expressed in terms of practical issues, or emotional responses. When planning for, and anticipating change, include a detailed reaction analysis. Try to identify the kinds of reactions and questions that employees will have, and prepare your responses. Remember that the success of any change rests with the ability of the leaders to address both the emotional and practical issues, in that order. 1 The seven dynamics of change in bold were taken from an article by Ken Blanchard, and published in The Inside Guide, Oct., 1992. Commentary on each of the principles was written by the Editor of The Public Sector Manager. matrimonial