Eden Training Solutions

The Childs Developing Mind

Bradley · October 25, 2022

About this course

Introduction

This course will provide the student with a basic understanding of the functions of the conscious and subconscious minds, as they apply to young children.

What you'll learn

To provide students

  • With a basic understanding of the functions of the conscious and subconscious minds, as they apply to young children.
  • With an understanding of negative programming and how that can affect children later in life.
  • With opportunities to develop resources/tools to support child safety in the road environment.

Conscious mind

  • Estimated that the conscious mind represents around 10-15% of the mind.
  • Controlled by the left side of the brain.
  • Applies Logic.
  • Always analyses and criticises.
  • Manages short-term memories.
  • Its language is verbal.
  • Has a sense of humour.
  • It acts as a guard to the subconscious!
  • Estimated that the subconscious represents around 80-85% of the mind.
  • Controlled by the right side of the brain.
  • Cannot analyse or criticise.
  • Takes every piece of information literally.
  • Cannot distinguish between pretend and real.
  • Has no sense of humour.
  • Its language is imagination (visual/Creativity)
  • Its main function is to protect the owner.
  • It runs all programs that it considers protective (life support)
  • Never forgets.
  • Lives in the now with no sense of time.

To learn more about what the industry is saying about this newly developed course…

Course Pricing

Apprenticeships

Free
  • 12-hour inc e-learning module and practical training
  • Free for all Eden Apprentices

Existing Customers

£ 60
00
+ VAT
  • 12-hour inc e-learning module and practical training
  • For existing Eden customers, that aren't apprentices.

New Customers

£ 90
00
+ VAT
  • 12-hour inc e-learning module and practical training
  • For new Eden customers.

Thank you, Alan, this has been very interesting and very useful with learning about how children process information and how we can support them with all the examples given, really makes you think about how we speak to children.

Jamie Marks

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