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The system of phrases

Neurolinguistic programming for children

Neurolinguistic programming consists of one of the most innovative personal development systems, dedicated to the study of mental patterns and processes used by the brain to code information, identify the differences that produce greater success within society and an improvement in interpersonal relations.


It consists of a series of techniques and tactics designed to achieve improved performance, some of which are currently used by the best sportsmen and women in the world.


The system of phrases consists in a simple and effective model, based on neurolinguistic programming techniques, to elevate the level of self-esteem and motivation in our children.


Our thoughts are made up of words, which determine and define the world around us, and these words travel to our brain through neurons to create what is called a programme or pattern.


The repetition of certain words converts a simple message into a (neuronal) message, and once learnt produces emotions which guide our behaviour and our reactions.


The system of phrases creates learning patterns aimed at improvement in different facets of our children’s lives, such as family, friends, the class environment and teachers, daily attitude and attitude in the face of any objective presented, supporting their personal development.


The exercises are divided into three models depending on the child’s age and should be undertaken during a consecutive period of at least 21 days, which is the time deemed by experts as required to create and guarantee the new neuronal connections and synapses generated through learning.

Stage from 3 to 7 years of age,

  • At this age is when infant thought starts to become internalised, and to adopt representative forms such as imitation, symbolic play and mental image, as well as the quick development of spoken language.
  • For this age range, the system consists of a series of symbols that the child, with the help of an adult, will learn to associate with certain words.

Stage from 7 to 11 years of age,

  • In this phase, our child is capable of mentally retaining two or more variables and can mentally reverse or return to a process undertaken, as well as think about objects that are physically absent, relying on images of past experiences.
  • At this time, when his/her brain begins to develop more, our system proposes an exercise to be undertaken individually by the child (preferably in front of a mirror), to help improve their self-esteem and motivation.

Stage from 12 years of age onwards,

  • From this period on, the child is characterised by the ability to think beyond reality, being able to undertake mental operations about the possible and the hypothetical, the future and the present, and is able to fully understand and appreciate the use of metaphors, literary criticism and get involved in discussions on philosophy, beliefs and values, which deal with abstract concepts.
  • In this case the system of phrases is more advanced in relation to vocabulary, concepts and learning, simultaneously including the possibility of introducing phrases created by the child him or herself in relation to aspects that he or she wants to improve.
  • It is very important to convey at all times to our children the objective and the importance of these exercises for their personal development.
  • The product also offers us the opportunity to participate with them in this experience, creating our own phrases and applying the system to ourselves; with this being a recommended activity as it will provide us with firsthand knowledge of its effectiveness and serve as an example to younger ones.

 

Exercises to improve self-esteem
First stage

  • Exercise for children from 3 to 7 years of age, must be undertaken with an adult.
  • The objective of this exercise is for the child to relate each symbol to its corresponding message and identify it with an attitude and feeling.
  • It should be undertaken at the same time in the afternoon and by way of questions, showing the child symbols so that he/she remembers their significance.

 

Symbols

1 2 3 4
I am handsome,
I am always
happy
I do things
better every day
I am good
and help around
the house
I like school
I like to learn
new things

 

Second stage

  • Exercise for children from 7 to 12 years of age, must be undertaken individually by the child, at the same time in the afternoon.
  • The objective of this exercise is for our child to begin to use internal dialogue to help reinforce his or her self-esteem and learn to motivate him or herself.
  • It should be performed by the child alone, speaking out loud and without the presence of adults, preferably in front of a mirror (the product contains a sticker to be attached to the mirror).
  • It is important that our children learn the importance of this tool for improving their development, and how it can help them to have an attitude that will enable them to achieve any goal they set themselves.

 

 


I am handsome and I am always happy
I love my family very much,
And help at all times
I like to go to school and I like to learn,
I like to play and I like to read,
I love my friends and my teachers,
I listen and learn to be the best I can be.
If something doesn’t work out first time,
Or second or third time,
I will keep trying until I achieve it,
And my parents are very happy with me

Third stage

  • Exercises for 12 years of age and onwards, must be performed individually by the child, at the same time in the afternoon and can also be repeated at different times throughout the day.
  • The objective of this exercise is for the child to learn to use the tool to improve certain aspects of the way they are and they way they behave in certain circumstances.
  • A series of phrases are proposed to boost certain attitudes and ways of thinking, and the child is invited to create new phrases, with the help of his or her parents, about aspects he or she feels need improvement.
  • It should be performed by the child alone, speaking out loud and without the presence of adults, preferably in front of a mirror. It is important to supervise and help the child with the creation of his/her new phrases.

 


 

I am handsome, happy and very positive,
I love my family very much and my friends too
I like to learn new things every day,
I like to go to school and improve every day
I like to read and study,
I like to play sports and to play,
If something doesn’t work out first time,
I won’t be discouraged,
I will keep in trying until I achieve it.
I am the best in the world at keep trying.

 
 

 

 

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