Don’t Feed the Animals

Tima Vlasto
ISBN 960-88175-0-1

Illustrated Children’s Books and a Developing Brain

It is well documented that between the ages of 6 and 12 there is quite a significant development in the neuronal interconnections between the frontal lobes of the brain and the limbic system, as well as connections between the two hemispheres of the brain in children. This is why educators emphasize the importance of taking advantage of this period of development. There is also a major neurological shift at age 5-7 where the frontal lobes achieve dominance and children can begin to exert emotional self-control and behavioral self-control. From 6-12, thinking in language becomes habitual and the ability to reflect and plan develops. Also, the ability to consider multiple consequences of their actions and the ability to have multiple perspectives develops.

But just because there is greater myelination in the frontal lobes during those ages it doesn’t necessarily mean that the neuronal structures will develop. Many factors: environmental or otherwise influence if a child will develop a neuronal structure necessary to control their actions.

One of the major premises of education is the development of the use of these frontal lobes of the brain. It is in the frontal lobes of the brain where ones reasoning ability, emotional control, ability to determine right from wrong and self-control reside. John Dewey, in his Book Experience and Education (1938) said, “The ideal aim of education is the creation of the power of self-control…the power of self-control is the power to assert oneself in a positive way.”

It is during these formative, sensitive years that neuronal paths can be laid down, that promote positive coping abilities and the maintenance of a sense of self in the face of stressful and difficult circumstance. It is during these years that a sense of self- esteem can be permanently imprinted on the brain.

Many studies have been conducted that show that raising self-esteem leads to achievement of higher academic results and fewer behavioral problems in school.

Children’s Books as Tools for Higher Mind Development

Educators use many techniques to create these connections and help children learn. Not only are there connections between the limbic system and the frontal lobes that must develop but also connections between the two hemispheres of the brain. The right brain, which receives the experience as an event (as a picture or emotion) and the left brain that can use language to explain the event and express itself. The information from the two sides of the brain is then sent to the frontal lobe for processing.

Many children are known to have an emotional reaction such as anger and when asked what they are feeling, can’t verbally express what they are feeling; they aren’t aware of the feeling because they can’t “name” it. If they can’t name it and become aware of it, the information never reaches the frontal lobes for processing and the child remains in the reactive patterns of the limbic system.

It is one thing to teach children how to “name” objects and remember events, to learn math equations and languages, but self-control, controlling ones emotions and thoughts are the processes of the highest centers of our brains and can only be accomplished by training this awareness or rather "naming" the feeling. This is only recently being taught in schools.

Some educators use interactive computer programs or pictures and cards to help children become capable of “naming” their emotions. Much of psychology's value to us is based on making one aware not only of emotion but also thought patterns. Behavioral psychology’s entire premise is to reprogram and study these unwanted and negative emotional and thought patterns.

Don’t Feed the Animals as Tools for Developing New Thought and Behavior Patterns in the Brain

Don’t Feed the Animals is a very special children’s book. All illustrated children’s books are geared to entice both hemispheres of the brain, the pictures the right side and the words the left. The action of the story and situation and resolution all contribute to build new neural structures in the frontal lobes for reflective thought. Though most fairy tales do this in a subtle way, coaxing the young mind through interesting characters and plot lines to gain knowledge. Don’t Feed the Animals uses a less subtle approach.

Safe Space

The simple story line of the adventure and experiences of this young girl in a mysterious zoo entices the child to enter into what appears at first as a familiar space. This sets a “safe environment” for the child to explore their subtle thought process.

Challenges

While visiting the “Zoo of Life” she goes through “The Road of Obstacles”, “The People’s Place”, “The Mountain of Challenges” and “The Sea of Feelings”. These reflect the physical challenges children face (the road of obstacles), the social challenges (the influences of other people and their environment), their inner challenges to grow and improve and express a sense of self (The mountain of challenges) and finally confronting their feelings (The Sea of Feelings).

The Power of Thought and the Subconscious

While confronting her first challenge on "The Road of Obstacles," the author illustrates how the young girls negative thought transforms into an imaginary animal that grabs onto her leg (revealing how a thought (something not physical) could restrict her physical movement). The animal stays attached to her through her next challenge, showing how even when we think a thought has passed, it still can affect us and drags us down subconsciously even after the event is over.

The young girl having forgotten the first animal is distracted by the pleasure of an ice cream. But the ice cream falls from the cone and she thinks another negative thought, and another animal is formed and grabs her.

The Clues and Attention to the Environment

Throughout the book there are signs and images that make the statement: “Don’t Feed the Animals”, as the story progresses, the sign gets larger and more obvious. The child sees this sign subconsciously throughout the book. This encourages the child to look for “answers” and clues to what is happening to them in their lives around them, all the time. By the middle of the book, the clues become obvious and facilitate the awareness that no matter how restrictive a situation may be, if one stays alert and observes their environment; if they stay present, alternative solutions are available.

Validation of Correct Perception of Environmental Influences

The young girl proceeds to the “The People’s Place” and realizes she can observe other people's thoughts. The purpose of this scene was to validate a child’s sensitivity to other people’s thoughts and emotions. Sensitive children clearly pick up other people’s emotions and thoughts, but either don’t have the left brain ability to verbalize what they sense or when they have the ability to express it, their elders or peers may verbally reject their observation for various reasons and create confusion in the child’s mind.

Maintaining Individuality

As the girl continues on her journey, she realizes that the people’s thoughts followed her. This scene illustrates how our minds are affected by all the people we encounter. This will help the child make the distinction between his or her thoughts processes and those of others.

How Accumulative Trauma Influences Capability to Respond to Present Challengess

At the “Mountain of Challenges” the girls sees her goal. But she realizes that reaching it is slowly becoming difficult because of the weight of these “thought-animals”. This leads her to create another negative thought of “life’s a struggle” but all because she previously let the other negative thoughts weigh her down. Here a child will realize that sometimes we can’t accomplish what we want to do, not because we are incapable, but because we are weighed down by doubts, fears and discouragement.

Unsuccessful Coping Strategies

Finally, she reaches the “Sea of Feelings”, at this point she isn’t feeling very well and is much burdened, but she sees a boy who can be her friend. The author wanted to show how at times, when we are down, we think a friend or company will help us. Needing someone to distract oneself or feel better about one's self is completely different from feeling good about oneself and wanting to share with another. Here the author wanted the child to become aware of the difference. The boy leaves and she thinks, “no one loves her”. Abandonment and the resulting separation anxiety are two of the primary emotions children encounter in the beginning of their lives (the separation from the mother at birth, when going to school for the first time, etc...). The girl finally has to confront the most basic of all fears and negative emotion, abandonment, lack of approval, rejection, and loneliness.

Awareness of Feelings

Finally she dives into the water. This image portrays how when one can dive into their feelings and finally “name” them, become aware of them, the emotion will lead to the thought or belief that caused the feeling in the first place.

Changing Thought Patterns and Behavior Modification

The girl finally sees the sign and realizes that her negative thoughts become animals and decides to think happy thoughts. Though changing thought patterns in the brain isn’t as easy as thinking one happy thought, (as many repetitive negative thoughts created the pattern in the first place, just as many positive thoughts may be needed to replace or rather create a new pattern in the brain), here at least the child realizes it is POSSIBLE to change one’s thinking, it is within their power. This ability to control their reaction to experience, gifts the child with one of the most satisfying senses of self-control, which will eventually lead to a sense of self-esteem.

Repetition as a Tool

She repeats a positive phrase while passing back through each of the scenes. One by one the animals let go and girl in the end is full of joy and empowered. She realizes that she “is wonderful”, that “life is a breeze”, that it was “all in her mind”, that she “can have fun and enjoy” and that she “can do it” only if she “doesn’t feed the animals” (her negative thoughts). The repetitive nature and rhythm of the second half of the book is to instill this new thought process, at least to lay down an initial path in the brain. Like a tractor in a cornfield that with each passing clears a larger and larger area, the brain’s neuronal pathways get wider and let more information pass as the same positive thoughts are repeated.

Understanding That What Appears Negative May Actually Be a Growth Experience

The animals write a short note at the end reminding the child of how, as negative thoughts get bigger and bigger, life appears not so wonderful, but if they think positively life becomes joyful. Here’s the author wanted the child to realize that even the “animals” which were apparently "negative" played a positive “role” by helping her gain understanding. The purpose of this note will help children understand that their negative thoughts aren’t something bad (as the animals aren’t bad), they are information (or players in life), but they aren’t the only response to a situation, and that there is CHOICE. And this short note from the animals in some way communicates the same message as Shakespeare’s famous quote, “all the life’s a stage and we are merely players”. Just as children dress up as pirates and princess and make believe, our roles in life are the same and our negative thoughts just another player in the “zoo of life”.

Keywords and Memory Retrieval

The title of the book Don’t Feed the Animals can be used as a “keyword” for memory retrieval, so that every time the child is facing an upsetting situation, the catchwords “Don’t Feed the Animals” can spark the memory of having the ability to change one’s thoughts. Thus, progressively when facing difficult situations that create negative thoughts and emotions, the child can repeat “Don’t Feed the Animals” and repeatedly create a stronger new neuronal pathway of self-control, self-esteem and self-empowerment under any situation.

The Book as a Doll

The cover of the book was purposely chosen to show the girls face only. Though not traditionally what children’s book marketers consider saleable, the purpose was for the book serve in the function of doll for the child. Dolls as toys not only comfort children, but also inspire their creativity. Children strike up conversations with their dolls and develop communication skills and their imagination. By creating this book/doll, younger children who cannot read and who have been read the book can also make use of the book by referring to the pictures and dialoging with the girl on the cover. Some parents and teachers responded that the child took the book with them when facing a difficult or fearful situation as they would a teddy bear or favorite toy.

Alternatives to Anti-depressants

Our culture is progressively trying to find fast and easy ways of controlling the thoughts, emotions and behavior of their children by prescribing drugs like Ritalin (for children with ADHD) and Prozac (every year there is a 50 percent increase in prescriptions of the drug for children under 18 even though this drug is unapproved for those ages). Arianna Huffington said, “If we teach our children that pills will make them feel better, how can we tell them not to try a joint or a few drinks to lift their spirits”.

These drugs were initially only temporary solutions until the effects of therapy and behavior modification helped the child.

A book like Don’t Feed the Animals helps create a healthy mindset. It reminds children from a young age that they have an amazing power within them, the power to choose their thoughts, emotions and the way they will respond to the various situations of their lives.

Don’t Feed the Animals gives a child back control of their precious mind; a mind that as educators we spend our lives devoted to developing.