the digital gene what is that this talk has nothing to do with what you’ll find
has nothing to do with what you’ll find
has nothing to do with what you’ll find if you google the term and it has
if you google the term and it has
if you google the term and it has nothing to do with genetics so if that’s
nothing to do with genetics so if that’s
nothing to do with genetics so if that’s what you wanted my sincere apologies
what you wanted my sincere apologies
what you wanted my sincere apologies that that’s not what you’re going to get
that that’s not what you’re going to get
that that’s not what you’re going to get I first heard this term the digital gene
I first heard this term the digital gene
I first heard this term the digital gene a couple of years ago this one from the
a couple of years ago this one from the
a couple of years ago this one from the children’s media industry said quite off
children’s media industry said quite off
children’s media industry said quite off hand well kids are born with a digital
hand well kids are born with a digital
hand well kids are born with a digital gene now and it really took me aback
gene now and it really took me aback
gene now and it really took me aback because my interest is children from
because my interest is children from
because my interest is children from birth actually pre birth to age 6 and
birth actually pre birth to age 6 and
birth actually pre birth to age 6 and see this framing of their lives was was
see this framing of their lives was was
see this framing of their lives was was shocking but what I’ve seen is that this
shocking but what I’ve seen is that this
shocking but what I’ve seen is that this term the digital gene is part of a
term the digital gene is part of a
term the digital gene is part of a larger narrative media centric mythology
larger narrative media centric mythology
larger narrative media centric mythology if you will that goes like this children
if you will that goes like this children
if you will that goes like this children are born with the digital gene the
are born with the digital gene the
are born with the digital gene the digital natives we have to prepare them
digital natives we have to prepare them
digital natives we have to prepare them for a digital world a digital future a
for a digital world a digital future a
for a digital world a digital future a digital landscape and therefore it’s
digital landscape and therefore it’s
digital landscape and therefore it’s assumed that they will have digital
assumed that they will have digital
assumed that they will have digital media from the very beginning and they
media from the very beginning and they
media from the very beginning and they might even need to have digital media
might even need to have digital media
might even need to have digital media from the very beginning now I do get it
from the very beginning now I do get it
from the very beginning now I do get it children seem to just pick up these
children seem to just pick up these
children seem to just pick up these devices and and they do seem to know
devices and and they do seem to know
devices and and they do seem to know right away how to use them that’s true
right away how to use them that’s true
right away how to use them that’s true and it’s just as natural for my daughter
and it’s just as natural for my daughter
and it’s just as natural for my daughter to go to YouTube to find out how to do
to go to YouTube to find out how to do
to go to YouTube to find out how to do something with her daughter as it was
something with her daughter as it was
something with her daughter as it was for me to go to my mother’s almanac 30
for me to go to my mother’s almanac 30
for me to go to my mother’s almanac 30 years ago with her and find out how to
years ago with her and find out how to
years ago with her and find out how to do something we do need to be
do something we do need to be
do something we do need to be comfortable literate participants in the
comfortable literate participants in the
comfortable literate participants in the technologies of our time I even advocate
technologies of our time I even advocate
technologies of our time I even advocate for children learning coding as part of
for children learning coding as part of
for children learning coding as part of media literacy education however
there is something more than that
there is something more than that narrative there’s something more human
narrative there’s something more human
narrative there’s something more human centric and it goes like this we are in
centric and it goes like this we are in
centric and it goes like this we are in fact living breathing thinking feeling
fact living breathing thinking feeling
fact living breathing thinking feeling embodied humans on a living breathing
embodied humans on a living breathing
embodied humans on a living breathing planet and the future is by definition
planet and the future is by definition
planet and the future is by definition unknown so the faculty that we all need
unknown so the faculty that we all need
unknown so the faculty that we all need and that we need to help our children
and that we need to help our children
and that we need to help our children develop to navigate that future and to
develop to navigate that future and to
develop to navigate that future and to take advantage of all the learning no
take advantage of all the learning no
take advantage of all the learning no matter what form it takes is attention
now dr. Michael Posner who’s a
now dr. Michael Posner who’s a developmental psychologist says that
developmental psychologist says that
developmental psychologist says that attention is like an organ system in the
attention is like an organ system in the
attention is like an organ system in the body much like respiration and
body much like respiration and
body much like respiration and circulation and its structure is
circulation and its structure is
circulation and its structure is neurological so when we’re looking at
neurological so when we’re looking at
neurological so when we’re looking at developing attention that basic
developing attention that basic
developing attention that basic neurological foundation the forming of
neurological foundation the forming of
neurological foundation the forming of the structure in the first years six
the structure in the first years six
the structure in the first years six years of life is vital because in that
years of life is vital because in that
years of life is vital because in that six years there is more dynamic neural
six years there is more dynamic neural
six years there is more dynamic neural connection Bob pointed to that those
connection Bob pointed to that those
connection Bob pointed to that those early impressions that at any other time
early impressions that at any other time
early impressions that at any other time in life there are other very dynamic
in life there are other very dynamic
in life there are other very dynamic times adolescence but this is where
times adolescence but this is where
times adolescence but this is where basic worldview is formed in these
basic worldview is formed in these
basic worldview is formed in these neural connections that connect in a
neural connections that connect in a
neural connections that connect in a kind of a dance between our genetic
kind of a dance between our genetic
kind of a dance between our genetic predispositions and our environment so
predispositions and our environment so
predispositions and our environment so if in fact attention depends on healthy
if in fact attention depends on healthy
if in fact attention depends on healthy neurological development we need to look
neurological development we need to look
neurological development we need to look at some of the things that help that
at some of the things that help that
at some of the things that help that development in young children and I just
development in young children and I just
development in young children and I just want to point out a few of the things
want to point out a few of the things
want to point out a few of the things assuming that there is good nutrition
assuming that there is good nutrition
assuming that there is good nutrition good sleep good safe physical conditions
good sleep good safe physical conditions
good sleep good safe physical conditions the first is adult loving attention and
the first is adult loving attention and
the first is adult loving attention and there are sort of four components to
there are sort of four components to
there are sort of four components to that
that
that the first is that attention of an adult
the first is that attention of an adult
the first is that attention of an adult is like whether for a child they pick up
is like whether for a child they pick up
is like whether for a child they pick up on it directly and when an adult is not
on it directly and when an adult is not
on it directly and when an adult is not necessarily phoning in focusing in a
necessarily phoning in focusing in a
necessarily phoning in focusing in a very kind of way but has loving
very kind of way but has loving
very kind of way but has loving attention to achai it’s like sunshine if
attention to achai it’s like sunshine if
attention to achai it’s like sunshine if you’re sharing a task with a child
you’re sharing a task with a child
you’re sharing a task with a child they’re under a sort of common attention
they’re under a sort of common attention
they’re under a sort of common attention to something it’s like wow this is a
to something it’s like wow this is a
to something it’s like wow this is a good place to be the neurons will fire
good place to be the neurons will fire
good place to be the neurons will fire in a way that says the world is open
in a way that says the world is open
in a way that says the world is open this potential is abundance and the
this potential is abundance and the
this potential is abundance and the state of the adult models something for
state of the adult models something for
state of the adult models something for the child so if we’re centered if we’re
the child so if we’re centered if we’re
the child so if we’re centered if we’re even attempting to be centered the child
even attempting to be centered the child
even attempting to be centered the child sees that potential for themselves I
sees that potential for themselves I
sees that potential for themselves I have a friend who says that she
have a friend who says that she
have a friend who says that she remembers the first time she saw
remembers the first time she saw
remembers the first time she saw somebody actually just being simple and
somebody actually just being simple and
somebody actually just being simple and attentive to what they were doing and
attentive to what they were doing and
attentive to what they were doing and she recognized it as something she
she recognized it as something she
she recognized it as something she wanted and was possible for her as a
wanted and was possible for her as a
wanted and was possible for her as a young child and it was her grandmother
young child and it was her grandmother
young child and it was her grandmother stirring a pot of pasta sauce so these
stirring a pot of pasta sauce so these
stirring a pot of pasta sauce so these all of these elements are intertwined
all of these elements are intertwined
all of these elements are intertwined the state obviously and the this weather
the state obviously and the this weather
the state obviously and the this weather conditions are connected but the third
conditions are connected but the third
conditions are connected but the third thing is orientation children tend to
thing is orientation children tend to
thing is orientation children tend to orient toward what the adult is oriented
orient toward what the adult is oriented
orient toward what the adult is oriented toward and what the environment says is
toward and what the environment says is
toward and what the environment says is important I’m old enough to remember
important I’m old enough to remember
important I’m old enough to remember when there weren’t televisions in every
when there weren’t televisions in every
when there weren’t televisions in every home which would date me if nothing else
home which would date me if nothing else
home which would date me if nothing else did and the night that the television
did and the night that the television
did and the night that the television came into our home I was standing on the
came into our home I was standing on the
came into our home I was standing on the stairs looking down living room and I
stairs looking down living room and I
stairs looking down living room and I have such a visceral memory of all of
have such a visceral memory of all of
have such a visceral memory of all of the furniture moving to face the screen
the furniture moving to face the screen
the furniture moving to face the screen and recognizing that something had
and recognizing that something had
and recognizing that something had happened about whether we would be
happened about whether we would be
happened about whether we would be facing each other or facing this screen
facing each other or facing this screen
facing each other or facing this screen when we walk into the home or what seems
when we walk into the home or what seems
when we walk into the home or what seems to be the most important thing because
to be the most important thing because
to be the most important thing because of what’s what’s primary the other thing
of what’s what’s primary the other thing
of what’s what’s primary the other thing is now children you might wake up in
is now children you might wake up in
is now children you might wake up in sheets that have media figure
sheets that have media figure
sheets that have media figure just put on clothing that has logos so
just put on clothing that has logos so
just put on clothing that has logos so the question of orientation is is
the question of orientation is is
the question of orientation is is broader and more ubiquitous with them
broader and more ubiquitous with them
broader and more ubiquitous with them and because they’re in a state of trust
and because they’re in a state of trust
and because they’re in a state of trust the people who take care of them clothe
the people who take care of them clothe
the people who take care of them clothe them feed them are bringing those things
them feed them are bringing those things
them feed them are bringing those things they think they must be good for them it
they think they must be good for them it
they think they must be good for them it must be where they are supposed to be
must be where they are supposed to be
must be where they are supposed to be paying attention so it’s important to
paying attention so it’s important to
paying attention so it’s important to look at that and the fourth thing is
look at that and the fourth thing is
look at that and the fourth thing is vigilance because as parents we’re we’re
vigilance because as parents we’re we’re
vigilance because as parents we’re we’re always you know vigilant we’re trying to
always you know vigilant we’re trying to
always you know vigilant we’re trying to do our best and in terms of media there
do our best and in terms of media there
do our best and in terms of media there are a lot of resources about how to
are a lot of resources about how to
are a lot of resources about how to distinguish between educational media
distinguish between educational media
distinguish between educational media entertainment media advertising the
entertainment media advertising the
entertainment media advertising the American Academy of Pediatrics has very
American Academy of Pediatrics has very
American Academy of Pediatrics has very good resources on their website about
good resources on their website about
good resources on their website about media but the one point I’d like to make
media but the one point I’d like to make
media but the one point I’d like to make about that in terms of accessing
about that in terms of accessing
about that in terms of accessing resources and and trying to find
resources and and trying to find
resources and and trying to find information is that there are two kind
information is that there are two kind
information is that there are two kind of perspectives there’s one that puts
of perspectives there’s one that puts
of perspectives there’s one that puts children in the center of the question
children in the center of the question
children in the center of the question and development
and development
and development that’s like aap merit or Academy of
that’s like aap merit or Academy of
that’s like aap merit or Academy of Pediatrics and they see a whole
Pediatrics and they see a whole
Pediatrics and they see a whole constellation of things and then there
constellation of things and then there
constellation of things and then there are people who put children plus media
are people who put children plus media
are people who put children plus media as assumed in the middle of the question
as assumed in the middle of the question
as assumed in the middle of the question and they tend to be more from the
and they tend to be more from the
and they tend to be more from the communications aspect so they have
communications aspect so they have
communications aspect so they have different emphases they do different
different emphases they do different
different emphases they do different work and it’s important when you’re
work and it’s important when you’re
work and it’s important when you’re reading an article you know about
reading an article you know about
reading an article you know about something you know some sort of media is
something you know some sort of media is
something you know some sort of media is bad for your child or good for your
bad for your child or good for your
bad for your child or good for your child to look beyond the surface of the
child to look beyond the surface of the
child to look beyond the surface of the article and see what the perspective of
article and see what the perspective of
article and see what the perspective of the writer or the or the person who did
the writer or the or the person who did
the writer or the or the person who did the study is so the second thing I want
the study is so the second thing I want
the study is so the second thing I want to say about a talk about is the free
to say about a talk about is the free
to say about a talk about is the free play very important that children have
play very important that children have
play very important that children have the freedom to be exploring their Duren
the freedom to be exploring their Duren
the freedom to be exploring their Duren and we know this free play everybody
and we know this free play everybody
and we know this free play everybody knows is very good for children to play
knows is very good for children to play
knows is very good for children to play freely they learn a lot of social things
freely they learn a lot of social things
freely they learn a lot of social things there but people say well if digital
there but people say well if digital
there but people say well if digital media is part of the environment
media is part of the environment
media is part of the environment why wouldn’t we encourage children to
why wouldn’t we encourage children to
why wouldn’t we encourage children to explore or that and there’s a
explore or that and there’s a
explore or that and there’s a fundamental difference there because in
fundamental difference there because in
fundamental difference there because in free play the fun
free play the fun
free play the fun mental thing is it’s it’s open-ended and
mental thing is it’s it’s open-ended and
mental thing is it’s it’s open-ended and it self-initiated whereas with digital
it self-initiated whereas with digital
it self-initiated whereas with digital media tools apps there is only one
media tools apps there is only one
media tools apps there is only one prescribed way only the way it’s
prescribed way only the way it’s
prescribed way only the way it’s programmed it can only do that thing so
programmed it can only do that thing so
programmed it can only do that thing so it’s a very important distinction the
it’s a very important distinction the
it’s a very important distinction the other thing about manipulation and and
other thing about manipulation and and
other thing about manipulation and and relationship with the environment is
relationship with the environment is
relationship with the environment is it’s quiet leaving time where the child
it’s quiet leaving time where the child
it’s quiet leaving time where the child can just be quiet and observe the we
can just be quiet and observe the we
can just be quiet and observe the we give our children a tremendous gift when
give our children a tremendous gift when
give our children a tremendous gift when we allow time that just isn’t programmed
we allow time that just isn’t programmed
we allow time that just isn’t programmed where we’re not worried about them being
where we’re not worried about them being
where we’re not worried about them being entertained or engaged where they can
entertained or engaged where they can
entertained or engaged where they can just be observing and listening it’s a
just be observing and listening it’s a
just be observing and listening it’s a tremendous skill for one thing but this
tremendous skill for one thing but this
tremendous skill for one thing but this stillness is something that is very
stillness is something that is very
stillness is something that is very important for all of us in terms of
important for all of us in terms of
important for all of us in terms of attention and a sherry Turkle from MIT
attention and a sherry Turkle from MIT
attention and a sherry Turkle from MIT points out in her book alone together
points out in her book alone together
points out in her book alone together that if we don’t allow our children help
that if we don’t allow our children help
that if we don’t allow our children help them to know how to be alone
them to know how to be alone
them to know how to be alone they will only only be always be lonely
they will only only be always be lonely
they will only only be always be lonely because they’ll always be seeking
because they’ll always be seeking
because they’ll always be seeking connection so my undergraduate students
connection so my undergraduate students
connection so my undergraduate students are concerned about their younger
are concerned about their younger
are concerned about their younger siblings and relatives even though
siblings and relatives even though
siblings and relatives even though they’re only 9 or 10 years younger
they’re only 9 or 10 years younger
they’re only 9 or 10 years younger because they see this radical change in
because they see this radical change in
because they see this radical change in play and then this in this absence of
play and then this in this absence of
play and then this in this absence of any time that there isn’t connected so
any time that there isn’t connected so
any time that there isn’t connected so it’s an important issue the going on to
it’s an important issue the going on to
it’s an important issue the going on to narrative the very important part of
narrative the very important part of
narrative the very important part of neural development is stories stories
neural development is stories stories
neural development is stories stories use a lot of our neural connections so
use a lot of our neural connections so
use a lot of our neural connections so in the early years we all know that
in the early years we all know that
in the early years we all know that children love stories stories are hit
children love stories stories are hit
children love stories stories are hit down through the ages how we passed on
down through the ages how we passed on
down through the ages how we passed on culture and tradition and we are
culture and tradition and we are
culture and tradition and we are surrounded by popular culture stories
surrounded by popular culture stories
surrounded by popular culture stories and the through lines of popular culture
and the through lines of popular culture
and the through lines of popular culture stories are you can never look good
stories are you can never look good
stories are you can never look good enough you can never have enough stuff
enough you can never have enough stuff
enough you can never have enough stuff and violence is an acceptable way to
and violence is an acceptable way to
and violence is an acceptable way to solve conflict when the
solve conflict when the
solve conflict when the those narratives come with strong
those narratives come with strong
those narratives come with strong visuals it can be extremely overwhelming
visuals it can be extremely overwhelming
visuals it can be extremely overwhelming for a child one of the pivotal moments
for a child one of the pivotal moments
for a child one of the pivotal moments in my own work was years ago I I founded
in my own work was years ago I I founded
in my own work was years ago I I founded a craft center for children and we were
a craft center for children and we were
a craft center for children and we were making bread one day and we were sitting
making bread one day and we were sitting
making bread one day and we were sitting around and everybody had the dough and I
around and everybody had the dough and I
around and everybody had the dough and I looked up and I thought wow you know
looked up and I thought wow you know
looked up and I thought wow you know it’s been like four or five minutes
it’s been like four or five minutes
it’s been like four or five minutes we’ve all been quiet everybody’s just
we’ve all been quiet everybody’s just
we’ve all been quiet everybody’s just kneading the dough and my idea of heaven
kneading the dough and my idea of heaven
kneading the dough and my idea of heaven and and and it was like this is why I I
and and and it was like this is why I I
and and and it was like this is why I I started the center you know to have
started the center you know to have
started the center you know to have these opportunities this little girl
these opportunities this little girl
these opportunities this little girl next to me what up and said The Lion
next to me what up and said The Lion
next to me what up and said The Lion King video is too loud and uh what is
King video is too loud and uh what is
King video is too loud and uh what is this I thought maybe it’s on the street
this I thought maybe it’s on the street
this I thought maybe it’s on the street somebody has the music or something I
somebody has the music or something I
somebody has the music or something I said you know I don’t hear it she said
said you know I don’t hear it she said
said you know I don’t hear it she said it’s in my head and that was the moment
it’s in my head and that was the moment
it’s in my head and that was the moment that the idea the intellectual study of
that the idea the intellectual study of
that the idea the intellectual study of you know how these images are intruding
you know how these images are intruding
you know how these images are intruding on an imagination and attention became
on an imagination and attention became
on an imagination and attention became real and I knew I had to you know go
real and I knew I had to you know go
real and I knew I had to you know go work on this so all these things take
work on this so all these things take
work on this so all these things take time
time
time we can bring these strong tools of our
we can bring these strong tools of our
we can bring these strong tools of our own stories to our children and we have
own stories to our children and we have
own stories to our children and we have family stories we have the habit of at
family stories we have the habit of at
family stories we have the habit of at the end of the day exchanging how the
the end of the day exchanging how the
the end of the day exchanging how the day went and when we go back over
day went and when we go back over
day went and when we go back over vacations or trips to the park with a
vacations or trips to the park with a
vacations or trips to the park with a child and we say what we saw they say
child and we say what we saw they say
child and we say what we saw they say they saw narrative psychologists call
they saw narrative psychologists call
they saw narrative psychologists call that thickening a story and it really
that thickening a story and it really
that thickening a story and it really helps children with empathy because they
helps children with empathy because they
helps children with empathy because they see that there is actually more than one
see that there is actually more than one
see that there is actually more than one way to the same event happened and more
way to the same event happened and more
way to the same event happened and more different people had different
different people had different
different people had different depressions about it we have our family
depressions about it we have our family
depressions about it we have our family larger family stories maybe of
larger family stories maybe of
larger family stories maybe of immigration of whatever trials
immigration of whatever trials
immigration of whatever trials sufferings successes the family had and
sufferings successes the family had and
sufferings successes the family had and then we have our faith our humanists our
then we have our faith our humanists our
then we have our faith our humanists our ethnic stories of rich trove of stories
ethnic stories of rich trove of stories
ethnic stories of rich trove of stories to bring to children make them feel
to bring to children make them feel
to bring to children make them feel situated in the world Robin five –is–
situated in the world Robin five –is–
situated in the world Robin five –is– and her colleagues at Emory University
and her colleagues at Emory University
and her colleagues at Emory University did research on myth and ritual in
did research on myth and ritual in
did research on myth and ritual in American life and they found that
American life and they found that
American life and they found that lessons who know the family stories are
lessons who know the family stories are
lessons who know the family stories are exponentially more resilient in
exponentially more resilient in
exponentially more resilient in adolescence of drug use alcohol use
adolescence of drug use alcohol use
adolescence of drug use alcohol use truancy it makes a difference all these
truancy it makes a difference all these
truancy it makes a difference all these things take time
things take time
things take time and parents do not need guilt about not
and parents do not need guilt about not
and parents do not need guilt about not having time so the way that I appreciate
having time so the way that I appreciate
having time so the way that I appreciate framing the question about time is to
framing the question about time is to
framing the question about time is to look at what’s already there
look at what’s already there
look at what’s already there what pockets of time are already there
what pockets of time are already there
what pockets of time are already there going to and from places that can be
going to and from places that can be
going to and from places that can be repurposed and also you could change
repurposed and also you could change
repurposed and also you could change your schedule if you can which is great
your schedule if you can which is great
your schedule if you can which is great but maybe people can’t so they can see
but maybe people can’t so they can see
but maybe people can’t so they can see where they can find time and greetings
where they can find time and greetings
where they can find time and greetings and partings are very important for
and partings are very important for
and partings are very important for children the I hear from preschool
children the I hear from preschool
children the I hear from preschool teachers that very often children are
teachers that very often children are
teachers that very often children are excited at the end of the day they have
excited at the end of the day they have
excited at the end of the day they have a story to tell it’s drawing to show and
a story to tell it’s drawing to show and
a story to tell it’s drawing to show and the parents they’re there phone get your
the parents they’re there phone get your
the parents they’re there phone get your coat get your coat we don’t need guilt
coat get your coat we don’t need guilt
coat get your coat we don’t need guilt but we do need awareness and if we take
but we do need awareness and if we take
but we do need awareness and if we take a step back and we put relationship and
a step back and we put relationship and
a step back and we put relationship and healthy development in the center of the
healthy development in the center of the
healthy development in the center of the question popular culture and media can
question popular culture and media can
question popular culture and media can reorient and can actually serve us and
reorient and can actually serve us and
reorient and can actually serve us and we won’t be alone there’s a groundswell
we won’t be alone there’s a groundswell
we won’t be alone there’s a groundswell of people who are trying to find time
of people who are trying to find time
of people who are trying to find time for each other
for each other
for each other trying to find how to use digital media
trying to find how to use digital media
trying to find how to use digital media intentionally and not be so obsessed
intentionally and not be so obsessed
intentionally and not be so obsessed with it there we need to encourage each
with it there we need to encourage each
with it there we need to encourage each other to share ourselves our stories our
other to share ourselves our stories our
other to share ourselves our stories our time our attention with our young
time our attention with our young
time our attention with our young children because we’re laying the
children because we’re laying the
children because we’re laying the groundwork for maybe more difficult
groundwork for maybe more difficult
groundwork for maybe more difficult conversations that are going to come it
conversations that are going to come it
conversations that are going to come it will help in the future and it’s amazing
will help in the future and it’s amazing
will help in the future and it’s amazing that the kind of societal shift is
that the kind of societal shift is
that the kind of societal shift is happening the people in Silicon Valley
happening the people in Silicon Valley
happening the people in Silicon Valley according to an article in The New York
according to an article in The New York
according to an article in The New York Times a lot of them where they send
Times a lot of them where they send
Times a lot of them where they send their children Waldorf schools media
their children Waldorf schools media
their children Waldorf schools media free Waldorf schools
free Waldorf schools
free Waldorf schools Bill Gates kids didn’t have their their
Bill Gates kids didn’t have their their
Bill Gates kids didn’t have their their cell phones until they were 12 years old
cell phones until they were 12 years old
cell phones until they were 12 years old they know something because in fact
they know something because in fact
they know something because in fact if that myth is true if children do
if that myth is true if children do
if that myth is true if children do adapt these things so easily and so from
adapt these things so easily and so from
adapt these things so easily and so from the beginning what is the rush if it’s
the beginning what is the rush if it’s
the beginning what is the rush if it’s so important to have these sensory
so important to have these sensory
so important to have these sensory experiences to have healthy connection
experiences to have healthy connection
experiences to have healthy connection with family and narratives why not do
with family and narratives why not do
with family and narratives why not do that first it’s going to lay the
that first it’s going to lay the
that first it’s going to lay the groundwork for being able to use
groundwork for being able to use
groundwork for being able to use everything in life and to face the
everything in life and to face the
everything in life and to face the future which is unknown with agency and
future which is unknown with agency and
future which is unknown with agency and joy from my point of view that’s an
joy from my point of view that’s an
joy from my point of view that’s an investment worth making thank you
investment worth making thank you
investment worth making thank you [Applause]
”
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