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Enabling | Stimulating | Revolutionary
Family Graffiti is parenting, but smarter. Our aim is to make child
psychology accessible to all parents.
We believe knowledge is power, you’ll get real results once you understand
what causes your child’s behaviours in the first place.
Through a series of online workshops
and an on-demand searchable library of
parenting guides, we will teach you the
psychology behind your child’s
behaviours and empower you with the
parenting know-how to make a real
difference to your child behaviours right
from day 1.
The cognition process
All of Family Graffiti’s parental teaching
will work using what the child already
has; a cognition process. By using the
natural phenomenon that is the developing child’s mind, we should work
our way systematically through every stage of the mind process to create
an advantage that is proven to:
enable deeper learning and higher achievement
create better recall of learning
develop high order reasoning and problem-solving skills
prove to the child that learning can be fun.
What is Cognition?
Cognition is what our mind recalls from when we last faced a situation. This
thought automatically believes that ‘this’ will happen again, this is how it
makes me feel and how I should react. Basically, Cognitive means the
mental processes involved in our thinking. Whatever our mind includes in
its logical working process, including dreams, memories, images, thoughts
and attention. It is a ‘process’, it happens one step after another.

It's a powerful gift: Having the
ability to think before you act.
The cognitive process:
Receive information (learning: hearing, seeing, touching, sensing, tasting)
Retain information (stored, indexed to previous events and ready for recall)
Recall information (how we think, when an event re-occurs)
Reacting to this information (how we behave, because of this thinking)
A practical definition of cognition would be the process by which we learn,
think, feel & understand. This process determines how we should react (behave)
in a given situation.
What is behaviour?
Behaviour, therefore, is a reaction. We combine our thoughts and feelings
about a current action or an upcoming event then we act on them. Adults can
weigh up and consider the outcome or consequence of behaviour, but children
have limited ability to do this.
Cognitive Behaviour refers to everything that we do, and can be both ‘good’
or ‘bad’ (although we prefer wanted or unwanted. This includes what we say,
how we try to solve problems, how we react and also how we avoid certain
situations. Behaviour refers to both action and inaction, when referring to a
given situation. It is fashioned by our thinking process, rather than by an
inherent need to be naughty or shy or unhappy.
Weighing up the consequence and outcome of our behaviours is called
cognitive reasoning, and this is a skill that children learn from watching and
interpreting the world around them (especially you – their parent).
Morris xx

The cognitive process
Receive
Retain
Recall
The starting point for all learning
7% verbal, 93% witnessed
Processing ability / speed input
Good messages in: ensure good messages out
Message memory store
Compartmentalised correctly or confused
Cognitive dysfunction and cognitive thinkers
Usually where cognition starts going wrong
With associated feelings
Our perception of what may happen: Anxiety
How to achieve goals, influences compliance
Processing ability / speed output
Reactions to cognitive processing
All behavioural responses are created within this mechanism of the
cognitive process often to hide frustrations, confusions, anxieties or
poor communicative skills etc.
Poor cognitive reactions can usually be changed by refocusing this
cognitive process by putting new messages in to replace the old.
Autistic and concrete thinkers are usually geniuses with facts, precision
and routine, but are hampered in-part by a disorientated linkage
between each process stage and feelings are usually not influential in
their reactions. Keep communication short and factual.

Planting new seeds and feeding cognition
Cognition
Feelings
The cognitive process is a function created
pre-birth.
It receives, records and retains all incoming
messages (information).
It retains all information as 'factual'.
It recalls these memories when accessed.
It can develop as a 'fact' from a 'seed'
planted during early years learning.
It can be replanted with an
alternative 'seed' of truth to
refocus a new fact.
Feelings are very powerful.
Feelings develop later than cognition.
Feelings are ever evolving / changeable.
Expressed emotions can be misleading.
Linking the 'true child needs' to the
emotional display is 'key' to our parenting
response and our cognitive empathy.
Use what
They have
Behaviour
All children are born with a functioning
cognitive process and with auto recording.
It is their natural born instinct to learn.
Most of what they learn is via mimicking.
The cognitive process can be disrupted or
dysfunctional because of many factors.
'Old' learning can be replaced with 'new'.
Don't challenge... repair instead
Reactions are a mix of our thought process
and any associated feelings.
It may not be true but it sure feels real.
Reactions are what others usually see and
witness / recognise as 'behaviour'.
All reactions are a 'learnt behaviour' and
can be 're-learnt' to have different
outcomes and provide the child with coping
skills.