Children learn from their experiences, which are mediated to them through their senses of hearing, feeling, touching, seeing, smelling; and especially through information that seems important to them at the time. All experiences have potential for being recorded, thus children’s brains record all the good things that have happened and all of the bad things. We refer to balance as the measure of importance the child gives to each experience. This capacity underlies the child’s world view for good and bad. Whether the lessons of life are good or bad is immaterial. The child learns from both possibilities.

As an experience has happened, the brain has recorded that experience. We can add to an experience, but we can’t subtract from it.

If a child is traumatized we may then help them rebalance their experience through introducing new experiences, even though we can’t undo the past. An experience happened, the brain had the experience, and by its very nature, the brain recorded the event as occurring.

As we know, the brain prunes some experiences as they are not repeated, and other experiences are laid down, in what appear to be, permanent tracks. As the brain refines itself developmentally, it values some tracks over others, while some tracks may eventually be lost.

The science of this is expressed in a phenomenon. If you cover a cat’s eyes for the first nine days of its life, the cat is blind even though the seeing mechanism in the cat’s brain is intact. Since the cat has not had an opportunity to use its visual neural tracks, the tracks are unavailable and are not laid down.