Understanding the Energetic Development
There are plenty of books that explain the physical and psychological development of children. While this information is necessary and helpful it is also important to understand the energetic development of a child. Now more than ever is it important for parents to understand that what they say and what they do affects the child not only physically and psychologically but also energetically. To keep the children as clear of karmic imprints as possible is the upmost importance at this time of the earth’s changes. Children are coming in with a purpose and to keep them as clear as possible will help them to stay in line with their purpose.
When a child is conceived the Karmic Imprints of the parents and their ancestral lineage is transferred to the child. The developing child also feels everything that the mother feels and creates imprints throughout the pregnancy. So if the mother is an alcoholic or a drug addict, the child is affected physically as well as energetically. Similarly, the unborn child is affected energetically from the emotions of the mother throughout the pregnancy. So if for example, the mother does not want the child for whatever reason, the unborn fetus knows this and corresponding energetic karmic imprints are created. Further imprints are created during the birthing process. If the mother is given drugs to help with the pain, that affects the child, the trauma of birth creates many imprints and the trauma after the birth creates many more imprints. Forced breathing, being away from the mother, and painful cream in the eyes, not to mention procedures such as circumsion to give a few examples. The medical community claims that the infant is too young to remember the excruciating pain and from a physical memory standpoint yes but it is remembered from an energetic standpoint. The trauma is recorded and it does affect the child.
To order a Karmic Clearing for a new born or a young child.
Mid Pregnancy to 12 months after birth and peaking 4-5months.
Relates to formation of physical body and takes place during prenatal development and infancy. The infant’s developmental task is to learn how to operate the body; how to suck, eat, digest, grasp, sit, crawl, stand, walk and manipulate objects – in general, to deal with the physical world and the challenging force of gravity. These tasks are incredibly demanding and occupy the bulk of consciousness throughout the first year. Consciousness in the infant is focused internally with little awareness of the outside world.
6 Months to 2 years and peaking at 12 to 18 months.
The second chakra which is typified by duality, sensation, feeling and mobility, comes into conscious attention at about six months when visual acuity allows the child to focus on outside objects and gain a wider visual perspective. A noticeable state of alertness occurs when the child sits up and for the first time becomes aware of things out of immediate range. As the child learns to crawl and walk, he develops the ability to move away from mother and experience brief episodes of independence as the child explores, he experiences his first distinctions as binary choices – good or bad, pleasures and pain, closeness and distance, self and other. In this stage, these distinctions are felt rather than understood. At this point, the child is all need, sensation and desire. Needs want to be satisfied. Sensation gives way to desire. Needs and desires mark the motivation for locomotion- seeing something and moving toward it, merging with it. Prime communication is through emotion which hopefully is responded to in a caring and meaningful way. This stage focuses on formation of an emotional identity which is mainly interested in self-gratification.
18 Months to approximately 4 years.
Chakra 3 begins with the period of attempted autonomy that occurs with the “terrible twos” also known as the willful stage. The child has now successfully “hatched” from the mother, and is secure enough in this separateness to want to experiment with his own volition. The development of language allows the child to conceive of time in terms of cause and effect. This realization makes it possible to begin controlling impulses and delaying gratification. If I eat my vegetables, I will get dessert. Here the unconscious instinctual states of the lower two chakras start to come under conscious control, signaling the emergence of the conscious self and the awakening of the ego. The child is naturally self centered and wishes to establish a sense of personhood, power, and the ability to self create and self define. He is aware of himself as a separate entity and is now focused on power dynamics through exploration and development of his personal will. The important achievement here is a sense of autonomy and will, balanced harmoniously with the will of others. Breaking the child’s will is extremely damaging, as is allowing the child an excessive sense of control without setting limits. This is the formation of a personal ego identity, mainly focused on self-definition.
4 to 7 years
Chakra 4 develops as one leaves the stubborn egocentricity of the third chakra and begins to show interest in relationships outside of the primary ones with mother and father. This does not mean that the heart has not already been open, as any parent of a toddler will attest. In earlier phases, the heart is open but not intelligent, being unconscious of its loving. As chakra 4 awakens, loving becomes more conscious, meaning that behaviors are consciously adapted to gain or express love. The autonomy developed in chakra 3 forms a foundation for relationships with others. Relationships within the family provide the child’s first model of how to form her own relationships. The child now internalizes these family relationships and begins to have playmates her own age. The nature of any of these relationships greatly affects the child’s self-esteem, and for this reason, rejection or loss can be particularly damaging at this stage. The world of the family is the social foundation for entering the larger world of school or day care. Conceptual thinking makes it possible to perceive the world as a complex set of relationships, and learning these relationships is the dominant task at hand. “Why does the fire make it warm?” “Why does Susie’s mommy drive a different car?” Learning how things relate to each other is the main focus of consciousness at this stage. This stage heralds the formation of our relationships programs and our social identity. The successful formation of a healthy social identity rests on self-acceptance, which simultaneously allows for the acceptance of others.
7 to 12 years
This is the stage of creative expression. Once the social identity is developed and one understands basic relationships between Self and world, a period of personal creativity unfolds. If preceding stages have gone well, then the child has a solid sense of self, and is filled up energetically and emotionally. Now there is a desire to move that energy forward into creativity, into the act of giving something back, of making one’s own offering to the world. The ability to make this offer and be appreciated for its essential for maintaining ego strength. The child’s thinking now operates on a more symbolic level, allowing creativity and more abstract thinking where resolution results in a sense of competence. This is a period of expansion, experimentation, and creativity. For this reason it is important to support the child’s natural curiosity and creativity. It is also important to model healthy forms of communication. This is the formation of a creative identity, with the important property of self-expression.
Adolescence
This awakening of this chakra requires an ability to recognize patterns and apply them to life decisions. This is where imagination helps the child develop his symbolic conception of the world. For adolescents, it marks a period of re-examining their social identity – this making it a more conscious choice, whereas the fourth chakra social identity is largely created in unconscious reaction to family dynamics. There may be a dawning interest in spiritual matters, mythology, or symbolism, whether through music, lyrics, popular movie icons, or the latest fashion at school. When allowed to mature, this leads to the formation of archetypal identity, whose interest is self-reflection.
Early Adulthood and beyond
The 7th Chakra is related to the pursuit of knowledge, the formation of a worldview, and the awakening of spiritual pursuits. Each new piece of information is filtered through the developing worldview which is a constantly changing structure, forming the basis of all future behavior. The 7th Chakra is largely concerned with the search for meaning – asking questions about the nature of life, the universe, and the Self within. This leads to the formation of a universal identity, which is found at the core of the awakened Self through self-knowledge.
To clear the new born or young child of occupants from the chakra system order an auric clearing
How Words Affect All Children
If one observes children who are two or three years old, if you see how they behave, they are playing all the time. You see them laughing all the time. Their imagination is so powerful, and the way they dream is an adventure of exploration. When something is wrong they react and defend themselves, but then they just let go and turn their attention to the moment again, to play again, to explore and have fun again. They are living in the moment. They are not ashamed of the past; they are not worried about the future. Little children express what they feel, and they are not afraid to love. The happiest moments in our lives are when we are playing just like children, when we are singing and dancing, when we are exploring and creating just for fun. It is wonderful when we behave like a child because this is the normal human mind, the normal human tendency. As children, we are innocent and it is natural for us to express love. But what has happened to us? What has happened to the whole world?
The problem is the program, the information we have stored in our mind. We teach children a language, how to read, how to behave, how to dream. We domesticate humans the same way we domesticate a dog or any other animal; with punishment and reward. What we call education is nothing but domestication of the human being. We teach children to be afraid of punishment, but later they learn to be afraid of not getting the reward, of not being good enough for Mom or Dad, sibling or teacher. The need to be accepted is born. Before this the child does not care whether they are accepted or not, people’s opinions are not important. They are not important because children just want to play and live in the present. The fear of not getting the reward becomes the fear of rejection. The fear of not being good enough for someone else is what makes the child change, what makes the child create an image. Then the child is forced to project that image according to what the parent, teacher, religious figure etc. wants them to be to be accepted and get the reward. Children learn to pretend to be what they are not and practice trying to be someone else just to be good enough. They practice and practice and they have mastered how to be what they are not. They forget who they really are they live in the image of who they are around; Mom and Dad, teacher, religious figure, sports coach etc. The child soon lives many images according to the different groups of people they associate with. This process continues into and throughout adulthood in most cases.
The following items are Coming Soon!!
Indigo Children
Crystal Children
Star Children
