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WHY WOULD THIS BE
IMPORTANT FOR CHILDREN?

Children grow in environments that allow their minds and souls
to bend and stretch. The expression of the soul has not
adequately been addressed in the current educational mindset.
Often children today suffer a multitude of problems from a ridged
education structure that ignores their most crucial internal needs.
Children often seek outward confirmations of their inner truths
from adults to support what they already inherently know. These
desperately need to be reinforced. Furthermore these days
educational systems in most countries are under huge budgetary
constraints and this further erodes the child's quality of learning.

This curriculum can not only stretch a child socially but provide a
spiritual framework for development that will actively be applied
in their lives as they become adults. All it takes is thoughtful
tuition that can be applied either individually at home or in a
group setting. Each child already has the tools to rise to their full
potential. This curriculum will engage the educational missing link,
and activate children for life!

These notes are designed to introduce interested parents or teachers to the
structure and theory behind the progression of each year of the curriculum
for kids. The refined lifestream star for this audience is not finalized yet so
the information below is provided more as a testing ground for what will be
coming. The pacing of the curriculum, given its 10 year term, will be very
slow and gradual. Therefore there will be a lot of time to approach aspects
when and where the instructor sees fit. The longer the time spent at each
stop, naturally the more each concept will assimilate in the mind of the child.
The child will not begin to understand that this curriculum is part of a larger
integrated system until later on as the process unfolds. A parent/teacher
guidebook will be available when the 4-14 aged poster begins to be offered.
A more comprehensive user manual will undoubtedly follow as the nucleus of
this curriculum develops.

One year after the initial groundwork has been laid, the student will start to
build upon their learning with the year 5 program that is meant as the next
level upwards on their journey. There will likely be greater recognition of key
concepts. During this time a child is usually finding more playmates and
venturing out more socially. The beliefs and connectors at this level will be
designed to assist children in a more external way than the year 4 work. For
instance a child may need to access the right way of dealing with a playmate
that may have a conflicting energy pattern or intention. The emphasis will be
creating a fun environment in which to accept the overall message of the
curriculum. With this in place there is a firm guarantee that the child and
instructor will have a healthy and inspired interaction together. As with any
of us who have been exposed to children, we know that we learn just as
much about kids as they do about us. It is my hope that this curriculum will
enhance this aspect of mutual learning.

The next year introduces some big concepts into the mind of the six year
old. The materialistic influence which is now setting in will seek to be
balanced with the internal developments. This is an exciting time for the
child with new outlets of expression and developing friendships and bonds.
The basis of the curriculum will start to establish more ground in the mind,
and hopefully actions, of the child. The child will be able to give more
attention to this stage as the concepts carry more weight and relevance.
Even if the student is just spending time absorbing the images of the
curriculum, the familiarity is building. At this stage if the child has spent
good quality time with the curriculum and it's supporting poster, their critical
retention should be showing signs of investment. We are starting to see
seed ideas that will blossom in the years to come.

At this point I am considering pursuing an idea of alternating key background
influences between odd and even years through this specific curriculum. Life
is about seeing yourself as a constant evolving creation, whether it be
emotionally or logically. What children are looking for in the fluidity of their
lives at this stage is a key or trigger that leads them in whatever direction
they can take themselves in. Each point in the curriculum, for these children,
contains one of more keys, broad enough to allow them to get off and
running with the simplest of ease. This is where the goal of supplementing
the standard educational system really comes into effect. This curriculum is
intended to harness what is naturally meant to be a very productive and
fruitful time for both the teacher and student. It will also offset the more
regimented structure the child is starting to experience in school.

Towards the end of the curriculum there is a steady lessening emphasis on
the outer and a redirection towards experiencing the inner life. It is my hope
that a child's outer development will now be orientated more from a more
alert internal understanding. This is where a tutor with a strong inward
perspective will benefit the child most. In the last few years the child will be
required to do more inner thinking than in previous years. A journal or diary
will be a great addition to sustain inner contemplation. This work will also
serve to de-compartmentalize the possible perception the child may carry
that the curriculum was segmented without any unity. If the facilitator
wishes this last stage is ideal for a comprehensive recap. From this, the
concepts that the child brings up on their own will naturally be the ones that
mean the most to them. This will provide the facilitator with valuable insight
into the inner workings and motivations of the child.

In observing the value of endings the child will understand the purpose of
beginnings and as thus the platform for the next stage lifestream star will be
ready. The ground work has been laid. The foundation is ready to be built
on. Thank the student for taking this journey with you, and thank yourself
for opening up a child to a multitude of new ideas and ways of thinking about
self. Any child that contains greater levels of inner peace and wisdom is a
potential adult able to foster greater levels of community involvement and
spiritual recognition. It is truly a self sustaining momentum!

-Tristan
Creator of the Lifestream Curriculum.