April

Sharyl Jackson is Section Editor for CHILDREN OF THE NEW EARTH. A former public school teacher, turned tax accountant, Sharyl is mother to many grown children, and host of a weekly meditation group in Seattle, Washington. Sharyl has dedicated her life to humanity, especially children, to the earth and to bringing forth the Love and Words of God. Sharyl and Claudia Smith are in the process of creating their website TheOneNewEarth (TONE) and have an on-line e-group dedicated to earthwork, assisting those in transition, welcoming new children, sharing information in a timely fashion, healing and balancing, personal empowerment, and doing their part in the creation of the Communities of Light. Their goal is to live, anchor and spread Unity consciousness wherein all are honored as the pieces of God that they are. Sharyl is available for private spiritual counseling sessions regarding parenting, personal empowerment or just about anything you wish to discuss. She is adept at creating and holding a safe space for you to find your personal truth while offering intuitive, sometimes channeled, always loving, guidance and insight. Feel free to contact Sharyl at sclaus11@hotmail.com.

I just read your article in planetlightworker.com.

The 'about the author' section relates that you have 'raised a house full of now-grown Indigo children.' It is interesting that you were aware of your children as being Indigo children.

Do you consider yourself an Indigo child?

I have come across a new category of learning that seems to have similarities with the characteristics of the Indigo person: visual-spatial learner. Visual-spatial learners find it difficult to conform to rigid process-bound teaching methods. People who are visual-spatial learners seem to learn by osmosis. This is an extract from the Introduction of the Visual-Spatial Learners site:

"Around 1980, I began to notice that some highly gifted children took the top off the IQ test with their phenomenal abilities to solve items presented to them visually or items requiring excellent abilities to visualize. These children were also adept at spatial tasks, such as orientation problems. Soon I discovered that not only were the highest scorers outperforming others on the visual-spatial tasks, but so were the lowest scorers. The main difference between the two groups was that highly gifted children also excelled at the auditory-sequential items, whereas children who were brighter than their IQ scores seemed to indicate had marked auditory and sequential weaknesses. It was from these clinical observations and my attempt to understand both the strengths and weaknesses that the concept of the "visual-spatial learner" was born.

Visual-spatial learners are individuals who think in pictures rather than in words. They have a different brain organization than auditory-sequential learners. They learn better visually than through the auditory mode. They learn all-at-once, and when the light bulb goes on, the learning is permanent. They do not learn from repetition and drill. They are whole-part learners who need to see the big picture first before they learn the details. They are non-sequential, which means that they do not learn in the step-by-step manner in which most teachers teach. They arrive at correct solutions without taking steps, so "show your work" may be impossible for them. They may have difficulty with the easy tasks, but show amazing ability with difficult, complex tasks. They are systems thinkers who can orchestrate large amounts of information from different domains, but they often miss the details. They tend to be organizationally impaired and unconscious about time. They are often gifted creatively, technologically, mathematically or emotionally. You can tell you have one of these children by the endless amount of time they spend doing advanced puzzles, constructing with Legos, completing mazes, counting everything, playing Tetris on the computer, playing chess, building with any materials at hand, designing scientific experiments, programming your computer, or taking everything in the house apart to see how it operates.' (by Linda Kreger Silverman, Ph.D.) http://www.gifteddevelopment.com/Articles/VSLWelcome.htm

This is a very interesting concept and I think it ties in with your concept of Indigo children.

Speaking personally, myself and my two sons are visual-spatial learners. My eldest son was a poor achiever in school. He does not do well in process-based instruction. Yet, in nationwide scholastic testing at the grade 7 level (Canada), his test results placed him in the top 10th percentile nationwide for math, placed him at a grade 11 level for English, and overall he was placed in the top 11th percentile, his poor spelling dropping his overall grade. I might never have known these results except for an incident that occurred at the school after they received the test results. The principal called my son to his office and informed him that he had achieved near perfect marks on his tests. Then he told him that he thought my son had been cheating and produced five one page tests for him to complete. In 20 minutes my son finished the tests, with only one error. Then, my son came home and told me what had happened. He was somewhat confused about it all,. so off to the school I went, to find out what was going on. My son was actually more upset about the possibility that the principal might reveal his test marks to others than how his teachers and the principal had reacted in the first place.

My second son was born allergic to the world. We took him to a naturopath when he was 14 months old and discovered that he was severally allergic to milk, food colouring, additives and wheat products. Up until he was 16 months old he never slept through the night. In fact, he would be up every two to three hours. He cried constantly. He would get so wound up that he wasn't even able to eat. I would have to sit with him in a rocking chair and hold him tight, with him struggling to be free. Eventually he would fall asleep, and then immediately after he woke he would have to be fed. He loved to be read to and look at books. His punishment for misbehaving was to not be able to look at a book for a short time. This was very hard for him. We had a child's encyclopedia set, 12 volumes, and he knew which book contained the story he wanted. When he was four, he wanted to know where 'jeans' came from or so we thought, but he actually wanted to know where 'genes' came from.. The naturopath helped us to deal with my son's allergies. I know he would have been labeled ADD if we hadn't learned how to deal with his allergic condition.

All the best,

Pam

Dear Pam:

Fascinating stuff that you present! I intend to take some time to check out the website to which you refer.

I don't really know if I am an Indigo myself. I do know that aura photos show a great amount of the Indigo color in my aura, and I am told that is not all that common in someone who is 55 years old. However, it could just be that I have integrated the indigo color from my work with the Indigos and my intention to understand them and the way that they experience the world.

As I think about it, I do think that many of my children are visual-spatial learners. Much to ponder.

Love and blessings to you and yours,

Sharyl

Dearest Sharyl,

Thank you so much on your wonderful insights; they are certainly food for thought.

I am a bit stuck on some issues with my two and a half year old on how to set boundaries or teach discipline with out harming the inner child inside. How do I teach him that he needs to go to bed and do other daily things that he doesn't want to do and yet do it lovingly and peacefully when he's screaming and crying? I try very hard to be a good, nurturing teacher, but I get mad at myself when I have reacted in a way like yelling at him to do something because my patience has run out. This will happen after I've tried to talk to him, while hugging him and explaining there are reactions to every action. I constantly tell him he's an angel and we love him so much; we are all very affectionate toward each other.

We have a wonderful relationship; I talk to him like his my friend and really take the time too explain things to him. He certainly is a blessed child, whether he is a "Indigo" or not I'm not sure. I not a hundred percent sure what to look for.

I do believe my 6-month-old is of different vibration. He gives me lot of strength; I can feel it through my heart chakra.

What I'm asking what is too tough and what is to little discipline? Is 2 a difficult age? Do they need discipline at this age? How can I learn to do what is best for them? Could you tell me what to look for in a 2 1/2-year-old to see if he is "indigo" ( I've heard of parents not realising for years)

Friends tell me I'm to self critical but they don't see what goes on when we are all tired and frustrated. I know I'm a great parent most of the time but just not all of the time.

I have a lot of questions, I know, but if you have any thoughts or suggestions I would really appreciate it.

Thank You

Love & Light

Sophie

Dear Sophie:

Without seeing and being involved in a specific circumstance, it is very difficult for me to answer your question about discipline for the very young child. Several things have come to me, however, to say to you. I did feel as I was reading your letter that you are being very hard on yourself and that there was some guilt about something rumbling around in there. Parenting from a place of guilt is not of benefit to anyone, so examine and see what that feeling is all about. Take some time for yourself, go inside and be quiet, connect with your own inner child, your higher self as well as that of your young child, and ask for guidance on what is best for everyone. You will get some insight. How can I say this? What are you doing or not doing that you know deep inside is the most beneficial for you and the child? You know the answer, really you do.

Now, let me say that it is essential to provide boundaries and limitations for children of all ages. Providing discipline is not necessarily punishing. Discipline comes from the word meaning "to teach", so keep that in mind. Each child will require a different kind of discipline, one that is as unique as they are. My son required none at all, I mean that, none at all. One daughter felt like I half killed her if I made her just be quiet and sit still for five minutes. Her twin sister thought time out or going to her room was just fine, because that is what she liked doing, so a few stern words worked wonders for her. You see what I mean? There is no right or no wrong, but there is what works for the individual child.

Now, in the case of going to bed, make it clear that going to bed is not a choice, not a negotiable item, and stick to it. If you feel like it, you can say that it is important for you to have time by yourself, etc. Half hour before bedtime, offer some choices... "In a little while it will be bedtime! Would you like to read this book or that book? Would you like to just cuddle?" Then when it is time to go to bed, "It is time to go to bed. Would you like a drink of water or...?" Offer choices, so that this child feels like he is somewhat in charge of his life, but do not offer the choice of going to bed or not, since that is not a choice.

I will write an article soon on discipline, since I am getting many questions about it. Hope this is helpful and thank you for writing.

Blessings,

Sharyl

Dear Sharyl,

About a year ago I received from a friend an article, originating from you on the Crystal Vibration - Christ Consciouness children coming in. Is there at this point more information available on these children?

Thank you!

In Love, Light & Truth ,Giorgia

Dear Giorgia:

As soon as I hear any additional information on these children, I will let everyone know. As a matter of fact, I will put it out there that people are asking... hmmm, I was just told that we will have the info as soon as it is available.

Are you aware that the Group spoke of these children in the January 'Beacons of Light' message on Planetlightworker? There must be something coming, since I have had several letters this week asking this question. These children cannot survive easily, because of their vibration, on this planet. One of the things I was told a couple of months ago is that there are portals being created around the planet. These portals serve many purposes, but one is to be a sort of holding tank for the stepping down of the energies for the Children of high vibration. It is a place for them to acclimate, so to speak. I do not know where all of these portals or star gates are, but I don't think that really matters. There is one here in Seattle, Washington and there are many children who have been doing observation from there. The important thing is that the timing must be right.

Thanks for writing, Giorgia, and my blessings to you.

Love,

Sharyl

Dear Sharyl,

I just finished reading your article at planetlightworker on the Inner Child and Indigo Child. I needed to hear all of that. I am going to take your advice on contacting my inner child in the manner you suggested.

I guess you hear this often, but you have made a great difference in my day.

Thanks! V.