Not just in school, counting is widely used in our lives. Horizontal counting is what is used in most western countries, as well as some eastern ones. This kind of order is known as a “mental number line”; it describes an important way of representing numbers and quantity in space. It was designed to help people make sense of numbers if quantities are represented spatially as a larger gap between numbers should make them less confusable.

Interaction is such a keyword while looking for success in different life settings. While learning through books, videos, and such could be good for acquiring knowledge, interaction creates a channel between the sender and receiver. Through this channel a flood of information could be better delivered and absorbed, especially with children who are still unable to know their way, literally and metaphorically.

There was an old, widely-spread trick about a better way to retrieve important, yet hard-to-stick information in exams: switch a ring you usually wear to another finger; during the exam, when you find its place changed, you would recall the piece of information you encoded. Another way we can trick our minds and do better in exams is by implementing surprise while encoding the piece of information, as a new study by University of Manchester neuroscientists has shown. So, how could surprise facilitate learning or memory retrieval?

Age is not just a number! Each day of development means a new stage with specific needs on the intellectual, emotional, and physical scales. Besides a healthy environment and the necessary care for healthy growth, children need specific responses and treatment from caregivers and educators to help them learn and stimulate their brains in a good way.