My Little Genius

Mel Levine

According to Dr. Mel Levine’s studies, every child has his/her own learning learning profile – it is a profile that is both resilient and capable of changing. Skills are integrated into each My Little GeniusTM lesson to make the most impact on growing each child’s ability.

According to Dr. Levine, the basic instrument for learning is called a neurodevelopmental function. Neurodevelopmental functions are the various tools for learning and for applying what is learnt. Just as a carpenter uses certain tools to build a bookshelf and a dentist uses different tools to fill a cavity, our minds make use of different groups of neurodevelopmental functions to learn specific skills.

Dr. Levine believes that overall learning is composed of eight learning systems. The neurodevelopmental or learning systems dependent on one another. They develop at different rates and at any point, the strength of functions within each system directly influences one’s performance. The learning systems change over time. They can grow in their effectiveness, they can level off and they can deteriorate.

Attention Control System

The attention control system directs the distribution of mental energy within our brains, allowing us to finish what we started and stay alert throughout the day. It includes such aspects as the ability to concentrate and focus.


Nothing is learnt without tapping into some component of memory. Memory is a complex system which enables us to retrieve and apply a fact, process or concept we have learnt previously. Even though people are able to understand, organise and interpret the most complex information, it is the ability to store and later recall that information which is vital to a learner’s success. Memory is used extensively in all careers, but probably none more than in traditional schooling.


The language system enables the ability to articulate and understand language and is central to our ability to learn. The language ingredients of learning include the ease at which a brain detects differences in language sounds, the ability to understand, remember and start using new vocabulary, the capacity to express thoughts while speaking and on paper and the speed of comprehension needed to keep pace with verbal explanations and instructions. Developing language functions involves elaborate interactions between the various parts of the brain. It involves many separate kinds of abilities such as pronouncing words, awareness of different sounds, comprehending written symbols, underatanding syntax and telling stories.

Spatial Ordering

The spatial ordering system is designed to deal with or create information arranged in a pattern. Closely related to the functions of time and sequence, spatial ordering is the ability to distinguish between a circle and a square or to use images to remember related information. On a more complex level, spatial ordering helps musicians, for example, to see a piano keyboard and enables architects to imagine the shape of a particular room.

Sequential Ordering

The sequential ordering system helps us deal with chains of information which comes into or depart from our minds, coded in a particular serial number or sequence. This system enables to recite the alphabet or know when to push a button to give a response to a game. Sequential ordering forms the basis for time management – estimating time, allocating time and being aware of time’s passage.


The motor system governs the very precise and complex network of tight connections between the brain and various muscles all over the body. The brain’s ability to coordinate with the motor functions determines how easy or difficult it is to write words on paper, catch a ball or type on a keyboard.

Higher Thinking

The higher thinking system involves the ability to understand and implement the steps necessary to colve problems, reason logically, to form and apply concepts, to know how and when rules apply and to get the point of a complicated idea. Higher thinking includes critical and creative thinking.

Social Thinking

The social thinking system controls how we succeed in social relationships with peers, parents and adults. Children strong in their social thinking make friends easily, work well in groups or teams and cope effectively with peer pressure.


9:00 am - 10:10 am
2:00 pm - 3:10 pm
10:30 am - 11:40 am
3:30 pm - 4:40 pm
6:30 pm - 7:40 pm
12:00 pm - 1:10 pm
5:00 pm - 6:10 pm

Classes are available from Thursdays to Sundays.