Growth and Development of Infants
by Dr. Llaila Afrika [Edited]
The natural development of the Afrikan baby’s mind, spirit, and body is suppressed. It is forcefully retarded, twisted, distorted, and perverted by subjecting the child to alien growth and development standards. Babies with parents that follow Africentric standards of ethno-medicine and a natural Afrikan diet have children who develop and grow quickly. This is also related to melanin’s effect on the body. At birth the baby can make eye contact, sit up, and smile.
The Afrikan baby at birth is able to make social contact with its parents. Our babies can sit erect, respond to, and know at a level that the white baby is estimated to be two to six years behind in growth and development. This constipates our children’s growth and development and makes them easier servants to white supremacy. Also, it helps whites destroy our family relationships as families rely on white doctors prescribing adherence to false white standards. Any threat to unify and mobilize our people to take control of their children’s health in a holistic way gets attacked by the white (medical) system.
Forcing our baby and child to follow white health standards and a junk food diet is medical racism and nutricide (nutritional destruction). The amount of damage done to our children by this type of white racism is beyond estimate. The racism and damage are reflected in dropping out of school, juvenile jails, drug addiction, violence, broken homes, learning problems, even psychosocial genocide.
The Afrikan is forced to depress his naturally holistic growth. This causes subclinical physical and mental illness, emotional reactions to systemic suppression, and intellectually antagonistic reactions. The wrong medical advice can result in decreased nutrient metabolism, weak immune systems, plus ill bonding with parents, family, and ancestors.
Bonding between parent and child connects the child to the parents’ world, culture, and spirituality. It defines life and empowers the child. It is a function of white racist institutions (education, health, nutrition, psychology, sociology, etc.) to destroy or damage the Afrikan human bonding. Bonding to the white system instead of the parents and ancestors, is a political tool used to sustain white supremacy. Those who have bonding issues are easier to control, economically exploit, and manipulate.
A woman who has bonding issues is prone to allow her children to bond with the white system uncritically and unreserved, even abuse her children herself to force them to adjust to the white system, while she may suffer a lack of mental and emotional stability. A man who has bonding issues is prone to be destructive, unable to develop the necessary social skills to deal with a dual antagonistic system, and show other emotional problems. Bonding issues may cause men and women to be complacent or violent. Add nutritional deficiency and people may show sickly, and even have a dramatically shortened life span.
A damaged parent-child bond does not allow the child to complete the defining (forming) of personality. Personality relates to the spirit. If the personality is bond-damaged then concrete thinking and the physical world are used to fulfill the missing ingredients of an ill bond. This is typical of white personalities. In any case, white racist institutions continue to damage Afrikans by dislocating the bond. They transfer the bond to white culture and this causes spiritual, physical, mental, and emotional illnesses.
For example, the original idea by Carter G. Woodson of a Negro History Day is now a white institution called Black History month with role models picked by whites. These role models, heroes, she-roes, and great Afrikan Amerikans qualify as white heroes because they worked for white organizations, served white institutions or organizations or entertained whites. I’m referring to people like Joe Louis, Marian Anderson, Thurgood Marshall, Jackie Robinson, W.E.B. DuBois, A. Phillip Randolph, Madame C. J. Walker, General Colin Powell, Hank Aaron, Jesse Jackson, etc. Afrikan importance is defined as it relates to whites and helps transfer the bond to white culture. Whites have become Afrikans’ surrogate
mother father [see bible], reality, culture, and world.
Bonding is a necessary rite (of passage into larger society) and is the foundation of Afrikan growth, development, and contact with the holistic world of seen and unseen energies. Bonding is a rhythmic (cyclic) process of the body, mind, and spirit. Without bonding the child is isolated from Afrikan holism. A natural foods diet and breastfeeding are essential for bonding. A ‘bonded’ Afrikan child discovers why they are on earth and what their purpose is in life. An ‘unbonded’ child struggles to discover whether they are safe enough to survive. The ‘unbonded’ child can more easily get distracted and violent.
Parent and adults have to re-evaluate parenting, bonding, nutrition, and the Male/Female principles based upon the rapid holistic growth and development of the Afrikan child. Bonding destruction occurs when the Afrikan child and parent use white superstitious health, bonding, growth, and development standards. For example, the Afrikan child uses words rhythmically plus synchronizes the words with facial expressions, voice tone, mood, and body movements. Thinking is a spiritual and physical activity for the Afrikan child. If the child is not rhythmically moving the body and using facial expressions then the child is impaired in thinking.
Historically, movement and the drum were used for instructing and educating the child in school. The whites outlawed the drum and has not replaced it with an instrument beneficial to the Afrikan child’s education, causing damaging effects on the child. An education without rhythm is white education. The drum, dance, and music are a natural part of learning all school subjects and not a separate isolated scheduled school activity. In Kemet
Osiris Ausar taught mathematics with the use of the harp and drum.
Learning should be a melaninated process. Melanin is a cyclic rhythmic substance that is dominant in Afrikans. Words are rhythmic sounds (phonic). Children associate sounds with body rhythm and senses. Consequently, words used by parents when speaking to children should be sense orientated with words associated with smell, sight, hearing, and touch. The adult should perform the child’s instructions. Modeling and learning by doing is instructive. The child views activities as cyclic—each movement has a beginning and an end.
For example, the adult tells the child to put on his shoes. The child reacts by putting the shoes on. The child will sometimes put the shoes on the wrong foot. Putting the shoes on is one complete cyclic task while putting the shoes on the correct foot is a separate cyclic task. Consequently, the adult should wait until the child has put the shoes on the wrong feet before telling the child to remove the shoes and start over putting the right shoe on the right foot. That’s another cyclic task. The adult should demonstrate the activity with the use of shoe/sock identifiers such as number, floor print, letter, or symbol codes. The adult should perform the task in a play/learning fashion. “Putting on the shoes” is understood by the child to be a name or label that is a property of the cyclic task.
Bonding is a unique rite (of passage) white racism has impaired. There is much conflicting information about bonding caused by white supremacy which forces Afrikans to adopt white standards for growth and development, nutrition, spirituality, and psychology. For example, the US Public Health Service indicates that over 250,000,000 junk food eating Americans are in some state of disease while only 1,000,000 can be vaguely classified as healthy. In other words, sickness is generally classified as health and this has an effect on bonding. For Afrikans to adopt sick white standards of health is cultural and spiritual ignorance.
Source: Nutricide: The nutritional destruction of the Black race