“Seth material” search engine (Jane Roberts)

Children practice using all of their senses in play-dreams, which then stimulate the senses themselves, and actually help ensure their coordination. In your terms, events are still plastic to young children, in that they have not as yet learned to apply your stringent structure. There is an interesting point connected with the necessity to coordinate the workings of the senses, in that before this process occurs there is no rigid placement of events. That placement is acquired. The uncoordinated child’s senses, for example, may actually hear words that will be spoken tomorrow, while seeing the person who will speak them today.

In periods of play the child actually often continues some games initiated quite naturally in the dream state. These include role-playing, and also games that quite simply involve physical muscular activity. All of this teaches a specification. In dreams the mind is free to play with events, and with their formation. The actualization of those events, however, requires certain practical circumstances. In play the children try out events initiated in the dream state, and “judge” these against the practical conditions. In such a way the child juggles probabilities, and also brings his physical structure precisely into line with a given niche of probability. Basically (underlined twice) in dreaming the brain is not limited to physically encountered experience.

These additional data come as a result of the brain’s high play as it experiments with the formation of events, using the inner senses that are not structured in time or space.