5 Best Knitting Pattern For 6 Year Old Boy

thank you very much, i am very honored to be here, i love chicago. and i'm very very grateful to deloris, for this wonderful honor, and really for her ongoing work, and her lifelong work, in trying to help all of us understand the importance of early childhood, and the role that safety, predictability, nurturing, play, in shaping who we become as individuals, and in turn

what that means for the health and welfare of a culture. i know there's a lot of things that i could talk about, and i have a limited amount of time, i'm actually a very shy person, and so, when i prepare for things like this, i always struggle with what i should say, and what is worth talking about, and i almost always end up settling on things

that are probably bigger than my capability to teach, i think one of the biggest challenges that we have in the modern era, and really in any era, is figuring out how to make the world better, for our children and our grandchildren. how do we take the things that we have learned from our parents and our ancestors, and our neighbors, and our educational systems, and whatever means

we have used to become who we are, how do we take that information, and sort through it and decide what parts of that are worth passing on, and what parts of that should not be passed on? and the interesting thing about our species, is that we are really more capable of this process of trans-generational change than any other species on the planet.

other species learn, and pass their learnings on to the next generation, but no species can do it with the same efficiency and effectiveness that human beings can, and the reason we're able to do that is, we have a brain that is unique in its ability to absorb and store information at rates faster than any other species. so, because we can do that, we're able to take accumulated

experiences of thousands of previous generations, dilute it, distill it, and pass it on. and your brain allows you to do that, particularly the top parts of your brain, the neo cortex, which is, most uniquely human genetically, and it's most uniquely human in the functions it mediates, so you've got lots of different parts of your

brain, parts of your brain that mediate moving your fingers, and parts of the brain that mediate forming relationships, and parts of the brain that mediate learning mathematics, and all of these capabilities are part of who you are, yet the most creative, the most complex, the most malleable part of your brain, is this top part of our brain, that we use to store and to create

values, moral beliefs, it's the part of the brain that makes us most human. and it's a part of the brain that really is involved in this process of social- cultural evolution. you know, it's an interesting thing that generation after generation after generation we change, so if you think about this now, there are people in this room, who were

young children when there wasn't routinely a television in your home. you know, my grandmother was born before there were routinely cars in the street, before there were planes in the air, and the rate of change in the last several generations, has been faster problem solving to deal with that level of change, it's an interesting thing, think about it, right here in thisroom,

we're looking at a screen, that's an invention, i'm speaking english, that's an invention, i'm wearing a jacket, which is an invention, and a tie, you know i'm not sure where this came from, but this is an invention. i always wonder, who came up with the idea of wrapping some stuff around your neck in a special way, and that is somehow a signification of respect. it's

kind of a weird thing, but... but we've invented lots of other things, right? we've invented child rearing practices, we've invent the concept of a nuclear family, is an invention. we've invented good things and bad things, and the good things that we've invented, i think, like reading, is an invention. this is a really fascinating thing, right? i mean the human brain, has

really genetically had the potential to learn how to read ten thousand years ago, twenty thousand years ago, but there wasn't a single human being on the planet who read ten thousand years ago, not a single human being. yet right now, in our current united states, we spend a finite amount of the energy, and resources that we have, that we dedicate to childhood,

to teaching them how to read. it's an interesting shift, it reflects a set of deliberate, intentional choices about what we are providing for our children. we intentionally teach them math, we intentionally teach them geography, we intentionally teach them a lot of things. and some families, right, there's some intentions that are culture-wide, there's

some intentions that are family based, right? my family says, "okay, let's teach children how to play the piano." other families say, "let's value sports." and so, depending upon what your family's values are, what your community's values, what your culture's values are, you provide patterned, repetitive experiences that motor, social, emotional, cognitive, and you literally, by virtue of

that, you are expressing different parts of that individual's potential, and creating the present. and some of the things we've invented are good, and some of the things we've invented are not so good. we pass on lots of things, both in intentional ways, and in inertial ways that are not so good. and when i say inertial, what i mean by that is, that there are a lot of

things that go from generation to generation to generation, that if you ask people in that generation, "did you really want to pass this on to the next generation?" they'd say, "no!" we don't want to pass on racism, i don't think anybody in this room says, "hey, let's pass on racism to the next generation!" or, "let's pass on misogyny!"

but we do, we pass it on, do we want to pass on solving problems using power dominance and violence? no, we don't, in fact, we explicitly write that we shouldn't do that, in fact we spend billions of dollars developing anti-bullying programs and all kinds of other things, to say, "don't solve problems using violence," but, at the same time, we have this inertial

exposure that our children have, through the media, of solving problems with violence. we have these subtle ways, and not so subtle ways of solving problems in foreign policy, using violence. we have these models for solving problems, even in child rearing, we use violence. i shouldn't laugh about this, but i have seen many times, young parents, and older parents,

at the playground with their children. their little child will push another child, and they'll go over, intending to teach them, don't hit, and they'll swat the kid on the butt. and say don't hit. right? i mean we do things like that all the time, so what i'm telling you right now, is that we have the potential to be more intentional about what we pass on to the next generation,

and if we aren't more intentional about this, we are losing a tremendous oportunity, and, we're actually on quite a dangerous trajectory, and i'll talk about that in a second, because this interesting thing about social-cultural evolution, is that if you do not explicitly pass on something to the next generation, it goes away. you know, i remember my grandmother, and

she used to make cookies that were incredibly good, and we tried to replicate that recipe a million times, and it's because she had some secret, i don't know whether it was the oven, or whether she'd put msg in those cookies, or what, but she had some secret, that she didn't pass on to us, and we've lost forever, those miracle magical cookies. you know, we

get close approximations, but it's not the same thing. and everybody in this room has seen, in their own lives, in their own family, the loss of trans-generational things. it might be something as simple as a ritual around thanksgiving, or you know, a way, a practice you used to do around some holiday, that is going away. part of what's happened in this remarkable

process, is that there are limits to what social-cultural evolution can do. so, we can invent all kinds of stuff, and one of the things that's happened really, that's very challenging for the present, is that, over the last several decades, and maybe even longer, we have slowly been neglecting two of our most powerful biological gifts.

human beings have certain genetic gifts, bears have certain genetic gifts, eagles have certain genetic gifts, and whenever you create policy, practice, or law, that is in synchrony with your biology, you see remarkable things happen, but you can't fight biology very much. and part of what's happened is, in our inventing process, we have lost our way.

we have invented ourselves into environments that are relationally disrespectful, that are relationally impoverished, let me just talk about this for a second. i'll come to early childhood in a minute. these are obviously inter-related, but one of the most powerful things that we have going for us as a species, is our capacity to form and maintain relationships. human

beings, in the natural world, are slow, we don't have any natural body armor, we have no poisons that we can use, you know, we're not that fast, we are known to the other predators in the natural world as "meat on feet," a little prehistoric joke there, alright so, but the only way we've survived on the planet was by forming working groups, by literally creating a

larger functional whole, in fact, the lowest divisible unit of evolution for our species, isn't the person, it's the clan, it's the group. we are neurobiologically designed to live, work, play, die in groups. and in the natural condition in which human beings lived, for 99.9% of the time we've been on this planet, we've lived in multifamily, multi-generational groups. and in those

groups, we live together, the concept of private space was very odd, it didn't exist. there was more touch, more conversation, more eye contact, there was more relational interactions. in fact, if you were a child under the age of 6, and living in a typical hunter-gatherer clan, or later on, a typical multifamily group, the number of developmentally more mature individuals,

who would be present in your life, to help you grow up, to nurture, to model, to educate, to discipline, was four to one. we now think it's an incredibly enriched early childhood environment to have one teacher and eight kids. and it's not unusual to have one teacher and twenty kids. and as kids get a little older, one teacher and thirty kids. so we have an incredibly

relationally diluted model for parenting, for childcare, for education. and i'll talk about the consequences of that in a minute, but let's keep exploring this. so we've got fewer people in our lives, right? the average size of a household has been shrinking, in the last u.s. census, 1/3 of the households in the u.s. had one person. but if this is where we started, by 1500

in the west, we were down to about twenty, 1850: ten, and by the 2000 census we had fewer than three people in the typical american household, and the irony is, this is sort of coupled with this american dream of get your own home, get your own room in your own home. and then, get your own screen in your own room in your own home. and so, part of what's been happening is

that there's been this fragmentation of experience, that we spend less time with each other in human ways, and we spend a tremendous amount of time in front of a screen. the consequences of this are not fully understood, but one of the things that we know for sure, is this: that the relational landscape is changing. now, why does this

matter? this matters for a number of reasons, and this poverty of relationships is extremely important because the normal neurobiological networks that you have in your brain and your body, that help you regulate your physiology, your stress response networks, that control how well your pancreas works, and how vulnerable you may or may not be

to diabetes, how your heart works, how your lungs work, how your skin works, how your neuro-immune system works, and then, how every part of your brain works, the part of the brain involved in moving, the part of the brain involved in forming relationships, the part of the brain involved in empathy, in compassion, in creativity, in productivity, every single part of the brain, and all

the rest of your body, are influenced by relational interactions. your stress response systems and the neuro-biological networks that you have that are involved in reward, and the systems that give you pleasure, are co-organized with the neuro-biological networks that are involved in forming and maintaining relationships, and the mechanism by which

this takes place is the early developmental experience you have with your primary caregiver, typically your mother. so human beings have wonderful sensory apparatus, we have eyes, we have ears, we have the sensation of touch, and one of the things that happens is, these external sensory apparatus that you're using right now to hear me, and to see these images,

these sensory apparatus connect you one to another. and your senses turn these experiences, visual input, auditory input, tactile input into patterned neuronal activity, that goes up into your brain, and sends a variety of signals, a cascade of neural activity that influences how you develop. and so, this is important, because in the

little alien baby here, they have an undeveloped brain, their capacity for language is yet to develop, their capacity for forming relationships has yet to develop, their capacity to use their fingers to play a piano, or manipulate a joystick, is yet to develop, and it is waiting for experience. your brain, and the neural networks you have in your brain,

develop in a use-dependent way, your brain has, literally, 84 billion neurons, and neuron has, probably, 200 to 2000 synaptic connections, and each one of those synapse is firing at a rate of about 80 times per minute, and that incredible complexity creates networks of activity, neural networks of activity, that somehow, make us who we are. but one thing that

we know, is that these neural networks develop as a function of repetition, and what you'll see here, is the creation of a synaptic connection, this is a plate of neurons, and this, oh by the way, this is me when i had brown hair. i'm just saying, you know, i used to really look young. so this is a plate of neurons, and...

that's not a plate of neurons... this is a plate of neurons, and what i'm gonna show you is the creation of a synaptic connection, and so, when you were an infant, in the first year of life, you create billions and billions and billions of these synaptic connections as a function of your experiences and.... pretty cool, right?

now think about this, this is a very powerful thing. who is that, is that me? i don't know why that's happening. anyway, let's ignore that man behind the curtain. so, let me talk about this for a second, let me stop this, right...here. now, let's pretend, now you all know, you all learned this in elementary school, you

learn that, your eyeball turns photons into patterned neural activity, goes up into your brain, and you learned that your eardrum, and those three little bones, turn sound waves into neural activity that goes up into your brain, and right now, you're hearing this, and you're thinking about this, and you're realizing, i know, oh, sensory information comes in separate,

and in order to make a connection between an image and a sound, in other words, in order to create language, i have to connect sound and image. and what you're doing is, making, literally, making the physical concrete connections that you saw created here. so let's pretend, that this is the patterned neural activity that occurs when you see a dog, and this is the patterned

neural activity that occurs when you hear the sound, 'dog.' and up until this point you're about to see, the sound, 'dog,' was just a sound, and it becomes, actually, a word, once this connection is created. and your brain is doing this currently, right now, you're making synaptic connections, but the rate at which you're making synaptic connections now, is nothing

compared to the rate at which you were making them in the first few years of life. in fact, over 90% of the existing synaptic connections in your brain right now, were created as a function of your experiences in the first three or four years of life. they create your internal architecture, your view of the world. and this happens in a use-dependent way, so if you're a

little child in and you're in a highly verbal environment, and you hear lots of words and conversation, you are going to, by age 2, develop a vocabulary... did i say a highly verbal? that would be this one. if you have a highly verbal early environment, by the time you're two years old, you've got a vocabulary of 600 words. if you've got a low verbal environment

you're vocabulary is only 150 to 200 words. the nature of your cognitive experiences with language influence how you develop. now, there are differences in the way we're exposed to words, there's differences in the way we're exposed to language, there's differences in the way we're exposed to motor exploration, there's differences in the way we're exposed to relationships.

and so the speech and language parts of your brain develop as a function of the words you hear. and the parts of your brain involved in forming and maintaining healthy relationships also develop as a function of the relational interactions you have, so if you're a child who grows up in an environment where there's a lot of people in your life, who

are attentive and attuned to you, you get lots of social repetitions, and, this is a single contact, a single day, in the life of a typical child, this is from a real child, this is six in the morning, this is noon, this is six at night, and this is midnight. the inner circle is positive relational interactions with somebody in the family, these are positive interactions

with peers, with friends, this is with peers, like classmates, and this is with strangers. and this child, all day long, has repetition, repetition, repetition, repetition with relational interactions, and that has multiple effects. one is, that it is rewarding, and as most of you know, when you have a positive interaction with somebody, who you admire, trust, respect,

like, it's rewarding, it's pleasurable. the second effect is that it also is regulating, so, in the presence of safe and familiar individuals, your stress response systems are quieter, you have a lower resting heart rate, if somebody smiles at you, literally there's parts of your brain that release hormones that keep you young, if somebody touches you, in

the right way, you know, it's not poking your chest, but if somebody touches you, in an embracing, affectionate way, it is a neuro-physiological event. it's physiologically regulating, it's good for your heart, good for your skin, good for your gut, it makes you healthy. many, many, many of you have been reading the studies, or reading in the papers

about the fact that if you are in a socially isolated situation, you'll die earlier, if you're in a socially isolated situation, higher rates of heart disease, social isolation, all kinds of physical health problems, and mental health problems. so, this is a healthy child, with a relationally enriched environment, and this is a child in foster care. this is

the best day that he had, and so, this child has significant poverty of relationship and poverty of reward. if you have poverty of reward, you're much more likely to use other ways to get your rewards met, other ways to regulate, and some of the ways these kids use to regulate, is,"wow, i'm disregulated, lemme smoke a joint," "i'm disregulated, lemme drink a little bit,"

"i'm not getting any reward? lemme take some cocaine." "i'm not getting my reward? lemme eat sweet, salty, and fatty foods." so there are... you increase the probabilities that someone will utilize maladaptive, or unhealthy forms of regulation and reward, by having poverty of relationships. in turn, if you have a healthy relational environment, your ability to resist unhealthy

forms of regulation and reward is so much better. so, the relational significance, relational neuro-biology and it's interconnection between the stress response system and the reward system is absolutely essential to understanding public health issues like obesity. absolutely essential to understanding and interpreting the adverse childhood

experience work, where we know that the more adversity you have when you're young, the more likely you are to have mental health problems, physical health problems, substance abuse, and in turn, even if you have adversity, if you have relational health, those effects can be buffered. they're protective, because adversity is all around us, everybody is going to have

adversity. if you have adversity in the presence of safe and stable relationships, you end up with having fewer long term health, mental health, social consequences. if you have minimal adversity, and relational poverty, you end up being very, very, very at risk. this is something that makes me say, that it is as important for us to think intentionally and deliberately

about creating social-emotional, relationally enriched curriculum, as it is to develop curriculum around science, math, engineering, in fact, i would argue that it's more essential that we develop intentional opportunities for relational enrichment in the lives of our children, in order to express this potential, because of what's been happening in the last several decades.

the last several decades, as we have invented the present, with the onset of screen time, with the onset of mobility in communities, with the onset of acquisition of private living spaces. you know, it's an interesting thing, i like my house, but it is isolating, and it is apart, i live away from my family, my extended family, i live away from my neighbors.

there's a cost to the choices we've made about the way we have created our lives, and one of the costs is, all parts of the brain develop in a use-dependent way, and if you raise a child, and i'm not talking about in an abusive environment, but you raise a child in a typical american environment, and they watch television, the typical number of hours american kids

watch, and they have a cell phone, and screen time, the way a typical american kid has, they will end up, at age 15, having had the same number of social- emotional learning opportunities, that three decades before, would have been typical for a child who is 6. in other words, we've got 18 year old kids, who have the cognitive skills of 18 year olds,

but they have the social-emotional skills of 6 year olds. they're more self centered, they're more self-absorbed, why do you think these kids are taking photo after photo, after photo, after photo of themselves and posting it online? i mean, seriously, they are so self-absorbed that they think i give two shits about what they had for lunch. excuse my language,

but they photograph, "oh, i had this for lunch!" tweet it, okay, awesome. i don't care... now, there are many, many, many, many manifestations of this problem, one of them is a study that was looking at the mmpi, now many of you don't know what that is, but the mmpi is a test you can take, that sort of looks at various aspects

of personality. and in the last birth-cohorts, in 2007, there were 5 times as many individuals who scored above the cutoff for psychopathy. now this is a normal population, so in comparison to 1938, in 2007, in the general population, there were 5 times as many individuals who met criteria, for what used to be considered: psychopath.

and the interpretation of these authors are that, the culture has shifted away from intrinsic goals, such as community, meaning in life, and affiliation, and more towards extrinsic goals, such as materialism, status, etc. another study, there's again, there's a standard test that people have been administering for many many years, and it

measures empathy, and different aspects of empathy, and they noted: significantly, empathic subscales dropping significantly, particularly around perspective taking, which is a more developmentally mature capability, in other words, basically what they're saying is, that we've got a bunch of 18 year old, 19 year old, 20 year old college students who have the empathic

capabilities of children who are much younger. it's like language, right? if you hear half as many words, you're gonna have a vocabulary that's half as developed. we are raising children who are literally, coming of age with good cognitive skills, but very very poor social-emotional skills, and this is really important for a lot of reasons, not the least of which is,

the fact that we live in a representative democracy. what is one of the most powerful indicators of investment in community and being other-oriented than voting? look at this, this is in the election when you would have thought the youth would have been energized, this is when obama was first elected, and the lowest percentage of voters were the young people. this is

in the last election, how can you have a representative democracy, when people are disengaging from the electoral process? again, this is a reflection, i believe, of this undeveloped social-emotional potential, and it's why we need to start thinking more deliberately about creating environments that can help express that potential in individuals.

again, if you go and you look at, and do surveys of people in the corporate world, and you look at what they're seeking in new employees, new hires, and this is from a survey in st. louis in 2013, and they went to all these people that are hiring, and they said, "what are the major deficits you're finding in the people that are in the job market, and the young people

coming out of school?" none of these, and i know you can't read this very well, because it's sort of, sort of a bad slide, but basically, down here is all the hard skills, you know, the stem things that we're all concerned about in education that we have to teach towards, well, they don't care about that as much, all of this stuff is just soft skills.

these are things like, they're not effective in groups, they don't know how to communicate, they don't have fundamental interpersonal skills, and i have heard story after story about, from people in the corporate sector, about the challenge they're having in getting relationally appropriate young individuals. now, they're bright, and they have some skills, but they do things

like pull out their cellphone in the middle of a job interview, seriously, and tell the head of a fortune 500 company, to, "excuse me a moment," in a job interview, "i've got to respond to this tweet." that's...i'm not kidding, that's real story. the parts of our brain that are involved in becoming humane develop just like every other part of our brain, as a function

our raw potential, and i can guarantee you almost everybody is born with the raw potential to have fundamental relational skills, because it is at the core of being a successful human being. and there would be the very, very, very, very, very, very rare genetic abnormality that would be such that you would not be able to have fundamental relational skills, now it does

exist, but it's very rare. so the vast majority of us are born with the capacity to be humane, and empathic, and compassionate, but that capability will only be expressed if we have experiences with other human beings. (child in audience," uh oh!") uh oh? awesome! that was awesome! give that little child a cigar! a play cigar, mind you.

that is exactly what i wanted to say, "uhoh!" now, and again, i don't want people to think that i'm saying that all screen time, or, all that stuff is bad, in fact i think that once we learn how to master these tools, they will be the mechanisms by which we will most quickly transform these problems. however, we are not yet masters of these tools, they are our masters.

everybody in this room has been pulled away from a positive human interaction by being distracted by a television in the background, or a buzz when their phone rang, or, "excuse me," and i have been out to eat, as have all of you, and looked over and seen people having a 'family meal,' when everybody, mom is on her phone, dad is on his phone, and the kids are on

their ipads. we've all seen this, and maybe all of us have done this a little bit, and part of what we have to do, and this is why i talk about this, we have to intentionally model a different way of being, we have to intentionally create, in our classrooms, curriculum about regulating the use of these tools. i mean, we've learned how to regulate the use of

a car, right? we teach kids how to use certain things. you know, when you're a little boy scout, and you're learning how to carve and whittle, there are certain things, you learn how to actually do things with that tool. we have not developed adequate structure, and, if you will, screen time hygiene, for ourselves, for the workplace, or for our children. and

that's something that we have to do. now, how much, i forget, where am i? 15 minutes, alright, so, i talked for a minute, actually quite a few minutes, about the one area where we've been developmentally respec- disrespectful, we've really, we've created and invented, not intentionally, but we've invented ourselves away from our relational needs, and it's playing a role in many,

many, many of our problems. the other area where we've been broadly disrespectful, is underestimating the power of early childhood, and the reason i think it's important for us to be aware of this, is that the set of problems i just described, will be most easily remedied by addressing early childhood relational environments. and the reason i say that, is that, so much

of the fundamental biological capability, and neuro-biological growth, of the individual takes place early in life. so if you look at physical growth of the brain, it plateaus when you're four and five. now that doesn't mean you stop developing, many, many, many important developmental things happen, but the fundamental architectural growth of your brain slows

down tremendously. there's periods in the third trimester when you're making 20 thousand brand new neurons per second. now you're making new neurons today, but you'll be lucky if you make three or four hundred. no, seriously, that's a good day. for me, you know, i'm happy to get 50. but so the rate slows down, and again, we're malleable, human beings continue to

be malleable, changeable, but the fact is, we have this incredible gift early in life when we are most responsive to experiences, both good and bad. let me start with the bad. this is, some of you may have heard about this, but if you look at a bunch of adults, and you line them up, and you say, "alright, i want to know about your physical health, about your mental health, about your

academic productivity, i want to look at all these different aspects of your life. did you go to jail? do you take drugs? do you have good relationships? are you suicidal?" literally, list all kinds of stuff. an then, "i want to look at your history, your developmental history. did you have adverse experiences? did you have developmental trauma? child abuse? neglect?

exposure to, you know, combat? you know, did you have things as you were growing up, that were overwhelming, that were stress activating, in an unpredictable and prolonged way? in other words, did you have developmental trauma?" and if you did, here's what happens: the more adversity you have when you're young, the more of these adverse childhood experiences you have, the more at risk you

are for expressing problems in physical health domains and mental health domains, and social domains. so over here, when this morbidity, basically what they're talking about is, do you have heart disease, do you have mental illness, do you have substance abuse problems, have you had a suicide attempt, did you drop out of school? and so the more adversity you

have, in this linear way, the more bad things happen, the more comprise there is in your development, then the more vulnerable you are. now, these early... it's interesting that, many of you know about, we've had big public health campaigns about the fact that if you smoke, it's bad for your lungs, and if you smoke, you're gonna be at risk for heart disease, and

if you smoke, all these bad things will happen. drink alcohol, you can get cirrhosis. if you drink alcohol when you're pregnant, that can cause fetal alcohol syndrome, and all kinds of stuff. but did you know that your risk for having a heart attack is greater, if you have three adverse childhood experiences than if you smoked two packs of cigarettes a day?

so, developmental adversity is a power- ful determinate of health in multiple domains. health, and global wellness. now, so this is an important thing, turns out, that this curve actually needs to be modified a little bit. if you think, if you remember what i said about how important relationships are, and how they have the potential to regulate you,

if you have an adverse experience, and you are in a relationally healthy environment, rather than having the curve look like this, the curve actually looks like this. in other words, you can no compromise, and have significant adversity, if you have relational health. and if you have relational poverty, it actually looks like this. you actually, relational poverty, in and

of itself, even without overt adversity, leads to increased risk for heart disease, mental health problems, and so forth. and this is a different way of saying this. this right here, is, and again, i don't want to use too much data, but, get the gestalt feeling that, the more this goes up here, the more this goes down. in other words, these are bad things here,

this is how healthy the brain is, and the more bad things, the less healthy your brain is. but, if you look at the very same children, and then plot the same data, what you find is, but relational health can protect you. the more relational health you have, the more you are basically develop normal brain functional capability. and you can see this with, all, we've seen

this with all different age groups, adversity makes you vulnerable, relationships protect you. and this, of course, if you then think about the fact that it's almost impossible to avoid adversity in your life, it makes it all the more important to start thinking about deliberate creation of relational health. how do we think about how our neighborhoods are constructed?

how do we think about the way we build even our own homes? how do we think about the fact that, oh gee, even though i've got a lot of money, and i could have a separate room for both of my kids, i want them to share a room. or, how about i take a tv out of their room? and if we're gonna watch tv, we're at least going to be in the same space. how about if we

actually have more family meals? how about if we do all kinds of little structural things to increase the number and quality of relational interactions, you are literally buffering your children from the inevitable adversity that they will be experiencing. they will be better regulated, they'll be better capable of learning, they'll be better capable of

sharing, and they'll be better capable of creating. one of the things that we know, is this, again, the early developmental experiences are disproportionately powerful, early developmental bad, and early developmental good. so this, again, i don't want you to read all this, unless you're really bored. but you might want to look at this at some

point if you're sort of academically inclined, bottom line is this: this is from a study where, a bunch of children were given very high quality early childhood programming, and it lasted for about two years. and so, when they were really little, and these were kids that came from pretty high risk environments, they gave them really high quality early childhood

programming, and it cost money, you know, it costs a little bit of money, not a ton of money, but it cost some money. and then, they went off into the world, and they grew up, now people tracked their emotional and cognitive outcomes, and they were better, as they got into childhood and... but this study actually went back to these kids now that they're adults, and looked

at physical health factors, and they found that, that brief social-emotional early childhood focused environment, that was relationally enriched, literally had enduring physical health consequences, that were powerful and positive. and again, this speaks to the power of early childhood. and yet, both in the way we value, the way we invest in early childhood, and the

way we create relational environments, we are being disrespectful to our own biology. this is the number of relational opportunities in a hunter-gatherer clan for a child in that world, a primitive world, right? oh, we call that primitive, and here is a modern kid, who's got a single caregiver and goes to a childcare environment where the ratio is 1:4, which is almost

unrealistic. and even under those circumstances, this child has 1/20th the social-emotional learning opportunities that this child has. the question is, are you going to help change that? because if you don't, if you, the people who literally got up, on a saturday morning, one of the most beautiful days of the year, and came to listen to me talk about this,

if you're not gonna do it, who in the hell is gonna do this? seriously. we have to do this, we have to be intentional about this, we have to recognize that we have the power to make changes, small and big, both in policy and our own lives, that will ultimately help us depart from this trajectory, because this is a trans- generational deterioration.

think about it, we've got, you know, the statistics about the number of isolated, overwhelmed families now, compared to two decades ago, is stunning. it's hard to raise kids, let alone raising them on your own, let alone raising them away from your parents and your aunties and your cousins. so because we are a mobile culture, it's not unusual to have a single isolated

caregiver have responsibility for multiple children at once, and have nobody who knows her in the neighborhood, nobody who, she's not connected to a community of faith, she's not connected to her extended family, and that is a disaster. this mother may be well-intended, she may be hard working, she may be the...you know, mother teresa, could not do the right thing by those

children, honestly. we have to change this. this is the return on investment curve that james heckman, a nobel laureate from chicago, developed a number of years ago, and it basically shows you, again, that if you invest in these early programs, if you do something that's resonant with our biology, we're most malleable early in life,

let's invest in that time in life, you get a huge bang for your buck, but this is a curve i made in 1996, that basically shows the malleability of the brain, here's the malleability of the brain, it changes, but it's easiest to change here, and this shows you how we spend money to change the brain in our culture. this mismatch between potential and opportunity is, really, a

disaster, and if we can act on this mismatch, we can change the world, we literally can see a quantum leap in the productivity, the creativity, and the humanity of our species, and i can tell you right now, when you start to look at things like, the number of people on this planet, we're gonna have to learn how to live together, right? think about it, how

many people are on this planet? a lot. i don't have it in here, i can't find the slide quickly, but here's the bottom line: our children are going to be living in an increasingly diverse world, with increasingly limited resources, and it is not going to help our species, if the people who are in that circumstance don't know how to share and communicate, and

respect others. but if we do, we can survive as a species, if we don't, it doesn't matter how much math we know, really, we need people who can do both. and there's no reason why we can't invent a future that helps fully express the potential of children to do both. so, i will stop with that, maybe, i have no idea if i left time enough for questions,

5 minutes for questions? that's better than usual, so, thank you for your attention. thank you! questions? questions, comments, hopes, dreams, dirty limericks, i'm open for anything. yes, there's a question over there. i was in a household, about, a couple

days ago, for dinner, and they an 18 month old child, and he was using one of these digital devices that read to him, and he knew how to push the buttons to change the programs, but all that he's experiencing is what the digital device shows him, i kinda threw it out, i took a book, and started reading to him. i'd say touch this, and looking at the words, pointing out

words. and do you have any idea how that will be transformative because, this is happening everywhere. you go to a restaurant, and you can see little children all on their devices while the parents are talking, either talking or on their devices. well, you know, your observation is something that all of us have seen. i have three grandchildren, two of them are two

year olds, and every once in awhile, there'll be this developmental tv programming that their parents will put on, and so there literally are, on television, programs that a little dancing, sort of looks like an iphone thing that dances around, and he calls himself, your first friend. i will be your first friend. and literally, it's nauseating, but it permeates that

kind of thinking. i remember when i was asked to give the presentation about early childhood, about brain development to the, all of the pbs affiliates, and it was a national pbs convention, and i got up, and you know, it was sort of a bait and switch, i actually gave a talk about why television is bad for children. they didn't ask me back, i don't know why.

so, one of the people afterwards, came up and said, "well i just want you to understand, that we're developing programming so that the mother and the child will sit down, and sit together, they'll be together, and they'll watch the show together, and like a really colorful a that comes, and an apple, and so," and all this stuff. and i said, "well okay, well the intention is

you're expecting the parent to be there with the child, right? well then, why don't you just tell them to turn off the tv, and have mom turn and face the child, and go 'a, b...'" okay, and they didn't like that very much, but that's happening. now, with that said, let me also say, i don't want to vilify all of this, because you can, if you can, i'm a big fan of

moderation, and i'm a big fan of technology. if you learn how to use these things with discipline, then rather than having your brain shaped by them, you can use them in ways that are appropriate and enriching. so, i think part of what we're gonna have to do, is sort of, as a broader culture, figure this stuff out, but it's going to take awhile, because the rate

of change is so much faster than our rate of problem solving, and we're always behind the curve, by the time we think we've figured out, it literally took the american academy of pediatrics up until about 3 or 4 years ago, to finally make a statement, that children under the age of 3, shouldn't watch television all the time. and so, if it took that long, television

was introduced in the 50's, so it's gonna take a long time for them to develop a consensus statement about, you know, the use of texting as a form of dating. have you ever seen, do you guys know who mike leach is? any football fans in the crowd? mike leach is a football coach, notorious for being sort of, a little bizarre. those of you who use the web, go online, and

type in; mike leach- end of the world. and he's doing this post-game interview about something, and he starts talking about dating, and soon it's gonna be two people on a thing, "hi, what's your name?" it's one of the funniest parodies of what could happen, based upon this electronic stuff. we are in a rapidly changing world, and i'm very very very concerned about the

inertial progress of what we're doing, and the way it's getting passed to the next generations. and that's why i think we need to be more deliberate about it, we need to think more about it, but i don't think we need to destroy all these things and then move back to caves. some people, after they hear me talk, they're like,"well he just thinks the modern world sucks."

and i'm like, "no, i don't." i just think we need to learn how to capture, or recapture, the parts of our past, that were healthy, and incorporate these new technologies, but i don't know exactly how to do that. (inaudible) yeah, i.. there's a couple of things, the question is: how can you learn maybe

a little bit more about these things? there's a couple of things, i've listed a couple of websites here, i actually wrote a book that's kind of about this, it's called "born for love" and the truth is, i don't recommend that book, i mean it's... how do i say this? i mean i like, i think the content is good, i don't think it's as well-written as other things i've written.

it's too...i had a big fight with the co-author. my first book, it was all about stories, and i thought, and it was interesting, the second book, she wanted it to more like a regular book, so it's like regular book, but it's got some of this stuff in there. yes? recently, i saw on facebook that you said that adhd is not a real disease, can you

comment on that? well, yeah, i can. that was so interesting, first of all, that is a complete distortion of what i said, and it happened after an interview with a reporter in england, and the british press are notorious for, i don't know if you know this, but they're notorious for basically wanting to cause sensation whenever they can, so i had this

hour long interview with this guy, and then at the end, he's like,"well what's going on, what's interesting in the field, and what about all this adhd?" and i said, "well, you know, what you need to understand is that adhd is essentially a description of symptoms, and in the conventional sense of a patho-physiology that we know leads to a certain set of symptoms, that's not

the way the dsm-5 works. the dsm-5 is about descriptions, but it's not connected to physiology, so in that sense, it's not like a real disease. and so, all of the sudden, people are saying, "he doesn't believe that adhd exists, and you know," i even got hate-mail from parents, "my kid has adhd!" and i'm like, i didn't say there aren't inattentive children. but adhd, as a

distinct disease, is not a disease. it's a description, and that's the way the dsm-5 is constructed. so, if you are inattentive, you are a little impulsive, and you have a few other things, you meet criterian for that label. but in terms of, it's different from diseases, in other areas of medicine. so let me give you an example: if you walk into the doctor's office and you have

chest pain, you don't have "chest pain disease." right? you have, maybe, heartburn, that's caused by your gi system. you might have pleurisy, caused by something in your lungs, you might have a pancreatitis, caused by your panreas. you might be having a heart attack. so there's four different diseases, or disease processes, that could be causing that symptom. and so, that's the

dilemma we have in mental health right now. and in fact, the nimh is moving away from using the dsm-5, and moving to a much more descriptive set of, if you will, diagnostic labeling, in order to actually start to connect real, physiological processes to disease clusters. that's kinda what i was trying to talk to him about, and he took that one thing and

distorted it, and went to the races and.. i got all kinds of hate mail.

How To Create Sock Knitting Pattern 64 Stitches

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in this tutorial we're going to learn to maketoe-up lace socks using german short rows instead of traditional wraps and turns. ihave a toe-up socks using german short rows pattern. i'll give you a link here on screento that. that's for non-lace sock, just a plain sock. this is my new favorite way to knit socksand i'm excited to offer a lace pattern in this new favorite way of mine to knit socks.the response has been great for the other toe-up socks using german short rows, i'mgoing to shorten it to gsr. okay german short rows. everyone has really enjoyed that patternand i've had a lot of requests for cable socks, lace socks, all kinds of different socks.

this pattern is knit with dk or sport weightyarn and in the sample socks that i've knit up i have used a sport weight yarn. this islion brand lb collection superwash merino. it's a stretchy yarn, it works really wellin socks and also my favorite yarn for these socks is knit picks hawthorne sport and thecolor ways are really gorgeous. you can see how they knit up, very pretty. i've found that because this lace is reallystretchy it doesn't matter dk or sport weight yarn is close enough it won't make a difference.yes, i want to talk about toe-up socks. few reasons that these are my new favorite socksand the reason that everyone in my family is getting a pair of german short row socksknit in dk weight yarn. toe-up socks are great

because you can use all of your yarn. youknit the toe, the foot and the heel and then just knit the calf using whatever yarn youhave left which means no leftovers, which means you get the longest sock possible. that'sgreat about toe-up. great thing about dk weight socks is thatthey knit up much more quickly than sock weight yarn and i get this question a lot but onceyou've used german short rows and you understand how they work, you can really substitute germanshort rows for any pattern that uses traditional wraps and turns. so i get a lot of requests,'can you convert this german short row pattern into sock weight yarn for me?' and reallyi don't have to. just go to ravelry and find a top sock pattern that you like that usestraditional wraps and turns and just do the

german short row technique instead. but theseare a great way to learn german short rows, i personally love the socks. love knittingthem and love wearing them. there was one more cool thing i was goingto say. oh, the german short rows. we got three cool things going on, german short rows,dk weight yarn and toe-up. the german short rows if you haven't already guessed they area substitute for traditional wraps and turns and people's biggest complaint was traditionalwraps and turns is picking up the wraps are really difficult. it's hard to see them, it'shard to know you're picking up the right thing. if you mess something up it can leave a gapin your socks, whatever. it takes practice. german short rows are a lot easier and i'mgoing to walk you through everything.

okay, i have been talking and talking. ifyou would like to get your copy of the pattern to follow along, i'll give you a link hereon screen to my website where you'll find all the information to everything that i mentionand use in the video. the pattern is sized for men, women and kids. yes, i sized it formen, i asked on facebook, i posted a picture of my foot in the socks and i said, 'new patterncoming out.' and some guys were responding and i said should i size this for men andthey were like, 'yeah, we want to knit this for ourselves.' okay guys can wear lace socksif they want. i am happy to provide the size for them. so men, women and kids you will need 100 gramsof sport or dk weight yarn and i believe size

3 us needles. all the details of course arein the video description field and on my website. i think that's everything i want to say inthe introduction. yes. so we're going to start with the toe of the sock coming up next. something i forgot to say in the intro isthat the pattern does give instructions for working these socks both magic loop usingone long circular needle and two at a time magic loop. i'm going to demonstrate on doublepointed needles which is my preferred way to knit these socks, really to knit any socks.but i know there are a lot of people who want to knit both of them at the same time or wantto use circular needle. so the pattern does include instructions for that.

let's go ahead and take a close up look atthe lace and the whole sock. here it is in the hawthorne sport and this is actually alace rib so you can see there's a lot of give in these. honestly i can't stand it when ipick a sock pattern that doesn't have a lot to give. it's not as comfortable and there'sthe german short rows in the toe. it's actually easier to see everything in this solid colorand there is the lace in the solid color and here is the toe. and strangely enough thetoe and the heel of toe-up socks is worked identically. they're worked exactly the same.it's kind of mind blowing. okay. so we are going to start with a provisionalcast on and a crochet chain and i will explain if you knit the german short row socks, myother german short row socks, the techniques

i'm going to use to use here are about thesame but they are two entirely different patterns. just so you know. i tie a knot in some yarn, i picked a yarnthat is a different color from the yarn that i'm going to use in my socks. i tie a knotso that i can mark the slip knot side of this crochet chain. i want to be able to identifythe slip knot side. then the pattern tells you how many two crochet chain for the sizeyou're knitting, and if you need help with crochet chain, i'll give you a link here tomy video. i was of course talking and not counting and i did really well actually. just one moreto do. okay. we are going to pick up stitches startingat the slip knot end, turn the crochet chain

over so that we're looking at the back ofit and we can see the spine of the crochet chain and take your needles and your actualsock yarn and you can skip the first couple. we chained more than we need. put your needle under one of those hyphens,wrap your yarn around the needle and pull it through going to the next one. you wantto try to avoid splitting stitches but if you do split a stitch you can deal with itlater. okay. i'm actually going to walk through the entire toe of this sock with you. justan abbreviated version. i'm not actually going to pick up enough stitches for a real sock.also i should mention i'm using thicker yarn and bigger needles than the pattern actuallycalls for. so you can see what i'm doing more

easily. this is not the yarn or needles usedin the pattern. this is worsted weight yarn in size 7 needles. so after you pick up the number the patterntells you to, you purl back across these stitches. i'm just going to set up a row. and if you'venever knit toe-up socks before, the whole process is magic, the way it all comes together.okay. now we are ready to get started on the short rows. and the pattern has this writtenout row by row. i'm going to show you the techniques. first thing you do is knit up to the verylast stitch, actually knitting the very last stitch. okay, knit the very last stitch, i'mgoing to work the german short row technique

on that stitch. i turn the work, my workingyarn is in front because i just purled the row, i'm ready to purl a row, slip that stitchas if to purl from the left needle to the right and then pull up on the working yarn.it gives you kind of a funny double stitch. then pull the yarn forward between the twoneedles to purl across. so that's the german short row technique afteryou've finished a right side row from the purl side. now we're going to purl up to thelast stitch. actually purl the last stitch. turn the work. pull the yarn forward, it'sthe end stitch so it doesn't make that much difference. it'll make a difference in subsequentstitches. slip that stitch from the left needle to the right. pull up on that stitch. it givesyou kind of a funny double stitch but it looks

a little different than the other side, that'sfine. and then knit across to the second to the last stitch. there's some construction going on outsideif you hear banging and burly men laughing. that's what it sounds like from here, it soundslike some kind of beer party. so i knit up to the second to last stitch, turn the work.working yarn's already in front. slip that stitch from the left needle to the right,and pull up on that stitch. then pull the yarn forward to work a purl row. and purlto the second to last stitch. okay. purl the second to the last stitch.turn the work. pull the yarn forward between the two needles. slip that stitch from theleft to the right. purl up on it, and knit

to the third to last stitch. turn the work.working yarn's already in front. slip that stitch from the left needle to the right.pull up on that stitch. yarn forward and purl to the third to last stitch. this is the lastone i'm going to show you for this first half of the toe. turn, yarn in front, slip thestitch, pull up, and start working across. that's the first half of the toe, and if youtake a look you can see we actually have. . .actually it's hard to see. but there issome nice shaping going on. it's narrower over here and wider in the center. just likeit's supposed to be. so of course the technique for german shortrows and the number everything is really clearly explained in the pattern for the differentsizes. this is the first half of the toe finished

and in the next section we're going to dothe second half of the toe and working the lace pattern. we're ready to get started on the second halfof the toe, so let's go ahead and take a look. i have not touched these needles since i setthem down last time. again the pattern gives you absolute row by row instructions for allof this, i'm just showing you the techniques here. i'm going to knit up to the first double stitch.they're pretty easy to identify. see there's one. i'm going to knit those two strands together.it really is just one stitch and knit it together, and knit the next one. turn your work andwe're going to work a gsr on this stitch we

just knit. so slip, pull up, yarn forward,and start purling back. and you'll see that we just did a gsr on top of a gsr. it lookskind of funny. i swear it's fine. work up to the next double stitch. knit those twohalves together and the next one. turn the work. pull the yarn forward, slip, pull upand knit to the next one. so basically what we did is we worked germanshort rows several times in and then several times back out to incorporate all the stitchesagain. here is the first double stitch, knit those two halves together, and the next one.turn the work, work the gsr technique on this stitch, then purl across. work those togetherand the next one. one more gsr technique and i'm thinking about the next step. pull upon that stitch.

okay we're down to the last double stitch.i'm going to knit these two together and turn the work. i don't want to work anymore germanshort rows. i'm just going to slip that stitch and work across to the very last double stitch.and work those two together. ta-da! now this is an abbreviated version of the toe of thesock knit in thicker yarn, but you can definitely see that that looks like the toe of a sock,even if it's a little squatty toe of a sock. it is a toe of a sock. now is a good time to tie together the tailend and the working yarn, it helps eliminate any gap there. we are going to remove theprovisional cast on, and get these stitches live on the needle again. now remember wetied a knot in the slip knot end? you want

to start on the non-slip knot end over here,and undo this crochet chain. all we did was pull the tail end through the last loop andpop, pop, pop down to the first stitch. the first stitch of provisional cast on is alwayswonky. the yarn runs through that stitch. you can see the white stitch. this is oneof the reasons we want to use a contrasting color of yarn so we can for sure see this.so i am just going to put my needle in to that stitch. it's a little twisted thing. i'm splitting the yarn. there we go. thenpull the needle out of that stitch. okay we're done with the first one. it's the hardestone. now as we look at these other stitches yousee the blue yarn is my provisional cast on in waste yarn that i'm going to get rid of,and these vs underneath are the stitches that

i want to retrieve. there's a v there. i wantto put the tip of my needle under the right leg of the v all the way across. and the waythat i like to do this is to do a few at a time. there's the next v going to the rightleg. you can do one at a time if you like. i like to get several on there because i liketo unzip a whole bunch at one time. it's because i'm childish. okay. i didn't have any snagstitches what do you know. if i did have a snag stitch i had my little scissors herewaiting. i would just cut any blue yarn from the provisional cast on color that was inmy way. if i split a stitch i might have to cut a little piece but i didn't have to. now we have all of this ready to go. workingin a round on our double pointed needles and

the pattern has you knit a couple of rows,a couple of rounds before we get started on the lace pattern, but i'm going to start usout right on the lace pattern so i can show you how this works. i also want to grab asock. for the whole foot of the sock we work thelace pattern on half of the stitches and just plain knitting on the other half. that's becauseit's not comfortable to walk on decorative stitches. it's more comfortable to walk onplain knit stitches. then we'll have the lace all the way around in the cuff of the sock.but for now we're only going to work lace on half of the stitches and we're going tostart out with working this half in the lace. oh something else i want to show you. i should'vejust hung on to that sock.

there are these knit stitches between thepurls and the lace pattern, and you see how these knit stitches are really popping upoff the fabric? it's because they're knit through the back loop, and that's what we'regoing to do in this lace pattern, is knit these stitches through the back loop and then;just these separating stitches so they're the only ones. you'll see. so this is the beginning of my round. i'mgoing to start by knitting this stitch through the back loop. a normal knit stitch goes inlike this. i'm going to do it like this. knit through the back loop. purl one. knit two.purl one. that's the pattern we repeat. knit through the back loop, yarn forward to purlone, yarn back to knit two, yarn forward to

purl one. there are four rounds in this lacerepeat. i'm going to work through this and show you three of them. because the otherone's just knitting. knitting the knits and purling the purls, i want to make sure youhave all the techniques for lace down. i'm just knitting across these other two needlesfor the sole of the foot. okay. round three, i'm skipping a round becauseit's very simple. knit through the back loop, purl one, knit one, yarn over, knit one. yarnover is what gives us the little hole in the lace pattern. purl one. something really importantto keep in mind. i'm working this pattern and adding these yarn overs, it's actuallygoing to change my stitch count. so if you're worried about having the right stitch count,it seems like something's off, after you've

worked the yarn all around, you are goingto have one stitch more per repeat, but we are going to decrease that back out. i'm going to work across these and then showyou one more round. that was actually the second round. i'm going to show you the fourth roundnow. the main techniques i want to show you are the yarn over and this one. you knit throughthe back loop, that never changes, purl that never changes. then you want to knit threeand we're going to pass the third stitch over the other two. so one, two, three grab thethird stitch in like you're going to bind off, put some tension on the working yarnto help hold those stitches in place, and bind off. then purl one. knit through theback loop, purl one. knit three, pull the

third stitch over the other two. purl one.knit through the back loop, purl one. we can't really see it yet, i'm going to show you inanother example here in the next part. we got through so much of the sock there. nextup we're going to talk a bit about the heel and knitting the rest of the sock. we've really covered pretty much all of thetechniques used in these socks. there's a few other things i want to show you, but ifyou've made it this far you've gotten through the hardest parts. so let's go ahead and takea look. i have this chunky sample. this is the thickeryarn and bigger needles, so the lace does not quite look as pretty in this thicker yarn.but i want to talk to you about how to work

the heel. and the heel is worked just likethe toe. exactly the same row for row instructions as the toe. i always like to work the laceon one needle when i can, and then when i get to the heel, i like to transfer stitchesaround so that i can work all of the heel stitches on one needle and not two. becauseremember this is the instep so we want the heel to be worked on these two needles, onthese half of the stitches. so what i'm going to do is separate, slipthese lace stitches onto two needles for now. because we're going to combine these ontoone and we still want three needles going. and then slip the heel stitches all onto oneneedle, and then things are rearranged so that you are ready to work the heel. don'tlet yourself get confused by this. you are

going to the working yarns here, you are goingto knit across to the last stitch and german short row and purl across to the last stitchand german short row. you're only working on these stitches and ignoring the lace stitchesfor now. and that's it, it's not difficult at all. if you've already worked the toe theheel is just like it. so you are going to knit. after you finishthe heel you'll start working in the round again and knit the whole sock in lace. thewhole cuff in lace, and then when you start to run low on yarn you can start working therib. and the rib is modified to match the lace pattern. i have this little sample here.we can pretend the sock goes up to here and here is the last section of lace. it's knitthrough the back loop purl one, knit two,

purl one, so that it follows the same patternas the lace all the way up to the end. but i want to show you how to use this superstretchy bind off that is my favorite for socks now. i use it on all toe-up socks, ithink when i first did a video for this bind off i hadn't yet tried it in socks, and peoplegot back to me and said, "oh yeah, this is perfect for socks." now it's the only onei use. so we are going to follow the stitches thatwe see here with a little bit of a modified stretchy bind off. i'm going to knit one andpurl one and then put the needle in the back of those two stitches, the left needle inthe back of those two stitches, and purl those two stitches together. and then knit one andput the needle in the front of those two stitches

that you just worked and knit them together.then knit one, i'm just following what i see. there was another knit stitch, put the leftneedle into the front of those two stitches and knit those together, it's actually throughthe back loop. the next stitch is a purl, and purl them. rather than pulling one stitchover the other, we're working the stitches together once they're on the right needle. i like thisbind off also because unlike other stretchy bind offs, it doesn't have much flutter orflare to it. you can see it looks pretty sturdy, it's not fluting. it looks really good. now if you just be patient with me, i wantto finish up this bind off really quickly so i can show you one more technique. i usethis bind off on my new poncho pattern. i

think that's the first time i've actuallycalled for it in a pattern and i'm so happy with it. the poncho has a turtle neck andevery other bind off was either a fluttering and flaring or too stiff and not enough giveon the turtle neck. this bind off is like a great all purpose stretch. okay, you've been very patient with me throughthis bind off but it's all going to be worthwhile here in a moment, i promise. okay. so youbind off the last stitch, you can break your yarn, leaving about a six inch tail and pullthat loop, pull that tail through the last loop and tighten it up. now, this is whati want to show you because this is a mess, is a knot. this is the bind off row, thisis the end of it and it is so far from the

first bind off stitch and it looks terriblebut we have to leave in this end anyway and we can fix this while we do it. so take your tapestry needle and thread thattail on, and then you can see the bind off row looks like a series of these. this bindoff looks a little bit different than a traditional bind off but about the same. so we want tojump over to our first bind off row and go under both legs of the first v that we seeand pull that through. and then go back down into the same hole that you came out of orclose to it and tighten that up. and you see what we've done here. we've not only straightenedout, there's a tiny dog hair on this white yarn that was really destructing. okay. notonly have we straightened and smoothed that

up but we've followed the line of vs aroundso it isn't nearly as noticeable where the end of the bind off is. then you can justweave in the inside of the sock and no one will be the wiser, that is it. huh! okay. that's everything you need to know,all the techniques used in the socks. yeah, i can't wait to see your finished items. havefun knitting it. good luck.

Buy Knitting Machine Lace Patterns

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hello everyone. in this video i’ll show you how to knit gloves. the written instruction how to make these gloves is available at: interunet.com/how-knit-gloves to knit the gloves, cast on thirty five stitches or multiples of five stitches. to knit in the round, use three double pointed needles. slide ten stitches on one double pointed needle. then fifteen stitches on second needle, and again ten stitches on third needle.

first round. purl two. then knit three. that way – purl two, knit three continue to end of the round. second round work like your first one. again – purl two, knit three to end of the round. third round. purl the first two stitches as usual. then work one long loop. for that – insert the right needle (working needle) between knit and purl stitches –

or between third and fourth stitches, grab the yarn and pull it through. this is long loop. then insert the right needle again into the very first stitch, and then just knit one stitch. and pull this yarn through this long loop. then as usual – knit two. that way continue to end of the round. again – purl two,

and again long loop. for that, insert the right needle after the three knit stitches, grab the yarn and pull it. and then insert the needle into the very first stitch, grab the yarn and pull it through that loop, and the long loop. and again – knit two. at the end of the third round work last long loop.

then following four rounds i will just work purl two knit three to end. so, again my fourth, fifth, sixth, and seventh rounds i worked like my first round – just purl two, knit three to end. now i will work my eighth round like my third round. so, purl two, then long loop. so, just repeat these five rounds – long loop round, and then just purl two/knit three rounds. i worked twenty four rounds, and my twenty fourth round

i knit like my first round – purl two, knit three to end. twenty fifth round. i will increase one stitch to have thirty six stitches in total. and then, knit all stitches to end. then, i will redistribute all my stitches to four double pointed needles instead of three to have nine stitches on each needle.

nine stitches, and so on. then, knit next two rounds without increasing stitches. twenty eighth round. knit first eighteen stitches. so, this is my starting point. knit eighteen stitches. and on this side i will have again long loop stitch pattern. again, knit first eighteen stitches.

then, knit three, and work one long loop. insert the right needle between third and fourth stitches, then into the very first stitch. again, pull the yarn through these two loops. and again – knit two, and continue this way – knit three, long loop to end of the round.

on this side i have just knit stitches. and on this side i have long loop stitch. next four rounds i will just knit to end. thirty third round. again, knit eighteen stitches. then – knit three, long loop, knit three to end of the round. then again, knit following four rounds. thirty eight round work like your twenty eighth round. round thirty nine.

to make a hole for the thumb – right glove, slide first five stitches on a safety pin, then knit all the rest stitches to end. for the left glove – knit thirteen, then slide these five stitches to the safety pin. instead of these five stitches – create five new stitches. for that – make a loop, and place it on the right needle. then again – make a loop,

and pull the yarn. do it three more times. then knit all stitches to end. round forty, forty one and forty two – knit all stitches to end. forty third round work like your thirty third round. and then again – just knit four rounds. work forty eighth round as your twenty eighth round, and just knit forty ninth round. i’ll start knitting fingers from my pinky. for that i will use eight stitches.

four stitches from this needle, and four stitches from that needle. here are my eight stitches. attach the yarn, and increase one stitch. after that – knit eight stitches. then just knit these nine stitches in the round. knit the nine stitches for about sixteen rounds, and then decrease all the stitches. knit two stitches together.

then knit three stitches together. last time – knit three stitches together. cut the yarn and secure it. for the ring finger use again eight stitches. attach the yarn, increase one stitch. then knit four. pick up two stitches in order not to develop a hole. and then again – knit four. then continue knitting in the round.

knit to last two stitches on this needle. and then decrease one stitch – knit two stitches together. now you should have ten stitches. so, just knit the ten stitches in the round. after you knit about twenty one rounds – decrease stitches like here. for the middle finger i will use ten stitches – five and five.

and will not increase stitches. i will knit five, pick up two stitches in order not to develop a hole. then again – knit five. and then i will again knit five, decrease one stitch. and then i will knit eleven stitches in the round. again, after you knit five – pick up two stitches. and continue – knit five, and so on. i will knit eleven stitches for twenty three rounds, and then i will decrease all the stitches as usual. for the pointer finger i will use last ten stitches.

i will increase – pick up two stitches in order not to develop a hole. and then again – i will knit ten, decrease one. and then i will knit the eleven stitches in the round for about twenty rounds, and then i will decrease all stitches again. for the thumb slide back from the safety pin these five stitches, and pick up seven more stitches.

then knit the twelve stitches in the round. for each thumb i knit twelve stitches for sixteen rounds, and then i decrease all the stitches. now the gloves are ready and thank you for watching.

Knitting Pattern 4 Ply Socks

gloves can be intimidating to knit if youã­venever tried them before, because there are a lot of unique techniques involved in themthat you maybe havenã­t seen in other patterns. in this tutorial weã­re going to start fromthe very basics. all you need to know how to do is knit andpurl. weã­re going to get you going on knittingwith double pointed needles and knitting the cuff, learning how to do make 1 increasesto work the gusset, how to work backwards loop cast on and picking up stitches to knitthe tiny tubes of the fingers, and then decreasing and finishing the glove so that you have limitedgaps and the glove is a nice fit. to knit this with us youã­re going to needa set of size 3 double pointed needles, like

this and youã­re going to need some worstedweight yarn. iã­ve taken the label off of this but youcan kind of get the idea of the yarn that youã­re going to need. these techniques are pretty basic across mostglove patterns, but if youã­d like to follow along with these gloves, this pattern is availablefor purchase and download over on my website. and first up, weã­re going to learn how toget started with double pointed needles and knit the cuff of the glove. first up with the gloves weã­re going to getstarted on the cuff, starting down here at the bottom of the glove, working with twoã± uh, working with double pointed needles.

and weã­re going to work in two by two rib. the double pointed needles allow us to workin a tube, and of course gloves are just a series of tubes. this lets us knit a small circumference tube. they can be kind of intimidating if you havenã­tused them before, but really using double pointed needles is just like normal knitting. youã­re only going to be knitting with twoneedles at a time. let me show you how to get started with this. iã­ve already cast on part of the stitchesthat i need for the gloves. and iã­m using

the long tail cast on. and if you need a review of the long tailcast on, i have a technique video that will take you slowly through how to do this caston. if you do a knitted cast on that works, too. so you can either cast on all your stitcheson to one needle, how ever many stitches your size calls for, and then just transfer themto three needles like this. you put your needle in as if to purl, andslide them over. or you can actually, let me undo this, youcan actually cast on to each needle and that saves you the trouble of transferring themover.

and the way to do that is to get yourselfset up to do the long tail cast on, and instead of going on to the needle that youã­ve beenusing, you get yourself started and you put the new needle in there. let me show you again. iã­m going to wrap it around my thumb andjust let these two needles hang. and put that new needle, take the workingyarn and wrap it and pull it through, and then when i pull that through, i really wantto give a tug to the tail end and the working yarn, because iã­d like to eliminate the gapbetween the two needles as much as possible. okay, then iã­m going to cast on the remainingstitches that i need here on the third needle.

again if you need some help with working thiscast on itã­s called the long tail cast on, and i have a technique video for it. okay, iã­m not counting, but iã­m just goingto cast on what looks about right for demonstration purposes here. okay, now you have stitches spread out overthree needles, and to get started with this, weã­re going to break it down into as manysteps as we need to get started with this, to make it easy. get everything as untwisted as you can. orã± just get everything untwisted! and put your needles into an h, the letterh shape, like this.

your working yarn and your tail are over hereon the right needle. now when you have this untwisted, that willmean that all of your knots from your cast on are all lined up on the inside of thish. nothingã­s twisted when you see that. okay? now, this here is going to be my first stitchthat i knit. and iã­m going to use the working yarn fromover here. and when i use this yarn to knit this stitchitã­s going to close up the tube. so that will be our first step. iã­m going to turn this around to get thisfirst stitch in front of me like this, and

scoot it down to the tip of the needle. now notice, iã­m not picking anything up offthe table yet. and the reason for that is that as soon asyou pick things up off the table, things can get twisted. weã­re going to leave it on the table as longas possible to keep it from getting twisted. so, my first stitch is very close to the tipof the needle, ready to work. iã­ve separated my working yarn from the tailend, so itã­s easy for me to grab it and use. iã­m going to put my needle in to the leftof first stitch to knit it. okay. you see, iã­m just working with two needles.these two needles are going to hang out, these

two right here, are going to hang out untili get to them. these two needles right here are the onesi care about. so my needleã­s in. i take the working yarn, iã­m going to worka completely normal knit stitch by wrapping the back needle, and after i do that, i canpick this up off the table because it canã­t really get twisted anymore. iã­m going to pull that stitch through, justa normal knit stitch, and go into the next stitch and knit that as well. now iã­m working two by two rib.

take a look here, iã­ll spread it out a littlefor you. this is knit two, purl two, knit two, purltwo, and thatã­s what gives us this stretchy cuff. before i can work the purl stitch, i needto pull my working yarn forward between the two needles, and purl two. donã­t get discouraged when youã­re workingthe cast on row. because itã­s tighter than the other rows, it does go more slowly. you can pick up speed once you get past it. iã­m going to go back to knitting now, soi pull the yarn, the working yarn back between

the two needles, because my yarn needs tobe in back to knit, iã­ll knit two. pull the yarn forward and purl two. back, to knit two. and i want to get to the end of this row soi can show you how to move onto the next needle. back to knit two. whoops, i just dropped a stitch! grab that. okay, remember that i didnã­t ã± i didnã­tcount how many i was casting on that last needle.

i should be ending with purl two, but iã­mjust going to end with purl 1 because i didnã­t count my stitches. but really for demonstration purposes, thatã­sokay. and iã­ve had you arrange these stitches sothat you will always end with purl two on the end of each needle, and when you startthe next needle you will always start with knit two. itã­s a good way to know that youã­re on trackwith the two by two rib pattern. okay, so i finished knitting this first stitch,my working yarn is coming out of this needle, when youã­re working with double pointed needles,your next stitch is always to the left of

your working yarn. so hereã­s my working yarn, iã­m going tojump over to this needle, and thatã­s my next stitch. so iã­ll get it close to the tip of the needleso i can work it. and again, iã­m working with this empty needlein my right hand, and iã­m going to this needle to continue knitting, and so these two needlesare just going to hang out there and wait for me to get back to them. so, iã­ll knit across here, and jump overto this needle and knit across here, always starting with an empty needle in my righthand.

youã­re going to knit the cuff for as longas the pattern tells you depending on the size that youã­re knitting, and next up weã­regoing to get started working with the thumb gusset. you should be at a point in your gloves nowwhere you have finished knitting the two by two rib in the cuff, which is the stretchypart of the glove ã± the very stretchy part of the glove. and now weã­re going to start with the stockinettepart. from here on out weã­re going to be knitting every round, i donã­t think thereã­sany more purling in the glove at all anymore. and the thumb gusset is this bit of knittingright here. and the way that the hand is shaped,

itã­s all pretty straight through here, butwe have to increase here to accommodate for the thumb. and thatã­s what weã­re going todo. let me show you a close up in the finishedglove. itã­s this line and this line. and you can see, we started off with justone stitch between these two, and we go go go up like this until weã­ve increased untilwe have a lot of stitches between these two markers right here. so to get started with the thumb gusset, thisis where youã­re going to need a couple of stitch markers, and iã­ll how you what thoselook like here in a minute.

oh, before ã± before we do that though, yousee where the tail end of your yarn is here? the reason we havenã­t bothered with stitchmarkers to mark the beginning of your round is because wherever your tail end is, youfollow that up between two needles, this is the beginning of your round. this is the firststitch here. so you always want to ã± just like when youã­reworking back and forth in rows, this is where you want, you want to get back to the beginningof the round when you start working on a new section of the gloves. so for the thumb gusset here, youã­re goingto work up, youã­re going to follow your pattern for your size to knit up to the number ofstitches it tells you to.

and iã­m not counting here, but i know thati do need to knit past this first needle. you see, no more purling. it starts to gomuch more quickly. okay. this looks about right. the pattern tells you to place a marker. so i have a little ring marker here that iã­mgoing to put on the right needle. to make 1 left, iã­m going to do that hereã± iã­m going to show you a close up of this in just a moment. make 1 left, knit one, make 1 right, iã­llshow you, iã­ll break this down for you as

well. place another marker, then continue knittingwith the round. letã­s take a closer look at those make 1stitches. i have this sample here knit up on big needlesso i can show you how to do this. make 1 left is a left leaning increase, make1 right is a right leaning increase, and make 1s are, as far as noticability goes, theyare the most invisible increase stitches. to work one ã± you see here how this sampleis like what youã­re working, itã­s just plain knitting around, or when youã­re knittingin the round, so this is exactly how it will look for you.

when you separate two stitches, youã­ll seean obvious bar between the two stitches. if you pick that up, i always use my rightneedle to pick it up because iã­m just more coordinated with my right hand, iã­ll pickit up and put the needle in front to back. or your can just take your needle and putit in front to back on that bar between two stitches. then you knit that stitch, through the backloop. a normal knit stitch would go in like this. through the back loop goes in like that. andyou knit it. so youã­ve made a stitch out of the bar betweentwo stitches.

iã­ll show you that again. iã­m going to take the tip of my left needle,and put it into the bar between two stitches from front to back. then iã­m going to knit that through the backloop. okay, thatã­s a left leaning increase, thatã­sthe first one that youã­ll work. a right leaning increase, the only differenceis that youã­re going to pick up that bar from back to front. and youã­re going to knit it normally throughthe front loop, which can be tricky. iã­ll show you again.

iã­m going to pick that up from back to front,so i have this loop on the needle, and then iã­m going to knit it normally through thefront loop like this. the real trick with make 1 stitches is ifitã­s easy to get your needle in to work it, youã­re not doing it right. if youã­re knitting a make 1 left, and youã­reputting through, in the normal way through the front loop of the stitch, itã­s goingto be really easy to put your needle in, but itã­s going to create a whole in your work. if itã­s difficult to get your needle it,it means youã­re making the correct twist on the stitch which is going to keep you fromgetting a gap in your work.

so youã­ll follow your pattern, and youã­regoing to do the make 1 increases like that every third row. i like to use a row counter to keep trackof where i am when iã­m going that part. and once you reach the required number ofstitches between the two markers for the size youã­re knitting, weã­re going to put thosethumb gusset stitches on reserve, which weã­re going to cover in the next video. now you should have finished the thumb gussetstitches, meaning that you have the correct number of stitches between your markers thatyour pattern calls for, for the size that youã­re knitting.

now weã­re ready to reserve those thumb gussetstitches because what weã­re going to do is ã± you are right here right now. weã­re going to put these stitches on a pieceof scrap yarn to save them for later, and then after we finish all the other fingersweã­re going to go back and knit the thumb itself. so letã­s start that row. the beginning of my row is here, iã­ve alreadyknit across this first needle, and iã­m knitting up to where my markers are with the thumbgusset stitches. i have a few more stitches to go here.

there are a lot of stitches on this needleonce i finished the increases! so iã­m knitting up to this marker, iã­m removingthe marker, we donã­t need that anymore. and iã­m taking some scrap yarn and a tapestryneedle. iã­ll thread that on to here. and now iã­m going to slide all of these stitchesbetween the markers on to this scrap yarn. to do that, i put my tapestry needle in asif to purl, and just slide those stitches on to the tapestry needle. you can be careful and do them one by onelike this if you like. when you get to the second marker, take thatone out.

and now my stitches are all safely reservedon this piece of scrap yarn. and i always use scrap yarn in a contrastingcolor so itã­s really easy to see. now, you can see here that itã­s startingto look more like a glove. this is actually a thumb, and this is thehand part right here. and weã­re going to continue knitting in theround with those stitches kind of sticking out, and to do that we need to cast on onestitch on the right needle here before we continue knitting the stitches over here. weã­re going to use the backwards loop caston to cast on one stitch. so i have my working yarn here, iã­m goingto take it in my left hand with my thumb on

the yarn like this, flip it, and slide iton to the needle. this is important because we use the backwardsloop cast on a lot in this pattern. so you put your thumb on the yarn like this,flip, put that loop on the needle and tighten it up. now that i have that one stitch cast on, iã­mgoing to ignore those thumb stitches, iã­m just going to let them stick out like that,and iã­m going to continue knitting across the left needle. and itã­s amazing, ta-da! the thumb stitchesare there, and theyã­re in the right place, and theyã­re just waiting for me to come backto them and finish them.

see? there we go. so youã­re going to follow your pattern toknit the correct length for the length of the hand and next up weã­re going to get startedon the pinkie finger. now weã­re ready to get started on the fingers,and weã­re going to start with the pinkie finger and work our way across the hand thisway. once youã­ve made it to this part, the restof the knitting goes pretty quickly because the, the fingers are really just little tubesto knit, it goes pretty quickly. um, iã­ve written the pattern that weã­reusing here, to make it so that your stitches are always arranged correctly for ã± or theeasiest way for you to work through, and then

have things arranged so that the right numberis on each needle when you start decreasing for the tops of the fingers. so youã­ll want to follow along for your patternand whatever it says for your size, but this specific pattern iã­m going to use the numbersthat we have for the medium size. the womanã­s medium size. okay, here i am with my finished hand. i have the right side of the work ã± uh, myworking yarn is over here on the right side. iã­m going to take a double pointed needleand transfer the first six stitches on to the dpn. and youã­ll see that that gives us ã± thisbeing the thumb, this being the pinkie.

this is going to be pinkie stitches. then we need some scrap yarn again and a tapestryneedle, because weã­re going to put all the rest of the stitches around the hand on scrapyarn, and youã­re going to transfer just like we did when we transferred thumb stitchesto the scrap yarn. i think this is actually the numbers for thewomanã­s large, not the womanã­s medium. iã­m going to slide stitches up to the lastfive. iã­m going to leave the last five here onthis needle. okay, here we go! our working yarnã­s coming from here, we havesix stitches here and five stitches here,

and iã­m just going to start working, iã­mgoing to start knitting. and in this particular one, iã­m going toknit four, then iã­m going to pick up ã± whoops, i only knit three there. no wonder the countdidnã­t work! knit four, pick up a new needle and knit thelast two. now remember how we had this gap here at thethumb and we used the backwards loop cast on to build one stitch there? weã­re going to cast on ã± how many here?just one. so again, iã­m going to flip the yarn aroundand put it on the needle, creating one more stitch there.

and now iã­m going to continue knitting offthe third needle, just knitting one, and that kind of seals in this backwards loop caston that could have fallen off if i didnã­t knit another one. now iã­ll pick up an empty needle in my righthand, and knit the last four. okay, so now this looks a lot like what wehad going on with the cuff. we had three needles making a triangle, andweã­re knitting a tube, only this tube is a lot smaller. because we just have twelve stitches goingon this pinkie finger. and just like we were doing before, itã­ssmall, its going to go quickly.

your next stitch is always to the left ofyour working yarn. and youã­re just going to keep going aroundand around. and next up weã­re going to learn how to measurethe length of the finger as weã­re going along, and how to do the dec ã± excuse me! [laughs]how to do the decreases for the tops of the fingers. if youã­re knitting these gloves for yourself,itã­s easy to try on the gloves as you go and just measure the length of the fingersas youã­re knitting them. if youã­re making these for someone else,and theyã­re not around to try the gloves on for you, you can either have them tracean outline of their hand for you, or you can

just go with the standard measurements forthe different sizes. iã­m actually making these gloves to fit me.and something thatã­s nice about handknit gloves is that i have really long fingersand a freakishly long thumb, so iã­m able to measure them to fit, to make sure thattheyã­re going to fit my hand. normally, gloves end up kind of ã± uh, betweenthe fingers end up being here between my knuckles, and i can never get them all the way down.thatã­s store bought gloves. not hand knit gloves. first let me show you how to measure the fingers. here i am with a finished hand, and iã­vecompleted ã± i think iã­ve completed one pinkie

finger. iã­ve knit as long as the pattern tells meto. iã­m going to go ahead and try it on. and this, as you can see, is a mess of endsand scrap yarn and everything else. so iã­ve got the pinkie on. and i hope youã­re following along with allthese bits of yarn flopping all over the place. iã­m going to take my ruler, and put it rightdown here starting at the base of the pinkie. and iã­ll measure up, and i have knit ã± oh,when i measure, i measure to just under the needle here. donã­t include the needle withthe stitches in the measurement.

just stop to here. and it shows that iã­ve knit just about twoand a quarter inches. when i look at it, it looks like itã­s longenough for me. thereã­s only one decrease round on the fingers.so all that really does is close it up. so you really want to have it long enough forthe finger, for the whole finger, with really nothing sticking out, because weã­re justgoing to close it up. so thatã­s how you measure the finger. andyouã­re going to do that, of course, on each finger as you go. and now iã­m going to show you how to do thedecrease round on here.

for this pinkie we have twelve stitches total,and itã­s just knit two together around. so, knit two together, and we have four stitcheson each needle, so itã­s knit two together twice on each needle. then youã­ll cut your yarn, leaving yourself,i donã­t know, about six or eight inches, like this. and mineã­s already cut. and iã­ll take my tapestry needle again, threadthat end on to the tapestry needle. and then hereã­s my working yarn. this iswhat would be my next stitch. iã­m just going to start there. and threadthis yarn back through all the stitches, the

six remaining stitches, pulling the needleout as i go. okay! and that is a finished pinkie! becausewhen i tighten it up, that closes up the top, and iã­ll just weave in the end on the inside. i actually ã± itã­s easier to weave in theends as you go, iã­m just going to wait til iã­m finished to do it. [laughs] and then one last check, weã­ll make surethat this is long enough for me. and yes, it is. in the next video weã­re going to work onthe upper hand. this next segment in knitting the upper hand,there are a couple of things that are important

for the rest ã± a couple of techniques indoing this that are important for the other three fingers that weã­re going to be knitting. letã­s take a look at the glove. first look at my hand. we finished the pinkie,and weã­re going to do something thatã­s called the upper hand of the glove. which takes us from here, where we are rightnow, up a little bit higher. because the base of the area between thesetwo fingers and these two fingers is higher, than the base between the pinkie and the ringfinger. you see what iã­m saying?

so weã­re way down here right now. weã­regoing to knit a couple rows on this section right here to get us up to the base of thesetwo fingers. trust me. it makes for a better fitting glove. so, iã­ve already slid most of the stitches,as my pattern told me, on to these dpns, i still have the scrap yarn in there. and iã­ll demonstrate for a couple more, becausethis is going to be important for the rest of the glove, that you know how to do this. thereã­s the scrap yarn. i just slide my needlein as if to purl, with the scrap yarn there, and go on to the next one. and the last oneã± i set this up so i can show you the last

one. the last one can be tricky. iã­m going to pull out this scrap yarn ineverything except for this last stitch. and the reason itã­s tricky is because sometimesthe stitch ends up getting buried. i donã­t see where my stitch is right now. itã­s buried in there. but iã­ve taken out the scrap yarn in everythingbut this last stitch, and if i pull it, the stitch magically comes out and i can put itup on the needle. you see that?

this also happens to be attached to the workingyarn, itã­s easy to pull because it will stretch out. so i take out my scrap yarn, all the stitchesare on the needles, and iã­ve already worked around up to this point. now the pattern tells me that i need to pickup stitches at the base of the pinkie. otherwise, because if i didnã­t there wouldjust end up being this massive hole right here at the base of the pinkie. so iã­m going to pick up and knit. this isthe technique. itã­s called picking up and knitting.

two stitches here at the base of the pinkie. and you want to space them out kind of evenly.you can, well, yeah. i usually want to space them out pretty evenly. but the most important thing is i want topick up two legs of something. i want to pick up strands of yarn. and what we have here are vs, because thiswas a cast on, a stitch that we cast on. well, let me just show you how i handle this. iã­m going to put my needle into two legs,right here, so i have two legs there. and iã­m going wrap it, this is like knittingwith one needle.

iã­m going to wrap it and pull it through. and then i do a little test. i pull on it to see if it creates a huge hole.and that kind of did. i donã­t like the way that looks. so iã­m going find a different spot to wrapand pull through. iã­m happier with that. then do it one moretime over here. put my needle into two legs of a stitch, wrapit and pull it through like a normal knit pull on it, that looks aright, iã­m happywith the way that looks. and now i can just continue working in theround. after i do one thing.

i reattached my yarn, i worked all the wayaround, and now i just picked up two stitches. hereã­s my working yarn, and here is the tailend. i always tie these two together when iã­veattached new yarn. and i do this on each one of the remainingfingers when i do. thatã­s going to keep the glove from stretchingout right there, falling apart right there, whatever. and that knotã­s not going to get in the way. so iã­m just going to continue working aroundon these stitches. hereã­s my working yarn hereã­s my next stitch.

i think you have two more rounds to knit.and next up ã± well, the rest of the fingers are really the same as what weã­ve workedon so far. youã­re going to use the techniques of backwardsloop cast on and picking up stitches, picking up and knitting the way that iã­ve done here. so the middle finger and the first fingerare no different than what youã­ve already done. so next up, weã­re going to do the thumb. youã­re going to see here that working thethumb really isnã­t much different than what youã­ve done on the other fingers, but weã­regoing to go over it together to make sure

youã­re comfortable with doing it. now, letã­s pretend here that all my fingersare finished. my sample here doesnã­t have finished fingers, but it does have the thumbjust the way we left it on the scrap yarn. so iã­m going to take my double pointed needles,and with the right side of the work facing me, the thumb over here on the left, iã­mgoing to slide my double pointed needles into the stitches. and in the pattern i tell you how many toput on each needle, to make it so it works out well at the end. iã­m not really counting right now, just giving

you the idea. okay, iã­m having this problem again withthe very last stitch being hard to see. so iã­ll pull out my scrap yarn, in everythingbut this last stitch, and then when i pull thereã­s the last stitch. i can grab it and pull this scrap yarn out. okay, all the stitches are now on double pointedneedles and weã­re ready to knit the thumb. iã­m going to reattach the yarn, and to dothat ã± well, hereã­s another thing that i hadnã­t mentioned. you can use one of these clippie markers ora safety pin.

these clippie markers are nice. iã­m going to clip it in right here so thati can remember that right here is the beginning of my round. no mistake. iã­ll put my needle in and take my workingyarn, and leaving myself about a six inch tail, iã­m going to loop that over that backneedle and pull it through. and just like on the other fingers, i havea few more stitches here because itã­s the thumb, but just like the other fingers i willknit around. and then when i get to the end of the lastneedle, when i make it back to the beginning

of my round, the pattern tells me that i needto pick up and knit one stitch here where i cast on one when we were working the thumbthe first time. and you should be pretty comfortable withthat, because youã­ve done it on the other iã­m trying to get the extra bits of yarnout of the way. iã­m going to grab two legs, wrap it and pullit through. it can be tough. you have to get a lot oftension on the working yarn to get it through. i pull on it, i think it looks good. and then just like i did before, iã­m goingto tie the working yarn to the tail so i donã­t have to worry about it falling apart rightthere.

so youã­re going to continue knitting thethumb the way you did the other fingers, youã­re going to measure the thumb the same way youdid with the other fingers. and the only thing thatã­s different in decreasingfor the top is that you have two decrease rounds. you knit two together for one round, and thenyou knit two together again for another round, so we get down to fewer stitches before wethread it on to the scrap yarn and tighten next up weã­re going to talk about weavingin the ends and finishing the gloves. if youã­re like me and you waited until thevery end to weave in your ends, this is what you have, this scary mess here.

but i want to show you how to weave in theends to close up any gaps that you might have between the fingers. with gloves we are always reattaching yarnand starting a new little tube for the different fingers, and there are areas where you canget gaps in your work. and it also just happens that where the endsare, where you attached new yarn, is exactly where you need something to be to maybe closethat up with the tapestry needle. so letã­s take a look. here are my finished glove. here is my finishedglove. and iã­ve switched colors on you here.

and iã­ve already scoped out that i have thishole. it will be easier to see if i put it on. i have this hole here that iã­m not happywith between these two fingers. you can see me poking my fingernail through there. i want to use this end to close this up. and to do that iã­m going to take my tapestryneedle, thread it on there, and then i actually like to put the glove on when i do it. i think this is the easiest way to do it. so to close this up, my working yarnã­s comingfrom here, iã­m just going to grab anything

on the other side of this hole. and really ta-da! that closed it up. thatã­sall it took! [laughs] usually just one little stitch is enough forit to fill that gap and close it up. and then the next thing iã­m going to do isto just find a spot to poke the tapestry needle inside the glove, because i want to weavein the end on the inside of the glove, and then start to pull my hand out and find theneedle. pull, pull, pull, and then flip the gloveinside out at that point right there. now iã­m ready to weave in this end. and this glove that iã­m working on righthere happens to be 100 percent wool.

so i can just weave in the end here by goingin and out of a few stitches. and because wool, 100 percent wool here, isreally sticky, it sticks to itself really well, so thatã­s not going to go anywhere.thatã­s not going to come unraveled. because wool is sticky, it will hold it inplace. but on these blue gloves that i knit, thisis a wool blend. and there is more of a chance of it coming undone, especially because thisis a machine washable yarn, and i want it to be able to be machine washable, especiallyif iã­m giving it as a gift. and to do that iã­m going to secure the enda little more. using this same example, this is what i woulddo for a non 100 percent wool glove when i

want to weave in the ends. the first thing iã­m going to do is separatethe plies in half. this is a four ply yarn, so i have two plies here and two plies here. iã­m going to take two of those plies andthread them on the needle, and take those two plies just half a stitch away. so theyã­re not coming out of the same placeanymore. then tie a double knot like this and reallytighten it up. and then you can cut it short. and that end wonã­t go anywhere.

that end will be safe for wearing and forwashing and for whatever else. so when you take a look at your glove again,when i look at this, i have my ends here. and yeah, i can benefit ã± these gaps betweenthe fingers can benefit from me weaving that in a little bit to close that up. and then of course i have the ends to weavein at the tips of the fingers. no problem once you get started. and thatã­s how youã­re going to weave inthe ends. the last thing you want to do is to blockthe gloves, and blocking is a way of smoothing out all your stitches and making them lookreally beautiful which is important for anything,

but even more important if youã­re givingthese gloves away as a gift. and then the very last thing you want to doof course is to make another one. good luck. [music]