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This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the very first article, it covered the Hidden Hazards of Blue Light and Digital Devices on Kids Eyes.

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My friend’s three and a half year old was showing signs of delayed speech development. As parents, they did what any concerned parent would do and took him for their pediatrician.

Allow me to back up and offer you details on which they’re experiencing.

They have a three and a half year old little boy who is a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is extremely delayed in his speech abilities and social skills.

He manages a tablet and cellular phone well as many of his peers do.

Initially, I thought it had been incredible to watch him wrap his little fingers around the family iPad or his mother’s cellular phone, swiping through icons to access a particularly entertaining video or “educational” game.

He taps “play” and emits a squeal of pleasure and sheer delight. After watching the video once or playing the overall game several rounds, he swipes back to the key screen to open up another app where he watches an episode of a colorful animated cartoon. Halfway through, he moves onto another game, which involves animated fruits making their way into a character’s belly.

Once they try to eliminate the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking the ground, hands balled into fists and a high-pitched screaming session.

He appears to prefer the iPad or smartphone to everything else.

There are occasions when they are the only real things that will keep him quiet.

He has what on top look like outward indications of autism, nevertheless the autism specialist they took him to is reluctant to have him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match with autism, and believes which is correctly diagnosed should they wait.

Based on the reading, his parents think he may be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is commonly heredity.

 

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source:sciencedirect.com

 

The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is often inherited.

Nobody in either family has SPD, and apart from not many symptoms, he does not fit the symptomatic profile.

Another thought they have is that he has Pervasive Developmental Disorder – Not Otherwise Specified (PDD-NOS); PPD-NOS symptoms include:

• Inappropriate social behavior
• Uneven skill development (motor, sensory, visual-spatial-organizational, cognitive, social, academic, behavioral)
• Speech and language comprehension skills which can be poorly developed
• Difficulty with transitions
• Nonverbal and/or verbal communication deficits
• Taste, sight, sound, smell and/or touch sensitivities are increased or decreased
• Perseverative (repetitive or ritualistic) behaviors (i.e., opening and closing doors repeatedly or switching a light on and off).

He’s extremely physically active (especially together with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate with his family and relatives and makes good eye contact.

 

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source:wiki.onosproject.org

 

He features a great appetite and eats virtually anything put facing him, does well in crowds and generally around others so long as he does not have to really have a direct interaction since his verbal skills and social skills, e.g. manners and similar are underdeveloped. His fine motor skills are okay, not great. He cannot hold a pen and fists one like a two-year-old with a crayon.

His verbal skills and social skills are underdeveloped.

He understands far significantly more than he lets on. He does not imitate sounds or vocabulary much, if at all.

His parents know he’s cognitively delayed, but it’s hard to determine how delayed, due to the type of kid he is and his not enough discipline that in my opinion, his parents haven’t invested the time in developing.

The only word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which can be baby talk that consists of words but not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @

@ and YouTube. He doesn’t seem to have the thought of putting a word by having an image other than what he sees in videos or’educational games.’

From all they’ve read about sensory seekers, extreme speech delay does not be seemingly especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

Within the course of the evaluations, they certainly were asked just how much screen time he has each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I think it higher and nearer to 90 minutes spread through the day.

A product / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of a rest it allows were harmless, roughly they thought.

 

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source:pubs.rsc.org

 

The speech therapist pointed out for them the data from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the additional time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”

“In line with the study, 20 percent of kids under age two spend about 30 minutes per day using screens, ultimately causing a nearly 50 percent increased danger of speech delay.”

This study was completed at the Hospital for Sick Children in Canada by pediatricians who examined screen time and its effects on 900 children between 6 months and 2 yrs old.

The results of the research demonstrated that there surely is a 49% increased possibility of delayed speech for every single extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.

Think about this for a couple moments:

• 10% of US children under age 2 used tablets or smartphones in 2011, the one-year anniversary of the introduction of the iPad.
• By 2013, 40% of kids 2 and under had use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study indicated that:
• 20% of 1-year-olds own a tablet.
• 28% of 2-year-olds could navigate a mobile device without assistance.
• 28% of parents said they make use of a mobile device to place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown more than 5x in 4 years with and the unknown impact on their cognitive development.

There is little scientific data on the effects of long-term utilization of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp escalation in young kids with myopia (short-sightedness). The World Health Organization has documented that nearsightedness keeps growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor resulting from the early introduction of handheld devices to kids.

Interactive screens such as for example iPads, tablets, and smartphones are known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant sleep hormone, which disrupts the natural bodily rhythms, resulting in sleep disturbances in both adults and children from their use.

Blue light is damaging because oahu is the highest energy wavelength of visible light. This energy is also in a position to penetrate all the way to the rear of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage to the retina.

Presently, there’s broad, in-depth research about television exposure and kids, but little in-depth, long-term research on the impact of interactive screens from smartphones, iPads and Android tablets. Studies are presently underway; however, the jury remains out.

Pediatricians and child development experts agree that while passive screen time before a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games could be entertaining, it’s not going to offer a rich learning experience or develop fine or gross motor skills. And you can find developmental and cognitive risks.

Research has confirmed that having a video or TV running in the background negatively affects their development each time a child is engaged in play and learning. This is a distraction from the duty accessible and lowers their concentration.

 

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source:frontiersin.org

 

Studies have confirmed that hours of background TV decreases child-parent interaction, which sets back a child’s language development.

This can be a big concern: if students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the actual world.

You can find only so several hours in a day, and the time allocated to screens comes at a top price, taking time away from better activates that develop fine and gross motor skills, expand their knowledge and skill sets, build social skills and expand verbal language abilities.

Kids under age three need a well-balanced group of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and using physical toys and socializing with other siblings and peers alongside adults.

In 2016, the American Academy of Pediatrics (AAP) issued guidelines on screen time were issued. Prior to this update, AAP had established that the overall screen time limit of no more than no two hours per day facing the TV for children over age 2.

The revised AAP guidelines recommend:
• One hour daily for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there ought to be no screen time allowed and they need to not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them probably the most vulnerable to screens.

Any duration of time spent using tablets, iPads or smart phones for entertainment purposes is what the AAP defines as screen time.

As parents we must remember that we are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.

We must be very aware of our own behaviors and this implies turning off our smart phones, putting down the tablet or iPad combined with the TV and laptop and being in the here and now with this kids.

Kids can tell when our heads remain on the e-mail we only keep reading our phone. By not watching them, this usually makes their behavior worse.

As parents we have to establish a media leisure time everyday and spend this time around with this attention 100% dedicated to our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. Exactly the same is true for many bedrooms. Bedrooms are intended for sleeping.

The three means of making learning grammar interesting are:

1. Using Songs: Music always triggers the interest of the children. By singing phrases, this can become embedded into your brain a whole lot faster. In order to execute this, find a tune that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Encourage them to sing it together and obtaining the tune to their head. Next, we are able to quiz them the tenses used and grammatical points that are in the actual text. Make it short and quick, and once they get the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This will give them a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.

2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a many more fun. This will often motivate them to learn faster. Amongst teenagers, this can be quite a lot far better whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.

3. Tell an account: Another way to produce grammar only a little easier to know is to instruct it in the form of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a line to the entire finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the entire story is finished and written on the board, let students show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions why certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.

The benefits of the aforementioned ways of learning grammar are which they draw the eye of the students to new grammatical structures because it is the fun way to learn. However, there’s a massive disadvantage if these strategies are utilized constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the aforementioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and participating in the following ways such as:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Let the students pick out their favorite sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. See the bio along with your students and ensure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut out celebrity photo pictures from magazines. Use these pictures to instruct comparative and superlatives. E.g. Shakira is more talented than Ricky Martin or Katie Holme is taller than Tom Cruise.

(3) Articles – An or an: This activity is great for newbies including small children. Cut out a set of several words that either take’an’or’an’and mix them up. For very young learners, you could use pictures too. Divide students into pairs or groups and have them put what in two piles, with respect to the article. Once they’ve their piles ready, ask them if they can determine the rule themselves.

Mcdougal Yasmin M Elias is really a full-time English Teacher at an International School in Mangalore, India. She’s married to Naveed Ansari and blessed with 3 sons Ebraheem Fahmy, Falah and Fouad. She is an ardent reader, life long learner and equally loves gardening and cooking. She’s a in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.

Being fully a preschool teacher can be exciting in addition to scary since you have to manage many toddlers at any time. Nevertheless, it gives you a chance to be with innocent children who can amaze you occasionally making use of their unimaginable acts. At once, they are able to cause utter chaos and make you at your tethering ends. You may even get a headache and feel helpless at times. Although some small children get adjusted to the institution surroundings in much less time, an important percentage of kids take the time to get acquainted with the brand new environment and can often test a teacher’s patience. Even when it is difficult to control a lot of kids of such young age, taking the right efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. This is a list of different activities a preschool teacher can ingest his/her classroom for complete development of the child.

Keep fun games

As these students have a short attention span, you ought to focus on keeping activities which are short and easy to understand. The children often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to know what happens next. You are able to arrange fun games between a pair or group of students by using pictures or even a game which involves moving around the class to locate the prize.

Encourage participation in art corner

Insurance firms art and craft activities, you are able to encourage the children to paint their ideas and bring out creativity in them. It can benefit do you know what all thoughts carry on in the young mind and also learn their regions of interest. It will guide them the best use of colors, scissors, glue, etc., and understand how these exact things can be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, make an effort to portray them with assistance from a story. Visualizing things helps the students to understand the things more effectively. You are able to convey the lessons by dramatizing a part or the whole story together with your colleagues. Also, you may make utilization of nursery songs or gestures for the same.

Include puzzles and science

The children are usually interested in learning new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class as they help stimulate mental performance and enhance memory in kids. In addition, it aids in developing motor skills.

Motivate children to bond with others

As much children of exactly the same generation come together in a preschool, the chances of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the children and also urge them to share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.

Utilize worksheets

While worksheets are less common in this age, you can have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You can keep simple pages where the kid is expected to match similar objects, draw images of a particular topic as well as color the printed figure.

Read out stories

Children in this particular generation have the capacity to catch more should they hear repetitive things. Try narrating the exact same story for a week and ask them to repeat it next time while you hold out the role cards.

To help make the preschool a familiar place, permit notes from parents or allow the little one to bring his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities might help the children enjoy and also make sure they are feel comfortable.

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