Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the 1st article, it covered the Hidden Hazards of Blue Light and Digital Devices on Kids Eyes.
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.
I’d like to back up and give you details on what they’re experiencing.
They’ve a three and a half year old young boy who’s a vintage’textbook sensory seeker ‘; he simply can’t get enough of anything and is incredibly delayed in his speech abilities and social skills.
He manages a tablet and cellular phone very well as much of his peers do.
Initially, I believed it had been incredible to view him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to access a really 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 again to the main 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.
When they attempt to remove the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.
He generally seems to prefer the iPad or smartphone to everything else.
There are times when they’re the only real issues that could keep him quiet.
He has what at first glance be seemingly outward indications of autism, but the autism specialist they took him to is reluctant to have him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes that’ll be correctly diagnosed if they wait.
Based on their reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.
Nobody in either family has SPD, and apart from very few symptoms, he does unfit the symptomatic profile.
Another thought they’ve is 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 that are 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 along with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he’s affectionate with his family and relatives and makes good eye contact.
He includes a great appetite and eats more or less anything put facing him, does well in crowds and generally around others as long as he does not need to 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 pencil and fists one such as for instance a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far a lot more than he lets on. He does not imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to find out how delayed, due to the kind of kid he is and his insufficient discipline that i think, his parents haven’t invested the amount of time in developing.
The sole word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that includes words however, not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He does not seem to have the concept of putting a phrase by having an image besides what he sees in videos or’educational games.’
From all they have read about sensory seekers, extreme speech delay doesn’t seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the course of the evaluations, they were asked 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 closer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. Most of us lead busy lives and the few minute of some slack it allows were harmless, roughly they thought.
The speech therapist pointed out to them the data from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The analysis “suggests the more hours children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“Based on the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, leading to a nearly 50 percent increased risk 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 couple of years old.
The results of the study demonstrated that there’s a 49% increased potential for delayed speech for each and every extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Consider 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 product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study revealed that:
• 20% of 1-year-olds own a tablet.
• 28% of 2-year-olds could navigate a portable device without assistance.
• 28% of parents said they use a mobile device to put their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown significantly more than 5x in 4 years with and the unknown impact on their cognitive development.
There’s little scientific data on the results of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation in young children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor caused by the first introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant sleep hormone, which inhibits the natural bodily rhythms, leading to 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 can also be in a position to penetrate all the way to the back of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes harm 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 is still out.
Pediatricians and child development experts agree totally that while passive screen time facing 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 provide a wealthy learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the background negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the duty available and lowers their concentration.
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 kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they are not getting together with parents and siblings or the real world.
You can find only so much time in one day, and the time spent on screens comes at a high price, taking time 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 number of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and playing with physical toys and socializing with other siblings and peers along side 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 typical screen time limit of a maximum of no two hours per day in front of the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour per day for children 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years of age and older.
• Under age18 months there must be no screen time allowed and they will not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them probably the most at risk of 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 have we directly and indirectly instill into our children.
We must be very aware of our own behaviors and what this means is turning off our smart phones, putting down the tablet or iPad along with the TV and laptop and being in the here and now with this kids.
Kids can tell when our heads continue to be on the e-mail we only continue reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we need to establish a media spare time each day and spend this time with this attention 100% focused on 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. The exact same holds true for all bedrooms. Bedrooms are created for sleeping.
The three methods for making learning grammar interesting are:
1. Using Songs: Music always triggers the interest of the children. By singing phrases, this will become embedded into the mind a whole lot faster. In order to execute this, find a tune that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Cause them to sing it together and getting the tune within their head. Next, we could quiz them the tenses used and grammatical points which can be in the particular text. Make it short and quick, and when they get the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This may let them have plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a lot more fun. This will often motivate them to master faster. Amongst teenagers, this can be quite a lot far better whenever we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a tale: Another way to produce grammar only a little easier to understand is to teach it in the proper execution of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a point to the entire finished story. If you can find any grammar mistakes, in this, then leave it until the end. When the entire story is finished and written on the board, let students appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are the direction they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the aforementioned ways of learning grammar are that they draw the attention of the students to new grammatical structures because it is the fun way to learn. However, there is a massive disadvantage if these strategies are used 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 be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and doing the next ways such as for instance:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow students select their favorite sports star or celebrities. Find a quick biography or write one all on your own summarizing a celebrity’s main achievements. Browse the bio together with your students and ensure they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut out celebrity photo pictures from magazines. Use these pictures to show 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 beginners including small children. Cut right out a listing of several words that either take’an’or’an’and mix them up. For very young learners, you may use pictures too. Divide students into pairs or groups and ask them to put the words in two piles, with regards to the article. Once they have their piles ready, ask them if they are able to figure out the rule themselves.
The writer Yasmin M Elias is just 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 most useful seller.
Being fully a preschool teacher can be exciting along with scary since you have to manage many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who are able to amaze you at times using their unimaginable acts. At the same time frame, they can cause utter chaos and give you at your tethering ends. You may even get a frustration and feel helpless at times. Although some young children get adjusted to the school surroundings in not as time, a major percentage of kids remember to get familiar with the brand new environment and can often test a teacher’s patience. Even when it is difficult to control a bunch of kids of such young age, taking the right efforts to have them associated with various school activities can raise their interests and avoid disruptions in the class. Listed here is a listing 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 quick attention span, you ought to give attention to keeping activities which can be short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to understand what goes on next. You can arrange fun games between a pair or band of students by making use of pictures or perhaps a game which involves moving across the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the youngsters to paint their ideas and draw out creativity in them. It can benefit do you know what all thoughts continue in the young mind and also learn their areas of interest. It’ll teach them the best usage of colors, scissors, glue, etc., and learn how these exact things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to understand what exactly more effectively. You are able to convey the lessons by dramatizing a part or the entire story along with your colleagues. Also, you may make use of nursery songs or gestures for the same.
Include puzzles and science
The little ones are usually curious about new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. Additionally it supports developing motor skills.
Motivate children to bond with others
As many children of the same age group come together in a preschool, the chances of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the children and also urge them to talk about their tiffin during lunchtime or breaks. He/she must motivate the students to take part in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the youngsters to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to complement similar objects, draw images in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this specific generation have the ability to catch more should they hear repetitive things. Try narrating the same story for weekly and inquire further to repeat it next time while you hold on the role cards.
To really make the preschool a common place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students isn’t any easy task and requires a lot of patience, planning innovative activities will help the kids enjoy and also cause them to become feel comfortable.