11 tons to Lbs

This is 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 with their pediatrician.

I’d like to back up and offer you details about what they’re experiencing.

They’ve a three and a half year old little boy who’s a classic’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 mobile phone quite well as much of his peers do.

Initially, I believed it absolutely was incredible to view him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get to 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 game a few rounds, he swipes back again to the key screen to open 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 in to a character’s belly.

When 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 seems to like the iPad or smartphone to everything else.

There are times when they’re the only issues that could keep him quiet.

He’s what on top appear to be symptoms of autism, nevertheless 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 will be correctly diagnosed should 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 typical population and tends to be heredity.

 

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

No-one in either family has SPD, and besides not many symptoms, he does unfit 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 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 is extremely physically active (especially together 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 together with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats more or less anything put before him, does well in crowds and generally around others as 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 just like a two-year-old with a crayon.

His verbal skills and social skills are underdeveloped.

He understands far more than he lets on. He doesn’t imitate sounds or vocabulary much, if at all.

His parents know he is cognitively delayed, but it’s hard to determine how delayed, due to the type of kid he’s and his insufficient discipline that i think, his parents have not invested the amount of 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 includes words however, not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @

@ and YouTube. He doesn’t seem to possess the concept of putting a word with an image other than what he sees in videos or’educational games.’

From all they have find out about sensory seekers, extreme speech delay doesn’t be seemingly especially prevalent.

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

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

A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of some slack it allows seemed to be harmless, or so they thought.

 

kilos to pounds conversion chart beautiful oz to pounds conversion chart of kilos to pounds conversion chart
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The speech therapist stated to them the data from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The study “suggests the more time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the much more likely they’re to begin talking later.”

“Based on the study, 20 percent of kids under age two spend about 30 minutes per day using screens, resulting in 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 two years old.

The outcome of the study demonstrated that there’s a 49% increased possibility of delayed speech for 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 access to a product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on a Nielsen Study, 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 mobile device without assistance.
• 28% of parents said they make use of a mobile device to put their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 3 has grown a lot 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 upsurge 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 caused by early introduction of handheld devices to kids.

Interactive screens such as iPads, tablets, and smartphones are known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential 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 it’s the highest energy wavelength of visible light. This energy can also be able to penetrate all how you can the back of the eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury to the retina.

Presently, there is 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 may be entertaining, it is not going to offer a wealthy 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 can be a distraction from the duty accessible and lowers their concentration.

 

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

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

You will find only so several hours in one day, and the time used 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 the age of three desire a well-balanced band 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 along side adults.

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

The revised AAP guidelines recommend:
• One hour each 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 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 makes them 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 have to remember that individuals are our children’s main role models, which means 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 our kids.

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

As parents we must set up a media free time everyday and spend now with this attention 100% centered on our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The same is true for many bedrooms. Bedrooms are designed 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 can become embedded into the mind a lot faster. In order to execute this, find a song that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Encourage them to sing it together and having the tune into their head. After this, we can quiz them the tenses used and grammatical points which can be in the particular text. Allow it to be short and quick, and when they have the hang of it, let them sing again. After this, try building a game out of it. Select individual students to choose a term on that and change the tense out of it. This could let them have plenty of practice using different tenses and verb forms, and in the light-hearted way.

2. Allow it to be into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a lot more fun. This may often motivate them to master faster. Amongst teenagers, this can be a lot more effective when we divide the class into groups. Besides, everyone is going to be alert and enjoy too.

3. Tell an account: Another way to create grammar only a little easier to understand is to show it in the shape of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a line to the general finished story. If you can 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 come up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are the way they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.

The advantages of the aforementioned methods of learning grammar are which they draw the interest of the students to new grammatical structures as it may be the fun way to learn. However, there’s a massive disadvantage if these strategies are employed constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.

Learning grammar can also be made fun and participating in these ways such as for instance:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Allow the students pick out a common sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio with your students and make certain they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut right out celebrity photo pictures from magazines. Use these pictures to teach 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 excellent for newbies including small children. Cut fully out a listing 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 ask them to put what in two piles, with respect to the article. Once they’ve their piles ready, ask them if they are able to figure out the rule themselves.

The author 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 part-time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.

Being truly a preschool teacher can be exciting in addition to scary because you have to cope with many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who are able to amaze you sometimes making use of their unimaginable acts. At the same time frame, they are able to cause utter chaos and leave you at your tethering ends. You may even get a headache and feel helpless at times. Although some small children get adjusted to the college surroundings in much less time, a significant percentage of kids take the time to get knowledgeable about the newest environment and can often test a teacher’s patience. Even if it is difficult to regulate a number of kids of such young age, taking the best efforts to have them associated with various school activities can raise their interests and avoid disruptions in the class. Listed here is a set 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 must give attention to keeping activities which can be short and easy to understand. The kids often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to learn what goes on next. You are able to arrange fun games between a set or group of students by using pictures or even a game which involves moving across the class to discover the prize.

Encourage participation in art corner

By having art and craft activities, you are able to encourage the children to paint their ideas and bring out creativity in them. It will also help guess what happens all thoughts go on in the young mind and also learn their aspects of interest. It will guide them the right use of colors, scissors, glue, etc., and find out how these things can be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to know the items more effectively. You can convey the lessons by dramatizing a part or the whole story together with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.

Include puzzles and science

The children are always interested in 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 to stimulate the brain and enhance memory in kids. In addition, it supports developing motor skills.

Motivate children to bond with others

As many children of exactly the same age bracket come together in a preschool, the chances of conflicts between them are usually high. To avoid this, a preschool teacher must encourage friendship among the children and also urge them to fairly share their tiffin during lunchtime or breaks. He or she must motivate the students to take part in group games.

Take advantage of worksheets

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

Read out stories

Children in this particular age bracket have the capacity to catch more if they hear repetitive things. Try narrating exactly the same story for per week and question them to repeat it next time while you hold on the role cards.

To make the preschool a familiar place, permit notes from parents or allow the kid 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 plenty of patience, planning innovative activities can help the kids enjoy and also make them feel comfortable.

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