This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the first 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 with their pediatrician.
Let me back up and give you details about what they’re experiencing.
They’ve a three and a half year old young boy who is a vintage’textbook sensory seeker ‘; he simply can’t get enough of anything and is very delayed in his speech abilities and social skills.
He manages a product and mobile phone well as numerous of his peers do.
Initially, I believed it had been incredible to watch him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to get to an especially 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 couple of rounds, he swipes back once again to the main screen to start 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 right into a character’s belly.
When they try to eliminate the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking a floor, hands balled into fists and a high-pitched screaming session.
He appears to choose the iPad or smartphone to everything else.
There are occasions when they’re the sole things that could keep him quiet.
He has what on top be seemingly outward indications of autism, nevertheless the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes which will be correctly diagnosed when 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 tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is frequently inherited.
No body in either family has SPD, and besides not many symptoms, he does not fit the symptomatic profile.
Another thought they’ve 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 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 mild 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 is affectionate along with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put in front of 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 pencil and fists one just 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 doesn’t imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to find out how delayed, because of the type of kid he is and his not enough 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, that will be baby talk that consists of 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 possess the concept of putting a phrase having an image other than what he sees in videos or’educational games.’
From all they have 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.
On the course of the evaluations, they 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 closer to 90 minutes spread throughout the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. Most of us lead busy lives and the few minute of a rest it allows seemed to be harmless, or so they thought.
The speech therapist pointed out for them the information from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the much more likely they’re 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 an almost 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 two years old.
The outcome of the analysis demonstrated that there is a 49% increased chance of delayed speech for every single extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for some 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 usage 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 indicated 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 work with 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 significantly more than 5x in 4 years with and the unknown impact on their cognitive development.
There’s little scientific data on the consequences of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge 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 a well-accepted contributing factor caused by early introduction of handheld devices to kids.
Interactive screens such as iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important sleep hormone, which interferes with 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 be in a position to penetrate all how you can 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 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 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 supply 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 movie or TV running in the backdrop negatively affects their development when a child is engaged in play and learning. This is a distraction from the task accessible 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 children are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the actual world.
You will find only so many hours in one day, and the full time allocated to screens comes at a high 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 the age of three need a well-balanced number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and having fun with 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 general screen time limit of no more than no two hours a day before 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 should be no screen time allowed and they should 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 the absolute 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 conscious of our own behaviors and this means 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 our kids.
Kids can tell when our heads are still on the email we just keep reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to begin a media spare time every day and spend this time around with your 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 is family time. Exactly the same is true for several 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 your brain a whole lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Obtain the students to sing along and then write the lyrics on the board. Get them to sing it together and getting the tune within their head. Next, we are able to quiz them the tenses used and grammatical points which can be in the particular text. Ensure it is short and quick, and when they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to pick an expression on that and change the tense out of it. This might let them have a lot of practice using different tenses and verb forms, and in the very light-hearted way.
2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a many more fun. This may often motivate them to learn faster. Amongst teenagers, this could be a lot far better whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a story: Another way to produce grammar only a little easier to know is to show it in the proper execution of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a point to the general finished story. If there are any grammar mistakes, in this, then leave it before end. When the entire story is completed and written on the board, let a student 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 direction they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The benefits of the above mentioned types of learning grammar are they draw the interest of the students to new grammatical structures because it is the fun solution to learn. However, there is a huge disadvantage if these strategies are utilized constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and participating in these ways such as for example:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Let the students choose their favorite sports star or celebrities. Find a short biography or write one on your own summarizing a celebrity’s main achievements. See the bio with your students and make certain they understand the differences. Contrast usage 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 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 very good for newbies including small children. Cut 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 keep these things put the words in two piles, with respect to the article. Once they’ve their piles ready, ask them if they can 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 definitely 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 readily useful seller.
Being a preschool teacher can be exciting along with scary as you have to cope with many toddlers at any time. Nevertheless, it provides you with 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 frustration and feel helpless at times. While some young children get adjusted to the school surroundings in not as 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’s difficult to regulate a number of kids of such young age, taking the right efforts to obtain them involved in various school activities can raise their interests and avoid disruptions in the class. Listed here is a list of different activities a preschool teacher can take in his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you need to give attention to keeping activities which are short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to learn what are the results next. You are able to arrange fun games between a couple or number of students by making use of pictures or a game which involves moving around the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the kids to paint their ideas and bring out creativity in them. It can help you know what all thoughts go on in the young mind and also learn their regions of interest. It will teach them the right usage of colors, scissors, glue, etc., and find out how these exact things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with assistance from a story. Visualizing things helps the students to grasp what exactly more effectively. You are able to convey the lessons by dramatizing a part or the whole story together with your colleagues. Also, you can make use of nursery songs or gestures for the same.
Include puzzles and science
The children are usually interested in new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class while they help stimulate mental performance and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same age group 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 kids and also urge them to talk about their tiffin during lunchtime or breaks. He/she must motivate the students to be involved in group games.
While worksheets are less common in this age, you could have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to match similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age bracket have the capacity to catch more should they hear repetitive things. Try narrating the same story for a week and question them to repeat it next time as you hold on the role cards.
To really make the preschool a common place, permit notes from parents or allow the kid to bring 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 will help the youngsters enjoy and also make sure they are feel comfortable.