14 Ft to Yards

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 to their pediatrician.

Let me back up and give you details on which 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 extremely delayed in his speech abilities and social skills.

He manages a product and cell 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 family iPad or his mother’s cell phone, swiping through icons to get at 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 game a few rounds, he swipes back again to the key screen to start another app where he watches a bout 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.

Once they make an effort to eliminate the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking a floor, 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 real issues that could keep him quiet.

He’s what at first glance appear to be outward indications of autism, however 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 match with autism, and believes which will 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 overall population and is often heredity.

 

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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 besides not many symptoms, he does unfit 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 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 activity, 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 facing him, does well in crowds and generally around others so long as he does not have 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 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 is cognitively delayed, but it’s hard to ascertain how delayed, because of the form of kid he is and his lack of discipline that i think, his parents haven’t invested the amount of time in developing.

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

@ and YouTube. He doesn’t seem to own the idea of putting a phrase by having an image apart from what he sees in videos or’educational games.’

From all they have find out 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.

Over the span of the evaluations, these were asked how much screen time he has 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 day.

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

 

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The speech therapist stated in their mind the info from a recent Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the more time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”

“Based on the study, 20 percent of kids under age two spend about 30 minutes each 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 couple of years old.

The outcomes of the research demonstrated that there’s a 49% increased potential for delayed speech for every single extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.

Look at this for some moments:

• 10% of US children under the age of 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
In accordance with a Nielsen Study, a lot 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 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 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 usage of tablets, iPads, and smartphones; although studies are underway.

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

Interactive screens such as for instance 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 inhibits the natural bodily rhythms, leading to 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 able to penetrate all how you can the trunk of the attention, 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 in front of a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games might be entertaining, it is not going to offer an abundant learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.

Research has confirmed that having a video or TV running in the background negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the job available 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 tablets, iPads, and smartphones, they are not reaching parents and siblings or the true world.

You will find only so many hours in one day, and the full time spent on screens comes at a high price, taking time far 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 desire a well-balanced group of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you 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 typical screen time limit of a maximum of no two hours a day facing the TV for children over age 2.

The revised AAP guidelines recommend:
• One hour each day for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years of age and older.
• Under age18 months there should 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 which 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 need to remember that people are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.

We need to be very conscious of our personal 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 our kids.

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

As parents we need to begin a media leisure time every single day and spend now 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. Exactly the same is true for several bedrooms. Bedrooms are meant 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 may become embedded into your head a lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Get them to sing it together and obtaining the tune within their head. Next, we can quiz them the tenses used and grammatical points which can be in the particular text. Ensure it is short and quick, and if they obtain the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to pick a term on that and change the tense out of it. This might give them a lot of practice using different tenses and verb forms, and in the light-hearted way.

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

3. Tell a story: Another way to create grammar a little easier to know is to teach it in the form of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a range to the entire finished story. If there are any grammar mistakes, in this, then leave it until the end. When the whole story is completed and written on the board, let a student show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.

The advantages of the above mentioned methods of learning grammar are they draw the attention of the students to new grammatical structures as it may be the fun solution to learn. However, there’s an enormous 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 certanly be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and doing the following ways such as for example:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Allow 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 make sure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut fully 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 beginners including small children. Cut right out a set of several words that either take’an’or’an’and mix them up. For very young learners, you might use pictures too. Divide students into pairs or groups and ask them to put the language in two piles, with respect to the article. Once they have their piles ready, ask them if they can determine the rule themselves.

The author Yasmin M Elias is 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 can be 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 truly a preschool teacher can be exciting as well as scary when you have to deal with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who will amaze you sometimes making use of their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You might even get a headache and feel helpless at times. While some young kids 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 if it’s difficult to regulate a lot of kids of such young age, taking the right efforts to get them involved with various school activities can raise their interests and avoid disruptions in the class. This is a listing of different activities a preschool teacher can consume his/her classroom for complete development of the child.

Keep fun games

As these students have a quick attention span, you should focus on keeping activities which can be short and easy to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to learn what goes on next. You are able to arrange fun games between a pair or band of students by using pictures or perhaps a game which involves moving round the class to find the prize.

Encourage participation in art corner

Insurance firms art and craft activities, you can encourage the kids to paint their ideas and bring out creativity in them. It can benefit you know what all thoughts continue in the young mind and also learn their areas of interest. It will guide them the proper utilization of colors, scissors, glue, etc., and find out how these things should be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, make an effort to portray them with the aid of a story. Visualizing things helps the students to know the things more effectively. You are able to convey the lessons by dramatizing a part or the whole story along 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 learning new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the brain and enhance memory in kids. It also supports developing motor skills.

Motivate children to bond with others

As many children of exactly the same generation bond in a preschool, the odds of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to fairly share their tiffin during lunchtime or breaks. She or he must motivate the students to take part in group games.

Take advantage of worksheets

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

Read out stories

Children in this specific age bracket have the ability to catch more if they hear repetitive things. Try narrating the same story for weekly and inquire further to repeat it the next time as you hold on the role cards.

To help 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 could have unique birthday celebrations. While handling the young students isn’t any easy task and requires a lot of patience, planning innovative activities can help the kids enjoy and also make them feel comfortable.

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