This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 for their pediatrician.
Let me back up and give you details on 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 extremely delayed in his speech abilities and social skills.
He manages a product and cellular phone extremely well as many of his peers do.
Initially, I thought it was incredible to view him wrap his little fingers around the household 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 overall game a few rounds, he swipes back to the key 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 into a character’s belly.
If they attempt to eliminate the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.
He seems to choose the iPad or smartphone to everything else.
There are occasions when they’re the only items that can keep him quiet.
He’s what at first glance be seemingly symptoms of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes which is correctly diagnosed if they wait.
Based on the 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.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is often inherited.
No body in either family has SPD, and apart from very few symptoms, he does not fit 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 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 light on and off).
He is extremely physically active (especially with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he is affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put before 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 pencil and fists one such as 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’s 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 haven’t invested the amount of time in developing.
The only real 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 includes words but not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to have the idea of putting a word having an image other than what he sees in videos or’educational games.’
From all they have learn 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.
Within the course of the evaluations, these were asked simply 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 through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of some slack it allows were harmless, approximately they thought.
The speech therapist described to them the info from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the additional time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“In line with the study, 20 percent of kids under age two spend about 30 minutes per 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 possibility of delayed speech for each extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for a few 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 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 recent 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 make use of 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 more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the effects of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 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 proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important sleep hormone, which disrupts 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 also be able to penetrate all how you can the back of the attention, 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 continues to be 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 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 backdrop negatively affects their development each time a child is engaged in play and learning. This is a distraction from the job 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 is a big concern: if children are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not interacting with parents and siblings or the actual world.
There are only so much time in a day, and the full 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 require a well-balanced band of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and having fun with physical toys and socializing with other siblings and peers along with 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 kids 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 of age and older.
• Under age18 months there ought to be no screen time allowed and they ought 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 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, which means habits we’ve we directly and indirectly instill into our children.
We have to be very aware of our personal 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 your kids.
Kids can tell when our heads continue to be on the e-mail we just keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we have to begin a media free time everyday and spend now with our attention 100% focused on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The exact same is valid for several bedrooms. Bedrooms are created for sleeping.
The three ways 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 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 obtaining the tune within their head. Following this, we could quiz them the tenses used and grammatical points which are in the particular text. Allow it to be short and quick, and once they obtain the hang of it, let them sing again. Next, try building a game out of it. Select individual students to select an expression on that and change the tense out of it. This would 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 a competition would have been a lot more fun. This can often motivate them to learn faster. Amongst teenagers, this can be quite a lot more effective once we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a story: Another way to produce grammar only a little easier to understand is to instruct it in the shape of storytelling. Get the students to create a’story stick ‘, whereby everyone contributes a line to the general finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole 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 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 great deal easier.
The advantages of the above ways of learning grammar are that they draw the interest of the students to new grammatical structures since it may be the fun way to learn. However, there’s an enormous disadvantage if these strategies are employed constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the above mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing the following ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow students choose their favorite sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. Browse the bio along with your students and make sure 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 right 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 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, depending on the article. Once they have their piles ready, inquire further if they are able to determine the rule themselves.
Mcdougal 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 part-time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being truly a preschool teacher may be exciting as well as scary as 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. While some young children get adjusted to the college surroundings in much less time, a significant percentage of kids make time to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even when it is difficult to regulate a bunch of kids of such early age, taking the proper efforts to obtain 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 brief attention span, you need to focus on keeping activities which can be short and simple to understand. The children often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to understand what are the results next. You are able to arrange fun games between a set or group of students by using pictures or perhaps a game which involves moving around the class to discover 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 enhance creativity in them. It will also help do you know what all thoughts carry on in the young mind and also learn their regions of interest. It’ll guide them the best utilization of colors, scissors, glue, etc., and learn how these exact things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to grasp what exactly more effectively. You are able to convey the lessons by dramatizing part or the whole story along with your colleagues. Also, you may make utilization of nursery songs or gestures for the same.
Include puzzles and science
The children are always 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 while they help to stimulate the mind and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As many children of the exact same age bracket get together in a preschool, the chances of conflicts between them are usually 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. She or he must motivate the students to be involved in group games.
While worksheets are less common in this age, you’ll have creative worksheets for the kids to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to match similar objects, draw images about a particular topic or even color the printed figure.
Read out stories
Children in this kind of age group have the capacity to catch more should they hear repetitive things. Try narrating the same story for weekly and ask them to repeat it next time as you hold out the role cards.
To really make the preschool a familiar 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 is not any easy task and requires plenty of patience, planning innovative activities can help the children enjoy and also cause them to become feel comfortable.