This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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 little 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 very well as numerous 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 cell phone, swiping through icons to access 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 overall game a couple of 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 right into a character’s belly.
When they make an effort to take away the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the ground, hands balled into fists and a high-pitched screaming session.
He appears to like the iPad or smartphone to everything else.
Solutions when they are the only real things that will keep him quiet.
He’s what on top appear to be apparent symptoms of autism, however 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 match with autism, and believes that will be correctly diagnosed if they wait.
Based on their reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is often heredity.
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 hardly any symptoms, he does unfit the symptomatic profile.
Another thought they have 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 is extremely physically active (especially with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate together with his family and relatives and makes good eye contact.
He features a great appetite and eats more or less anything put in front of him, does well in crowds and generally around others as long as he does not need 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 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’s cognitively delayed, but it’s hard to determine how delayed, due to the form of kid he is and his lack of discipline that for me, his parents haven’t invested the 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, that will be baby talk that contains words however not complete conversational sentences. Thus, his vocabulary is restricted and appears to be what he hears on @
@ and YouTube. He does not seem to own the concept of putting a word having an image besides what he sees in videos or’educational games.’
From all they have learn about sensory seekers, extreme speech delay does not appear to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over the course of the evaluations, they certainly were asked simply how much screen time he has each day. They figure he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and closer to 90 minutes spread through the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. Most of us lead busy lives and the few minute of some slack it allows appeared to be harmless, roughly they thought.
The speech therapist stated to them the data from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The research “suggests the more time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes each day using screens, leading to an almost 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 analysis demonstrated that there surely is a 49% increased chance of delayed speech for each extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Think about 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 tablet or mobile phone.
According to a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A recently available Journal of Pediatrics study indicated 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 place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown a lot more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation in young kids 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 resulting from the early introduction of handheld devices to kids.
Interactive screens such as for instance iPads, tablets, and smartphones are recognized 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, ultimately causing 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 able to penetrate all the way to the rear of the eye, through the eyes’natural filters, and that’s 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 remains out.
Pediatricians and child development experts concur 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 could be entertaining, it is not going to offer a rich 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 back ground negatively affects their development when a child is engaged in play and learning. This is 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 is a big concern: if kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.
There are only so many hours in one day, and enough time spent on screens comes at a top 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 require a well-balanced group of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy 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 general screen time limit of a maximum of no two hours each day facing the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour per 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 ought to 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 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 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 need to be very aware of our own behaviors and this means 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 email we just read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we need to begin a media leisure time every day and spend this time with our attention 100% centered 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 same is valid for many bedrooms. Bedrooms are intended for sleeping.
The three means of making learning grammar interesting are:
1. Using Songs: Music always triggers the interest of the children. By singing phrases, this may become embedded into the mind a lot faster. To be able to execute this, find a tune that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Encourage them to sing it together and getting the tune into their head. After this, we can quiz them the tenses used and grammatical points which can be in the particular text. Make it short and quick, and if they have the hang of it, let them sing again. After this, try making a game out of it. Select individual students to pick an expression on that and change the tense out of it. This would provide them with lots 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 be a many more fun. This can often motivate them to master faster. Amongst teenagers, this can be quite a lot more efficient whenever we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a tale: Another way to produce grammar a little easier to grasp is to instruct it in the form of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you will find any grammar mistakes, in this, then leave it until the end. When the whole story is completed and written on the board, let students show up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to the reasons certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The features of the above ways of learning grammar are which they draw the interest of the students to new grammatical structures since it may be the fun solution to learn. However, there’s an enormous 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 do believe, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in the next ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Let the students select a common sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. Browse the bio together 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 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 list 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 have them put the language in two piles, with regards to the article. Once they have their piles ready, inquire further if they are able to find out 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 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 readily useful seller.
Being fully a preschool teacher could be exciting along with scary as you have to deal with many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who can amaze you sometimes making use of their unimaginable acts. At the same time, 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 children get adjusted to the institution surroundings in not as time, a major percentage of kids take time to get familiar with the newest environment and can often test a teacher’s patience. Even if it’s difficult to regulate a lot of kids of such early age, taking the right efforts to obtain them associated with various school activities can raise their interests and avoid disruptions in the class. This is a list 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 short attention span, you ought to concentrate on keeping activities which are short and simple to understand. The children often get distracted easily, and hence one must include acts that’ll 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 group of students by using pictures or perhaps a game which involves moving round the class to locate the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It will also help do you know what all thoughts carry on in the young mind and also learn their areas of interest. It will teach them the proper use of colors, scissors, glue, etc., and understand how these things are to 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 know what exactly more effectively. You can convey the lessons by dramatizing a part or the entire story along with your colleagues. Also, you may make usage 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 if they notice something unusual. Have jigsaw puzzles in your class as 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 age bracket get 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 talk about their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.
Take advantage of worksheets
While worksheets are less common in this age, you can have creative worksheets for the children to help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to fit similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this specific age group have the capability to catch more if they hear repetitive things. Try narrating the same story for a week and question them to repeat it the very 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 could have unique birthday celebrations. While handling the young students is not any easy task and requires a lot of patience, planning innovative activities will help the children enjoy and also cause them to become feel comfortable.