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.
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 give you details on which they’re experiencing.
They have a three and a half year old little boy who’s 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 tablet and cell phone well as much 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 at 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 couple of 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 into a character’s belly.
Once they attempt 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 seems to choose the iPad or smartphone to everything else.
Solutions when they’re the sole things that will keep him quiet.
He’s what on the surface appear to be symptoms of autism, however the autism specialist they took him to is reluctant to have him fully evaluated until he’s 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 diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is frequently inherited.
No-one in either family has SPD, and apart from very few 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 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 gentle 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 is affectionate with his family and relatives and makes good eye contact.
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 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 is cognitively delayed, but it’s hard to determine how delayed, due to the type of kid he is and his lack of discipline that in my opinion, his parents have not invested the time in developing.
The sole 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 bound and seems to be what he hears on @
@ and YouTube. He does not seem to possess the concept of putting a phrase by 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 seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over 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 per day; from what I’ve observed I believe it higher and nearer to 90 minutes spread through the 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 a break it allows appeared to be harmless, approximately they thought.
The speech therapist described in their mind the info from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The research “suggests the more hours children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes per day using screens, resulting in 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 couple of years old.
The outcome of the research demonstrated that there surely is a 49% increased potential for delayed speech for every single extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Think about 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 tablet or mobile phone.
According to a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recent Journal of Pediatrics study showed 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 effects of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 really 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, a significant sleep hormone, which interferes with 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 be able to penetrate all the best way to the rear of the attention, through the eyes’natural filters, and this is the issue. Long-term exposure causes injury 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 agree totally that while passive screen time before 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 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 whenever a child is engaged in play and learning. This is a distraction from the duty at hand 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 for example tablets, iPads, and smartphones, they are not interacting with parents and siblings or the real world.
You can find only so several hours per day, and enough time allocated to screens comes at a higher 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 number of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you 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 this update, AAP had established that the overall screen time limit of no more than no two hours per day in front of 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 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 probably 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, therefore the habits we have we directly and indirectly instill into our children.
We have to be very aware 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 your kids.
Kids can tell when our heads remain 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 establish a media spare time every single day and spend this time with your attention 100% dedicated to 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 true for all bedrooms. Bedrooms are created 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 the mind a great deal 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. Cause them to sing it together and obtaining the tune into their head. Next, we are able to quiz them the tenses used and grammatical points which are in the actual text. Allow it to be short and quick, and if they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to pick a term on that and change the tense out of it. This could let them have a lot of practice using different tenses and verb forms, and in the light-hearted way.
2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a lot more fun. This can often motivate them to understand faster. Amongst teenagers, this can be a lot more effective once we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell an account: Another way to make grammar a little easier to understand is to teach it in the proper execution of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a point to the general finished story. If you can find any grammar mistakes, in this, then leave it before end. When the whole story is finished 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 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 great deal easier.
The features of the above mentioned types of learning grammar are which they draw the attention of the students to new grammatical structures as it may be the fun method to learn. However, there’s a massive disadvantage if these strategies are used 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 should be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and participating in the following ways such as:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Allow the students choose their favorite sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio along with your students and ensure 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 fantastic for novices 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 could use pictures too. Divide students into pairs or groups and have them 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.
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 can be 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 fully a preschool teacher may be exciting along with scary since you have to deal with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who can amaze you occasionally making use of their unimaginable acts. At the same time, they can cause utter chaos and give you at your tethering ends. You could even get a frustration and feel helpless at times. While some young children get adjusted to the college surroundings in much less time, a major percentage of kids take the time to get familiar with the new environment and can often test a teacher’s patience. Even if it is difficult to regulate a lot of kids of such early age, taking the proper efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. Here 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 brief attention span, you ought to focus on keeping activities that are short and easy 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 know what goes on next. You can arrange fun games between a set or group of students by utilizing pictures or even a game which involves moving round the class to find the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the kids to paint their ideas and draw out creativity in them. It will also help guess what happens all thoughts go on in the young mind and also learn their regions of interest. It’ll guide them the best use of colors, scissors, glue, etc., and find out how these specific things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to understand the things more effectively. You can convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you can make usage of nursery songs or gestures for the same.
Include puzzles and science
The kids are always curious about new things and often drift off to places in the classroom when 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 numerous children of exactly the same age bracket come together in a preschool, the odds of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to talk about their tiffin during lunchtime or breaks. He or she must motivate the students to take part in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You can keep simple pages where the child 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 specific age group have the capacity to catch more if they hear repetitive things. Try narrating exactly the same story for weekly and ask them to repeat it next time while you wait the role cards.
To help make the preschool a common place, permit notes from parents or allow the little one to bring 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 plenty of patience, planning innovative activities will help the kids enjoy and also make them feel comfortable.