This is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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.
Let me back up and give you details about what they’re experiencing.
They have 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 extremely delayed in his speech abilities and social skills.
He manages a product and mobile phone quite well as much of his peers do.
Initially, I believed it was incredible to watch 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 game a couple of rounds, he swipes back again to the main 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 like the iPad or smartphone to everything else.
Solutions when they’re the only issues that will keep him quiet.
He’s what on the surface seem to be apparent symptoms of autism, but the autism specialist they took him to is reluctant to get him fully evaluated until he’s 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 typical population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is frequently inherited.
No-one in either family has SPD, and apart from not many symptoms, he does unfit 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 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 gentle on and off).
He’s 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 is affectionate together with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put facing him, does well in crowds and generally around others so long as he does not need to truly 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 such as for instance 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, due to the form of kid he’s and his insufficient discipline that in my opinion, his parents have not invested the amount of time in developing.
The sole word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which can 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 doesn’t seem to own the idea of putting a word with 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.
Over the length of the evaluations, they were asked simply 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. We all lead busy lives and the few minute of some slack it allows seemed to be harmless, or so they thought.
The speech therapist described in their mind the info from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The study “suggests the more hours children under 2 years of age spend having fun 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 age two spend about 30 minutes each day using screens, resulting in 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 2 yrs old.
The outcome of the analysis demonstrated that there’s a 49% increased possibility of delayed speech for every single extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Look at 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 recently available 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 use 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 more than 5x in 4 years with and the unknown impact on their cognitive development.
There’s little scientific data on the results of long-term usage 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 keeps growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor caused by the 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, leading to 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 how you can the back of the eye, through the eyes’natural filters, and that’s 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 is still 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 may be entertaining, it is not going to offer a wealthy 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 can be 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 for example tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the real world.
You will find only so many hours in a day, and enough time allocated to screens comes at a top 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 the age of three require a well-balanced group of activities, which range from 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 along side adults.
In 2016, the American Academy of Pediatrics (AAP) issued guidelines on screen time were issued. Prior to the update, AAP had established that the general screen time limit of no more than no two hours per day in front of the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour daily for children 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there must be no screen time allowed and they ought to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that makes them probably 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 have to remember that individuals are our children’s main role models, therefore the 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 TV and laptop and being in the here and now with our kids.
Kids can tell when our heads remain 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 establish a media free time each and every 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. The same holds true for many bedrooms. Bedrooms are intended 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 whole lot faster. In order to execute this, find a tune 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 to their head. Following this, 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 when they obtain the hang of it, let them sing again. After this, try making a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This might give them plenty 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 a competition will be a many more fun. This can often motivate them to understand faster. Amongst teenagers, this can be a lot more effective when we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a story: Another way to make grammar a little easier to grasp is to teach it in the proper execution of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you can find any grammar mistakes, in this, then leave it before the 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 why certain tenses are the direction 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 aforementioned methods 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 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 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 for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Allow the students select a common sports star or celebrities. Find a quick biography or write one by yourself 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 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 excellent for newbies 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 keep these things put what in two piles, with respect to the article. Once they’ve their piles ready, inquire further if they could find out the rule themselves.
Mcdougal 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 best seller.
Being fully a preschool teacher may be exciting in addition to scary as you have to cope with many toddlers at any time. Nevertheless, it gives you a chance to be with innocent children who are able to amaze you occasionally with their unimaginable acts. At once, they can cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. Though some children get adjusted to the institution 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 when it is difficult to manage a number of kids of such young age, taking the proper efforts to get 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 consume his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you should focus on keeping activities which are short and simple to understand. The children often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to understand what happens next. You can arrange fun games between a couple or band of students by making use of pictures or perhaps a game which involves moving around the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the kids to paint their ideas and draw out creativity in them. It can help guess what happens all thoughts continue in the young mind and also learn their aspects of interest. It will guide them the right utilization of colors, scissors, glue, etc., and understand how these exact things are to be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort to portray them with assistance from a story. Visualizing things helps the students to know the items more effectively. You are able to convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones are always 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 to stimulate the brain and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As numerous children of the same age group get together in a preschool, the likelihood of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the kids and also urge them to generally share their tiffin during lunchtime or breaks. He or she must motivate the students to take part in group games.
Take advantage of worksheets
While worksheets are less common in this age, you could 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 little one is expected to match similar objects, draw images in regards to 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 the same story for per week and question them to repeat it next time as you wait the role cards.
To 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’ll have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities might help the youngsters enjoy and also cause them to become feel comfortable.