Here 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.
Allow me to back up and offer you details on which they’re experiencing.
They’ve a three and a half year old young boy who’s a classic’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 very well as numerous of his peers do.
Initially, I believed it had been incredible to watch him wrap his little fingers around the family 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 game a couple of rounds, he swipes back to the main screen to open up 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 attempt to take away 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 generally seems to like the iPad or smartphone to everything else.
Solutions when they are the sole items that could keep him quiet.
He’s what on top seem to be outward indications 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 up with autism, and believes which will be correctly diagnosed if they wait.
Based on the reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is often 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 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 light on and off).
He’s extremely physically active (especially along with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he’s affectionate together with his family and relatives and makes good eye contact.
He includes a great appetite and eats pretty much anything put in front of him, does well in crowds and generally around others provided that he does not need 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 does not 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 kind of kid he is and his not enough discipline that for me, his parents haven’t invested the time in developing.
The only real word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that consists of words however not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @
@ and YouTube. He doesn’t seem to own the thought of putting a word having an image other than what he sees in videos or’educational games.’
From all they’ve 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 course of the evaluations, these were asked simply how much screen time he’s each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I believe it higher and closer to 90 minutes spread through the entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of a rest it allows seemed to be harmless, approximately they thought.
The speech therapist stated in their mind the data from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the additional time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the 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, ultimately causing 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 research demonstrated that there is a 49% increased chance of delayed speech for each extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Consider this for some 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A current 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 significantly more than 5x in 4 years with and the unknown impact on their cognitive development.
There is little scientific data on the consequences of long-term utilization 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 a well-accepted contributing factor resulting from 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, a significant sleep hormone, which disrupts 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 best way to the back of a person’s eye, 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 is still out.
Pediatricians and child development experts agree totally 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’s not going to supply an abundant learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a movie 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 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 can be a big concern: if students are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not reaching parents and siblings or the real world.
You will find only so several hours in a day, and enough time used on 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 need a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and using 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 the update, AAP had established that the general screen time limit of a maximum of no two hours per day facing the TV for children 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 of age and older.
• Under age18 months there must be no screen time allowed and they will not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them the most susceptible 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 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 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 this kids.
Kids can tell when our heads remain on the email we just keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we must begin a media spare time each and every day and spend this time with your attention 100% focused on our children 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 is true for several bedrooms. Bedrooms are designed 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 can become embedded into your brain a whole lot faster. To be able to execute this, find a tune that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Cause them to sing it together and getting the tune into their head. After this, we could quiz them the tenses used and grammatical points which are in the actual text. Make it short and quick, and after they get the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This might let them have plenty of practice using different tenses and verb forms, and in the very light-hearted way.
2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would be a much more fun. This can often motivate them to understand faster. Amongst teenagers, this can be quite a lot more efficient when we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a tale: Another way to create grammar a little easier to understand is to teach it in the proper execution of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a point to the general finished story. If you will find any grammar mistakes, in this, then leave it before 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 entire class involved and ask the students questions as to why certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The advantages of the above methods of learning grammar are which they draw the interest of the students to new grammatical structures because it could be the fun way to learn. However, there’s an enormous disadvantage if these strategies are utilized constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and doing the next ways such as:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow students choose their favorite sports star or celebrities. Find a quick biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio together with your students and make sure they understand the differences. Contrast use 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 fantastic for beginners 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 may use pictures too. Divide students into pairs or groups and ask them to put the words in two piles, with regards to 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 really 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 useful seller.
Being a preschool teacher could be exciting in addition to scary because you have to cope with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who are able to amaze you occasionally making use of their unimaginable acts. At the same time, they could cause utter chaos and give you at your tethering ends. You may even get a headache and feel helpless at times. Although some young children get adjusted to the school surroundings in much less time, a major percentage of kids take the time to get acquainted with the newest 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 get them involved in various school activities can raise their interests and avoid disruptions in the class. Here is a list 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 ought to concentrate on keeping activities that are short and easy to understand. The children often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to learn what happens next. You are able to arrange fun games between a pair or group of students by utilizing pictures or perhaps a game which involves moving across the class to discover the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the kids to paint their ideas and draw out creativity in them. It will also help you know what all thoughts continue in the young mind and also learn their regions of interest. It will guide them the proper use of colors, scissors, glue, etc., and find out how these exact things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to understand what exactly more effectively. You can 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 kids are usually interested in new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate the brain and enhance memory in kids. Additionally, it supports developing motor skills.
Motivate children to bond with others
As many children of the same age bracket get together in a preschool, the chances of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to generally 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 youngsters to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to fit similar objects, draw images of a particular topic as well as color the printed figure.
Read out stories
Children in this particular age bracket have the capacity to catch more when they hear repetitive things. Try narrating the same story for a week and inquire further to repeat it next time while you hold out the role cards.
To really 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 can have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities will help the children enjoy and also make them feel comfortable.