Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 with their pediatrician.
Let me back up and give you details about what they’re experiencing.
They’ve a three and a half year old young boy who is a classic’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 tablet and mobile phone very well as much of his peers do.
Initially, I thought 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 overall game a few 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 right into a character’s belly.
If they try to take away 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 like the iPad or smartphone to everything else.
Solutions when they’re the sole things that could keep him quiet.
He’s what on top be seemingly 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 complement with autism, and believes that will be correctly diagnosed when they wait.
Based on their reading, his parents think he might be diagnosed with 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 frequently inherited.
No-one in either family has SPD, and besides not many symptoms, he does not fit 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 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’s affectionate together with his family and relatives and makes good eye contact.
He features 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 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 pen and fists one just like a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far a lot more than he lets on. He does not imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to ascertain how delayed, because of 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 word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that includes words although not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @
@ and YouTube. He does not seem to own the concept of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they’ve find out 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.
On the length of the evaluations, they were asked simply how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think 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. 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 to them the information from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more time 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 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 2 yrs old.
The outcomes of the research demonstrated that there is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for a couple 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 usage of a product or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, 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 put 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 their cognitive development.
There’s little scientific data on the consequences of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge 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 the early introduction of handheld devices to kids.
Interactive screens such as for example 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 interferes with the natural bodily rhythms, resulting in 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 is also able to penetrate all the best way to the trunk 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 that while passive screen time before a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games may be entertaining, it’s not going to provide a rich 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 when a child is engaged in play and learning. This is a distraction from the duty 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 students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the actual world.
You can find only so much time in a day, and the full time spent on 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 the age of three desire a well-balanced band of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and having fun with physical toys and socializing with other siblings and peers alongside 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 a 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 kids 6 years of age and older.
• Under age18 months there ought to 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 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 need 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 need to be very aware of our personal behaviors and this means 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 our kids.
Kids can tell when our heads are still on the e-mail we only keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we need to begin a media spare time every day and spend this time with your 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. Exactly the same is true for all 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 will become embedded into your head a great deal 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 getting the tune into their head. Next, we could 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 creating a game out of it. Select individual students to select an expression on that and change the tense out of it. This might provide them with a lot of practice using different tenses and verb forms, and in the light-hearted way.
2. Ensure it is into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a lot more fun. This will often motivate them to understand faster. Amongst teenagers, this could be a lot far better whenever we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell a tale: Another way to produce grammar only a little easier to grasp is to teach it in the form of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a range to the entire finished story. If there are any grammar mistakes, in this, then leave it until the end. When the entire story is completed and written on the board, let students appear and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to the reasons certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the above mentioned ways of learning grammar are they draw the eye of the students to new grammatical structures as it may be the fun way to learn. However, there is a huge 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 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 for example:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Let the students pick out 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 with your students and make certain 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 teach 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 beginners including small children. Cut fully 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 have them put what in two piles, with respect to the article. Once they have their piles ready, inquire further if they are able to figure out 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 definitely 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 a preschool teacher can be exciting as well as scary as you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who are able to amaze you at times with their unimaginable acts. At the same time, they could cause utter chaos and leave you at your tethering ends. You may even get a headache and feel helpless at times. Though some children get adjusted to the college surroundings in much less time, a major percentage of kids take time to get knowledgeable about the brand new 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 right efforts to obtain 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 quick attention span, you should concentrate 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 learn what happens next. You are able to arrange fun games between a pair or number of students by making use of pictures or perhaps a game which involves moving round the class to locate 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 you know what all thoughts go on in the young mind and also learn their regions of interest. It’ll guide them the proper usage of colors, scissors, glue, etc., and learn how these things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to know the items more effectively. You can convey the lessons by dramatizing part or the entire story with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones are usually curious about new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because 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 much children of the exact same age bracket bond 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 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.
Take advantage of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to fit similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age group have the capability to catch more should they hear repetitive things. Try narrating the exact same story for a week and inquire further to repeat it next time when you wait 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’ll have unique birthday celebrations. While handling the young students is no easy task and requires lots of patience, planning innovative activities might help the kids enjoy and also cause them to become feel comfortable.