2nd Grade Coin Counting Games

This is the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the first article, it covered the Hidden Hazards of Blue Light and Digital Devices on Kids Eyes.

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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 offer you details about 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 tablet and cellular phone 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 cellular 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 few rounds, he swipes back once 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 try to remove the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.

He generally seems to prefer the iPad or smartphone to everything else.

There are occasions when they are the only real items 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 get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up with autism, and believes which is correctly diagnosed should they wait.

Based on the reading, his parents think he may be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is commonly heredity.

 

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The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is frequently inherited.

Nobody in either family has SPD, and besides not many symptoms, he does unfit the symptomatic profile.

Another thought they have is that 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’s extremely physically active (especially along 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 together with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats more or less anything put before him, does well in crowds and generally around others so long as he does not have 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 pen and fists one just 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 find out how delayed, due to the type of kid he’s and his insufficient discipline that in my opinion, his parents have not invested the amount of 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, which can be baby talk that includes words however not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @

@ and YouTube. He doesn’t seem to possess the thought of putting a word by having an image besides what he sees in videos or’educational games.’

From all they’ve find out 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.

On the course of the evaluations, these were asked how much screen time he has each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and nearer to 90 minutes spread throughout the day.

A product / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. All of us lead busy lives and the few minute of some slack it allows seemed to be harmless, or so they thought.

 

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The speech therapist pointed out to them the data from a recent Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The analysis “suggests the more time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”

“In line with the study, 20 percent of kids under age two spend about 30 minutes a day using screens, ultimately causing an almost 50 percent increased threat 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 research demonstrated that there surely is a 49% increased potential for delayed speech for each and every 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 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, a lot more than 70 percent of children under 12 use tablets and iPads. A recently available Journal of Pediatrics study revealed 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 a lot more than 5x in 4 years with and the unknown impact on the cognitive development.

There is little scientific data on the results of long-term utilization of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp increase 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 the first 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, an important 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 it’s the highest energy wavelength of visible light. This energy can also be in a position to penetrate all how you can the rear of the attention, 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 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 might be entertaining, it’s not going to offer a rich 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 backdrop negatively affects their development when a child is engaged in play and learning. This can be a distraction from the task available and lowers their concentration.

 

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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 kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not reaching parents and siblings or the actual world.

You can find only so several hours in one 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 age three need a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and playing 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 overall screen time limit of a maximum of no two hours a day in front of the TV for children over age 2.

The revised AAP guidelines recommend:
• One hour each 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 should be no screen time allowed and they need 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 produces 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 have to remember that we are our children’s main role models, which means 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 along with the TV and laptop and being in the here and now with our kids.

Kids can tell when our heads continue to be on the email we only read on our phone. By not watching them, this usually makes their behavior worse.

As parents we need to set up a media leisure time everyday and spend this time with your attention 100% dedicated to our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. Exactly the same is true for all bedrooms. Bedrooms are designed 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 will become embedded into the mind a great deal faster. In order 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. Encourage them to sing it together and getting the tune within their head. Next, we could quiz them the tenses used and grammatical points which are in the specific text. Ensure it is short and quick, and when they have the hang of it, let them sing again. After this, try making a game out of it. Select individual students to select an expression on that and change the tense out of it. This might let them have a lot of practice using different tenses and verb forms, and in the light-hearted way.

2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a lot more fun. This will often motivate them to learn faster. Amongst teenagers, this could be a lot far better whenever we divide the class into groups. Besides, everyone will be alert and enjoy too.

3. Tell a tale: Another way to produce grammar a little easier to know is to show it in the proper execution of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a line to the entire finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the entire story is finished 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 the reasons certain tenses are the way they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The benefits of the aforementioned ways of learning grammar are which they draw the eye of the students to new grammatical structures because it may be the fun way 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 aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.

Learning grammar may also be made fun and doing these ways such as for instance:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Let the students select a common sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. See the bio with your students and make sure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(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 beginners including small children. Cut out a listing 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 what in two piles, with respect to the article. Once they’ve their piles ready, question them if they are able to figure out the rule themselves.

The writer 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 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 could be exciting as well as scary as you have to cope with many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who are able to amaze you occasionally with their unimaginable acts. At the same time frame, they can cause utter chaos and make you at your tethering ends. You may even get a headache and feel helpless at times. While some young children get adjusted to the school surroundings in not as time, a significant percentage of kids take care to get knowledgeable about 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 best efforts to get them involved with various school activities can raise their interests and avoid disruptions in the class. Listed here is a set 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 need to focus on keeping activities which can be short and easy to understand. The youngsters often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to understand what goes on next. You can arrange fun games between a pair or number of students by utilizing pictures or a game which involves moving around the class to find the prize.

Encourage participation in art corner

Insurance firms art and craft activities, you are able to encourage the youngsters to paint their ideas and enhance creativity in them. It can benefit you know what all thoughts carry on in the young mind and also learn their regions of interest. It’ll teach them the right use of colors, scissors, glue, etc., and understand how these things are to be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, make an effort 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 part or the whole story together with your colleagues. Also, you possibly can make usage of nursery songs or gestures for the same.

Include puzzles and science

The little ones are usually 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 mind and enhance memory in kids. In addition it aids in developing motor skills.

Motivate children to bond with others

As many children of the same age group bond in a preschool, the likelihood of conflicts between them are usually high. To prevent 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 participate in group games.

Take advantage of worksheets

While worksheets are less common in this age, you can have creative worksheets for the youngsters to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to complement similar objects, draw images about a particular topic or even color the printed figure.

Read out stories

Children in this particular generation have the capability to catch more when they hear repetitive things. Try narrating the exact same story for per week and question them to repeat it the next time as you hold on the role cards.

To make the preschool a familiar 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 not any easy task and requires a lot of patience, planning innovative activities can help the youngsters enjoy and also make them feel comfortable.

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