This 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 on what they’re experiencing.
They have a three and a half year old little boy who is a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is incredibly delayed in his speech abilities and social skills.
He manages a tablet and cell phone quite well as numerous of his peers do.
Initially, I thought it was incredible to view him wrap his little fingers around the family iPad or his mother’s cellular phone, swiping through icons to get to 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 few rounds, he swipes back once again to the key 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.
Once 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 generally seems to choose 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, nevertheless 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 complement with autism, and believes which is correctly diagnosed when 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 overall population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is frequently inherited.
Nobody in either family has SPD, and apart from very few 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 which can be 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 mild 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 lack of discipline, but he is affectionate along 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 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 like 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 find out how delayed, because of the kind of kid he is and his not enough discipline that i think, his parents haven’t 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 consists of words although not complete conversational sentences. Thus, his vocabulary is bound and is apparently what he hears on @
@ and YouTube. He does not seem to possess the concept of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they have learn about sensory seekers, extreme speech delay does not be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the span of the evaluations, these were asked just 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 closer to 90 minutes spread through the day.
A tablet / 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 a rest it allows appeared to be harmless, approximately they thought.
The speech therapist pointed out for them the data from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The analysis “suggests the more hours children under 2 years old spend using smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“In line with the study, 20 percent of kids under age two spend about 30 minutes per day using screens, ultimately causing 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 results of the research demonstrated that there’s a 49% increased potential for delayed speech for 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 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 product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on 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 mobile 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 more than 5x in 4 years with and the unknown impact on their cognitive development.
There is little scientific data on the effects of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase in young kids with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is a well-accepted contributing factor caused by early introduction of handheld devices to kids.
Interactive screens such as for instance 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, ultimately causing 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 is also in a position to penetrate all the best way to the rear of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury to the retina.
Presently, there is 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 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 provide an abundant 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 back ground negatively affects their development each time a child is engaged in play and learning. This is a distraction from the job 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 instance tablets, iPads, and smartphones, they are not reaching parents and siblings or the true world.
There are only so many hours per day, and the time spent on screens comes at a high 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, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and having fun with 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 typical screen time limit of no more than no two hours each day before the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour per day for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there ought to be no screen time allowed and they need to 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 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 must be very conscious of our own behaviors and what this means is turning off our smart phones, putting down the tablet or iPad combined with 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 read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to establish a media spare time each day and spend now with this attention 100% focused 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. The same is valid for several 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 your head a great deal faster. To be able to execute this, find a tune that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Get them to sing it together and obtaining the tune within their head. Next, we could quiz them the tenses used and grammatical points that are in the actual text. Ensure it is short and quick, and once they get the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to pick an expression on that and change the tense out of it. This may let them have a lot of practice using different tenses and verb forms, and in the light-hearted way.
2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would be a much more fun. This will often motivate them to learn faster. Amongst teenagers, this can be a lot far better when we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a tale: Another way to make grammar a little easier to grasp is to show it in the proper execution of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a line to the overall finished story. If there are any grammar mistakes, in this, then leave it before the end. When the entire story is finished and written on the board, let students come up and make appropriate corrections in turns. Get the entire class involved and ask the students questions why certain tenses are the direction they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the above ways of learning grammar are that they draw the interest of the students to new grammatical structures as it is the fun way to learn. However, there’s a massive disadvantage if these strategies are employed 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 must be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in these ways such as for instance:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Allow the students pick out a common sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. Browse the bio with your students and make sure 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 fully 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 great for newbies including small children. Cut out a list 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 ask them to put the words in two piles, with regards to the article. Once they have their piles ready, inquire further if they could 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 is 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 could be exciting as well as scary because you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who will amaze you at times using their unimaginable acts. At the same time, they are able to cause utter chaos and leave you at your tethering ends. You may even get a headache and feel helpless at times. Though some small children get adjusted to the college surroundings in not as time, a significant percentage of kids take the time to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it’s difficult to control 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. Listed here is a set of different activities a preschool teacher can take in his/her classroom for complete development of the child.
Keep fun games
As these students have a quick attention span, you must concentrate on keeping activities which can be short and easy 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 know what goes on next. You are able to arrange fun games between a couple or band of students by utilizing pictures or a game which involves moving round the class to discover the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the kids 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 right use of colors, scissors, glue, etc., and learn how these things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with assistance from a story. Visualizing things helps the students to grasp the items more effectively. You can convey the lessons by dramatizing a component or the whole story with your colleagues. Also, you can make utilization 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 because they help stimulate the brain 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 group get together in a preschool, the chances 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/she must motivate the students to participate in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the youngsters to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid 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 particular age bracket have the capacity to catch more should they hear repetitive things. Try narrating exactly the same story for weekly and question them to repeat it next time when you hold on the role cards.
To help make the preschool a common place, permit notes from parents or allow the kid to create his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students is not any easy task and requires a lot of patience, planning innovative activities might help the youngsters enjoy and also make sure they are feel comfortable.