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.
Let me back up and give you details on what they’re experiencing.
They’ve a three and a half year old young boy who’s 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 cell phone extremely well as much of his peers do.
Initially, I believed it had been incredible to view him wrap his little fingers around the family iPad or his mother’s mobile phone, swiping through icons to get to a really 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 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 right into a character’s belly.
When they attempt to eliminate 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 generally seems to prefer the iPad or smartphone to everything else.
There are times when they’re the sole things that could keep him quiet.
He has what on the surface seem to be outward indications of autism, nevertheless the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly complement with autism, and believes which will be correctly diagnosed when they wait.
Based on their reading, his parents think he may 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 declare that SPD is frequently inherited.
No-one in either family has SPD, and besides 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 light 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’s affectionate with his family and relatives and makes good eye contact.
He includes a great appetite and eats more or less anything put facing him, does well in crowds and generally around others so long as he does not have 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 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’s cognitively delayed, but it’s hard to ascertain how delayed, because of the type of kid he is and his lack of discipline that i think, his parents haven’t invested the amount of time in developing.
The sole 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 includes words but not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He doesn’t seem to have the thought of putting a word with an image apart from what he sees in videos or’educational games.’
From all they’ve read 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.
Within the course of the evaluations, they were asked simply how much screen time he’s 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 day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. All of us lead busy lives and the few minute of a break it allows were harmless, or so they thought.
The speech therapist stated to them the data from a recent Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The analysis “suggests the more hours children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes each day using screens, leading to a nearly 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 couple of years old.
The outcomes of the study demonstrated that there is a 49% increased potential for delayed speech for every single extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Look at this for some 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 product or mobile phone.
In accordance with a Nielsen Study, significantly 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 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 significantly more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s 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 is growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor resulting from early introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential 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 it’s the highest energy wavelength of visible light. This energy can also be in a position to penetrate all the best way to the trunk of a person’s eye, 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 continues to be 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 may be entertaining, it is 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 each time a child is engaged in play and learning. This can be 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 kids 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.
There are 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 desire a well-balanced number of activities, which range 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 along with adults.
In 2016, the American Academy of Pediatrics (AAP) issued guidelines on screen time were issued. Prior to this update, AAP had established that the typical screen time limit of no more than no two hours each day facing the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour each day 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 should not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes 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 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 own behaviors and what this means is 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 e-mail we just read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we need to set up a media spare time each day and spend now with our attention 100% dedicated to our youngsters 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 holds true for many bedrooms. Bedrooms are intended for sleeping.
The three ways of 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 lot 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. Following this, we can quiz them the tenses used and grammatical points which are in the particular text. Make it short and quick, and once they get the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to select a term on that and change the tense out of it. This may let them have lots of practice using different tenses and verb forms, and in the very light-hearted way.
2. Allow it to be into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a lot more fun. This may often motivate them to learn faster. Amongst teenagers, this could be a lot far better when we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a story: Another way to make grammar a little easier to know is to instruct it in the form of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a range to the entire finished story. If you can find 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 whole class involved and ask the students questions why certain tenses are the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the above mentioned ways of learning grammar are that they draw the interest of the students to new grammatical structures as it is the fun method to learn. However, there’s a massive disadvantage if these strategies are used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the aforementioned approaches to learning grammar should 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 can teach and practice any verb tense in a great way. Let the students choose their favorite sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio together 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 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 great for novices 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 may use pictures too. Divide students into pairs or groups and have them put the language in two piles, depending on the article. Once they have their piles ready, ask them if they are able to determine 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 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 most readily useful seller.
Being a preschool teacher may be exciting along with scary as you have to cope with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who is able to amaze you sometimes using their unimaginable acts. At once, they can cause utter chaos and give you at your tethering ends. You may even get a frustration and feel helpless at times. Although some children get adjusted to the school surroundings in not as time, a major percentage of kids take time to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it is difficult to regulate a number of kids of such young age, taking the proper 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 consume his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you must 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 may keep their interests and also increase their eagerness to understand what are the results next. You can arrange fun games between a pair or number of students by utilizing pictures or a game which involves moving across the class to find the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the youngsters to paint their ideas and enhance creativity in them. It can benefit you know what all thoughts continue in the young mind and also learn their areas of interest. It’ll teach them the right utilization of colors, scissors, glue, etc., and understand how these things are to be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to grasp the things more effectively. You are able to convey the lessons by dramatizing a part or the entire story with your colleagues. Also, you possibly can make usage of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually curious about new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate the brain and enhance memory in kids. In addition it aids in developing motor skills.
Motivate children to bond with others
As many children of exactly the same generation come 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 children and also urge them to fairly share their tiffin during lunchtime or breaks. He or she must motivate the students to take part in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to complement similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age bracket have the capacity to catch more should they hear repetitive things. Try narrating the exact same story for per week and ask them to repeat it the next time as you hold out 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 isn’t any easy task and requires a lot of patience, planning innovative activities can help the youngsters enjoy and also cause them to become feel comfortable.