This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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 for 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 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 cell phone well as many of his peers do.
Initially, I thought it absolutely was incredible to watch him wrap his little fingers around the household iPad or his mother’s mobile phone, swiping through icons to get at 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 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 into a character’s belly.
Once they try to take away the iPad, they suffer through one heck of a fit 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 like the iPad or smartphone to everything else.
Solutions when they’re the only issues that could keep him quiet.
He’s what on top appear to be apparent symptoms of autism, nevertheless the autism specialist they took him to is reluctant to obtain him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes which is correctly diagnosed if they wait.
Based on the reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical 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 other than hardly any symptoms, he does unfit 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 along with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate 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 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 pencil 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, due to the form of kid he’s and his insufficient discipline that i think, 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 contains 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 other than what he sees in videos or’educational games.’
From all they’ve read about sensory seekers, extreme speech delay does not seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the course of the evaluations, they certainly were asked just how much screen time he’s each day. They figure 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 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 seemed to be harmless, approximately they thought.
The speech therapist described in their mind 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 old spend having fun with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes per day using screens, leading to 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 two years old.
The outcome of the research demonstrated that there’s a 49% increased potential for delayed speech for each and every extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about this for a few 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
In accordance with a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recent 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 put their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 3 has grown significantly 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 use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge 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 really a well-accepted contributing factor caused by early introduction of handheld devices to kids.
Interactive screens such as iPads, tablets, and smartphones are recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important sleep hormone, which inhibits 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 can 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 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 concur that while passive screen time before 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 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 movie 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 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 is a big concern: if students 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.
You can find only so many 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 the age of three need a well-balanced number 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 playing 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 overall screen time limit of no more than 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 must be no screen time allowed and they ought to 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 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 need to remember that people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We have to be very aware of our own behaviors and this means turning off our smart phones, putting down the tablet or iPad combined with TV and laptop and being in the here and now with this kids.
Kids can tell when our heads remain on the email we only continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we need to begin a media leisure time each and every day and spend now with your attention 100% centered 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 valid for all bedrooms. Bedrooms are meant 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 will become embedded into your head a whole lot faster. To be able 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. Encourage them to sing it together and having the tune into their head. Following this, we could quiz them the tenses used and grammatical points that are in the particular text. Make it short and quick, and if they have the hang of it, let them sing again. After this, try making 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 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 a competition would have been a much more fun. This will often motivate them to understand faster. Amongst teenagers, this could be a lot more efficient when we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell an account: Another way to create grammar a little easier to grasp is to instruct it in the proper execution of storytelling. Get the students to create a’story stick ‘, whereby everyone contributes a point to the entire 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 show up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are the way 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 methods of learning grammar are they draw the interest of the students to new grammatical structures since it is the fun solution to learn. However, there is a huge 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 believe, the above approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in the following ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Let the students select their favorite sports star or celebrities. Find a short biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio along with your students and ensure 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 out celebrity photo pictures from magazines. Use these pictures to show 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 right out a set 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 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 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 most readily useful seller.
Being a preschool teacher can be exciting along with scary since you have to manage many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who is able to amaze you sometimes using their unimaginable acts. At once, they are able to cause utter chaos and leave you at your tethering ends. You may even get a frustration and feel helpless at times. Though some young kids get adjusted to the college surroundings in not as time, an important percentage of kids remember to get familiar with the new environment and can often test a teacher’s patience. Even if it is difficult to control a lot of kids of such early age, taking the proper efforts to obtain them associated with various school activities can raise their interests and avoid disruptions in the class. This 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 ought to focus on keeping activities that are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to learn what are the results next. You can arrange fun games between a pair or number of students by utilizing pictures or even a game which involves moving round the class to locate the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the children to paint their ideas and bring out creativity in them. It will also help guess what happens all thoughts go on in the young mind and also learn their aspects of interest. It will teach them the right use of colors, scissors, glue, etc., and learn how these specific things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to know the items more effectively. You can convey the lessons by dramatizing a part or the whole story along with your colleagues. Also, you may make use 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 should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As numerous children of the exact same age bracket get together in a preschool, the likelihood of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the children and also urge them to talk about their tiffin during lunchtime or breaks. He/she must motivate the students to take part in group games.
While worksheets are less common in this age, you can have creative worksheets for the children to help them develop their imagination and comprehensive skills. You are able to 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 particular age group have the ability to catch more if they hear repetitive things. Try narrating exactly the same story for weekly and question them to repeat it the next time while you wait the role cards.
To help make the preschool a familiar place, permit notes from parents or allow a child to bring his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students is no easy task and requires lots of patience, planning innovative activities can help the kids enjoy and also make them feel comfortable.