This is the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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 which they’re experiencing.
They’ve a three and a half year old young boy who is 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 tablet and cellular phone quite well as many of his peers do.
Initially, I believed it absolutely was incredible to watch him wrap his little fingers around the household iPad or his mother’s cell phone, swiping through icons to access 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 game a few rounds, he swipes back again to the key screen to open up 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 try to eliminate 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 appears to prefer the iPad or smartphone to everything else.
Solutions when they’re the sole issues that will keep him quiet.
He has what at first glance be seemingly apparent symptoms of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match with autism, and believes that 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 general population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
No body in either family has SPD, and apart from very few symptoms, he does not fit 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 that 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 is extremely physically active (especially along 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 features a great appetite and eats more or less anything put in front of him, does well in crowds and generally around others provided that 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 such as 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 is cognitively delayed, but it’s hard to determine how delayed, due to the kind of kid he is and his lack of discipline that in my opinion, 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, that is baby talk that consists of words however, not complete conversational sentences. Thus, his vocabulary is bound and is apparently what he hears on @
@ and YouTube. He doesn’t seem to own the concept of putting a phrase with an image besides what he sees in videos or’educational games.’
From all they have learn 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.
Over the span of the evaluations, they 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 believe it higher and closer to 90 minutes spread throughout the day.
A tablet / 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, roughly they thought.
The speech therapist described for them the data from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The study “suggests the more hours children under 2 years old spend using smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes each day using screens, ultimately causing a nearly 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 two years old.
The results of the analysis demonstrated that there’s a 49% increased potential for delayed speech for every single extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Look at this for some 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 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, 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 use 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 a lot 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 usage 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 is growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor resulting from the first 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 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 oahu is the highest energy wavelength of visible light. This energy can be in a position to penetrate all the way to the back of the attention, through the eyes’natural filters, and this is the issue. Long-term exposure causes harm 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 agree totally 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 is not going to offer 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 backdrop negatively affects their development whenever a child is engaged in play and learning. This can be 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 can be 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 many hours in one day, and the full time used on screens comes at a top 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 require a well-balanced number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time 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 this update, AAP had established that the typical screen time limit of a maximum of no two hours a day before the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour daily 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 should 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 the absolute 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 must remember that individuals 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 conscious of our own behaviors and what this means is 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 this kids.
Kids can tell when our heads remain on the e-mail we only read on our phone. By not making time for them, this usually makes their behavior worse.
As parents we must set up a media leisure time each and every day and spend this time with your attention 100% dedicated to our children 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 all bedrooms. Bedrooms are created 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 head a whole lot 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 having the tune into their head. After this, we could quiz them the tenses used and grammatical points which are in the actual text. Ensure it is short and quick, and if they have 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 could let them have plenty 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 a competition would be a much more fun. This will often motivate them to understand faster. Amongst teenagers, this can be a lot far better whenever we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell an account: Another way to produce grammar a little easier to know is to instruct it in the shape of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a line to the general finished story. If you will find any grammar mistakes, in this, then leave it before end. When the whole story is completed and written on the board, let a student show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions why 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 features of the above mentioned methods of learning grammar are they draw the attention of the students to new grammatical structures because it is the fun way to learn. However, there is an enormous 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 mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and participating in the following ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow students pick out their favorite sports star or celebrities. Find a brief 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 utilization 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 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 fantastic 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 might use pictures too. Divide students into pairs or groups and keep these things put the language in two piles, with respect to the article. Once they’ve their piles ready, inquire further if they can figure out 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 can be an ardent reader, life long learner and equally loves gardening and cooking. She’s a part-time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being truly a preschool teacher may be exciting along with scary as you have to manage many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who will amaze you sometimes using their unimaginable acts. At the same time frame, they could cause utter chaos and leave you at your tethering ends. You may even get a headache and feel helpless at times. While some young children get adjusted to the institution surroundings in not as time, a major percentage of kids take time to get knowledgeable about the newest environment and can often test a teacher’s patience. Even if it is difficult to manage a bunch of kids of such early age, taking the best efforts to get them associated with various school activities can raise their interests and avoid disruptions in the class. Here is a listing 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 give attention to keeping activities which can be short and simple 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 learn what happens next. You can arrange fun games between a couple or number of students by utilizing pictures or a game which involves moving across the class to locate 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 continue in the young mind and also learn their areas of interest. It’ll guide them the proper use of colors, scissors, glue, etc., and understand how these specific things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to understand what exactly more effectively. You are able to convey the lessons by dramatizing part or the whole story together with your colleagues. Also, you can make usage of nursery songs or gestures for the same.
Include puzzles and science
The children are always curious about new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate mental performance and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As numerous children of the same generation come together in a preschool, the odds of conflicts between them are usually 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 or she must motivate the students to participate in group games.
While worksheets are less common in this age, you could have creative worksheets for the youngsters to help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to fit similar objects, draw images in regards to a particular topic or even color the printed figure.
Read out stories
Children in this specific age bracket have the capability to catch more when they hear repetitive things. Try narrating the exact same story for per week and inquire further to repeat it the very next time while you hold out the role cards.
To help make the preschool a common place, permit notes from parents or allow a child to create 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 a lot of patience, planning innovative activities can help the kids enjoy and also make them feel comfortable.