4000 Divided by 12

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 with their pediatrician.

Allow me to back up and give you details on which they’re experiencing.

They have a three and a half year old little boy who’s a classic’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 mobile phone very well as many of his peers do.

Initially, I believed it had been 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 overall game several rounds, he swipes back to the main screen to start 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 in to a character’s belly.

If they make an effort to eliminate 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 seems to choose the iPad or smartphone to everything else.

There are occasions when they’re the only items that can keep him quiet.

He’s what on top appear to be symptoms of autism, but 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 the reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is often heredity.

 

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source:kitchingroup.cheme.cmu.edu

 

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

No-one in either family has SPD, and besides not many symptoms, he does not fit the symptomatic profile.

Another thought they’ve 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 mild on and off).

He is extremely physically active (especially together with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he’s affectionate together with his family and relatives and makes good eye contact.

 

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source:spiedigitallibrary.org

 

He features a great appetite and eats pretty much anything put before 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 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 determine how delayed, due to the type of kid he’s and his lack of discipline that for me, his parents have not 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, that is baby talk that contains words although not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @

@ and YouTube. He does not seem to possess the thought of putting a word with an image apart from what he sees in videos or’educational games.’

From all they have learn about sensory seekers, extreme speech delay doesn’t appear to be especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

On the span of the evaluations, they certainly were asked how much screen time he has each day. They figure that he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and closer to 90 minutes spread through the entire day.

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

 

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source:journals.plos.org

 

The speech therapist stated in their mind the info from a recent Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The research “suggests the more hours children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”

“According to the study, 20 percent of kids under the age of two spend about 30 minutes each 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 couple of years old.

The outcomes of the study demonstrated that there surely is a 49% increased potential for delayed speech for each extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.

Think about 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 usage of a product or smartphone.
• By 2015, 58% of children under age two had used a tablet 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 revealed 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 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 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 usage of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp escalation in young 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 caused by early introduction of handheld devices to kids.

Interactive screens such as for example iPads, tablets, and smartphones are known 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 be able to penetrate all the best way to the back of the eye, 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 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 is not going to supply an abundant learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.

Research has confirmed that having a video or TV running in the background negatively affects their development when a child is engaged in play and learning. This is a distraction from the duty accessible and lowers their concentration.

 

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source:solid-earth.net

 

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 children are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not getting together with parents and siblings or the actual world.

You will find only so several hours per day, and enough time used on screens comes at a high 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 desire 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 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 overall 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 daily for children 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years old and older.
• Under age18 months there must be no screen time allowed and they will not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes 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 individuals are our children’s main role models, which means habits we have we directly and indirectly instill into our children.

We need to be very aware of our personal behaviors and this means 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 our kids.

Kids can tell when our heads remain on the email we just continue reading our phone. By not watching them, this usually makes their behavior worse.

As parents we must establish a media free time each day and spend this time 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. That is family time. Exactly the same holds true for many bedrooms. Bedrooms are meant 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. In order to execute this, find a song that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Encourage them to sing it together and getting the tune to their head. After this, we are able to quiz them the tenses used and grammatical points which are in the specific text. Make it short and quick, and if they obtain the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This may provide them with plenty 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 an opposition will be a much more fun. This may often motivate them to understand faster. Amongst teenagers, this can be quite a lot more efficient whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.

3. Tell an account: Another way to make grammar a little easier to grasp is to show it in the proper execution of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a line to the overall finished story. If there are any grammar mistakes, in this, then leave it until the end. When the entire story is completed and written on the board, let students come up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The features of the above mentioned ways of learning grammar are that they draw the eye of the students to new grammatical structures since it could be the fun way to learn. However, there is an enormous 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 above approaches to learning grammar must be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and engaging in these ways such as for instance:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow the students choose a common sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. Browse the bio with your students and make certain 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 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 very good for newbies 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 keep these things put the language in two piles, depending on the article. Once they have their piles ready, ask them if they can find out the rule themselves.

The writer Yasmin M Elias is really 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 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 in addition to scary since you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who is able to amaze you at times making use of their unimaginable acts. At the same time frame, 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 college surroundings in much less time, an important percentage of kids make time to get familiar with the new environment and can often test a teacher’s patience. Even when it is difficult to control a number of kids of such young age, taking the right efforts to obtain them involved in various school activities can raise their interests and avoid disruptions in the class. Listed here is a list 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 brief attention span, you must concentrate on keeping activities that are short and simple 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 learn what happens next. You can arrange fun games between a set or band of students by using pictures or even a game which involves moving around the class to discover the prize.

Encourage participation in art corner

By having art and craft activities, you are able to encourage the youngsters to paint their ideas and draw out creativity in them. It can help do you know what all thoughts continue in the young mind and also learn their aspects of interest. It will guide them the best utilization of colors, scissors, glue, etc., and find out how these things should be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to grasp the items more effectively. You can convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you may make usage of nursery songs or gestures for the same.

Include puzzles and science

The children 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 while they help to stimulate the brain and enhance memory in kids. It also aids in developing motor skills.

Motivate children to bond with others

As many children of exactly the same age group 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 youngsters and also urge them to share their tiffin during lunchtime or breaks. He/she must motivate the students to take part in group games.

Utilize worksheets

While worksheets are less common in this age, you’ll have creative worksheets for the kids to simply help them develop their imagination and comprehensive skills. You can keep simple pages where the little one 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 kind of generation have the capability to catch more when they hear repetitive things. Try narrating exactly the same story for per week and inquire further to repeat it the very next time when you wait the role cards.

To really make the preschool a common 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 no easy task and requires lots of patience, planning innovative activities will help the kids enjoy and also make sure they are feel comfortable.

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