This is 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 with their pediatrician.
Allow me to 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 tablet and cell phone very well as numerous of his peers do.
Initially, I believed it absolutely was incredible to view him wrap his little fingers around the family iPad or his mother’s mobile 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 a few rounds, he swipes back again 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 right into a character’s belly.
When they attempt 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 like the iPad or smartphone to everything else.
There are times when they’re the only issues that can keep him quiet.
He’s what on the surface appear to be apparent symptoms of autism, but the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up with autism, and believes which will be correctly diagnosed when 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 general population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
No one in either family has SPD, and other than 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 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 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 along with his family and relatives and makes good eye contact.
He has a great appetite and eats more or less anything put in front of him, does well in crowds and generally around others as 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 significantly 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, due to the kind of kid he’s and his insufficient discipline that in my opinion, his parents have not invested the time in developing.
The only word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which will be baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is restricted and seems to be what he hears on @
@ and YouTube. He doesn’t seem to possess the concept of putting a word having an image besides what he sees in videos or’educational games.’
From all they have find out about sensory seekers, extreme speech delay doesn’t be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the course of the evaluations, these were asked just 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 nearer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of a rest it allows seemed to be harmless, or so they thought.
The speech therapist described to them the information from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the additional time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they’re to begin talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes each 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 2 yrs old.
The outcomes of the study demonstrated that there surely is a 49% increased chance of 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 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 access to a product 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 work with a mobile device to place 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 results of long-term usage 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 caused by early introduction of handheld devices to kids.
Interactive screens such as iPads, tablets, and smartphones are known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant sleep hormone, which interferes with the natural bodily rhythms, resulting in 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 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 remains 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 may be entertaining, it is not going to supply a wealthy 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 whenever a child is engaged in play and learning. This can be a distraction from the task at hand 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 tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the real world.
You can find only so several hours in a 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 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 and energy to explore nature, handling and playing with physical toys and socializing with other siblings and peers along side 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 general screen time limit of no more than no two hours each day in front of the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour each day for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years of age and older.
• Under age18 months there should be no screen time allowed and they should not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them 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 people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We must be very aware of our personal 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 our kids.
Kids can tell when our heads are still on the email we just read on our phone. By not watching them, this usually makes their behavior worse.
As parents we need to establish a media spare time everyday and spend this time around with this attention 100% dedicated to our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The same is valid for many bedrooms. Bedrooms are meant for sleeping.
The three means 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 the mind a whole lot faster. To be able to execute this, find a song 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 getting the tune to their head. Following this, we can quiz them the tenses used and grammatical points which are in the specific text. Allow it to be short and quick, and after they get the hang of it, let them sing again. Following this, try building 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 very light-hearted way.
2. Allow it to be in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a lot more fun. This can often motivate them to master faster. Amongst teenagers, this could be a lot more efficient when we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell an account: Another way to produce grammar a little easier to understand is to instruct it in the shape of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a point to the general finished story. If you will find any grammar mistakes, in this, then leave it before end. When the entire story is completed and written on the board, let a student 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 the direction they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The features of the aforementioned ways of learning grammar are which they draw the attention of the students to new grammatical structures since it could be the fun way to learn. However, there is a huge 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 think, the above mentioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and engaging in the following ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Let the students pick out their favorite sports star or celebrities. Find a quick biography or write one all on your own summarizing a celebrity’s main achievements. See 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 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 novices including small children. Cut fully out a listing 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 ask them to put the words in two piles, depending on the article. Once they’ve their piles ready, inquire further if they can find out the rule themselves.
Mcdougal 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 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 most readily useful seller.
Being a preschool teacher could be exciting along with scary when 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 occasionally making use of their unimaginable acts. At the same time, they are able to cause utter chaos and give you at your tethering ends. You could even get a headache and feel helpless at times. While some small children get adjusted to the school surroundings in much less time, a significant percentage of kids take time to get familiar with the brand new environment and can often test a teacher’s patience. Even if it’s difficult to regulate a number of kids of such early age, taking the proper efforts to obtain them involved in various school activities can raise their interests and avoid disruptions in the class. Here is a list 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 need to concentrate on keeping activities which are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to know what happens next. You can arrange fun games between a set or band of students by utilizing pictures or a game which involves moving across the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the kids to paint their ideas and draw out creativity in them. It can help guess what happens all thoughts continue in the young mind and also learn their areas of interest. It’ll teach them the proper usage of colors, scissors, glue, etc., and understand how these exact things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to grasp the things more effectively. You can convey the lessons by dramatizing a component 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 if they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate mental performance and enhance memory in kids. In addition it aids in developing motor skills.
Motivate children to bond with others
As numerous children of the exact same generation bond in a preschool, the chances of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to fairly share 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 kids to 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 of a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age group have the ability to catch more should they hear repetitive things. Try narrating the exact same story for per week and ask them 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 a child to create his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students is not any easy task and requires a lot of patience, planning innovative activities will help the kids enjoy and also make them feel comfortable.