This 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.
I’d like to back up and offer you details about what 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 very delayed in his speech abilities and social skills.
He manages a tablet and mobile phone extremely well as numerous of his peers do.
Initially, I believed it absolutely was incredible to view him wrap his little fingers around the household 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 game a few rounds, he swipes back again to the main 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.
If they make an effort to take away 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 times when they are the only real things that could keep him quiet.
He has what at first glance be seemingly outward indications of autism, however 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 is correctly diagnosed should they wait.
Based on their reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is generally inherited.
Nobody in either family has SPD, and apart from 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 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 together with his constant physical activity, 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.
He features a great appetite and eats more or less anything put before him, does well in crowds and generally around others so long as he does not need 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 for instance 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’s cognitively delayed, but it’s hard to determine how delayed, because of the kind of kid he is and his insufficient discipline that i think, 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, which can be baby talk that contains 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 possess the thought of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they’ve learn about sensory seekers, extreme speech delay doesn’t seem 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 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 believe it higher and nearer to 90 minutes spread through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. We all lead busy lives and the few minute of a break it allows seemed to be harmless, roughly they thought.
The speech therapist described for them the data from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the more hours children under 2 years old spend using smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“Based on the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, ultimately causing a nearly 50 percent increased danger 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 outcomes of the research demonstrated that there surely is a 49% increased chance of delayed speech for every single extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.
Consider 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 access to a tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
According to a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A current 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 work with a mobile device to place 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 the cognitive development.
There’s little scientific data on the effects of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase in young kids 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 recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential sleep hormone, which inhibits 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 able to penetrate all how you can the trunk of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 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’s not going to offer a wealthy 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 background 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 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 true world.
There are only so much time per day, and enough time allocated to screens comes at a higher 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, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and having fun 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 overall screen time limit of a maximum of no two hours a day in front of the TV for children 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 old and older.
• Under age18 months there should 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 that produces them the most vulnerable 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’ve we directly and indirectly instill into our children.
We need to be very conscious of our personal behaviors and this implies 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 continue to be on the e-mail we just keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we need to begin a media leisure time every single day and spend this time around with your attention 100% focused on 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 is true for all bedrooms. Bedrooms are designed 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 brain a lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Cause them to sing it together and having the tune within their head. Next, we are able to quiz them the tenses used and grammatical points which are in the actual text. Allow it to be short and quick, and when they obtain 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 would provide them with a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a lot more fun. This will often motivate them to master faster. Amongst teenagers, this could be a lot more effective once we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell a story: Another way to make grammar a little easier to know is to teach it in the proper execution of storytelling. Obtain the students to form 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 the end. When the whole story is finished and written on the board, let students appear 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 concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The benefits of the aforementioned types of learning grammar are that they draw the interest of the students to new grammatical structures because it may be the fun way to learn. However, there’s a massive disadvantage if these strategies are utilized constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in these ways such as for example:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Let the students pick out a common sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. Read the bio with your students and make sure they understand the differences. Contrast use 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 teach 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 newbies including small children. Cut right out a list 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, with respect to the article. Once they’ve their piles ready, ask them if they are able to determine the rule themselves.
Mcdougal 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 part-time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being fully a preschool teacher could be exciting as well as scary since you have to cope with many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who will amaze you sometimes with their unimaginable acts. At the same time, they are able to cause utter chaos and give you at your tethering ends. You might even get a headache and feel helpless at times. Though some small children get adjusted to the school surroundings in not as time, a significant percentage of kids make time to get familiar with the brand new environment and can often test a teacher’s patience. Even if it is difficult to manage a lot of kids of such early age, taking the best efforts to obtain them involved 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 brief attention span, you should focus on keeping activities which can be short and easy to understand. The youngsters often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to learn what are the results next. You are able to arrange fun games between a couple or group of students by using pictures or even a game which involves moving around the class to find 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 can help you know what all thoughts carry on 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
Rather than verbally teaching certain concepts, attempt to portray them with the help of a story. Visualizing things helps the students to know what exactly more effectively. You can convey the lessons by dramatizing 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 children are usually curious about new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the brain and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As much children of the same age bracket bond in a preschool, the chances of conflicts between them are usually high. To avoid this, a preschool teacher must encourage friendship among the kids and also urge them to share their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.
Take advantage of worksheets
While worksheets are less common in this age, you could 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 complement similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this specific age group have the capability to catch more should they hear repetitive things. Try narrating the exact same story for a week and inquire further to repeat it the very next time as 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 can have unique birthday celebrations. While handling the young students is not any easy task and requires lots of patience, planning innovative activities will help the children enjoy and also make sure they are feel comfortable.