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Here 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.

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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 for their pediatrician.

Let me back up and offer you details on which 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 very delayed in his speech abilities and social skills.

He manages a tablet and cell phone very well as much of his peers do.

Initially, I thought it was incredible to watch him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to access a really 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 key screen to open 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 attempt to remove 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 seems to choose the iPad or smartphone to everything else.

Solutions when they are the only things that can keep him quiet.

He has what at first glance appear to be apparent symptoms of autism, nevertheless the autism specialist they took him to is reluctant to have him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll be correctly diagnosed if 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 tends to be heredity.

 

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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 not many symptoms, he does unfit the symptomatic profile.

Another thought they have 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 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 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 not enough discipline, but he is affectionate with his family and relatives and makes good eye contact.

 

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He includes 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 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 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 find out how delayed, because of the form of kid he’s and his not enough discipline that in my opinion, his parents haven’t 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, that will be baby talk that consists of words however, not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @

@ and YouTube. He doesn’t seem to own the thought of putting a phrase with an image other than what he sees in videos or’educational games.’

From all they’ve 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 length of the evaluations, they certainly were asked just how much screen time he’s each day. They figure that he averages 45 to 60 minutes per day; from what I’ve observed I think it higher and closer to 90 minutes spread throughout the day.

A product / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. Most of us lead busy lives and the few minute of some slack it allows appeared to be harmless, roughly they thought.

 

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The speech therapist described in their mind the info from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more hours children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the 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 a day using screens, resulting in 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 outcome of the research demonstrated that there’s 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 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study indicated 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 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 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 increase in young kids with myopia (short-sightedness). The World Health Organization has documented that nearsightedness keeps growing at an alarming rate worldwide and screen use is a well-accepted contributing factor caused by the first introduction of handheld devices to kids.

Interactive screens such as for example iPads, tablets, and smartphones are proven 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, 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 is also able to penetrate all how you can the trunk of the 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 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 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 movie or TV running in the backdrop negatively affects their development when a child is engaged in play and learning. This can be a distraction from the duty accessible and lowers their concentration.

 

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source:thehiddenmission.com

 

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 tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.

You can find only so many hours in a day, and enough time allocated to screens comes at a higher price, taking time far 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 require a well-balanced number 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 a maximum of no two hours each 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 kids 6 years old and older.
• Under age18 months there ought to be no screen time allowed and they need to 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 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 we are our children’s main role models, therefore the habits we have 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 along with the TV and laptop and being in the here and now with our kids.

Kids can tell when our heads continue to be on the email we just read on our phone. By not making time for 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 children and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The exact same is valid for all bedrooms. Bedrooms are created 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 will 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 having the tune into their head. After this, we could quiz them the tenses used and grammatical points that are in the particular text. Allow it to be short and quick, and after they get the hang of it, let them sing again. Next, try building a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This could let them have a lot of practice using different tenses and verb forms, and in the very light-hearted way.

2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a much more fun. This will often motivate them to master faster. Amongst teenagers, this could be a lot more efficient when we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.

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

The benefits of the above mentioned ways of learning grammar are they draw the attention of the students to new grammatical structures as it may be the fun way to learn. However, there is a massive 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 should be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and doing the next ways such as for example:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Let the students choose a common sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. Browse the bio together with your students and ensure 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 list of several words that either take’an’or’an’and mix them up. For very young learners, you could use pictures too. Divide students into pairs or groups and have them put the words in two piles, depending on the article. Once they’ve their piles ready, ask them if they are able to determine the rule themselves.

The writer 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 is 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 fully a preschool teacher may be exciting as well as scary when you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who are able to amaze you at times making use of their unimaginable acts. At the same time, they could cause utter chaos and leave 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, an important percentage of kids make 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 bunch of kids of such early age, taking the right efforts to have them associated with various school activities can raise their interests and avoid disruptions in the class. Listed here is a listing 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 should give attention to keeping activities that are short and an easy task to understand. The children often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to know what goes on next. You are able to arrange fun games between a set or number of students by utilizing pictures or a game which involves moving around the class to discover the prize.

Encourage participation in art corner

By having art and craft activities, you can encourage the kids to paint their ideas and bring out creativity in them. It can benefit you know what all thoughts carry on in the young mind and also learn their regions of interest. It’ll teach them the proper use of colors, scissors, glue, etc., and find out how these things should be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, make an effort to portray them with the aid of a story. Visualizing things helps the students to know what exactly more effectively. You can convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you can make usage of nursery songs or gestures for the same.

Include puzzles and science

The children are always interested in new things and often drift off to places in the classroom when 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 numerous children of exactly the same age bracket come together in a preschool, the likelihood of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to generally share their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.

Utilize worksheets

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 are able to keep simple pages where the kid is expected to complement similar objects, draw images about a particular topic or even color the printed figure.

Read out stories

Children in this kind of generation have the capacity to catch more if they hear repetitive things. Try narrating exactly the same story for per week and ask them to repeat it the next time while you hold out the role cards.

To help make the preschool a familiar place, permit notes from parents or allow the little one to create 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 plenty of patience, planning innovative activities will help the youngsters enjoy and also cause them to become feel comfortable.

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