Here 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 for their pediatrician.
Let me back up and offer you details on what they’re experiencing.
They’ve a three and a half year old young boy who is a classic’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 product and cellular phone quite well as many of his peers do.
Initially, I thought it was incredible to view him wrap his little fingers around the family iPad or his mother’s mobile 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 game a few rounds, he swipes back to the key screen to open 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 make an effort to remove the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking a 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 sole things that could keep him quiet.
He has what on top appear to be apparent symptoms of autism, but 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 complement with autism, and believes which is correctly diagnosed if 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 typical population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is often inherited.
Nobody in either family has SPD, and apart from hardly any 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 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 with his constant physical exercise, 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 includes a great appetite and eats pretty much anything put facing him, does well in crowds and generally around others so long as he does not need to really 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 doesn’t 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 type of kid he is and his insufficient discipline that i think, 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 however not complete conversational sentences. Thus, his vocabulary is restricted and appears to be what he hears on @
@ and YouTube. He doesn’t seem to possess the thought of putting a phrase having an image besides what he sees in videos or’educational games.’
From all they have read about sensory seekers, extreme speech delay does not be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the length of the evaluations, these were asked how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and closer to 90 minutes spread through the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. All of us lead busy lives and the few minute of a break it allows were harmless, roughly they thought.
The speech therapist pointed out to them the data from a recent Journal of Pediatrics study “Handheld screen time associated 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 much more likely they are to start talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes a 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 2 yrs old.
The outcome of the research demonstrated that there surely is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for some 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 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, more than 70 percent of children under 12 use tablets and iPads. A recent Journal of Pediatrics study indicated 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 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 use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge 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 really a well-accepted contributing factor caused by the first introduction of handheld devices to kids.
Interactive screens such as for instance iPads, tablets, and smartphones are recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant sleep hormone, which disrupts the natural bodily rhythms, resulting in 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 is also 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 damage 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 facing 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 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 each time a child is engaged in play and learning. This is a distraction from the task 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 is a big concern: if kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the actual world.
You will find only so much time in one day, and the time used on screens comes at a high 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 band 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 playing 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 general screen time limit of a maximum of no two hours each day before 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 of age and older.
• Under age18 months there ought to 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 which makes them probably 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 we 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 own 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 your kids.
Kids can tell when our heads continue to be on the email we just continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we have to begin a media leisure time each day and spend this time with your attention 100% centered on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. The exact same is true 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 will become embedded into your head a lot faster. To be able 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. Encourage them to sing it together and having the tune to their head. After this, we could quiz them the tenses used and grammatical points which can be in the particular text. Ensure it is short and quick, and once they obtain the hang of it, let them sing again. Next, try making a game out of it. Select individual students to select a phrase on that and change the tense out of it. This will let them have a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Allow it to be right into a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a lot more fun. This may often motivate them to understand faster. Amongst teenagers, this could be a lot more efficient whenever we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell a tale: Another way to make grammar a little easier to grasp is to instruct it in the form of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a range to the overall finished story. If you will find any grammar mistakes, in this, then leave it until the end. When the entire story is completed and written on the board, let students show up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the above mentioned methods of learning grammar are which they draw the attention of the students to new grammatical structures because it could be the fun way to learn. However, there is a huge 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 mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in the following ways such as:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Let the students choose 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 together with your students and ensure 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 right 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 fantastic for beginners 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 have them put what in two piles, depending on the article. Once they have 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.
Being fully a preschool teacher could be exciting along with scary when you have to cope with many toddlers at any time. Nevertheless, it gives you a chance to be with innocent children who are able to amaze you at times with their unimaginable acts. At once, 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. Although some small children get adjusted to the college surroundings in not as time, a major percentage of kids take the time to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even if it is difficult to regulate a bunch of kids of such early age, taking the best efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. Here is a set of different activities a preschool teacher can ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a brief attention span, you ought 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 will keep their interests and also increase their eagerness to learn what goes on next. You are able to arrange fun games between a couple or band of students by utilizing pictures or even a game which involves moving round the class to find the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It can benefit do you know what all thoughts carry on in the young mind and also learn their areas of interest. It will guide them the right use of colors, scissors, glue, etc., and find out how these things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, attempt to portray them with assistance from a story. Visualizing things helps the students to know what exactly more effectively. You can convey the lessons by dramatizing a part or the whole story with your colleagues. Also, you can make use of nursery songs or gestures for the same.
Include puzzles and science
The kids are always interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As numerous children of the same age group get together in a preschool, the likelihood of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the kids and also urge them to talk about 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 children to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to complement similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this particular age group have the capacity to catch more when they hear repetitive things. Try narrating the same story for a week and inquire further to repeat it the next time as you wait the role cards.
To help make the preschool a common place, permit notes from parents or allow the kid to create his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities can help the youngsters enjoy and also make sure they are feel comfortable.