Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the 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 for their pediatrician.
I’d like to back up and offer you details on what they’re experiencing.
They have 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 mobile phone quite well as many of his peers do.
Initially, I thought it was incredible to watch him wrap his little fingers around the household iPad or his mother’s cell phone, swiping through icons to access a particularly 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 several rounds, he swipes back again to the main 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.
If they attempt to take away 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 generally seems to like the iPad or smartphone to everything else.
There are occasions when they are the only items that can keep him quiet.
He has what on top look like 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 match with autism, and believes that’ll be 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 typical population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
No body in either family has SPD, and apart from not many symptoms, he does not fit the symptomatic profile.
Another thought they have 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 mild on and off).
He is extremely physically active (especially with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate together with his family and relatives and makes good eye contact.
He includes a great appetite and eats more or less anything put facing him, does well in crowds and generally around others provided that he does not have 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 find out how delayed, due to the type of kid he is and his lack of discipline that in my opinion, his parents have not invested the amount of 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 contains words however not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He doesn’t seem to have the concept of putting a word with an image apart from what he sees in videos or’educational games.’
From all they have find out 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.
Within the course of the evaluations, these were asked 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 throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. Most of us lead busy lives and the few minute of a break it allows were harmless, roughly they thought.
The speech therapist described to them the data from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The study “suggests the more time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes per day using screens, ultimately causing an almost 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 results of the analysis demonstrated that there surely is a 49% increased possibility of delayed speech for every extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about this for a couple 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 use of a product 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 showed 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 the age of 3 has grown more than 5x in 4 years with and the unknown impact on their cognitive development.
There is 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 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 a well-accepted contributing factor resulting from the early 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, a significant 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 also be in a position to penetrate all how you can the trunk of the attention, through the eyes’natural filters, and that’s 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 is still out.
Pediatricians and child development experts agree totally 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 offer a rich 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 back ground negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the job accessible 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 students 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 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 age three need 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 using 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 general screen time limit of a maximum of no two hours per day before the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour per day for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years of age and older.
• Under age18 months there ought to be no screen time allowed and they need to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that 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 need 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 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 your kids.
Kids can tell when our heads continue to be on the email we just read on our phone. By not watching them, this usually makes their behavior worse.
As parents we have to establish a media spare time each and every day and spend this time with this 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. 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 can become embedded into your head a whole lot faster. To be able to execute this, find a tune 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 obtaining the tune into their head. After this, we are able to quiz them the tenses used and grammatical points which can be in the actual text. Ensure it is short and quick, and once they obtain the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to select an expression on that and change the tense out of it. This would let them have 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 would have been a many more fun. This can often motivate them to understand faster. Amongst teenagers, this can be a lot more effective once 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 only a little easier to understand is to teach it in the form of storytelling. Obtain the students to create 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 until the end. When the whole story is completed and written on the board, let a student appear 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 focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The features of the above ways of learning grammar are they draw the eye of the students to new grammatical structures as it may be the fun solution to learn. However, there’s a massive disadvantage if these strategies are used constantly. The students may 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 may also be made fun and doing the following ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow the students pick out their favorite sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. See the bio along with your students and ensure they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
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- 250 Divided by 5 X 180
(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 excellent for newbies including small children. Cut right 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 have them put the language in two piles, with regards to the article. Once they have their piles ready, question them if they are able to figure out the rule themselves.
The author Yasmin M Elias is 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 may be exciting as well as scary because you have to manage many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who are able to amaze you occasionally using their unimaginable acts. At the same time frame, they are able to cause utter chaos and make you at your tethering ends. You could even get a frustration and feel helpless at times. While some young kids get adjusted to the institution surroundings in much less time, a major percentage of kids make time to get familiar with the new environment and can often test a teacher’s patience. Even if it’s difficult to manage a bunch of kids of such young age, taking the proper efforts to obtain them involved with various school activities can raise their interests and avoid disruptions in the class. Listed here is a set 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 must concentrate on keeping activities which are short and an easy task to understand. The children 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 are able to arrange fun games between a set or band of students by utilizing pictures or a game which involves moving around the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It will also help you know what all thoughts carry on in the young mind and also learn their aspects of interest. It will teach them the best usage of colors, scissors, glue, etc., and learn how these exact things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with assistance from a story. Visualizing things helps the students to know the items more effectively. You can convey the lessons by dramatizing a 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 kids 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 as they help stimulate the mind and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As much children of exactly the same generation get together in a preschool, the odds of conflicts between them are usually high. To avoid this, a preschool teacher must encourage friendship among the children and also urge them to fairly share their tiffin during lunchtime or breaks. She or he must motivate the students to participate in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the youngsters to help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to match similar objects, draw images in regards to a particular topic or even color the printed figure.
Read out stories
Children in this specific generation have the capacity to catch more if they hear repetitive things. Try narrating the exact same story for a week and question them to repeat it next time as you hold on the role cards.
To make the preschool a familiar place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students is not any easy task and requires lots of patience, planning innovative activities can help the kids enjoy and also cause them to become feel comfortable.