This is actually 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 offer you details on which they’re experiencing.
They’ve a three and a half year old little 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 product and cell phone quite well as much of his peers do.
Initially, I believed it had been incredible to view him wrap his little fingers around the household iPad or his mother’s cell phone, swiping through icons to get at 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 overall game several rounds, he swipes back 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.
Once 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 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 real things that can keep him quiet.
He has what at first glance be seemingly apparent symptoms of autism, nevertheless the autism specialist they took him to is reluctant to have him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes that will be correctly diagnosed when they wait.
Based on the reading, his parents think he might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
No-one in either family has SPD, and other than very few 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 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 mild on and off).
He is extremely physically active (especially along with his constant physical activity, 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 virtually 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’s cognitively delayed, but it’s hard to find out how delayed, due to the kind of kid he’s and his lack of discipline that i think, his parents haven’t invested the amount of time in developing.
The only real word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that consists of words but not complete conversational sentences. Thus, his vocabulary is bound and is apparently what he hears on @
@ and YouTube. He doesn’t seem to own the thought of putting a phrase with an image apart from what he sees in videos or’educational games.’
From all they’ve learn about sensory seekers, extreme speech delay does not appear to be 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 simply how much screen time he has each day. They figure he averages 45 to 60 minutes per day; from what I’ve observed I think it higher and closer to 90 minutes spread through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. Most of us lead busy lives and the few minute of some slack it allows seemed to be harmless, approximately they thought.
The speech therapist pointed out for them the data from a recently available 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 playing with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes each 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 couple of years old.
The outcome of the study demonstrated that there is a 49% increased potential for delayed speech for each extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.
Think about 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 use of a tablet 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 recently available 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 use 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 the cognitive development.
There’s little scientific data on the effects of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase in young children 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 resulting from the first introduction of handheld devices to kids.
Interactive screens such as 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 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 be in a position to penetrate all the way to the back of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes injury 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 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 rich 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 when 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 for instance tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the real world.
There are only so much time per 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 age three desire a well-balanced number of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time 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 general screen time limit of no more than no two hours each day in front of the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour daily 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 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 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, therefore the habits we have we directly and indirectly instill into our children.
We need to be very aware of our own 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 your kids.
Kids can tell when our heads are still on the e-mail we just keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we have to begin a media leisure time each day and spend now with our attention 100% focused on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The same is true for many bedrooms. Bedrooms are intended 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 lot faster. To be able 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 getting the tune to their head. Next, we are able to quiz them the tenses used and grammatical points that are in the actual text. Allow it to be short and quick, and if they get the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This might give them lots of practice using different tenses and verb forms, and in the light-hearted way.
2. Ensure it is into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a much more fun. This will often motivate them to learn faster. Amongst teenagers, this could be a lot more efficient whenever we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a tale: Another way to make grammar a little easier to understand is to show it in the proper execution of storytelling. Get the students to create a’story stick ‘, whereby everyone contributes a range to the overall finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole story is finished 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 why certain tenses are the way they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The features of the above mentioned methods of learning grammar are that they draw the attention of the students to new grammatical structures because it is the fun solution to learn. However, there is an enormous disadvantage if these strategies are used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the above mentioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing the following ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Let the students select 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 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 fully 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 novices 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 ask them to put the words in two piles, depending on the article. Once they have their piles ready, question them if they are able to determine the rule themselves.
The author 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 is definitely 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 truly a preschool teacher can be exciting along with scary as you have to deal with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who is able to amaze you sometimes using their unimaginable acts. At once, they are able to cause utter chaos and give you at your tethering ends. You may even get a headache and feel helpless at times. Though some young kids get adjusted to the institution surroundings in much less time, a significant percentage of kids make time to get acquainted with the newest environment and can often test a teacher’s patience. Even when it is difficult to regulate a lot of kids of such early age, taking the best efforts to get them involved 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 ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you should focus on keeping activities that are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to understand what are the results next. You can arrange fun games between a pair or group of students by making use of pictures or even a game which involves moving across the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It can benefit you know what all thoughts go on in the young mind and also learn their areas of interest. It’ll guide them the right use of colors, scissors, glue, etc., and find out how these exact things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to know the things more effectively. You are able to convey the lessons by dramatizing a part or the entire story along with your colleagues. Also, you possibly can make usage of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class while they help stimulate the mind and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As many children of the exact same age group come together in a preschool, the likelihood of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to 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 children to greatly 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 about a particular topic or even color the printed figure.
Read out stories
Children in this specific age group have the ability to catch more if they hear repetitive things. Try narrating the same story for a week and ask them to repeat it the next time as you wait the role cards.
To really 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 not any easy task and requires a lot of patience, planning innovative activities might help the children enjoy and also make them feel comfortable.