This 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 with their pediatrician.
Allow me to back up and offer you details about what 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 extremely delayed in his speech abilities and social skills.
He manages a tablet and cellular phone well as much 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 mobile phone, swiping through icons to get to 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 key screen to open up 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.
When they try to take away 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 generally seems to prefer the iPad or smartphone to everything else.
There are times when they’re the sole items that could keep him quiet.
He’s what at first glance appear to be outward indications of autism, however 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 complement with autism, and believes that’ll be correctly diagnosed should they wait.
Based on the reading, his parents think he may be diagnosed with 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 declare that SPD is often inherited.
No body in either family has SPD, and besides very few symptoms, he does unfit 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 which can be 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’s extremely physically active (especially together with his constant physical exercise, 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 has a great appetite and eats virtually anything put facing him, does well in crowds and generally around others so 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 pencil and fists one like a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far a lot 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 i think, his parents have not invested the amount of time in developing.
The only real word 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 restricted and seems to be what he hears on @
@ and YouTube. He does not seem to own the concept 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 does not appear to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within 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 closer 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 appeared to be harmless, or so they thought.
The speech therapist pointed out in their mind the info from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The analysis “suggests the more time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes per day using screens, leading to 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 results of the research demonstrated that there surely is a 49% increased chance of delayed speech for every extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Think about this for a couple 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 product or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
In accordance with a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recently available 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 place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 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 utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase in small children 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 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 interferes with 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 can be in a position to penetrate all how you can 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 continues to be out.
Pediatricians and child development experts agree that while passive screen time facing 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 supply an abundant 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 backdrop negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the duty 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 can be a big concern: if students 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.
You can find only so much time in one day, and enough time used on screens comes at a higher price, taking time away 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 along side 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 typical screen time limit of a maximum of no two hours per day in front of the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour daily for children 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 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 most susceptible 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, therefore the 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 TV and laptop and being in the here and now with our kids.
Kids can tell when our heads are still on the e-mail we just keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must begin a media free time everyday and spend this time with your 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 holds true for several bedrooms. Bedrooms are created 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 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. Get them to sing it together and having the tune to their head. Next, we could quiz them the tenses used and grammatical points which are in the particular text. Ensure it is short and quick, and once they obtain the hang of it, let them sing again. Following this, try creating a game out of it. Select individual students to choose an expression on that and change the tense out of it. This could give them plenty of practice using different tenses and verb forms, and in the very light-hearted way.
2. Allow it to be in to a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a lot more fun. This may often motivate them to understand faster. Amongst teenagers, this can be quite a lot more efficient whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a tale: Another way to create grammar a little easier to grasp is to show it in the shape of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a line to the entire finished story. If there are any grammar mistakes, in this, then leave it before 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 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 whole lot easier.
The advantages of the aforementioned types of learning grammar are that they draw the eye of the students to new grammatical structures as it may be the fun solution to learn. However, there is an enormous disadvantage if these strategies are employed constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and doing these ways such as:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Allow the students select a common 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 utilization 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 great for novices including small children. Cut fully out a listing 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, with regards to the article. Once they have their piles ready, inquire further if they are able to determine the rule themselves.
The author 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 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 a preschool teacher could be exciting along with scary when you have to deal with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who is able to amaze you occasionally making use of their unimaginable acts. At the same time frame, they can cause utter chaos and leave 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 major percentage of kids take the time to get familiar with the new environment and can often test a teacher’s patience. Even if it is difficult to manage a number of kids of such young age, taking the proper efforts to have them involved in various school activities can raise their interests and avoid disruptions in the class. 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 give attention to keeping activities which can be 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 know what are the results next. You can arrange fun games between a pair or number of students by using pictures or perhaps a game which involves moving around the class to find the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the youngsters to paint their ideas and enhance creativity in them. It can help guess what happens all thoughts carry on in the young mind and also learn their regions of interest. It’ll guide them the proper use of colors, scissors, glue, etc., and find out how these exact things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort to portray them with assistance from a story. Visualizing things helps the students to know the things more effectively. You can convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The children 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 mental performance and enhance memory in kids. It also aids in developing motor skills.
Motivate children to bond with others
As much children of the same age group bond in a preschool, the chances of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to talk about their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.
While worksheets are less common in this age, you could have creative worksheets for the children to simply 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 of a particular topic or even color the printed figure.
Read out stories
Children in this particular generation have the capability to catch more if they hear repetitive things. Try narrating exactly the same story for weekly and question them to repeat it the next time as you hold on the role cards.
To really make the preschool a common place, permit notes from parents or allow the little one to create his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students is no easy task and requires a lot of patience, planning innovative activities might help the youngsters enjoy and also cause them to become feel comfortable.