This is actually 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 to their pediatrician.
Allow me to back up and offer you details on which they’re experiencing.
They have a three and a half year old young boy who’s 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 tablet and cellular phone very well as numerous of his peers do.
Initially, I thought 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 an especially 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 once again 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 into a character’s belly.
When they try 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 generally seems to prefer the iPad or smartphone to everything else.
There are times when they are the sole items that could keep him quiet.
He’s what at first glance look like apparent symptoms 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 match up with autism, and believes that’ll be correctly diagnosed should 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 overall population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is frequently inherited.
No body in either family has SPD, and apart from not many 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 mild on and off).
He’s extremely physically active (especially 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 includes a great appetite and eats more or less anything put in front of 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 pen and fists one such as for instance 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 ascertain how delayed, due to the kind of kid he’s and his insufficient discipline that for me, his parents have not 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 contains 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 idea of putting a phrase having an image apart from what he sees in videos or’educational games.’
From all they’ve 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.
Within the span of the evaluations, they certainly were asked just how much screen time he has each day. They figure that he averages 45 to 60 minutes per day; from what I’ve observed I think it higher and nearer to 90 minutes spread through the entire 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 seemed to be harmless, or so they thought.
The speech therapist stated to them the data from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The study “suggests the more hours children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes each day using screens, ultimately causing a nearly 50 percent increased risk 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 study demonstrated that there is a 49% increased possibility of delayed speech for each 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 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 usage of a product or smartphone.
• By 2015, 58% of children under age two had used a product 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 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 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 use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation in young kids 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 early 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, an important 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 can be able to penetrate all the way to the rear of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes harm 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 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 supply a rich learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the background negatively affects their development each time a child is engaged in play and learning. This is 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 kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not getting together with parents and siblings or the actual world.
There are only so many hours in a day, and the time allocated to 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 desire a well-balanced number of activities, ranging 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 this update, AAP had established that the general screen time limit of no more than no two hours a day in front of the TV for kids 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 of age 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 that produces 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, therefore the habits we’ve 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 our 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 need to set up a media spare time every single day and spend this time with this attention 100% centered on our children 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 ways of making learning grammar interesting are:
1. Using Songs: Music always triggers the interest of the children. By singing phrases, this may become embedded into the mind a great deal faster. To be able to execute this, find a song 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 obtaining the tune into their head. After this, we could quiz them the tenses used and grammatical points that are in the actual text. Make it short and quick, and once they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to pick an expression on that and change the tense out of it. This would provide them with a lot 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 will be a lot more fun. This may often motivate them to master faster. Amongst teenagers, this can be a lot far better whenever we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a story: Another way to make grammar only a little easier to grasp is to show it in the proper execution of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a range to the entire finished story. If you will find any grammar mistakes, in this, then leave it before the 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 the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The advantages of the aforementioned types of learning grammar are which they draw the interest of the students to new grammatical structures as it may be the fun method to learn. However, there’s 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 believe, the above mentioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in the next ways such as for instance:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Allow the students pick out their favorite sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. See the bio with your students and ensure 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 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 fantastic for newbies including small children. Cut 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 respect to the article. Once they have their piles ready, ask them if they can 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 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 best seller.
Being truly a preschool teacher could be exciting as well as scary when 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 at times making use of their unimaginable acts. At once, they could cause utter chaos and leave you at your tethering ends. You could even get a headache and feel helpless at times. Although some young kids get adjusted to the school surroundings in not as time, a major percentage of kids take time to get familiar with the brand new 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 proper efforts to have them involved in various school activities can raise their interests and avoid disruptions in the class. This 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 need to give attention to keeping activities which can be short and easy to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to know what goes on next. You are able to arrange fun games between a couple or number of students by making use of pictures or a game which involves moving across the class to locate the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the youngsters to paint their ideas and enhance creativity in them. It can help you know what all thoughts continue in the young mind and also learn their areas of interest. It’ll guide them the best usage 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 grasp the items more effectively. You are able to convey the lessons by dramatizing a component or the entire story together with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones are usually curious about new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate mental performance and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same generation get together in a preschool, the likelihood of conflicts between them are usually high. To avoid this, a preschool teacher must encourage friendship among the kids and also urge them to generally 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 could have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the kid is expected to fit similar objects, draw images about a particular topic or even color the printed figure.
Read out stories
Children in this kind of age group have the ability to catch more when they hear repetitive things. Try narrating the same story for weekly and ask them to repeat it the very next time when you wait the role cards.
To 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 can have unique birthday celebrations. While handling the young students is no easy task and requires a lot of patience, planning innovative activities can help the children enjoy and also make them feel comfortable.