This 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.
Let me back up and give you details on which they’re experiencing.
They’ve 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 very delayed in his speech abilities and social skills.
He manages a product and cellular phone very well as numerous 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 cell phone, swiping through icons to get to 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 game a couple of rounds, he swipes back again to the main screen to open up 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.
Once 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 appears to choose the iPad or smartphone to everything else.
There are times when they’re the only issues that could keep him quiet.
He has what on top look like symptoms of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up with autism, and believes which will be correctly diagnosed should they wait.
Based on their reading, his parents think he may be identified as having 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 frequently inherited.
Nobody 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 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 gentle 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 lack of discipline, but he’s affectionate together with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put before him, does well in crowds and generally around others as long as he does not need to truly 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 just 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 ascertain how delayed, because of the type of kid he’s and his insufficient discipline that for me, his parents have not invested the time in developing.
The sole word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which can be baby talk that includes words however, not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He does not seem to have the concept of putting a phrase with 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 appear to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over the span 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 through 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 rest it allows were harmless, approximately they thought.
The speech therapist pointed out to them the data from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the additional 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 each day using screens, resulting in 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 outcomes of the research demonstrated that there surely is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for a few 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.
Based on a Nielsen Study, a lot 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 make use of 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 the cognitive development.
There is little scientific data on the effects of long-term usage 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 keeps growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor resulting from the 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 essential sleep hormone, which disrupts the natural bodily rhythms, ultimately causing 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 also be in a position to penetrate all how you can the back of the attention, through the eyes’natural filters, and that’s 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 continues to be out.
Pediatricians and child development experts concur 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 provide 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 backdrop negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the duty 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 can be 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 can find only so many hours per day, and enough time used on screens comes at a high 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 the age of three desire a well-balanced group 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 using 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 overall screen time limit of no more than no two hours a day in front of the TV for children 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 must be no screen time allowed and they will 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 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 must 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 implies 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 remain on the e-mail we just continue reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we need to set up a media leisure time each and every day and spend this time with this attention 100% dedicated to 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. Exactly the same is true for several 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 will become embedded into your head a great deal 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. Get them to sing it together and obtaining the tune to their head. Next, we can quiz them the tenses used and grammatical points which can be in the specific text. Allow it to be short and quick, and once they obtain the hang of it, let them sing again. After this, try building a game out of it. Select individual students to choose a term on that and change the tense out of it. This might 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 a competition 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 is likely to be alert and enjoy too.
3. Tell an account: Another way to produce grammar a little easier to grasp is to teach it in the shape of storytelling. Get the students to form 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 completed and written on the board, let a student show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions why certain tenses are the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The features of the above ways of learning grammar are they draw the attention of the students to new grammatical structures as it may be the fun way to learn. However, there’s a huge 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 believe, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in these ways such as:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful 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. See the bio with your students and make sure 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 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 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 keep these things put what in two piles, with respect to the article. Once they’ve their piles ready, question them if they are able to find out the rule themselves.
The writer 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 truly a preschool teacher could be exciting as well as scary as you have to deal with many toddlers at any time. Nevertheless, it gives you a chance to be with innocent children who can amaze you sometimes with their unimaginable acts. At once, they are able to cause utter chaos and make you at your tethering ends. You may even get a frustration and feel helpless at times. Though some small children get adjusted to the school surroundings in not as time, a significant percentage of kids remember to get familiar with the newest environment and can often test a teacher’s patience. Even if it’s difficult to regulate a bunch 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. 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 short attention span, you must concentrate on keeping activities which can be short and an easy task to understand. The children often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to learn what are the results next. You can arrange fun games between a couple or band of students by utilizing 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 kids to paint their ideas and enhance creativity in them. It will also help do you know what all thoughts continue in the young mind and also learn their areas of interest. It will guide them the proper use of colors, scissors, glue, etc., and find out how these exact things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with the help of a story. Visualizing things helps the students to grasp what exactly more effectively. You can convey the lessons by dramatizing part or the whole story along with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The kids are always interested in learning 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 to stimulate mental performance and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As many children of exactly the same age bracket come together in a preschool, the chances of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to fairly share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.
Take advantage of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the youngsters to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to complement 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 ability to catch more if they hear repetitive things. Try narrating the same story for per week and inquire further to repeat it the next time while you wait the role cards.
To make the preschool a common place, permit notes from parents or allow the little one to bring his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students isn’t any easy task and requires plenty of patience, planning innovative activities will help the kids enjoy and also cause them to become feel comfortable.