Cursive Writing Practice Sheets for 1st Grade

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.

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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.

Let me back up and give you details about what they’re experiencing.

They have a three and a half year old little boy who is 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 mobile phone extremely well as numerous of his peers do.

Initially, I thought it absolutely was incredible to watch him wrap his little fingers around the family iPad or his mother’s mobile 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 a few rounds, he swipes back 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 in to a character’s belly.

If 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 the 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 occasions when they are the only things that can keep him quiet.

He’s what at first glance appear to be outward indications 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 is correctly diagnosed when they wait.

Based on their reading, his parents think he may be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is commonly heredity.

 

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The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is often 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 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 light on and off).

He’s extremely physically active (especially along with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he is affectionate with his family and relatives and makes good eye contact.

 

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He includes a great appetite and eats virtually anything put facing 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 pencil 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 doesn’t imitate sounds or vocabulary much, if at all.

His parents know he’s cognitively delayed, but it’s hard to determine how delayed, because of the form of kid he is and his not enough discipline that i think, his parents have not invested the time in developing.

The only word 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 appears to be what he hears on @

@ and YouTube. He doesn’t seem to own the idea of putting a word having an image apart from what he sees in videos or’educational games.’

From all they’ve find out about sensory seekers, extreme speech delay doesn’t be seemingly 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 has each day. They figure he averages 45 to 60 minutes each day; from what I’ve observed I believe it higher and closer to 90 minutes spread through the day.

A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. All of us lead busy lives and the few minute of a break it allows were harmless, or so they thought.

 

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The speech therapist pointed out to them the data from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the more hours children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”

“According to the study, 20 percent of kids under age two spend about 30 minutes each day using screens, leading to 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 couple of years old.

The outcomes of the analysis demonstrated that there is a 49% increased possibility of delayed speech for every single extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.

Look at this for some 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 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 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 age 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 results of long-term use of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp upsurge 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 early introduction of handheld devices to kids.

Interactive screens such as for instance iPads, tablets, and smartphones are known 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 it’s the highest energy wavelength of visible light. This energy can be in a position to penetrate all how you can the rear of a person’s eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes harm 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 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 may be entertaining, it’s not going to supply a wealthy 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 when a child is engaged in play and learning. This can be a distraction from the task at hand and lowers their concentration.

 

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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 true world.

You will find only so much time in one day, and enough time spent on screens comes at a top 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 need a well-balanced number of activities, which range from 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 overall screen time limit of a maximum of no two hours per day facing the TV for kids 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 children 6 years of age and older.
• Under age18 months there should 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 produces them the absolute 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’ve we directly and indirectly instill into our children.

We must be very aware of our personal behaviors and what this means is 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 e-mail we just keep reading our phone. By not making time for them, this usually makes their behavior worse.

As parents we have to begin a media free time every day and spend this time around with your 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 valid for many 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 great deal faster. In order 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. Encourage them to sing it together and obtaining the tune to their head. Next, we are able to quiz them the tenses used and grammatical points which are in the actual text. Ensure it is short and quick, and when they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to choose a term on that and change the tense out of it. This will give them a lot of practice using different tenses and verb forms, and in the very light-hearted way.

2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a much more fun. This can often motivate them to master faster. Amongst teenagers, this can be quite a lot far better once we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.

3. Tell an account: Another way to make grammar only a little easier to understand is to instruct it in the proper execution of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you can find any grammar mistakes, in this, then leave it until the end. When the whole story is completed and written on the board, let students appear and make appropriate corrections in turns. Get the entire class involved and ask the students questions why certain tenses are how they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.

The advantages of the above mentioned methods of learning grammar are which they draw the interest of the students to new grammatical structures as it is the fun method to learn. However, there is a huge 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 think, the aforementioned approaches to learning grammar should be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and engaging in these ways such as for instance:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow 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. Browse the bio together with your students and ensure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(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 fantastic for beginners 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 may use pictures too. Divide students into pairs or groups and ask them to put the words in two piles, with regards to the article. Once they have their piles ready, inquire further if they can figure out the rule themselves.

Mcdougal 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 is definitely 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 most readily useful seller.

Being fully a preschool teacher can be exciting along with scary as you have to deal with many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who are able to amaze you sometimes with their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You could even get a headache and feel helpless at times. While some small children get adjusted to the college surroundings in much less time, a major percentage of kids make time to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even when it is difficult to control a lot of kids of such young age, taking the proper efforts to have 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 take in his/her classroom for complete development of the child.

Keep fun games

As these students have a brief attention span, you ought to concentrate on keeping activities that are short and simple 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 happens next. You are able to arrange fun games between a set or number of students by making use of pictures or perhaps a game which involves moving around the class to discover 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 you know what all thoughts go on in the young mind and also learn their aspects of interest. It’ll guide them the right usage of colors, scissors, glue, etc., and learn how these specific things should be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to understand the items more effectively. You can convey the lessons by dramatizing a component or the entire story along with your colleagues. Also, you possibly can make utilization 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 should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the brain and enhance memory in kids. Additionally it aids in developing motor skills.

Motivate children to bond with others

As many children of the exact same generation get together in a preschool, the chances 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. He/she must motivate the students to be involved in group games.

Make use of worksheets

While worksheets are less common in this age, you can have creative worksheets for the children to help them develop their imagination and comprehensive skills. You can 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 kind of age bracket have the capability to catch more if they hear repetitive things. Try narrating exactly the same story for per week and inquire further to repeat it the next time while you hold on the role cards.

To really make the preschool a common place, permit notes from parents or allow a child to bring his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students isn’t any easy task and requires a lot of patience, planning innovative activities might help the children enjoy and also make sure they are feel comfortable.

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