This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 for 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 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 cell phone extremely well as numerous of his peers do.
Initially, I believed it was incredible to view him wrap his little fingers around the family iPad or his mother’s mobile phone, swiping through icons to get at a really 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 few rounds, he swipes back to the key 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.
When they make an effort to take away the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.
He seems to prefer the iPad or smartphone to everything else.
There are occasions when they’re the only real items that can keep him quiet.
He’s what at first glance be seemingly apparent symptoms of autism, however the autism specialist they took him to is reluctant to obtain him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match with autism, and believes which will be correctly diagnosed when 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 overall population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
Nobody in either family has SPD, and apart from hardly any symptoms, he does not fit 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 insufficient discipline, but he’s affectionate together with his family and relatives and makes good eye contact.
He has a great appetite and eats more or less anything put in front of him, does well in crowds and generally around others provided that he does not have 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 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 is cognitively delayed, but it’s hard to find out how delayed, because of the form of kid he is and his insufficient discipline that i think, his parents have not invested the amount of 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, that is baby talk that consists of words but not complete conversational sentences. Thus, his vocabulary is restricted and seems to be what he hears on @
@ and YouTube. He does not seem to have 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 does not seem 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 each day; from what I’ve observed I believe it higher and nearer to 90 minutes spread through the entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of a break it allows seemed to be harmless, roughly they thought.
The speech therapist stated for them the info from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes a 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 chance of delayed speech for every extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Think about 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 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 recent 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 put their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 3 has grown significantly more than 5x in 4 years with and the unknown impact on the cognitive development.
There is little scientific data on the consequences of long-term utilization 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 is growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor resulting from 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, a significant 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 oahu is the highest energy wavelength of visible light. This energy can be able to penetrate all the way to the back of the attention, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 is still 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 provide 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 background negatively affects their development each time a child is engaged in play and learning. This is a distraction from the task 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 is a big concern: if kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the true world.
You will find only so several hours in one day, and the full time spent 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 age three need a well-balanced band 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 alongside 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 per day in front of the TV for children 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 will 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 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 need to remember that people 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 conscious of our personal behaviors and what this means is 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 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 each day and spend this time with our attention 100% focused on our youngsters 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 all bedrooms. Bedrooms are designed 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 will become embedded into your head a whole lot 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. Cause them to sing it together and obtaining the tune within 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 when they have the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to select an expression on that and change the tense out of it. This would give them a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a lot more fun. This will often motivate them to master faster. Amongst teenagers, this could be a lot more efficient whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to create grammar a little easier to know is to show it in the proper execution of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a point to the entire finished story. If you will find any grammar mistakes, in this, then leave it until the end. When the entire story is completed and written on the board, let a student appear 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 concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The features of the above types of learning grammar are they draw the eye of the students to new grammatical structures because it could be the fun way to learn. However, there’s a massive 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 think, the above 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 can teach and practice any verb tense in an excellent way. Allow the students choose a common sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. See the bio together with your students and make certain 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 instruct 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 right out a list 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, inquire further if they are able to figure out the rule themselves.
The writer 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 can be 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 useful seller.
Being a preschool teacher could be exciting as well as scary when you have to cope with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who are able to amaze you occasionally making use of their unimaginable acts. At once, they are able to cause utter chaos and leave you at your tethering ends. You may even get a frustration and feel helpless at times. While some young children get adjusted to the school surroundings in not as time, a significant percentage of kids take the time to get acquainted with the brand new environment and can often test a teacher’s patience. Even when it is difficult to regulate a bunch of kids of such early age, taking the right efforts to obtain them involved with various school activities can raise their interests and avoid disruptions in the class. Here is a list 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 short attention span, you should give attention to keeping activities that are short and easy to understand. The children often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to learn what are the results next. You are able to arrange fun games between a set or band of students by making use of pictures or a game which involves moving around the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It can benefit do you know what all thoughts continue in the young mind and also learn their areas of interest. It will teach them the best utilization of colors, scissors, glue, etc., and learn how these exact things should 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 know what exactly more effectively. You are able to convey the lessons by dramatizing a component 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 children are usually interested in learning new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class while they help stimulate the mind 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 get together in a preschool, the odds of conflicts between them are usually 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. He/she must motivate the students to participate in group games.
While worksheets are less common in this age, you could have creative worksheets for the children to help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to fit similar objects, draw images of a particular topic as well as color the printed figure.
Read out stories
Children in this specific generation have the ability to catch more should they hear repetitive things. Try narrating exactly the same story for per week and question them 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 can have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities will help the children enjoy and also make sure they are feel comfortable.