Division Worksheets for Grade 4

Here 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.

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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 to their pediatrician.

I’d like to back up and offer you details on which they’re experiencing.

They’ve 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 tablet and mobile phone very 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 cellular 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 several rounds, he swipes back to the key screen to start 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 into a character’s belly.

If they make an effort to take away the iPad, they suffer through one heck of a tantrum 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 like the iPad or smartphone to everything else.

Solutions when they are the only real issues that can keep him quiet.

He has what at first glance be seemingly outward indications of autism, nevertheless 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 complement with autism, and believes that’ll be correctly diagnosed when they wait.

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

 

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The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is often inherited.

No-one in either family has SPD, and apart from hardly any symptoms, he does unfit 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 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 mild on and off).

He’s extremely physically active (especially together with his constant physical activity, 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.

 

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He includes 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 pen 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 determine how delayed, due to the form of kid he’s and his not enough discipline that for me, his parents have not invested the 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, which can be baby talk that consists of words however not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @

@ and YouTube. He does not seem to have the idea of putting a phrase having an image besides what he sees in videos or’educational games.’

From all they have 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.

Over the course of the evaluations, they were asked 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 believe it higher and closer to 90 minutes spread through the entire day.

A product / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. We all lead busy lives and the few minute of a rest it allows were harmless, roughly they thought.

 

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The speech therapist pointed out in their mind the info from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the more 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.”

“Based on 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 2 yrs old.

The outcomes of the analysis demonstrated that there’s a 49% increased chance of delayed speech for every 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet 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 revealed 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 make use of 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’s little scientific data on the results of long-term use 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 just a well-accepted contributing factor resulting from the first 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 in a position to penetrate all the way to the back of the 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 remains out.

Pediatricians and child development experts agree that while passive screen time before a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games could be entertaining, it is not going to provide a rich learning experience or develop fine or gross motor skills. And you can find developmental and cognitive risks.

Research has confirmed that having a video or TV running in the back ground negatively affects their development whenever 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 can be a big concern: if students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not reaching parents and siblings or the true world.

You can find only so several hours per day, and the 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 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 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 overall screen time limit of no more than no two hours a day before the TV for kids over age 2.

The revised AAP guidelines recommend:
• One hour daily for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there should 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 makes them the absolute most at risk of 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, which means 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 along with the TV and laptop and being in the here and now with our kids.

Kids can tell when our heads remain on the email we just continue reading our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we have to begin a media leisure time every 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 several bedrooms. Bedrooms are intended 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 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 within their head. Next, we can quiz them the tenses used and grammatical points which can be in the particular text. Ensure it is short and quick, and when they get the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This might let them have plenty of practice using different tenses and verb forms, and in the 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 would be a lot more fun. This will often motivate them to master faster. Amongst teenagers, this could be a lot far better once we divide the class into groups. Besides, everyone is going to be alert and enjoy too.

3. Tell a tale: Another way to make grammar a little easier to understand is to teach 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 there are any grammar mistakes, in this, then leave it until the end. When the whole story is finished 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 direction they are. Having something to focus 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 they draw the attention of the students to new grammatical structures because it may be the fun way to learn. However, there is an enormous disadvantage if these strategies are utilized 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 be made fun and engaging in these ways such as for instance:

(1) Using Celebrity Profiles: We can 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. Read the bio together with your students and make certain they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut 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 beginners including small children. Cut out a set 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 language in two piles, with regards to the article. Once they have their piles ready, question them if they could figure out 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 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 useful seller.

Being truly a preschool teacher could be exciting along with scary as you have to deal with many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who can amaze you occasionally with their unimaginable acts. At the same time, they could cause utter chaos and leave you at your tethering ends. You could even get a frustration and feel helpless at times. While some young kids get adjusted to the institution surroundings in much less time, an important percentage of kids take the time to get acquainted with the newest environment and can often test a teacher’s patience. Even if it is difficult to control a number of kids of such early age, taking the proper efforts to obtain them involved with various school activities can raise their interests and avoid disruptions in the class. Listed here is a listing 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 concentrate on keeping activities that are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to learn what happens next. You can arrange fun games between a set or group of students by utilizing pictures or perhaps a game which involves moving across the class to locate the prize.

Encourage participation in art corner

By having art and craft activities, you can encourage the youngsters to paint their ideas and draw out creativity in them. It can help guess what happens 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 understand how these specific things should be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, attempt to portray them with the help of a story. Visualizing things helps the students to understand the items more effectively. You can convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you possibly can make use 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 when they notice something unusual. Have jigsaw puzzles in your class while 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 same age group 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 youngsters and also urge them to fairly share their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.

Make use of worksheets

While worksheets are less common in this age, you can 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 match similar objects, draw images about a particular topic or even color the printed figure.

Read out stories

Children in this particular age bracket have the capability to catch more should they hear repetitive things. Try narrating exactly the same story for weekly and ask them to repeat it the next time as you hold out the role cards.

To help make the preschool a familiar place, permit notes from parents or allow the kid 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 might help the kids enjoy and also make sure they are feel comfortable.

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