Here is 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.
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 give you details on what 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 product and mobile phone quite well as much of his peers do.
Initially, I believed it had been incredible to watch him wrap his little fingers around the household iPad or his mother’s cell 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 couple of rounds, he swipes back again to the main screen to open up 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.
If they try to eliminate 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 generally seems to like the iPad or smartphone to everything else.
Solutions when they’re the only real issues that could keep him quiet.
He’s what on top be seemingly outward indications of autism, but 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 complement with autism, and believes which is correctly diagnosed should 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 general population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is often inherited.
No body in either family has SPD, and besides hardly any symptoms, he does unfit the symptomatic profile.
Another thought they’ve 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’s extremely physically active (especially 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 along with his family and relatives and makes good eye contact.
He features a great appetite and eats more or less anything put before him, does well in crowds and generally around others so 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 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 type of kid he’s and his lack of discipline that in my opinion, his parents haven’t invested the amount of time in developing.
The sole word that 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 bound and seems to be what he hears on @
@ and YouTube. He doesn’t seem to own the idea of putting a phrase by having an image besides what he sees in videos or’educational games.’
From all they’ve learn 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 span of the evaluations, they certainly were asked just 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 entire day.
A product / 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, roughly they thought.
The speech therapist described in their mind the info from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The analysis “suggests the more time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes per 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 outcome of the analysis demonstrated that there surely is a 49% increased chance of delayed speech for each 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 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 usage 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, more than 70 percent of children under 12 use tablets and iPads. A current 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 the age of 3 has grown more than 5x in 4 years with and the unknown impact on their cognitive development.
There’s little scientific data on the consequences of long-term utilization 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 really a well-accepted contributing factor caused by 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, a significant sleep hormone, which interferes with the natural bodily rhythms, leading to 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 is also able 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 injury 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 might be entertaining, it is not going to offer a wealthy 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 backdrop negatively affects their development each time a child is engaged in play and learning. This is a distraction from the duty available 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 students are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not reaching parents and siblings or the actual world.
You will find only so several hours in a day, and the time spent on screens comes at a top price, taking time far 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 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 side 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 per day in front of the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour per day 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 ought to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them 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 individuals are our children’s main role models, therefore the habits we have we directly and indirectly instill into our children.
We have to be very conscious of our personal 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 watching them, this usually makes their behavior worse.
As parents we need to begin a media leisure time every single day and spend this time with your 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. Exactly the same holds true for several bedrooms. Bedrooms are meant 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 brain a lot 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. Cause them to sing it together and having the tune into their head. Next, we could quiz them the tenses used and grammatical points that are in the particular text. Allow it to be short and quick, and if they have the hang of it, let them sing again. Following this, try creating a game out of it. Select individual students to pick an expression on that and change the tense out of it. This will give them plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a much more fun. This can often motivate them to understand faster. Amongst teenagers, this could be a lot more efficient when we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell an account: Another way to create grammar only a little easier to grasp is to show it in the shape of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a line to the entire finished story. If you will find any grammar mistakes, in this, then leave it before end. When the whole story is finished and written on the board, let a student appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are the direction they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The benefits of the aforementioned ways of learning grammar are which they draw the eye of the students to new grammatical structures since it could be the fun way to learn. However, there’s a massive disadvantage if these strategies are used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above mentioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in the following ways such as for instance:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Let the students pick out their favorite sports star or celebrities. Find a brief 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.
- 2nd Grade Coin Counting Games
- When Should Kids Learn to Type
- Continuous Data Vs Discrete
- Volume Of Prism Worksheet
- Programs to Help with Reading Comprehension
- How to Enable Flash On Laptop
- Things Teachers Want to Know About their Students
- Measuring Angles with A Protractor Worksheet
- 18 Divided by 6
- First Grade Spelling Worksheets
(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 excellent for novices 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 ask them to put the language in two piles, with respect to the article. Once they’ve their piles ready, ask them if they are able to find out the rule themselves.
Mcdougal 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 part-time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.
Being a preschool teacher may be exciting along with scary since 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 at times making use of their unimaginable acts. At once, they are able to cause utter chaos and give you at your tethering ends. You might even get a frustration and feel helpless at times. While some young kids get adjusted to the institution 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 is difficult to control a number of kids of such early age, taking the right efforts to obtain them involved in various school activities can raise their interests and avoid disruptions in the class. This is a list 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 quick attention span, you need to focus on keeping activities that are short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to know what goes on next. You can arrange fun games between a pair or band of students by utilizing pictures or even a game which involves moving around the class to find 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 benefit you know what all thoughts continue in the young mind and also learn their regions of interest. It will teach them the proper usage of colors, scissors, glue, etc., and find out how these things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to grasp the items more effectively. You are able to convey the lessons by dramatizing a part or the entire story together with your colleagues. Also, you 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 as they help stimulate the brain and enhance memory in kids. In addition, it aids in developing motor skills.
Motivate children to bond with others
As many children of the same generation bond 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 children and also urge them to share their tiffin during lunchtime or breaks. She or he must motivate the students to take part in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll 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 in regards to a particular topic or even color the printed figure.
Read out stories
Children in this particular age bracket have the capability to catch more if they hear repetitive things. Try narrating the same story for a week and ask them to repeat it the next time when you wait the role cards.
To make the preschool a common place, permit notes from parents or allow the kid 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 lots of patience, planning innovative activities will help the children enjoy and also make sure they are feel comfortable.