Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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 with their pediatrician.
Allow me to back up and offer you details about what they’re experiencing.
They have a three and a half year old little boy who’s a vintage’textbook sensory seeker ‘; he simply can’t get enough of anything and is incredibly delayed in his speech abilities and social skills.
He manages a tablet and mobile phone extremely well as numerous of his peers do.
Initially, I believed it absolutely was incredible to view him wrap his little fingers around the household 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 again to the key 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 in to a character’s belly.
If they attempt 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 seems to like the iPad or smartphone to everything else.
There are times when they’re the only real issues that will keep him quiet.
He’s what on top appear to be outward indications of autism, however the autism specialist they took him to is reluctant to get 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 overall population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is generally inherited.
No-one in either family has SPD, and besides very few symptoms, he does not fit the symptomatic profile.
Another thought they’ve 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 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 light on and off).
He’s 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 with his family and relatives and makes good eye contact.
He includes a great appetite and eats pretty much anything put in front of him, does well in crowds and generally around others so long as he does not need 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 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 ascertain how delayed, because of the form of kid he’s and his not enough discipline that for me, his parents have not invested the amount of time in developing.
The only word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that is baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @
@ and YouTube. He doesn’t seem to have the idea of putting a phrase by having an image besides what he sees in videos or’educational games.’
From all they have learn about sensory seekers, extreme speech delay doesn’t appear to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the length of the evaluations, these were asked simply how much screen time he has each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I think it higher and nearer to 90 minutes spread through the entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one using one interaction. Most of us lead busy lives and the few minute of some slack it allows seemed to be harmless, or so they thought.
The speech therapist stated in their mind the information from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The research “suggests the additional time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes per 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 couple of years old.
The outcome of the analysis demonstrated that there’s a 49% increased chance of delayed speech for every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Look at 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 use 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, 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 mobile 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 their cognitive development.
There’s little scientific data on the consequences of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 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, an important 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 can also be able to penetrate all the way to the back of a person’s eye, through the eyes’natural filters, and this is 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 concur that while passive screen time facing a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games might be entertaining, it’s not going to supply an abundant learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a video or TV running in the background negatively affects their development when 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 can be a big concern: if kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not reaching parents and siblings or the actual world.
There are only so much time per day, and enough time used on screens comes at a higher 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 age three require 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 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 the update, AAP had established that the overall screen time limit of a maximum of no two hours a 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 children 6 years of age and older.
• Under age18 months there should be no screen time allowed and they need to 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 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 have to remember that individuals are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We need 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 remain on the e-mail we just read on our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to begin a media leisure time everyday and spend this time around with our 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 really is family time. The same is true for all bedrooms. Bedrooms are created 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 will become embedded into the mind a great deal faster. In order 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. Encourage them to sing it together and obtaining the tune within their head. Next, we are able to quiz them the tenses used and grammatical points that are in the particular text. Allow it to be short and quick, and after they have the hang of it, let them sing again. After this, try making a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This would give them plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a lot more fun. This may 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 will undoubtedly be alert and enjoy too.
3. Tell a story: Another way to produce grammar only a little easier to grasp is to teach it in the proper execution of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a range to the entire finished story. If there are 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 show up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to the reasons certain tenses are how they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the above types of learning grammar are they draw the attention of the students to new grammatical structures because it is the fun method 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 should be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in the following ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Let the students choose a common sports star or celebrities. Find a short biography or write one by yourself 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 right 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 excellent for novices including small children. Cut out a list 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 words in two piles, with regards to the article. Once they have their piles ready, question them if they are able to figure out the rule themselves.
Mcdougal 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 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 readily useful seller.
Being truly a preschool teacher could be exciting along with scary because you have to deal with many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who are able to amaze you occasionally using their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. Though some young kids get adjusted to the college surroundings in not as time, an important percentage of kids take the time to get acquainted with the new environment and can often test a teacher’s patience. Even if it’s difficult to regulate a lot of kids of such young 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 listing 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 should concentrate on keeping activities that are short and easy 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 are the results next. You can arrange fun games between a pair or band of students by making use of pictures or a game which involves moving round the class to locate the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the kids to paint their ideas and bring out creativity in them. It can benefit guess what happens all thoughts go on in the young mind and also learn their regions of interest. It will guide them the right usage of colors, scissors, glue, etc., and learn how these specific things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to know the items more effectively. You can convey the lessons by dramatizing a component or the entire story with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually 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 as they help stimulate mental performance and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As many children of the same age bracket bond in a preschool, the likelihood of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the children and also urge them to talk about their tiffin during lunchtime or breaks. She or he must motivate the students to participate in group games.
While worksheets are less common in this age, you’ll have creative worksheets for the youngsters to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one 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 group have the capacity to catch more if they hear repetitive things. Try narrating exactly the same story for a week and ask them to repeat it next time as you wait the role cards.
To really make the preschool a familiar place, permit notes from parents or allow a child 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 will help the youngsters enjoy and also make them feel comfortable.