Free Math Worksheets 1st Grade

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.

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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.

Allow me to back up and offer you details about what they’re experiencing.

They’ve a three and a half year old young boy who is 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 product and cell phone well as many of his peers do.

Initially, I believed 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 access 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 several rounds, he swipes back once again to the key screen to open 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.

Once 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 like the iPad or smartphone to everything else.

Solutions when they’re the only real items that could keep him quiet.

He has what at first glance appear to be apparent symptoms of autism, but 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 with autism, and believes which is correctly diagnosed when they wait.

Based on their reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is often heredity.

 

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

No-one in either family has SPD, and apart from not many 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 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 gentle 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 not enough discipline, but he is affectionate with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats pretty much anything put in front of him, does well in crowds and generally around others as long as he does not have to 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 does not imitate sounds or vocabulary much, if at all.

His parents know he is cognitively delayed, but it’s hard to ascertain how delayed, due to the kind of kid he’s and his lack of discipline that for me, his parents haven’t invested the amount of time in developing.

The only real 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 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 possess the thought of putting a word having an image apart from what he sees in videos or’educational games.’

From all they have read 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.

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 daily; from what I’ve observed I believe it higher and closer to 90 minutes spread throughout the day.

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

 

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The speech therapist described to them the information from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the additional time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”

“In line with 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 two years old.

The outcome of the research demonstrated that there’s a 49% increased possibility of delayed speech for each extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.

Consider this for a couple 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 usage of a product or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A recent 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 work with a mobile device to put their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown a lot 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 use of tablets, iPads, and smartphones; although studies are underway.

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

Interactive screens such as iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential sleep hormone, which disrupts the natural bodily rhythms, ultimately causing 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 in a position to penetrate all the best way to the rear of the eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury 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 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 could be entertaining, it’s 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 movie or TV running in the backdrop negatively affects their development whenever a child is engaged in play and learning. This can be a distraction from the duty 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 students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the true world.

You will find only so many hours in one day, and the full time used on screens comes at a higher 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 desire 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 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 typical 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 must 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 people 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 personal behaviors and this means turning off our smart phones, putting down the tablet or iPad combined with TV and laptop and being in the here and now with this kids.

Kids can tell when our heads remain on the e-mail we just keep 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 around with your attention 100% centered on our children and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The exact same holds true for several bedrooms. Bedrooms are intended 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 may become embedded into your head 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. Cause them to sing it together and obtaining the tune into 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 once they get the hang of it, let them sing again. After this, try building a game out of it. Select individual students to pick an expression on that and change the tense out of it. This could let them have lots of practice using different tenses and verb forms, and in the very 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 much more fun. This can often motivate them to master faster. Amongst teenagers, this can be quite a lot more effective once we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.

3. Tell a tale: Another way to produce grammar a little easier to know is to teach it in the shape of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a range to the general finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the whole story is completed and written on the board, let a student come up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why 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 benefits of the above mentioned ways of learning grammar are they draw the eye of the students to new grammatical structures because it is the fun solution to learn. However, there’s a huge 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 may also be made fun and engaging in the following ways such as:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Allow students select their favorite sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. See the bio along with your students and make certain they understand the differences. Contrast usage 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 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 beginners 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 could 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’ve their piles ready, inquire further if they can 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 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 fully a preschool teacher can be exciting as well as scary as you have to manage many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who can amaze you sometimes making use of their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You could even get a frustration and feel helpless at times. While some children get adjusted to the school surroundings in much less time, a major percentage of kids take the time to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it is difficult to control a number of kids of such young age, taking the right efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. This 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 brief attention span, you need to concentrate 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 happens next. You can arrange fun games between a set or group of students by utilizing pictures or even a game which involves moving around the class to discover the prize.

Encourage participation in art corner

With art and craft activities, you can encourage the youngsters to paint their ideas and draw out creativity in them. It can benefit guess what happens all thoughts carry on in the young mind and also learn their regions of interest. It’ll guide them the best use of colors, scissors, glue, etc., and learn how these things can be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, make an effort to portray them with the aid of a story. Visualizing things helps the students to grasp the things more effectively. You are able to convey the lessons by dramatizing part or the whole story with your colleagues. Also, you possibly can make use of nursery songs or gestures for the same.

Include puzzles and science

The kids are always 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 to stimulate the mind and enhance memory in kids. Additionally, it supports developing motor skills.

Motivate children to bond with others

As numerous children of the same generation bond in a preschool, the odds of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the kids and also urge them to share their tiffin during lunchtime or breaks. He or 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 children to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to fit similar objects, draw images in regards to a particular topic as well as 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 the same story for per week and question them to repeat it the next time while you wait the role cards.

To make the preschool a common place, permit notes from parents or allow the little one to create 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 plenty of patience, planning innovative activities will help the children enjoy and also make sure they are feel comfortable.

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