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Here is 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.

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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 for 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’s a classic’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 cellular phone extremely well as numerous of his peers do.

Initially, I thought it was incredible to view him wrap his little fingers around the family iPad or his mother’s cell 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 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 in to 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 a floor, hands balled into fists and a high-pitched screaming session.

He generally seems to prefer the iPad or smartphone to everything else.

There are times when they are the sole things that can 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 get him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll be correctly diagnosed should they wait.

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

 

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

No one in either family has SPD, and apart from very few symptoms, he does not fit 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 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 not enough 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 virtually anything put facing him, does well in crowds and generally around others so long as he does not need 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 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’s cognitively delayed, but it’s hard to ascertain how delayed, due to the type of kid he is and his not enough discipline that for me, his parents haven’t invested the 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 contains words however not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @

@ and YouTube. He does not seem to own the concept of putting a phrase by having an image other than 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.

On the course of the evaluations, these were asked simply how much screen time he’s 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 tablet / 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 appeared to be harmless, approximately they thought.

 

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The speech therapist described to them the info from a recent Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The study “suggests the more time children under 2 years old spend using smartphones, tablets, and other handheld screens, the much more likely they’re to begin talking later.”

“Based on the study, 20 percent of kids under the age of two spend about 30 minutes each 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 study demonstrated that there surely is a 49% increased possibility 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 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
In accordance with 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 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 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 a well-accepted contributing factor caused by the 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, ultimately causing 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 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 harm 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 concur 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 is not going to supply an abundant 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 when a child is engaged in play and learning. This can be a distraction from the job 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 tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.

You will find only so much time in a day, and the time allocated to screens comes at a top price, taking time 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 number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and having fun with 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 before the TV for kids over age 2.

The revised AAP guidelines recommend:
• One hour per day for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years old and older.
• Under age18 months there ought to be no screen time allowed and they need to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them the absolute 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, therefore the habits we have we directly and indirectly instill into our children.

We have 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 your kids.

Kids can tell when our heads are still on the e-mail we only read on our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we need to begin a media free time everyday and spend this time around with our attention 100% centered on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. Exactly the same is true 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 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. Get them to sing it together and getting the tune within their head. Following this, we can quiz them the tenses used and grammatical points which are in the particular text. Ensure it is short and quick, and after they get the hang of it, let them sing again. Next, try building a game out of it. Select individual students to choose a term on that and change the tense out of it. This may give them plenty 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 would be a lot more fun. This will often motivate them to learn faster. Amongst teenagers, this could be a lot more efficient once we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.

3. Tell an account: Another way to create grammar a little easier to know is to instruct it in the shape of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a range to the overall finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the entire story is finished and written on the board, let students 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 focus on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The benefits of the above mentioned methods of learning grammar are that they draw the eye of the students to new grammatical structures as it could be the fun solution to learn. However, there is an enormous disadvantage if these strategies are utilized constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and engaging in the next ways such as:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Allow students pick out a common sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. Browse the bio along with your students and make sure they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.


(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 fantastic for novices including small children. Cut right 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 what in two piles, depending on the article. Once they’ve their piles ready, inquire further if they could determine 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 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 can be exciting along with scary as 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 at times using their unimaginable acts. At once, they are able to cause utter chaos and make you at your tethering ends. You might even get a headache and feel helpless at times. While some young kids get adjusted to the institution surroundings in not as time, an important percentage of kids make 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 number of kids of such early age, taking the best efforts to have them involved in various school activities can raise their interests and avoid disruptions in the class. This 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 ought to give attention to keeping activities that are short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to know what are the results next. You can arrange fun games between a couple or number of students by using pictures or 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 children to paint their ideas and draw out creativity in them. It can help you know what all thoughts continue in the young mind and also learn their aspects of interest. It will guide them the right use 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 aid of a story. Visualizing things helps the students to understand what exactly more effectively. You can convey the lessons by dramatizing a part or the entire story along with your colleagues. Also, you may make usage of nursery songs or gestures for the same.

Include puzzles and science

The kids are usually curious about new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate the brain and enhance memory in kids. In addition it aids in developing motor skills.

Motivate children to bond with others

As much children of exactly the same generation get together in a preschool, the odds of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to generally share their tiffin during lunchtime or breaks. He/she must motivate the students to be involved in group games.

Utilize worksheets

While worksheets are less common in this age, you’ll have creative worksheets for the children 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 kind of generation have the ability to catch more when they hear repetitive things. Try narrating the same story for weekly and ask them to repeat it next time when you wait the role cards.

To help make the preschool a common 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 isn’t any easy task and requires plenty of patience, planning innovative activities can help the youngsters enjoy and also cause them to become feel comfortable.

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