Free Printable 5th Grade Math Worksheets

This 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.

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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 with their pediatrician.

Allow me to back up and give you details on which they’re experiencing.

They’ve 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 incredibly delayed in his speech abilities and social skills.

He manages a product and cell phone well as much of his peers do.

Initially, I believed it absolutely was incredible to watch 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 to the main 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 in to a character’s belly.

Once they attempt to take away 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 appears to choose the iPad or smartphone to everything else.

Solutions when they are the sole items that will keep him quiet.

He’s what at first glance seem 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 up with autism, and believes that will be correctly diagnosed if they wait.

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

 

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

Nobody 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 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 together with his constant physical exercise, 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 features a great appetite and eats pretty much anything put facing him, does well in crowds and generally around others as long as he does not have 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 pen and fists one such as for instance 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 find out how delayed, because of the kind of kid he’s and his lack of discipline that i think, his parents haven’t invested the 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, that will be baby talk that contains 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 with an image other than what he sees in videos or’educational games.’

From all they’ve learn about sensory seekers, extreme speech delay does not 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, they were asked simply how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and closer to 90 minutes spread through the 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 rest it allows appeared to be harmless, roughly they thought.

 

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The speech therapist pointed out in their mind the information from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more hours children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”

“According to the study, 20 percent of kids under age two spend about 30 minutes a day using screens, resulting in an almost 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 results of the research demonstrated that there’s a 49% increased chance of delayed speech for each extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.

Look at this for some 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
According to a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recent Journal of Pediatrics study revealed 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 make use of 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 significantly 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 utilization 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 just a well-accepted contributing factor caused by early introduction of handheld devices to kids.

Interactive screens such as iPads, tablets, and smartphones are known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important sleep hormone, which inhibits 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 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 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 continues to be out.

Pediatricians and child development experts agree 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 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 background negatively affects their development each time 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 children are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not reaching parents and siblings or the true world.

You can find only so many hours in one day, and the full time spent on screens comes at a higher 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 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 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 general screen time limit of a maximum of no two hours a day facing 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 kids 6 years of age and older.
• Under age18 months there should be no screen time allowed and they will not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that makes 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 need to remember that we 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 own behaviors and this means 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 remain on the e-mail we just read on our phone. By not watching them, this usually makes their behavior worse.

As parents we must set up a media spare time each day and spend this time around 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 really is family time. The same holds true for all bedrooms. Bedrooms are designed 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 can become embedded into the mind a great deal faster. To be able to execute this, find a song that uses several tenses or different grammar points. Get 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. After this, we are able to quiz them the tenses used and grammatical points which can be in the specific text. Allow it to be short and quick, and after they have the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to select a term on that and change the tense out of it. This might give them a lot of practice using different tenses and verb forms, and in the light-hearted way.

2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a lot more fun. This can often motivate them to learn faster. Amongst teenagers, this can be a lot more efficient when we divide the class into groups. Besides, everyone will be alert and enjoy too.

3. Tell a tale: Another way to make grammar a little easier to grasp is to teach it in the form of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a line to the overall 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 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 lot easier.

The benefits of the above mentioned ways of learning grammar are which they draw the eye of the students to new grammatical structures as it may be the fun solution to learn. However, there is a huge 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 do believe, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.

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

(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Allow the students pick out their favorite sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. See the bio with your students and ensure they understand the differences. Contrast utilization 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 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 great for novices 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 what in two piles, with regards to the article. Once they have their piles ready, inquire further if they can find out the rule themselves.

The writer 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 is 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 can be exciting along with scary because you have to cope with many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who are able to amaze you occasionally with their unimaginable acts. At the same time frame, they are able to cause utter chaos and give you at your tethering ends. You might even get a headache and feel helpless at times. Though some small children get adjusted to the college surroundings in much less 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 if it’s difficult to regulate a number of kids of such early age, taking the best efforts to have them associated 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 short attention span, you should focus on keeping activities which are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to know what goes on next. You are able to arrange fun games between a couple or number of students by utilizing pictures or a game which involves moving across the class to find the prize.

Encourage participation in art corner

With art and craft activities, you are able to encourage the youngsters to paint their ideas and enhance creativity in them. It can help do you know what all thoughts go on in the young mind and also learn their aspects of interest. It’ll guide them the right use of colors, scissors, glue, etc., and understand how these exact things should be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to understand the things more effectively. You can convey the lessons by dramatizing a part or the entire story together with your colleagues. Also, you may make use 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 if they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. It also 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 odds of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the kids and also urge them to generally share their tiffin during lunchtime or breaks. He/she must motivate the students to take part in group games.

Utilize worksheets

While worksheets are less common in this age, you could have creative worksheets for the youngsters to help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to complement similar objects, draw images of a particular topic or even color the printed figure.

Read out stories

Children in this particular age bracket have the capacity to catch more should they hear repetitive things. Try narrating exactly the same story for a week and inquire further to repeat it the very next time as you hold out 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’ll have unique birthday celebrations. While handling the young students is not any easy task and requires plenty of patience, planning innovative activities might help the children enjoy and also make sure they are feel comfortable.

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