This 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 for their pediatrician.
Allow me to back up and offer you details on which 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 very delayed in his speech abilities and social skills.
He manages a product and cell phone quite 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 to 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 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.
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 generally seems to prefer the iPad or smartphone to everything else.
There are times when they’re the sole issues that could keep him quiet.
He has what at first glance appear to be symptoms of autism, however 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 that’ll be correctly diagnosed when 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 general population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is frequently inherited.
No body 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 that 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 insufficient discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others so long as he does not have 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 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 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 not enough discipline that for me, his parents haven’t invested the amount of time in developing.
The sole word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that includes words however not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He doesn’t seem to own the thought of putting a phrase with an image besides what he sees in videos or’educational games.’
From all they’ve find out about sensory seekers, extreme speech delay does not seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the course of the evaluations, they were asked how much screen time he’s each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I believe it higher and nearer to 90 minutes spread through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. We all lead busy lives and the few minute of a rest it allows seemed to be harmless, roughly they thought.
The speech therapist described to them the info from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The analysis “suggests the more hours children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“According to the study, 20 percent of kids under the age of 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 results 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 tablet, iPad, iPhone or Android device.
Look at 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 access to 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 current 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 make use of a mobile device to put their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 3 has grown a lot more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the results of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 resulting from early introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant sleep hormone, which inhibits 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 be able to penetrate all how you can 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 agree totally 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 offer a rich 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 back ground negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the job 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 is a big concern: if students are left with screen-based babysitters such as for instance 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 full time allocated to 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 need a well-balanced number of activities, which range 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 along with 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 children 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 must be no screen time allowed and they should 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 at risk of 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 individuals are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.
We must be very conscious of our personal behaviors and what this means is turning off our smart phones, putting down the tablet or iPad combined with the TV and laptop and being in the here and now with your kids.
Kids can tell when our heads continue to be on the e-mail we only keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we must set up a media spare time everyday and spend this time 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. Exactly the same is true for many bedrooms. Bedrooms are created 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 may become embedded into the mind a whole lot faster. In order to execute this, find a tune 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 getting the tune to their head. After this, we are able to quiz them the tenses used and grammatical points which are in the particular text. Make it short and quick, and when they get the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to select a term on that and change the tense out of it. This would let them have plenty 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 much more fun. This will often motivate them to master 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 story: Another way to create grammar a little easier to know is to show it in the form of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a point to the overall finished story. If you can find any grammar mistakes, in this, then leave it before end. When the whole 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 why certain tenses are the way 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 above mentioned methods of learning grammar are which 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 used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the above mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and engaging in the following ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Let the students choose a common sports star or celebrities. Find a short biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio along with your students and make sure they understand the differences. Contrast use 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 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 very good for novices including small children. Cut fully out a list 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 keep these things put what in two piles, with regards to the article. Once they’ve their piles ready, ask them if they can find out the rule themselves.
Mcdougal Yasmin M Elias is 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 fully a preschool teacher could be exciting in addition to scary when you have to cope with many toddlers at any time. Nevertheless, it gives you a chance to be with innocent children who will amaze you sometimes using their unimaginable acts. At once, they are able to cause utter chaos and give you at your tethering ends. You may even get a headache and feel helpless at times. Although some small children get adjusted to the college surroundings in not as time, a significant percentage of kids take time to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even when it is difficult to manage a bunch of kids of such young age, taking the proper efforts to obtain them involved in various school activities can raise their interests and avoid disruptions in the class. Here is a set 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 concentrate on keeping activities which can be short and simple to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to learn what happens next. You can arrange fun games between a pair or number of students by using pictures or even a game which involves moving round the class to discover the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the youngsters to paint their ideas and enhance creativity in them. It will also help you know what all thoughts continue in the young mind and also learn their aspects of interest. It will teach them the right utilization of colors, scissors, glue, etc., and find out how these exact things can 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 know the items more effectively. You can convey the lessons by dramatizing a part or the entire story along 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 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 as they help to stimulate the brain and enhance memory in kids. Additionally it aids in developing motor skills.
Motivate children to bond with others
As numerous children of the same generation come together in a preschool, the likelihood of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters 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 could have creative worksheets for the kids to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to complement similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this specific generation have the capability to catch more when they hear repetitive things. Try narrating the same story for a week and ask them to repeat it the very next time as you hold out the role cards.
To really make the preschool a familiar place, permit notes from parents or allow the kid to bring his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students is no easy task and requires a lot of patience, planning innovative activities might help the kids enjoy and also cause them to become feel comfortable.