This is actually 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.
Let me back up and offer you details about what they’re experiencing.
They have a three and a half year old young 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 tablet and cell phone extremely well as numerous of his peers do.
Initially, I thought it was incredible to watch him wrap his little fingers around the household iPad or his mother’s mobile phone, swiping through icons to get to an especially 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 few rounds, he swipes back to the key screen to open up 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 right into a character’s belly.
When they make an effort to eliminate the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the ground, hands balled into fists and a high-pitched screaming session.
He seems to choose the iPad or smartphone to everything else.
There are times when they’re the sole items that could keep him quiet.
He has what on top look like symptoms 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 which will be correctly diagnosed if they wait.
Based on their reading, his parents think he might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is generally inherited.
Nobody in either family has SPD, and apart from not many symptoms, he does unfit the symptomatic profile.
Another thought they have 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 together with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of 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 before 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 pencil and fists one such as 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, because of the form of kid he is and his not enough discipline that in my opinion, his parents have not invested the amount of 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, which is baby talk that consists of 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 possess the concept of putting a phrase having an image other than 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.
Over 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 daily; from what I’ve observed I believe it higher and nearer to 90 minutes spread throughout the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. Most of us lead busy lives and the few minute of some slack it allows were harmless, or so they thought.
The speech therapist stated to them the data from a recent Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the more hours children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, ultimately causing an almost 50 percent increased threat 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 outcomes of the study demonstrated that there is 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recently available 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 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 more than 5x in 4 years with and the unknown impact on their cognitive development.
There is little scientific data on the effects of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase in small children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor resulting from the early introduction of handheld devices to kids.
Interactive screens such as for instance iPads, tablets, and smartphones are recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant 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 oahu is the highest energy wavelength of visible light. This energy can also be in a position to penetrate all the way to the trunk of a person’s 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 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 may be entertaining, it is not going to provide 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 backdrop negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the job at hand 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 children are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not reaching parents and siblings or the true world.
You can find only so several hours in a day, and the full time used on screens comes at a high 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 the age of three require a well-balanced number of activities, including 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 this update, AAP had established that the general screen time limit of no more than no two hours each day in front of the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour daily 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 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 need to remember that we are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We have to be very aware of our own 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 our kids.
Kids can tell when our heads are still on the email we only continue reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must establish a media leisure time every single day and spend this time around with this attention 100% dedicated to our youngsters 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 designed 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 can become embedded into your head a great deal 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. Cause them to sing it together and obtaining the tune to their head. After this, we can quiz them the tenses used and grammatical points which can be in the particular text. Allow it to be short and quick, and when 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 let them have lots of practice using different tenses and verb forms, and in the very light-hearted way.
2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a lot more fun. This may often motivate them to learn faster. Amongst teenagers, this can be a lot far better whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a story: Another way to make grammar a little easier to understand is to show it in the proper execution of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a line to the entire finished story. If there are any grammar mistakes, in this, then leave it before end. When the whole story is finished and written on the board, let students show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are the direction they are. Having something to focus 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 could be the fun way to learn. However, there’s 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 think, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and participating in the following ways such as for instance:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow the students pick out a common sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio with your students and ensure they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
- 250 Divided by 5 X 180
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(2) Using Celebrity Photos: Cut right out celebrity photo pictures from magazines. Use these pictures to teach 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 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 keep these things put what in two piles, with regards to the article. Once they have their piles ready, ask them if they can determine 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 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 truly a preschool teacher may be exciting in addition to scary when you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who is able to amaze you at times with their unimaginable acts. At once, they can cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. Although some young kids get adjusted to the institution surroundings in much less time, a major percentage of kids take care to get acquainted with the brand new environment and can often test a teacher’s patience. Even when it is difficult to manage a number of kids of such early age, taking the right efforts to get 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 consume his/her classroom for complete development of the child.
Keep fun games
As these students have a brief attention span, you need to focus on keeping activities that are short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to know what goes on next. You can arrange fun games between a couple or group of students by utilizing pictures or a game which involves moving across the class to locate the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It can help do you know what all thoughts carry on in the young mind and also learn their regions of interest. It will teach them the proper usage of colors, scissors, glue, etc., and understand how these things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with assistance from a story. Visualizing things helps the students to know the things more effectively. You can convey the lessons by dramatizing a part or the entire story with your colleagues. Also, you may make utilization of nursery songs or gestures for the same.
Include puzzles and science
The children are always interested in 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 stimulate mental performance and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As many children of the same age bracket bond 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 be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the kids 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 of 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 ask them to repeat it the next time as you wait the role cards.
To help 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 isn’t any easy task and requires lots of patience, planning innovative activities might help the kids enjoy and also make sure they are feel comfortable.