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 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 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 tablet and cellular phone quite well as numerous of his peers do.
Initially, I believed it had been incredible to watch him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to get at 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 several rounds, he swipes back again to the main 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.
When they attempt 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 appears to prefer the iPad or smartphone to everything else.
There are times when they are the only real items that will keep him quiet.
He’s what on the surface be seemingly outward indications of autism, however the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match with autism, and believes which will be correctly diagnosed when they wait.
Based on their reading, his parents think he may 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 claim that SPD is generally inherited.
No one in either family has SPD, and other than not many symptoms, he does unfit the symptomatic profile.
Another thought they’ve 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 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 gentle on and off).
He’s extremely physically active (especially with his constant physical activity, 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 more or less anything put before him, does well in crowds and generally around others provided that he does not need 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 for instance 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 doesn’t imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to determine how delayed, due to the form of kid he is and his insufficient discipline that in my opinion, 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, that is baby talk that consists of words however not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @
@ and YouTube. He doesn’t seem to have the idea of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they have 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.
Over the course of the evaluations, they 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 think it higher and nearer to 90 minutes spread through the entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of some slack it allows appeared to be harmless, roughly they thought.
The speech therapist described for them the information from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The analysis “suggests the more time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, ultimately causing 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 outcome of the study demonstrated that there surely is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for a few moments:
• 10% of US children under the age of 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 product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, 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 mobile device without assistance.
• 28% of parents said they use 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 results of long-term usage 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 keeps growing at an alarming rate worldwide and screen use is a well-accepted contributing factor caused by the first introduction of handheld devices to kids.
Interactive screens such as for instance iPads, tablets, and smartphones are known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant sleep hormone, which disrupts the natural bodily rhythms, leading to 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 best way to the back of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes damage 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 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 could be entertaining, it is not going to provide 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 video or TV running in the back ground negatively affects their development when a child is engaged in play and learning. This can be a distraction from the job available 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 kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not reaching parents and siblings or the true world.
You can find only so much time per 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 need 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 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 the update, AAP had established that the general screen time limit of no more than no two hours per day before the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour each day for children 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there ought to be no screen time allowed and they ought to 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 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 people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We must be very conscious of our own behaviors and this implies 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 email we only continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we must begin a media spare time each and every day and spend this time with your attention 100% dedicated to our youngsters 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 many 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 your head 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. Cause them to sing it together and having the tune to their head. Following this, we could quiz them the tenses used and grammatical points which can be in the actual text. Allow it to be short and quick, and if they obtain the hang of it, let them sing again. Following this, try creating a game out of it. Select individual students to select a phrase on that and change the tense out of it. This could give them plenty of practice using different tenses and verb forms, and in the very light-hearted way.
2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a many more fun. This may often motivate them to learn faster. Amongst teenagers, this can be quite a lot more efficient when we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell a tale: Another way to create grammar a little easier to understand is to show it in the shape of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a line to the general finished story. If there are any grammar mistakes, in this, then leave it before the end. When the entire story is completed and written on the board, let students appear and make appropriate corrections in turns. Get the entire 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 great deal easier.
The benefits of the aforementioned types of learning grammar are which they draw the eye of the students to new grammatical structures because it may be the fun way to learn. However, there is a huge disadvantage if these strategies are used constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and doing these ways such as for instance:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Allow the students choose a common sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. See the bio with your students and make sure they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut 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 great for newbies including small children. Cut 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 ask them to put the language in two piles, with respect to the article. Once they have their piles ready, question them if they can 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 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 truly a preschool teacher can be exciting as well as scary because you have to manage many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who is 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 frustration and feel helpless at times. Though some small children get adjusted to the college surroundings in not as time, an important 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 regulate a number of kids of such young age, taking the proper efforts to have them associated with various school activities can raise their interests and avoid disruptions in the class. Listed here is a set 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 quick attention span, you ought to concentrate on keeping activities which are short and easy to understand. The children often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to know what are the results next. You can arrange fun games between a set or group of students by using pictures or even a game which involves moving across the class to discover the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the kids to paint their ideas and enhance creativity in them. It can help you know what all thoughts carry on in the young mind and also learn their aspects of interest. It’ll teach them the proper usage of colors, scissors, glue, etc., and understand how these specific things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to understand the items more effectively. You are able to convey the lessons by dramatizing part or the whole 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 curious about 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 brain and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same generation come 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 youngsters and also urge them to talk about their tiffin during lunchtime or breaks. He/she must motivate the students to take part in group games.
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 little one is expected to match similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this particular age group have the capacity to catch more when they hear repetitive things. Try narrating the exact same story for weekly and question them to repeat it the very next time when you hold out the role cards.
To make the preschool a common 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 a lot of patience, planning innovative activities can help the youngsters enjoy and also cause them to become feel comfortable.