This is the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the 1st 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.
I’d like to back up and give you details about what they’re experiencing.
They’ve a three and a half year old little boy who’s a classic’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 quite well as much of his peers do.
Initially, I believed it was incredible to watch him wrap his little fingers around the family iPad or his mother’s mobile 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 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.
Once they try to remove the iPad, they suffer through one heck of a tantrum 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 occasions when they are the sole items that will keep him quiet.
He has what at first glance appear to be apparent symptoms of autism, however 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 with autism, and believes that will be correctly diagnosed if they wait.
Based on the reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
No one in either family has SPD, and besides not many symptoms, he does unfit the symptomatic profile.
Another thought they have 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 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 not enough discipline, but he’s affectionate with his family and relatives and makes good eye contact.
He has a great appetite and eats pretty much anything put in front of him, does well in crowds and generally around others so long as he does not need 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 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 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’s and his insufficient discipline that in my opinion, his parents have not invested the amount of 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, which can be baby talk that includes words although not complete conversational sentences. Thus, his vocabulary is restricted and appears to be 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 find out 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.
Within the length of the evaluations, they certainly were asked how much screen time he’s each day. They figure he averages 45 to 60 minutes each day; from what I’ve observed I believe it higher and closer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of some slack it allows were harmless, or so they thought.
The speech therapist pointed out in their mind the data from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The analysis “suggests the more hours children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes a 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 two years old.
The results of the research demonstrated that there’s a 49% increased potential for delayed speech for each and every extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Consider 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 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, 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 use 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 more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the consequences of long-term use 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 really a well-accepted contributing factor caused by early introduction of handheld devices to kids.
Interactive screens such as iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential sleep hormone, which disrupts the natural bodily rhythms, resulting in 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 in a position to penetrate all the best way to the trunk 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 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 might be entertaining, it’s not going to offer 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 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 can be a big concern: if kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the true world.
You can find only so several hours in one day, and enough time allocated to screens comes at a top 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 age three need a well-balanced group of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you 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 a maximum of no two hours a day before 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 should be no screen time allowed and they ought to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them probably 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 must remember that individuals are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.
We need to be very aware of our personal 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 are still on the e-mail we only continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we must begin a media free time each day and spend this time around with our attention 100% focused on our children and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The same holds true for all bedrooms. Bedrooms are created 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 whole lot faster. To be able 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. Get them to sing it together and having the tune to their head. After this, we can quiz them the tenses used and grammatical points which are in the specific text. Make it short and quick, and once they get the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to select an expression on that and change the tense out of it. This could 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 a competition would have been a lot more fun. This may often motivate them to understand faster. Amongst teenagers, this can be a lot more efficient whenever we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell a story: Another way to create grammar only a little easier to grasp is to show it in the proper execution of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a point to the entire finished story. If you can find any grammar mistakes, in this, then leave it before the end. When the entire story is completed and written on the board, let students come up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The benefits of the above types of learning grammar are which they draw the interest of the students to new grammatical structures as it may be the fun way to learn. However, there is a massive 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 think, the above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and doing the following ways such as:
(1) Using Celebrity Profiles: We could 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 by yourself summarizing a celebrity’s main achievements. Browse the bio with your students and make sure they understand the differences. Contrast usage 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 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 fully out a set 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 regards to the article. Once they’ve their piles ready, inquire further if they can determine the rule themselves.
The writer 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 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 readily useful seller.
Being truly a preschool teacher can be exciting along with scary since you have to deal with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who are able to amaze you occasionally making use of their unimaginable acts. At the same time, they are able to cause utter chaos and give you at your tethering ends. You could even get a frustration and feel helpless at times. Although some children get adjusted to the school surroundings in much less time, a major percentage of kids take the time to get familiar with the new environment and can often test a teacher’s patience. Even if it’s difficult to manage a number of kids of such early age, taking the proper efforts to get 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 consume 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 which can be short and easy to understand. The kids often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to understand what are the results next. You can arrange fun games between a pair or number of students by making use of pictures or a game which involves moving round the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the children to paint their ideas and enhance creativity in them. It can help guess what happens all thoughts go on in the young mind and also learn their areas of interest. It’ll guide them the proper use of colors, scissors, glue, etc., and learn how these things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with the help of a story. Visualizing things helps the students to know the items more effectively. You are able to convey the lessons by dramatizing a component or the entire story with your colleagues. Also, you can make use of nursery songs or gestures for the same.
Include puzzles and science
The little ones are always interested in learning 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 mind and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same age bracket 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 kids and also urge them to fairly share their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.
Make use of worksheets
While worksheets are less common in this age, you could have creative worksheets for the kids 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 or even color the printed figure.
Read out stories
Children in this kind of age group have the ability to catch more when they hear repetitive things. Try narrating the same story for a week and question them to repeat it next time while 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 could have unique birthday celebrations. While handling the young students is not any easy task and requires lots of patience, planning innovative activities will help the children enjoy and also cause them to become feel comfortable.