Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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.
I’d like to back up and offer you details about what 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 tablet and mobile phone very well as many of his peers do.
Initially, I thought it absolutely was incredible to watch him wrap his little fingers around the family 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 again to the key screen to open up another app where he watches an episode 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.
If they make an effort 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 seems to prefer the iPad or smartphone to everything else.
Solutions when they’re the only things that can keep him quiet.
He has what at first glance seem to be 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 complement with autism, and believes that’ll 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 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 besides hardly any symptoms, he does not fit 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 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 mild on and off).
He’s extremely physically active (especially along with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he is affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put facing him, does well in crowds and generally around others so long as he does not have to 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 just like 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’s cognitively delayed, but it’s hard to find out how delayed, due to the kind of kid he’s and his insufficient discipline that in my opinion, his parents haven’t invested the time in developing.
The only word 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 consists of words however, not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to possess the idea of putting a word with an image apart from what he sees in videos or’educational games.’
From all they’ve 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 course of the evaluations, they were asked how much screen time he’s each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I believe it higher and nearer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. Most of us lead busy lives and the few minute of a rest it allows seemed to be harmless, approximately they thought.
The speech therapist pointed out to them the information from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the more time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes each day using screens, ultimately causing an almost 50 percent increased danger 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 outcome of the study demonstrated that there surely is 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 few 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 tablet 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 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 age 3 has grown significantly more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the effects of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 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, an important 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 also be in a position to penetrate all the best way to the back of the eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 concur 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’s not going to supply a rich learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a video or TV running in the background negatively affects their development when 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 children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not reaching parents and siblings or the actual world.
You can find only so several hours in a day, and enough time used on screens comes at a high 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 desire a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and having fun 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 the update, AAP had established that the typical 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 children 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 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 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 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 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 this kids.
Kids can tell when our heads remain on the email we only read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must establish a media free time each and every day and spend now with this attention 100% centered on our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The same holds true for many bedrooms. Bedrooms are created 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 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. Cause them to sing it together and having the tune into their head. After this, we can quiz them the tenses used and grammatical points which are in the specific text. Ensure it is short and quick, and once they obtain the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to pick a term on that and change the tense out of it. This could give them lots 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 an opposition would have been a many more fun. This can 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 make grammar only a little easier to know is to show it in the form of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a range to the overall finished story. If you will find any grammar mistakes, in this, then leave it before end. When the entire story is completed and written on the board, let students appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions why certain tenses are the direction 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 they draw the eye of the students to new grammatical structures as it could be the fun solution to learn. However, there’s a huge disadvantage if these strategies are employed 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 must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in the following ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Allow the students select their favorite sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio together with your students and ensure 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 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 beginners including small children. Cut right out a set of several words that either take’an’or’an’and mix them up. For very young learners, you may use pictures too. Divide students into pairs or groups and have them put the language in two piles, with regards to the article. Once they’ve their piles ready, inquire further if they are able to 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 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 best seller.
Being fully a preschool teacher can be exciting in addition to scary since you have to cope with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who is able to amaze you occasionally using their unimaginable acts. At the same time, they could cause utter chaos and leave you at your tethering ends. You may even get a frustration and feel helpless at times. Though some children get adjusted to the school surroundings in not as time, a significant percentage of kids make time to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even when it is difficult to regulate a bunch of kids of such early age, taking the best 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 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 that are short and an easy task 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 understand what happens next. You can arrange fun games between a pair or band of students by using pictures or perhaps a game which involves moving across the class to find the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the youngsters to paint their ideas and enhance creativity in them. It will also help guess what happens all thoughts continue in the young mind and also learn their areas of interest. It will guide them the proper usage of colors, scissors, glue, etc., and learn how these things are to 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 items more effectively. You are able to convey the lessons by dramatizing a component or the whole story 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 new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate mental performance and enhance memory in kids. Additionally, it supports developing motor skills.
Motivate children to bond with others
As many children of exactly the same age bracket bond in a preschool, the odds of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the kids and also urge them to fairly share their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll 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 kid is expected to match similar objects, draw images in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this specific age bracket have the ability to catch more when they hear repetitive things. Try narrating the exact same story for weekly and ask them to repeat it next time when you hold out the role cards.
To really make the preschool a familiar place, permit notes from parents or allow a child to bring his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities will help the youngsters enjoy and also cause them to become feel comfortable.