This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the very 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.
I’d like to back up and give you details on which they’re experiencing.
They have a three and a half year old young 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 extremely well as much of his peers do.
Initially, I thought 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 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 several rounds, he swipes back once again to the key screen to open 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.
Once they make an effort to remove 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 appears to like the iPad or smartphone to everything else.
There are times when they are the only real things that can keep him quiet.
He’s what at first glance look like 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 complement with autism, and believes which is correctly diagnosed should 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 overall population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is often inherited.
No body 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 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 light 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 with his family and relatives and makes good eye contact.
He includes a great appetite and eats pretty much anything put before 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 pen 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’s cognitively delayed, but it’s hard to determine how delayed, due to the form of kid he’s and his not enough discipline that i think, his parents haven’t invested the 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 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 thought of putting a word having an image other than what he sees in videos or’educational games.’
From all they’ve find out about sensory seekers, extreme speech delay doesn’t seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the course of the evaluations, these were asked just how much screen time he has each day. They figure that he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and closer 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 break it allows appeared to be harmless, or so they thought.
The speech therapist described for them the data from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the additional time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, resulting in 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 2 yrs old.
The outcome of the study demonstrated that there surely is a 49% increased possibility of delayed speech for every single extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Think about 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 access to a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recently available Journal of Pediatrics study revealed 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 significantly 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 use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation in young children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor resulting from the first 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 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 able to penetrate all the 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’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 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 may be entertaining, it is not going to supply an abundant 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 backdrop negatively affects their development each time a child is engaged in play and learning. This is a distraction from the duty 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 example tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.
You will find only so many hours in one day, and the time used on screens comes at a high 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 require a well-balanced band of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and having fun with 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 general screen time limit of a maximum of no two hours a day before the TV for kids 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 kids 6 years old and older.
• Under age18 months there must 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 which makes them the most susceptible 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’ve we directly and indirectly instill into our children.
We must be very conscious of our personal behaviors and this implies turning off our smart phones, putting down the tablet or iPad along with the TV and laptop and being in the here and now with this kids.
Kids can tell when our heads continue to be on the email we only read on our phone. By not watching them, this usually makes their behavior worse.
As parents we need to establish a media free time every single day and spend this time with your attention 100% focused on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. The exact same is valid for several 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 will become embedded into your head a whole lot faster. To be able to execute this, find a tune that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Encourage 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 particular text. Allow it to be short and quick, and after they have the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to select a phrase on that and change the tense out of it. This will give them plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would be a much more fun. This may often motivate them to learn faster. Amongst teenagers, this could be a lot more effective when we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell a story: Another way to create grammar only a little easier to grasp is to teach it in the proper execution of storytelling. Have 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 until 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 entire class involved and ask the students questions as to the reasons certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The features of the above methods of learning grammar are that they draw the eye of the students to new grammatical structures because it may be the fun solution to learn. However, there’s an enormous 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 mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can 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 students pick out a common sports star or celebrities. Find a quick biography or write one all on your own summarizing a celebrity’s main achievements. See the bio along with your students and ensure 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 fully 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 out a set 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 the language in two piles, depending on the article. Once they’ve their piles ready, ask them if they could figure out the rule themselves.
The writer Yasmin M Elias is just 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.
Being fully a preschool teacher can be exciting in addition to scary since you have to manage many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who are able to amaze you sometimes with their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You could even get a headache and feel helpless at times. While some young children get adjusted to the college surroundings in not as time, an important percentage of kids take time to get familiar with the 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 right efforts to obtain them involved in 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 take in his/her classroom for complete development of the child.
Keep fun games
As these students have a brief attention span, you should concentrate on keeping activities that are short and easy 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 learn what goes on next. You are able to arrange fun games between a pair or group of students by making use of pictures or even a game which involves moving around the class to locate the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It can benefit guess what happens all thoughts carry on in the young mind and also learn their regions of interest. It’ll teach them the right use of colors, scissors, glue, etc., and find out how these specific things are to be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort to portray them with the aid of a story. Visualizing things helps the students to know the things more effectively. You can convey the lessons by dramatizing part 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 children are usually interested in new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class while they help stimulate the brain and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As much children of exactly the same generation get together in a preschool, the likelihood of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to fairly share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.
While worksheets are less common in this age, you’ll 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 complement similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this specific age bracket have the capability to catch more if they hear repetitive things. Try narrating exactly the same story for a week and ask them to repeat it next time when you wait the role cards.
To make the preschool a familiar place, permit notes from parents or allow a child to create 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 plenty of patience, planning innovative activities can help the children enjoy and also make sure they are feel comfortable.