This is 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 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 incredibly delayed in his speech abilities and social skills.
He manages a tablet and cell phone quite well as numerous 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 cellular phone, swiping through icons to access 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 once 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 into a character’s belly.
Once they make an effort 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 appears to choose the iPad or smartphone to everything else.
There are occasions when they are the sole things that can keep him quiet.
He has what on top seem to be apparent symptoms of autism, nevertheless the autism specialist they took him to is reluctant to have him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match with autism, and believes that’ll be correctly diagnosed if they wait.
Based on the reading, his parents think he may be diagnosed with 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 declare that SPD is often inherited.
No-one in either family has SPD, and apart from 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 mild on and off).
He is extremely physically active (especially together with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate together 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 as long as he does not need 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 pencil and fists one just like a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far a lot 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 ascertain how delayed, because of the kind of kid he’s and his lack of discipline that for me, his parents haven’t invested the 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 contains words however not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @
@ and YouTube. He doesn’t seem to own the thought of putting a word having an image apart from what he sees in videos or’educational games.’
From all they’ve learn about sensory seekers, extreme speech delay does not be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over the length of the evaluations, they certainly were asked simply how much screen time he’s each day. They figure he averages 45 to 60 minutes daily; 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. Most of us lead busy lives and the few minute of some slack it allows seemed to be harmless, roughly they thought.
The speech therapist described for them the data from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the additional time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“In line with the study, 20 percent of kids under age two spend about 30 minutes a day using screens, leading to 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 2 yrs old.
The outcome of the analysis 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 product, iPad, iPhone or Android device.
Think about this for a couple 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 usage of a product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recently available Journal of Pediatrics study showed 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 a lot 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 usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge 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 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 inhibits 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 be in a position to penetrate all the best way to the trunk of the attention, through the eyes’natural filters, and that’s 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 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 might be entertaining, it is not going to provide a rich 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 when a child is engaged in play and learning. This is a distraction from the duty 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 is a big concern: if students are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not reaching parents and siblings or the true world.
There are only so much time per day, and the full time spent on 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 the age of three require a well-balanced group of activities, ranging from 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 general screen time limit of no more than 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 children 6 years old and older.
• Under age18 months there should 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 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 must remember that people are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.
We have to be very conscious of our personal behaviors and this means 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 remain on the e-mail we just keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must set up a media free time everyday and spend now with our attention 100% centered on our children 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 holds true for all bedrooms. Bedrooms are meant 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 may become embedded into the mind a 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 within their head. Following this, we could quiz them the tenses used and grammatical points which can be in the specific text. Make it short and quick, and once they have the hang of it, let them sing again. Next, try building a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This could provide them with plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Allow it to be in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a lot more fun. This may often motivate them to understand faster. Amongst teenagers, this can be quite a lot more efficient whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a tale: Another way to create grammar only a little easier to grasp is to teach it in the proper execution of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a point to the overall finished story. If you can find any grammar mistakes, in this, then leave it until the 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 how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the above mentioned methods of learning grammar are that they draw the eye of the students to new grammatical structures since it is the fun solution to learn. However, there is a massive disadvantage if these strategies are employed constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the aforementioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in these ways such as:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Allow the students choose their favorite sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Read the bio with your students and make sure they understand the differences. Contrast use 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 instruct 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 right 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 have them put what in two piles, depending on the article. Once they’ve their piles ready, ask them if they are able to figure out the rule themselves.
Mcdougal 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 readily useful seller.
Being fully a preschool teacher may be exciting as well as scary when you have to deal with many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who will amaze you occasionally with their unimaginable acts. At once, they could cause utter chaos and make you at your tethering ends. You may even get a frustration and feel helpless at times. While some young kids get adjusted to the institution surroundings in not as time, a major percentage of kids take the time to get familiar with the newest environment and can often test a teacher’s patience. Even if it is difficult to manage a lot of kids of such young age, taking the proper efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. Listed here is a listing of different activities a preschool teacher can ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a brief attention span, you need to give attention to keeping activities which are short and easy to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to know what goes on next. You can arrange fun games between a couple or number of students by utilizing pictures or perhaps a game which involves moving around the class to find 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 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 teach them the proper usage of colors, scissors, glue, etc., and understand how these things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, attempt to portray them with assistance from a story. Visualizing things helps the students to understand the items more effectively. You can convey the lessons by dramatizing a part or the entire story with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The children are always curious about 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 numerous children of the same generation 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 talk about their tiffin during lunchtime or breaks. She or he must motivate the students to participate in group games.
While worksheets are less common in this age, you can have creative worksheets for the youngsters to greatly 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 in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this specific age group have the capacity to catch more when they hear repetitive things. Try narrating the same story for per week and ask them to repeat it the very next time while you wait the role cards.
To make the preschool a common place, permit notes from parents or allow the little one to create his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students is not any easy task and requires lots of patience, planning innovative activities might help the kids enjoy and also make them feel comfortable.