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 with their pediatrician.
Let me back up and give you details about what they’re experiencing.
They have a three and a half year old young boy who’s a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is extremely delayed in his speech abilities and social skills.
He manages a product and mobile phone well as many 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 overall game several rounds, he swipes back again 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 right into a character’s belly.
When they try to take away 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’re the sole issues that could keep him quiet.
He’s what on the surface appear to be apparent symptoms of autism, but 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 which will be correctly diagnosed should they wait.
Based on their reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is generally inherited.
No body in either family has SPD, and besides very few symptoms, he does unfit the symptomatic profile.
Another thought they’ve is that 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 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 features a great appetite and eats more or less anything put facing 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 pen and fists one such as a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far 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 find out how delayed, due to the kind of kid he’s and his not enough discipline that in my opinion, his parents haven’t invested the time in developing.
The only 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 contains words however not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @
@ and YouTube. He doesn’t seem to own the thought of putting a phrase by having an image other than what he sees in videos or’educational games.’
From all they have learn about sensory seekers, extreme speech delay does not seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over the length of the evaluations, they were asked how much screen time he has each day. They figure he averages 45 to 60 minutes per day; from what I’ve observed I think it higher and nearer to 90 minutes spread through the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. Most of us lead busy lives and the few minute of a break it allows were harmless, roughly they thought.
The speech therapist pointed out to them the info from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the more time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes a day using screens, ultimately causing a nearly 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 two years old.
The results of the analysis demonstrated that there is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent using a touchscreen, be it a tablet, 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A current 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 work with 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 more than 5x in 4 years with and the unknown impact on their 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 small children 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 early 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 inhibits 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 rear of the eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury 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 continues to be out.
Pediatricians and child development experts concur that while passive screen time before 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 offer a rich learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the background negatively affects their development whenever 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 is a big concern: if children are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the real world.
There are only so several hours per day, and the full time used on screens comes at a higher 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 desire a well-balanced number 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 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 a day in front of 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 children 6 years of age and older.
• Under age18 months there ought to be no screen time allowed and they need to not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them 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, which means habits we’ve we directly and indirectly instill into our children.
We have to be very conscious of our own behaviors and this implies turning off our smart phones, putting down the tablet or iPad combined with TV and laptop and being in the here and now with this kids.
Kids can tell when our heads continue to be on the e-mail we just continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we have to establish a media leisure time each and every day and spend this time 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. That is family time. Exactly the same holds true for several bedrooms. Bedrooms are designed for sleeping.
The three means of 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. In order 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. Encourage them to sing it together and obtaining the tune into their head. Next, we are able to quiz them the tenses used and grammatical points which are in the actual text. Ensure it is short and quick, and when they obtain the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to pick a term on that and change the tense out of it. This may give them plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a many more fun. This will often motivate them to learn faster. Amongst teenagers, this can be quite a lot far better once we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a story: Another way to produce grammar only a little easier to know is to instruct it in the shape of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a range to the general finished story. If there are any grammar mistakes, in this, then leave it until the end. When the whole story is finished and written on the board, let a student show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are the direction they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The features of the aforementioned ways of learning grammar are they draw the eye of the students to new grammatical structures since it could be the fun method to learn. However, there’s a massive disadvantage if these strategies are utilized constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in the next ways such as:
(1) Using Celebrity Profiles: We can 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 on your own summarizing a celebrity’s main achievements. See the bio with your students and ensure they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
- Fraction to whole Number
- Converting Between Percentages and Decimals
- It's In A Sentence
- Practice Adding and Subtracting Integers
- Write Name In Cursive
- Books for 4 Year Olds to Learn to Read
- Printable Division Flash Cards
- 1100 Divided by 2
- Measuring Angles with A Protractor Worksheet
- Ordinal Vs Cardinal Numbers
(2) Using Celebrity Photos: Cut 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 novices including small children. Cut right out a listing 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, depending on the article. Once they have their piles ready, inquire further if they are able to find out the rule themselves.
The author 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 a preschool teacher can be exciting along with 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 are able to cause utter chaos and give you at your tethering ends. You could even get a frustration and feel helpless at times. While some young children get adjusted to the institution surroundings in not as time, an important percentage of kids take time to get familiar with 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 associated with various school activities can raise their interests and avoid disruptions in the class. Here is a list 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 ought to focus on keeping activities which are short and simple to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to learn what happens next. You can arrange fun games between a pair or number of students by utilizing pictures or a game which involves moving across the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the youngsters to paint their ideas and draw out creativity in them. It can help do you know what all thoughts go on in the young mind and also learn their areas of interest. It’ll guide them the best usage of colors, scissors, glue, etc., and learn how these specific things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to grasp the items more effectively. You are able to convey the lessons by dramatizing part 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 kids 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 while they help stimulate mental performance and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As much children of the same generation come together in a preschool, the likelihood 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 talk about 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 can have creative worksheets for the youngsters to simply 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 of a particular topic as well as color the printed figure.
Read out stories
Children in this specific age group have the capability to catch more when they hear repetitive things. Try narrating exactly the same story for weekly and inquire further to repeat it the next time as you hold out the role cards.
To help make the preschool a familiar place, permit notes from parents or allow the kid to create his/her favorite toy to the classroom. Also, you’ll 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 youngsters enjoy and also make them feel comfortable.