This is the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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.
I’d like to back up and offer you details about what they’re experiencing.
They’ve 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 very delayed in his speech abilities and social skills.
He manages a tablet and cell phone well as numerous 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 cellular 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 few rounds, he swipes back to the main 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 into a character’s belly.
Once they try to eliminate the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the ground, hands balled into fists and a high-pitched screaming session.
He generally seems to choose the iPad or smartphone to everything else.
Solutions when they’re the only real items that can keep him quiet.
He’s what at first glance be seemingly symptoms of autism, but the autism specialist they took him to is reluctant to have him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll be correctly diagnosed when 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.
Nobody in either family has SPD, and besides hardly any symptoms, he does unfit the symptomatic profile.
Another thought they have 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 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 with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate with his family and relatives and makes good eye contact.
He includes a great appetite and eats more or less anything put before him, does well in crowds and generally around others provided that he does not have 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 for instance 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 doesn’t imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to determine how delayed, because of the type of kid he’s and his insufficient discipline that for me, 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 is baby talk that includes words but not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @
@ and YouTube. He doesn’t seem to have the thought of putting a phrase 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.
On the length of the evaluations, they were asked just how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think 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 some slack it allows appeared to be harmless, approximately they thought.
The speech therapist pointed out for them the info from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The analysis “suggests the more time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to begin 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 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 results of the analysis demonstrated that there surely is a 49% increased chance of delayed speech for every extra 30 minutes spent utilizing 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study showed that:
• 20% of 1-year-olds own a tablet.
• 28% of 2-year-olds could navigate a mobile 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 is little scientific data on the consequences of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 really a well-accepted contributing factor caused by the early introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are known 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, 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 is also able to penetrate all the way to the trunk of the attention, through the eyes’natural filters, and this is 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 agree 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 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 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 can be a big concern: if kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not reaching parents and siblings or the true world.
You will find only so much time in one day, and enough time allocated to screens comes at a top 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 the age of three require a well-balanced group of activities, which range 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 a maximum of no two hours per day facing the TV for kids 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 of age 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 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 people are our children’s main role models, which means habits we have 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 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 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 free time every single day and spend now with this 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 same is true for several bedrooms. Bedrooms are intended 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 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 getting the tune within their head. After this, we can quiz them the tenses used and grammatical points that are in the particular text. Make it short and quick, and when they have the hang of it, let them sing again. Following this, try creating a game out of it. Select individual students to select a term on that and change the tense out of it. This would provide them with plenty of practice using different tenses and verb forms, and in the light-hearted way.
2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a many more fun. This may often motivate them to learn faster. Amongst teenagers, this can be quite a lot far better whenever we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell an account: Another way to produce grammar a little easier to understand is to teach it in the form of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a line to the overall finished story. If there are any grammar mistakes, in this, then leave it before the end. When the entire story is completed and written on the board, let a student show up and make appropriate corrections in turns. Get the entire class involved and ask the students questions 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 whole lot easier.
The features of the above mentioned methods of learning grammar are that they draw the interest of the students to new grammatical structures since it is 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 aforementioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in the next ways such as for instance:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Let the students choose their favorite sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. Read the bio along 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 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 fantastic 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 keep these things put the words in two piles, depending on the article. Once they have their piles ready, question them if they can figure out 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 most useful seller.
Being fully a preschool teacher could be exciting as well as scary as you have to manage many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who are able to amaze you at times using 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 headache and feel helpless at times. Though some young kids get adjusted to the institution surroundings in not as time, a major percentage of kids take care to get knowledgeable about the newest environment and can often test a teacher’s patience. Even if it is difficult to manage a number of kids of such young age, taking the right efforts to get them involved with 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 consume his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you ought to concentrate on keeping activities which are short and an easy task 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 understand what goes on next. You are able to arrange fun games between a set or group of students by using pictures or perhaps a game which involves moving around the class to discover the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It can help you know what all thoughts continue in the young mind and also learn their regions of interest. It’ll teach them the proper utilization of colors, scissors, glue, etc., and find out how these exact things can 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 grasp the things more effectively. You can convey the lessons by dramatizing a component or the whole story along with your colleagues. Also, you can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually interested in learning new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. It also aids in developing motor skills.
Motivate children to bond with others
As much children of the same age group get together in a preschool, the odds of conflicts between them are usually high. To avoid this, a preschool teacher must encourage friendship among the children and also urge them to generally share their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.
While worksheets are less common in this age, you could have creative worksheets for the children to help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to complement similar objects, draw images of a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age bracket have the capability to catch more when they hear repetitive things. Try narrating the exact same story for a week and question them to repeat it next time as you wait the role cards.
To help 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 could have unique birthday celebrations. While handling the young students is not any easy task and requires a lot of patience, planning innovative activities might help the kids enjoy and also make sure they are feel comfortable.