This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the 1st 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 on what they’re experiencing.
They’ve 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 extremely delayed in his speech abilities and social skills.
He manages a tablet and mobile phone extremely well as numerous of his peers do.
Initially, I thought it was incredible to watch him wrap his little fingers around the family iPad or his mother’s cell 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 couple of rounds, he swipes back once again to the key screen to start 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.
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 the ground, hands balled into fists and a high-pitched screaming session.
He seems to like the iPad or smartphone to everything else.
There are times when they are the sole issues that could keep him quiet.
He has what at first glance seem to be outward indications 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 with autism, and believes which will be correctly diagnosed if they wait.
Based on their reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
No-one in either family has SPD, and other than 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 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 along 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 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 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 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, because of the type of kid he is 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 will be 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 doesn’t seem to have the thought of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they have read 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.
On the length of the evaluations, they certainly were asked simply how much screen time he has each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I think it higher and nearer to 90 minutes spread throughout the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on 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 pointed out to them the info from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “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’re to start talking later.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, resulting in a nearly 50 percent increased threat 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 research demonstrated that there’s a 49% increased possibility of delayed speech for each extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for a few 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 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 recently available 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 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 results 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 really 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 known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential 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 it’s the highest energy wavelength of visible light. This energy can be able to penetrate all the way to the back of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes harm to the retina.
Presently, there is 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 a wealthy learning experience or develop fine or gross motor skills. And you can find developmental and cognitive risks.
Research has confirmed that having a video or TV running in the back ground negatively affects their development whenever 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 students are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the actual world.
You will find only so many hours per day, and the full time allocated to screens comes at a higher 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 need a well-balanced number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and playing 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 the update, AAP had established that the typical screen time limit of no more than no two hours a day facing the TV for children 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 of age and older.
• Under age18 months there must 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 that makes them probably 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, therefore the habits we’ve we directly and indirectly instill into our children.
We have to be very aware of our personal behaviors and what this means is turning off our smart phones, putting down the tablet or iPad combined with TV and laptop and being in the here and now with our kids.
Kids can tell when our heads are still on the email we only read on our phone. By not making time for them, this usually makes their behavior worse.
As parents we must establish a media free time everyday and spend this time with your 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. The exact same holds true for several 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 your head a whole lot faster. To be able to execute this, find a song 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 having the tune into their head. After this, we can quiz them the tenses used and grammatical points which are in the particular text. Ensure it is short and quick, and if they have the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to choose a term on that and change the tense out of it. This could provide them with lots of practice using different tenses and verb forms, and in the 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 much more fun. This will often motivate them to learn faster. Amongst teenagers, this can be a lot far better when we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a story: Another way to produce grammar only a little easier to grasp is to instruct it in the shape of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a point to the general finished story. If there are any grammar mistakes, in this, then leave it before the end. When the entire story is finished and written on the board, let a student come up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are the way they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the above mentioned types of learning grammar are which they draw the interest of the students to new grammatical structures as it could be the fun way to learn. However, there is 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 do believe, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in these ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Allow students choose a common sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio along 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 right 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 excellent for newbies including small children. Cut out a list 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, with respect to the article. Once they have their piles ready, ask them if they are able to find out the rule themselves.
The writer 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 is definitely 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 truly a preschool teacher can be exciting along with scary as you have to deal with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who can amaze you occasionally with their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. While some young children get adjusted to the institution surroundings in not as time, a significant percentage of kids make time to get familiar with the new environment and can often test a teacher’s patience. Even if it’s difficult to control a bunch of kids of such early age, taking the proper efforts to have 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 ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a quick attention span, you need to focus on keeping activities which are short and an easy task 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 are the results next. You are able to arrange fun games between a set or band of students by utilizing pictures or even a game which involves moving round the class to discover the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the kids to paint their ideas and bring out creativity in them. It can benefit you know what all thoughts continue in the young mind and also learn their aspects of interest. It will teach them the right use of colors, scissors, glue, etc., and find out how these things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort to portray them with the aid of a story. Visualizing things helps the students to know what exactly more effectively. You are able to convey the lessons by dramatizing a component or the whole story along with your colleagues. Also, you can make use of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually curious about new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate mental performance and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As numerous children of the exact same age bracket get together in a preschool, the odds of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the children and also urge them to share their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.
Take advantage of worksheets
While worksheets are less common in this age, you could have creative worksheets for the youngsters to help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to fit similar objects, draw images of a particular topic as well as color the printed figure.
Read out stories
Children in this particular age bracket have the ability to catch more when they hear repetitive things. Try narrating exactly the same story for a week and question them to repeat it the very next time when you hold on 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’ll have unique birthday celebrations. While handling the young students is not any easy task and requires plenty of patience, planning innovative activities will help the youngsters enjoy and also cause them to become feel comfortable.