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 for 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 little 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 product and cell phone well as many of his peers do.
Initially, I believed it was incredible to view him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get to 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 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 into a character’s belly.
When they make an effort to take away 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 seems to like the iPad or smartphone to everything else.
Solutions when they are the only issues 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 is 4. He could already tell that their son doesn’t exactly complement with autism, and believes which will be correctly diagnosed when 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 typical population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.
No one in either family has SPD, and other than hardly any symptoms, he does not fit 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 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 together with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he is affectionate along 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 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 pen 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 is cognitively delayed, but it’s hard to determine how delayed, due to the type of kid he’s and his not enough discipline that i think, his parents haven’t 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 can 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 does not seem to possess the concept of putting a word with an image besides what he sees in videos or’educational games.’
From all they’ve read 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.
Within the length of the evaluations, they certainly were asked simply how much screen time he has 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 through the entire day.
A product / 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 were harmless, roughly they thought.
The speech therapist described to them the data from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the additional time children under 2 years old spend using smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes each day using screens, ultimately causing 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 two years old.
The results of the analysis demonstrated that there’s a 49% increased possibility of delayed speech for every extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Think about this for some 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 tablet or mobile phone.
According to a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recent 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 work with 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 a lot more than 5x in 4 years with and the unknown impact on the 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 upsurge in young kids 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 resulting from the first 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, 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 in a position to penetrate all the way to the rear of the eye, through the eyes’natural filters, and this is 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 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 might be entertaining, it’s not going to supply a wealthy 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 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 children are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the true world.
You will find only so much time in a day, and the full time spent on 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 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 playing with physical toys and socializing with other siblings and peers alongside 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 in front of the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour each 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 should not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces 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 must remember that we 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 aware of our personal behaviors and what this means is 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 email we only continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we must establish a media leisure time everyday and spend this time around with your attention 100% centered on our kids 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 is true for several bedrooms. Bedrooms are created for sleeping.
The three ways 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 song that uses several tenses or different grammar points. Obtain the students to sing along and then write the lyrics on the board. Cause them to sing it together and getting the tune within their head. Following this, we can quiz them the tenses used and grammatical points that are in the actual text. Allow it to be short and quick, and when they obtain the hang of it, let them sing again. After 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 would provide them with lots 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 a competition would have been a lot more fun. This may often motivate them to master faster. Amongst teenagers, this can be quite a lot more efficient when we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a story: Another way to produce grammar a little easier to know is to show it in the shape of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a range to the overall finished story. If you will find any grammar mistakes, in this, then leave it before 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 why certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The features of the above mentioned methods of learning grammar are that they draw the eye of the students to new grammatical structures because it is the fun way to learn. However, there is 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 do believe, the aforementioned approaches to learning grammar should 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 make sure 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 out celebrity photo pictures from magazines. Use these pictures to show 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 beginners 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 ask them to put the words in two piles, with respect to the article. Once they have their piles ready, ask them if they could find 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 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 most readily useful seller.
Being fully a preschool teacher can be exciting along with scary since you have to deal with many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who is able to amaze you sometimes making use of their unimaginable acts. At once, they could cause utter chaos and give you at your tethering ends. You may even get a frustration and feel helpless at times. Though some small children get adjusted to the school surroundings in much less time, an important percentage of kids make time to get knowledgeable about the newest environment and can often test a teacher’s patience. Even when it is difficult to regulate a lot of kids of such early age, taking the proper efforts to obtain them associated with various school activities can raise their interests and avoid disruptions in the class. This 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 quick attention span, you must give attention to keeping activities which 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 understand what goes on next. You can arrange fun games between a pair or band of students by making use of pictures or even a game which involves moving round the class to locate the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the kids 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 aspects of interest. It will teach them the right utilization of colors, scissors, glue, etc., and learn how these specific things are to be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to know the things more effectively. You are able to convey the lessons by dramatizing a component or the whole story along with your colleagues. Also, you possibly can 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 while they help to stimulate the brain and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As numerous children of the same age group come 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 share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the kid is expected to fit similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this particular age bracket have the capability to catch more should they hear repetitive things. Try narrating the exact same story for a week and ask them to repeat it the very next time while you hold out the role cards.
To 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 can have unique birthday celebrations. While handling the young students isn’t any easy task and requires plenty of patience, planning innovative activities will help the kids enjoy and also make sure they are feel comfortable.