Math Sequencing Worksheets for Kindergarten

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.

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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 very delayed in his speech abilities and social skills.

He manages a tablet and mobile phone extremely well as many of his peers do.

Initially, I thought it absolutely was incredible to watch him wrap his little fingers around the household iPad or his mother’s mobile phone, swiping through icons to access a particularly 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 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 in to a character’s belly.

When they try to remove the iPad, they suffer through one heck of a fit 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 choose the iPad or smartphone to everything else.

There are times when they’re the only items that will keep him quiet.

He has what at first glance appear to be symptoms of autism, nevertheless the autism specialist they took him to is reluctant to obtain him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes that’ll be correctly diagnosed if they wait.

Based on their 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.

 

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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 other than 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 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 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 not enough discipline, but he’s affectionate together with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats pretty much anything put in front of 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 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 find out how delayed, due to the type of kid he is and his insufficient discipline that in my opinion, his parents haven’t invested the amount of time in developing.

The only real word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that will be baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @

@ and YouTube. He doesn’t seem to possess the thought of putting a word by having an image apart from what he sees in videos or’educational games.’

From all they have learn about sensory seekers, extreme speech delay does not appear to be especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

Within the course of the evaluations, these were asked just how much screen time he’s each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I believe it higher and nearer to 90 minutes spread through the day.

A product / 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.

 

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The speech therapist stated to them the data from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the more hours children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”

“According to the study, 20 percent of kids under the age of two spend about 30 minutes per 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 outcome of the research 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.

Consider 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 product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on a Nielsen Study, 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 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 the cognitive development.

There is little scientific data on the effects of long-term use of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp escalation in young 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 the first introduction of handheld devices to kids.

Interactive screens such as 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, leading to 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 also be able to penetrate all how you can the trunk of the attention, through the eyes’natural filters, and this is 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 totally 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 could be entertaining, it is not going to provide an abundant learning experience or develop fine or gross motor skills. And you can find developmental and cognitive risks.

Research has confirmed that having a movie 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 task available and lowers their concentration.

 

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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 are not getting together with parents and siblings or the real world.

You will find only so much time in a day, and enough time allocated to screens comes at a top price, taking time far 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 group of activities, which range 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 with adults.

In 2016, the American Academy of Pediatrics (AAP) issued guidelines on screen time were issued. Prior to this update, AAP had established that the typical screen time limit of a maximum of no two hours each day facing the TV for kids over age 2.

The revised AAP guidelines recommend:
• One hour daily for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years old and older.
• Under age18 months there ought to 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 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 have to 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 conscious of our own 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 your kids.

Kids can tell when our heads are still on the e-mail we only keep reading our phone. By not making time for them, this usually makes their behavior worse.

As parents we need to set up a media leisure time every day and spend this time 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 exact same is true for several bedrooms. Bedrooms are created 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 whole lot faster. To be able 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. Encourage them to sing it together and getting the tune to their head. After this, we can quiz them the tenses used and grammatical points which are in the specific text. Ensure it is short and quick, and once they get the hang of it, let them sing again. After this, try building a game out of it. Select individual students to select an expression on that and change the tense out of it. This will provide them with plenty 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 a competition would be a much more fun. This can often motivate them to master faster. Amongst teenagers, this can be a lot far better whenever we divide the class into groups. Besides, everyone is going to be alert and enjoy too.

3. Tell an account: Another way to create grammar a little easier to understand is to teach it in the shape of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a line to the entire finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the entire story is completed and written on the board, let students come up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are the direction 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 ways of learning grammar are that they draw the attention of the students to new grammatical structures as it is the fun way to learn. However, there is an enormous disadvantage if these strategies are utilized constantly. The students may 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 also be made fun and doing these ways such as for instance:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow the students pick out their favorite sports star or celebrities. Find a short biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio with your students and make certain they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.


(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 very good for novices including small children. Cut fully 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, with regards to the article. Once they’ve their piles ready, question them if they can determine the rule themselves.

Mcdougal 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 fully a preschool teacher could be exciting in addition to scary because 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 occasionally making use of their unimaginable acts. At the same time, they are able to cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. Although some children get adjusted to the college surroundings in much less time, an important percentage of kids remember to get familiar with the brand new environment and can often test a teacher’s patience. Even if it is difficult to regulate a bunch of kids of such early age, taking the proper efforts to get them involved with various school activities can raise their interests and avoid disruptions in the class. This is a set of different activities a preschool teacher can take in his/her classroom for complete development of the child.

Keep fun games

As these students have a quick attention span, you need to give attention to keeping activities which can be short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to understand what are the results next. You can arrange fun games between a set or number of students by using pictures or even a game which involves moving around the class to locate the prize.

Encourage participation in art corner

By having art and craft activities, you can encourage the children to paint their ideas and enhance creativity in them. It will also help you know what all thoughts go on in the young mind and also learn their areas of interest. It’ll guide them the proper usage of colors, scissors, glue, etc., and understand how these exact 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 know the things more effectively. You are able to convey the lessons by dramatizing part or the entire story together with your colleagues. Also, you can make utilization of nursery songs or gestures for the same.

Include puzzles and science

The little ones 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 to stimulate the brain and enhance memory in kids. In addition it supports developing motor skills.

Motivate children to bond with others

As numerous children of exactly the same age bracket bond in a preschool, the likelihood of conflicts between them are always high. In order 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 take part in group games.

Utilize worksheets

While worksheets are less common in this age, you’ll have creative worksheets for the youngsters to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to fit similar objects, draw images about a particular topic as well as color the printed figure.

Read out stories

Children in this kind of generation have the ability to catch more should they hear repetitive things. Try narrating the same story for weekly and inquire further to repeat it the very next time while you hold out the role cards.

To really make the preschool a common place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students isn’t any easy task and requires plenty of patience, planning innovative activities might help the kids enjoy and also make them feel comfortable.

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