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 for their pediatrician.
Allow me to back up and offer you details about what they’re experiencing.
They have a three and a half year old young boy who’s a vintage’textbook sensory seeker ‘; he simply can’t get enough of anything and is incredibly delayed in his speech abilities and social skills.
He manages a product and cellular phone well as numerous of his peers do.
Initially, I thought it had been incredible to view him wrap his little fingers around the household iPad or his mother’s cellular 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 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 take away the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking the 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 are the only real issues that could keep him quiet.
He has what on top look like outward indications 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 match up with autism, and believes that will be correctly diagnosed should 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 typical population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is often inherited.
No body in either family has SPD, and other than hardly any symptoms, he does unfit the symptomatic profile.
Another thought they have 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 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 lack of 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 in front of him, does well in crowds and generally around others as long as he does not have to really 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 is cognitively delayed, but it’s hard to determine how delayed, because of the form 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 that 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 however not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to possess the concept of putting a phrase 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 does not appear to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the span of the evaluations, they certainly were asked how much screen time he’s 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 product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. All of us lead busy lives and the few minute of some slack it allows appeared to be harmless, or so they thought.
The speech therapist stated in their mind the data from a recently available Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the more hours children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, ultimately causing a nearly 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 couple of years old.
The outcome of the analysis demonstrated that there surely is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent employing 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 access to a tablet 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 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 place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 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 use 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 is growing at an alarming rate worldwide and screen use is a well-accepted contributing factor caused by the first introduction of handheld devices to kids.
Interactive screens such as for instance iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant sleep hormone, which interferes with 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 best way to the trunk of the eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes injury 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 is still 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’s not going to supply a rich 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 background negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the job available 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 kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.
You can find only so much time in a day, and the time spent on 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 require a well-balanced band 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 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 general 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 per day for children 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years of age and older.
• Under age18 months there should 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 produces them the absolute 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 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 conscious of our own behaviors and this means turning off our smart phones, putting down the tablet or iPad combined with the TV and laptop and being in the here and now with our kids.
Kids can tell when our heads remain on the email we only read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to set up a media leisure time each and every day 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 is true for all bedrooms. Bedrooms are intended 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 your brain a great deal faster. In order to execute this, find a song that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Get them to sing it together and obtaining the tune to their head. Following this, we could quiz them the tenses used and grammatical points which are in the particular text. Allow it to be short and quick, and if they have 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 would let them have lots of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Allow it to be into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a much more fun. This may often motivate them to master faster. Amongst teenagers, this can be quite a lot more effective whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to make grammar only a little easier to know is to teach it in the shape of storytelling. Obtain the students to make 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 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 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 great deal easier.
The features of the above mentioned ways of learning grammar are which they draw the attention of the students to new grammatical structures as it may be the fun solution to learn. However, there is a massive 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 above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and doing these ways such as for example:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Allow students choose 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 along 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 fully 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 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 ask them to put the language in two piles, with respect to the article. Once they have their piles ready, inquire further if they could determine the rule themselves.
Mcdougal Yasmin M Elias is just 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 a preschool teacher may be exciting in addition to scary since you have to manage many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who are able to amaze you occasionally with their unimaginable acts. At once, they are able to cause utter chaos and leave you at your tethering ends. You might even get a frustration and feel helpless at times. Although some young kids get adjusted to the school surroundings in not as time, a significant percentage of kids take care to get familiar with the newest environment and can often test a teacher’s patience. Even when it is difficult to regulate a number of kids of such early age, taking the best efforts to have them associated with various school activities can raise their interests and avoid disruptions in the class. This is a listing 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 can be short and an easy task to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to learn what goes on next. You can arrange fun games between a set or band of students by making use of pictures or perhaps a game which involves moving across the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the children to paint their ideas and bring out creativity in them. It will also help you know what all thoughts continue in the young mind and also learn their areas of interest. It’ll teach them the right utilization of colors, scissors, glue, etc., and find out how these exact things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort to portray them with assistance from a story. Visualizing things helps the students to grasp what exactly more effectively. You are able to convey the lessons by dramatizing part or the whole story with your colleagues. Also, you possibly can make use of nursery songs or gestures for the same.
Include puzzles and science
The little ones are usually interested in new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class as they help stimulate the brain and enhance memory in kids. Additionally it aids in developing motor skills.
Motivate children to bond with others
As many children of the same age group get 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 children and also urge them to generally share their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.
Take advantage 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 child is expected to fit similar objects, draw images about a particular topic or even color the printed figure.
Read out stories
Children in this specific age bracket have the ability to catch more if they hear repetitive things. Try narrating exactly the same story for a week and question them to repeat it the very next time while you hold out the role cards.
To make the preschool a common place, permit notes from parents or allow the little one to bring 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 will help the children enjoy and also make them feel comfortable.