This is the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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 give you details on which they’re experiencing.
They have a three and a half year old young boy who is a classic’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 cellular phone very well as many of his peers do.
Initially, I thought it absolutely was incredible to view him wrap his little fingers around the family iPad or his mother’s mobile phone, swiping through icons to access a really 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 overall game several rounds, he swipes back to the main screen to open up 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 remove 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 generally seems to like the iPad or smartphone to everything else.
There are times when they are the sole things that could keep him quiet.
He has what at first glance be seemingly outward indications of autism, however 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 if they wait.
Based on the reading, his parents think he might 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 body in either family has SPD, and other than not many 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 mild on and off).
He is 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 includes a great appetite and eats pretty much anything put facing him, does well in crowds and generally around others provided that he does not need to 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 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 kind of kid he’s and his insufficient discipline that i think, 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 can be baby talk that consists of words although not complete conversational sentences. Thus, his vocabulary is restricted and appears to be what he hears on @
@ and YouTube. He doesn’t seem to own the thought of putting a word by having an image besides what he sees in videos or’educational games.’
From all they have read 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 length of the evaluations, these were asked how much screen time he has each day. They figure that he averages 45 to 60 minutes per day; from what I’ve observed I think it higher and closer to 90 minutes spread throughout the 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 a rest it allows appeared to be harmless, approximately they thought.
The speech therapist stated in their mind the data from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the additional time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes each day using screens, ultimately causing 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 couple of years old.
The results of the study demonstrated that there surely is a 49% increased potential for delayed speech for every single extra 30 minutes spent using 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 usage of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, 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 portable device without assistance.
• 28% of parents said they use 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 is little scientific data on the results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 a well-accepted contributing factor resulting from the early 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, an essential sleep hormone, which interferes with the natural bodily rhythms, ultimately causing 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 best way to the rear of the attention, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 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’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 is a distraction from the job at hand 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 students are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not getting together with parents and siblings or the actual world.
There are only so much time in one day, and enough time spent on screens comes at a top price, taking time away 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 group of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and using 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 no more than no two hours each day in front of the TV for kids 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 children 6 years old and older.
• Under age18 months there must 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 which makes them probably the most vulnerable 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 have to remember that individuals are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We must be very conscious of our personal 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 this kids.
Kids can tell when our heads continue to be on the email we just continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we must set up a media free time each day and spend this time with this attention 100% focused on our youngsters 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 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. 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. Encourage them to sing it together and obtaining the tune to their head. After this, we are able to quiz them the tenses used and grammatical points which are in the specific text. Make it short and quick, and when they obtain the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to select a phrase on that and change the tense out of it. This could provide them with a lot of practice using different tenses and verb forms, and in ab muscles 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 be a many more fun. This may often motivate them to master faster. Amongst teenagers, this can be a lot more effective once we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell a story: Another way to produce grammar only a little easier to know is to show it in the shape of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a line to the general finished story. If there are any grammar mistakes, in this, then leave it before end. When the entire story is completed 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 direction they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the above mentioned methods of learning grammar are they draw the attention of the students to new grammatical structures because it may be the fun way to learn. However, there’s 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 do believe, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in the next ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow the students select a common sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. See the bio together with your students and make sure they understand the differences. Contrast use 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 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 right out a listing of several words that either take’an’or’an’and mix them up. For very young learners, you may use pictures too. Divide students into pairs or groups and keep these things put the language in two piles, with respect to the article. Once they have their piles ready, ask them if they can find out the rule themselves.
The author 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 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 may be exciting along with scary since you have to manage many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who is able to amaze you sometimes with their unimaginable acts. At the same time, they are able to cause utter chaos and give you at your tethering ends. You might even get a headache and feel helpless at times. While some children get adjusted to the institution surroundings in not as time, a significant percentage of kids take time to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even if it’s difficult to manage a lot of kids of such early age, taking the best efforts to get them involved with various school activities can raise their interests and avoid disruptions in the class. Here is a list 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 quick attention span, you need to give attention to keeping activities that are short and an easy task to understand. The children often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to understand what happens next. You are able to arrange fun games between a pair or band of students by using 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 children to paint their ideas and bring out creativity in them. It can help do you know what all thoughts continue in the young mind and also learn their regions of interest. It’ll guide them the best utilization of colors, scissors, glue, etc., and learn how these things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with assistance from a story. Visualizing things helps the students to grasp what exactly more effectively. You can convey the lessons by dramatizing a part or the entire story along with your colleagues. Also, you can make use of nursery songs or gestures for the same.
Include puzzles and science
The children are always interested in learning new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate mental performance and enhance memory in kids. It also aids in developing motor skills.
Motivate children to bond with others
As many children of exactly the same generation bond in a preschool, the odds of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to fairly 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 can have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You are able to 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 particular age group have the capability to catch more if they hear repetitive things. Try narrating exactly the same story for a week and ask them to repeat it the very next time when you hold on the role cards.
To really make the preschool a common place, permit notes from parents or allow a child to bring his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students is no easy task and requires lots of patience, planning innovative activities might help the youngsters enjoy and also cause them to become feel comfortable.