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Here is 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.

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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.

Allow me to back up and give you details on what they’re experiencing.

They have 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 cellular phone well as numerous of his peers do.

Initially, I thought 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 overall game several rounds, he swipes back 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.

If they try to take away the iPad, they suffer through one heck of a fit 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 prefer the iPad or smartphone to everything else.

Solutions when they’re the only real things that could keep him quiet.

He’s what on top seem to be symptoms of autism, but the autism specialist they took him to is reluctant to get him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match with autism, and believes which is correctly diagnosed if they wait.

Based on the reading, his parents think he may 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 suggest that SPD is frequently inherited.

No one in either family has SPD, and apart from hardly any 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 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 is affectionate together with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others so long as 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 pen and fists one such as 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 find out how delayed, due to the form of kid he’s and his lack of discipline that for me, his parents haven’t invested the time in developing.

The sole word 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 contains words however not complete conversational sentences. Thus, his vocabulary is restricted and seems to be what he hears on @

@ and YouTube. He doesn’t seem to own 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 appear to be especially prevalent.

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

On the span of the evaluations, they were asked how much screen time he has each day. They figure he averages 45 to 60 minutes each day; 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 on one interaction. Most of us lead busy lives and the few minute of a rest it allows were harmless, roughly they thought.

 

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The speech therapist pointed out to them the info from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more hours children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”

“In line with the study, 20 percent of kids under age two spend about 30 minutes a day using screens, resulting in 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 results of the analysis demonstrated that there’s a 49% increased chance of delayed speech for each extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.

Look at this for a couple 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 product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, a lot 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 mobile 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 their 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 upsurge 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 resulting from the first introduction of handheld devices to kids.

Interactive screens such as for example iPads, tablets, and smartphones are known 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, ultimately causing 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 in a position to penetrate all the best way to the back of a person’s eye, through the eyes’natural filters, and that’s 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 is still out.

Pediatricians and child development experts agree 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 may be entertaining, it’s not going to offer 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 movie or TV running in the backdrop negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the duty accessible 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 can be a big concern: if kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they are not getting together with parents and siblings or the actual world.

There are only so many hours in a day, and the time spent on screens comes at a higher 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 the age of three desire a well-balanced number 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 using 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 overall screen time limit of a maximum of no two hours a day before 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 should be no screen time allowed and they will 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 we 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 conscious of our own 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 are still on the e-mail we only read on our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we need to establish a media leisure time every day and spend this time with our 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. Exactly the same holds 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 your head a whole lot faster. In order to execute this, find a tune 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 having the tune within their head. After this, we can quiz them the tenses used and grammatical points which can be in the specific text. Allow it to be short and quick, and after they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to choose an expression 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. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a much more fun. This will often motivate them to learn faster. Amongst teenagers, this could be a lot more effective whenever we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.

3. Tell a tale: Another way to make grammar only a little easier to grasp is to instruct it in the proper execution of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a line to the general finished story. If you will find any grammar mistakes, in this, then leave it before end. When the whole story is completed 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 as to the reasons certain tenses are how they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The benefits of the above methods of learning grammar are they draw the interest of the students to new grammatical structures since it may be the fun method 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 think, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.

Learning grammar can also be made fun and doing the following ways such as for example:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Allow students select their favorite sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio with your students and ensure they understand the differences. Contrast use 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 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 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 may use pictures too. Divide students into pairs or groups and keep these things put the language in two piles, with regards to the article. Once they’ve their piles ready, inquire further if they are able to determine the rule themselves.

The author 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.

Being a preschool teacher could be exciting in addition to scary as you have to cope with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who are able to amaze you occasionally making use of their unimaginable acts. At the same time, they could cause utter chaos and give you at your tethering ends. You may even get a headache and feel helpless at times. Although some young children get adjusted to the school surroundings in much less time, an important percentage of kids take time to get knowledgeable about the newest environment and can often test a teacher’s patience. Even if it is difficult to control a number of kids of such early age, taking the best efforts to have 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 short attention span, you need to focus on keeping activities which are 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 goes on next. You are able to arrange fun games between a set or number of students by utilizing pictures or a game which involves moving round the class to locate the prize.

Encourage participation in art corner

With art and craft activities, you can encourage the children to paint their ideas and enhance creativity in them. It can help guess what happens all thoughts carry on in the young mind and also learn their regions of interest. It’ll teach them the best usage of colors, scissors, glue, etc., and understand how these things can 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 the things more effectively. You are able to convey the lessons by dramatizing a component or the entire story with your colleagues. Also, you can make usage 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 as they help stimulate mental performance and enhance memory in kids. It also supports developing motor skills.

Motivate children to bond with others

As many children of the exact same generation get together in a preschool, the chances of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the kids and also urge them to talk about their tiffin during lunchtime or breaks. He/she 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 kids to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to complement similar objects, draw images in regards to a particular topic or even color the printed figure.

Read out stories

Children in this kind of age bracket have the capability to catch more if they hear repetitive things. Try narrating exactly the same story for weekly and inquire further to repeat it the next time when you wait 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 could have unique birthday celebrations. While handling the young students is not any easy task and requires a lot of patience, planning innovative activities will help the children enjoy and also make them feel comfortable.

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