This is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 with their pediatrician.
Allow me to back up and give you details on which they’re experiencing.
They’ve a three and a half year old little boy who’s 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 cell phone very well as many of his peers do.
Initially, I believed it absolutely was incredible to watch him wrap his little fingers around the family iPad or his mother’s cellular 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 a few rounds, he swipes back again to the main screen to start 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 into a character’s belly.
When they make an effort to remove the iPad, they suffer through one heck of a tantrum 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 real things that could keep him quiet.
He’s what on the surface look like symptoms of autism, however the autism specialist they took him to is reluctant to have him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes which will be correctly diagnosed when 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 overall population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is frequently inherited.
No body in either family has SPD, and other than not many 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 which 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 along with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he’s affectionate with his family and relatives and makes good eye contact.
He includes 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 just 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’s cognitively delayed, but it’s hard to determine how delayed, because of the type of kid he’s and his lack of discipline that in my opinion, his parents have not invested the 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 is baby talk that contains words although not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @
@ and YouTube. He does not seem to possess the concept of putting a word with an image other than what he sees in videos or’educational games.’
From all they have find out about sensory seekers, extreme speech delay does not seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the course of the evaluations, they were asked just 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 closer to 90 minutes spread throughout the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of a break it allows were harmless, approximately they thought.
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 additional time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”
“According to the study, 20 percent of kids under age 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 2 yrs old.
The outcome of the research demonstrated that there’s 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 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 tablet or mobile phone.
In accordance with a Nielsen Study, a lot 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 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 significantly more than 5x in 4 years with and the unknown impact on their 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 keeps growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor resulting from the early 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, an essential 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 able to penetrate all the way to the back of the attention, through the eyes’natural filters, and that’s 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 continues to be out.
Pediatricians and child development experts concur 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 provide a rich learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a video or TV running in the back ground negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the task 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 can be a big concern: if students are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not interacting with parents and siblings or the actual world.
There are only so several hours in a day, and the full time allocated to screens comes at a top 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 the age of three require a well-balanced number of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and having fun 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 each 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 old and older.
• Under age18 months there ought to 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 which makes them the absolute 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 need to be very aware of our own behaviors and what this means is 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 are still on the email we only continue reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to establish a media free time every day and spend now with this attention 100% dedicated to our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The same is true for several bedrooms. Bedrooms are designed 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 lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Encourage them to sing it together and having the tune into their head. After this, we are able to quiz them the tenses used and grammatical points that are in the particular text. Make it short and quick, and if they obtain the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to choose a term on that and change the tense out of it. This would give them plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been 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 will soon be alert and enjoy too.
3. Tell a tale: Another way to make grammar a little easier to understand is to teach it in the shape of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a point to the overall finished story. If there are any grammar mistakes, in this, then leave it until the end. When the whole 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 way they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the aforementioned types of learning grammar are that they draw the interest of the students to new grammatical structures since it could be the fun method to learn. However, there is a huge 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 may also be made fun and engaging in the following ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Allow the students select a common sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. Browse the bio together with your students and ensure they understand the differences. Contrast usage 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 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 newbies including small children. Cut 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, depending on the article. Once they’ve their piles ready, inquire further if they could determine 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being truly a preschool teacher could be exciting along with scary as you have to deal with many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who is able to amaze you sometimes making use of their unimaginable acts. At the same time, they are able to cause utter chaos and leave you at your tethering ends. You may even get a headache and feel helpless at times. Though some young kids get adjusted to the college surroundings in not as time, an important percentage of kids take time to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it’s difficult to manage a number of kids of such young age, taking the best efforts to get them involved 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 take in 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 can be short and simple to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to know what are the results next. You are able to arrange fun games between a set or band of students by using pictures or a game which involves moving around the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the youngsters to paint their ideas and draw out creativity in them. It can benefit guess what happens all thoughts continue in the young mind and also learn their regions of interest. It’ll guide them the right use of colors, scissors, glue, etc., and learn how these exact things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to grasp what exactly more effectively. You can convey the lessons by dramatizing part 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 little ones are always interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class while they help stimulate the mind and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As numerous children of the exact same age group bond in a preschool, the chances of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the kids and also urge them to talk about 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’ll have creative worksheets for the children to help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to match similar objects, draw images in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this particular age bracket have the capability to catch more if they hear repetitive things. Try narrating the exact same story for per week and ask them to repeat it next time when you wait the role cards.
To help 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’ll 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 cause them to become feel comfortable.