This is actually 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 to their pediatrician.
Allow me to back up and give you details on what they’re experiencing.
They’ve a three and a half year old little boy who’s a classic’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 tablet and mobile phone extremely well as numerous of his peers do.
Initially, I believed it was incredible to view him wrap his little fingers around the family iPad or his mother’s cell 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 a few rounds, he swipes back again to the main screen to start 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 right into a character’s belly.
Once they attempt 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 like the iPad or smartphone to everything else.
Solutions when they’re the sole issues that could keep him quiet.
He’s what at first glance seem to be apparent symptoms of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes that will be correctly diagnosed should they wait.
Based on their reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is often inherited.
No one in either family has SPD, and apart from hardly any symptoms, he does not fit 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 light on and off).
He is extremely physically active (especially together with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats more or less anything put facing him, does well in crowds and generally around others so 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 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, because of the kind of kid he’s and his not enough discipline that for me, his parents have not invested the amount of time in developing.
The sole 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 limited and is apparently what he hears on @
@ and YouTube. He does not seem to have the concept of putting a word by having an image other than what he sees in videos or’educational games.’
From all they’ve read about sensory seekers, extreme speech delay doesn’t 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 were asked just how much screen time he’s each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and closer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. All of us lead busy lives and the few minute of a rest it allows seemed to be harmless, roughly they thought.
The speech therapist described for them the data from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“In line with the study, 20 percent of kids under age two spend about 30 minutes a day using screens, leading to a nearly 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 study demonstrated that there is a 49% increased chance of delayed speech for each extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about this for a couple 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 use of a product 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 recent 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 use 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 more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the consequences of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 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, an essential 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 oahu is 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’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 is still out.
Pediatricians and child development experts concur that while passive screen time before a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games may be entertaining, it is not going to provide a wealthy 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 back ground negatively affects their development when a child is engaged in play and learning. This is a distraction from the job accessible 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 are not reaching parents and siblings or the real world.
There are only so much time in a day, and the time used on screens comes at a high 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 band 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 playing 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 no more than 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 children 6 years of age 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 that produces them 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 people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We must 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 TV and laptop and being in the here and now with our kids.
Kids can tell when our heads are still on the e-mail we just keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we need to establish a media leisure time each 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. That is family time. The same is valid for several bedrooms. Bedrooms are intended for sleeping.
The three methods for 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 great deal faster. To be able to execute this, find a tune that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Encourage them to sing it together and having the tune within their head. Next, we are able to quiz them the tenses used and grammatical points that are in the specific text. Make it short and quick, and if they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This could give them plenty of practice using different tenses and verb forms, and in the very light-hearted way.
2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a many more fun. This can often motivate them to understand faster. Amongst teenagers, this can be quite a lot far better when 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 instruct it in the shape of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you will find any grammar mistakes, in this, then leave it until the end. When the entire story is completed and written on the board, let students appear and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to the reasons certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The advantages of the above mentioned methods of learning grammar are they draw the interest of the students to new grammatical structures as it may be the fun way to learn. However, there is 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 should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and doing the following ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Allow students choose their favorite sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio together with your students and ensure 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 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 beginners including small children. Cut right 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 have them put the language in two piles, depending on the article. Once they’ve their piles ready, question them if they can figure out 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 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 best seller.
Being fully a preschool teacher can be exciting along with scary since you have to cope with many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who can amaze you sometimes making use of their unimaginable acts. At once, 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 children get adjusted to the institution surroundings in not as time, a major percentage of kids remember to get familiar with the newest environment and can often test a teacher’s patience. Even if it’s difficult to manage a number of kids of such early age, taking the proper efforts to have them involved in various school activities can raise their interests and avoid disruptions in the class. This is a listing 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 should focus on keeping activities that are 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 understand what are the results next. You are able to arrange fun games between a pair or group of students by utilizing pictures or a game which involves moving across the class to locate the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It will also help you know what all thoughts carry on in the young mind and also learn their aspects of interest. It will teach them the proper use of colors, scissors, glue, etc., and find out how these things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to understand the things more effectively. You can convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you possibly can make utilization 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 when they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the brain and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As many children of the exact same generation get together in a preschool, the odds of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the kids and also urge them to generally share 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 children to simply 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 about a particular topic or even color the printed figure.
Read out stories
Children in this particular generation have the ability to catch more should they hear repetitive things. Try narrating the same story for a week and ask them to repeat it next time as you hold on the role cards.
To help make the preschool a familiar place, permit notes from parents or allow the kid 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 lots of patience, planning innovative activities will help the children enjoy and also cause them to become feel comfortable.