Here 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 to 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 young boy who is a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is very delayed in his speech abilities and social skills.
He manages a tablet and cellular phone very well as much of his peers do.
Initially, I thought it had been incredible to watch him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get at 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 couple of rounds, he swipes back to the main screen to open up 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 try to take away 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 appears to prefer the iPad or smartphone to everything else.
There are occasions when they’re the only real items that will 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 which is correctly diagnosed when 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 general population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is generally inherited.
No one in either family has SPD, and apart from not many symptoms, he does unfit the symptomatic profile.
Another thought they’ve 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 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 gentle 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 lack of discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He has a great appetite and eats pretty much anything put before him, does well in crowds and generally around others as long as he does not have 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 does not imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to ascertain how delayed, due to the form of kid he is and his lack of discipline that i think, his parents have not invested the amount of 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, which is baby talk that contains words however not complete conversational sentences. Thus, his vocabulary is bound and is apparently 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’ve learn 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.
Over the length of the evaluations, they certainly were asked simply 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 through 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 appeared to be harmless, roughly they thought.
The speech therapist pointed out for them the data from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the more time children under 2 years of age spend having fun with 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 per day using screens, leading to 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 couple of years old.
The results of the study demonstrated that there’s a 49% increased chance of delayed speech for every extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Consider this for some 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
In accordance with a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A recent Journal of Pediatrics study indicated 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 make use of 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 utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 just a well-accepted contributing factor caused by early introduction of handheld devices to kids.
Interactive screens such as 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 disrupts the natural bodily rhythms, leading to 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 also be in a position to penetrate all the best way to the trunk of the eye, through the eyes’natural filters, and that’s 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 continues to be 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 might be entertaining, it is not going to offer an abundant 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 whenever a child is engaged in play and learning. This is a distraction from the task 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 instance tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the true world.
There are only so several hours in one day, and the full time spent on screens comes at a higher 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 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 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 the update, AAP had established that the general screen time limit of a maximum of no two hours a day facing the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour daily 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 ought to 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 that makes them probably the 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 need 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 implies 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 your kids.
Kids can tell when our heads remain on the e-mail we just continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we have to establish a media leisure time each day and spend this time around with this attention 100% dedicated to our children and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The exact same is true for several bedrooms. Bedrooms are meant 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 great deal 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 getting the tune into 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 once they have the hang of it, let them sing again. Next, try building a game out of it. Select individual students to select a phrase on that and change the tense out of it. This may give them plenty 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 a competition will be a many more fun. This will often motivate them to understand faster. Amongst teenagers, this can be quite a lot far better once we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a story: Another way to make grammar a little easier to know is to teach it in the shape of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you can 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 show up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the above mentioned methods of learning grammar are they draw the attention of the students to new grammatical structures since it may be the fun way to learn. However, there’s a huge 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 must certanly be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and doing the next ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Allow students select their favorite sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio along 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 right 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 very good for novices 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 may use pictures too. Divide students into pairs or groups and have them put the language in two piles, with respect to the article. Once they have their piles ready, ask them if they could determine the rule themselves.
The writer 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 most readily useful seller.
Being fully a preschool teacher can be exciting in addition to scary because you have to cope with many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who will amaze you occasionally with their unimaginable acts. At once, they can cause utter chaos and make you at your tethering ends. You could even get a headache and feel helpless at times. While some young kids get adjusted to the institution surroundings in much less time, an important percentage of kids remember to get acquainted with the new environment and can often test a teacher’s patience. Even if it’s difficult to manage a bunch of kids of such young age, taking the right efforts to have them associated with various school activities can raise their interests and avoid disruptions in the class. Listed here is a list 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 ought to give attention to keeping activities which can be short and easy to understand. The kids often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to learn what goes on next. You are able to arrange fun games between a couple or number of students by utilizing pictures or even a game which involves moving across the class to discover the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It can benefit guess what happens all thoughts carry on in the young mind and also learn their areas of interest. It will guide them the right use of colors, scissors, glue, etc., and find out how these things are to be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to understand the things more effectively. You are able to convey the lessons by dramatizing part or the entire story together with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The children are always interested in new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate the mind and enhance memory in kids. Additionally, it supports developing motor skills.
Motivate children to bond with others
As numerous children of the same age bracket come together 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. He or she must motivate the students to take part 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 are able to keep simple pages where the kid 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 group have the ability to catch more when they hear repetitive things. Try narrating the same story for weekly and ask them to repeat it the very next time as you hold out the role cards.
To make the preschool a familiar place, permit notes from parents or allow the little one to create 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 a lot of patience, planning innovative activities will help the children enjoy and also make them feel comfortable.