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 for their pediatrician.
Let me back up and give you details on which they’re experiencing.
They have a three and a half year old little boy who is a vintage’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 product and mobile phone quite well as numerous of his peers do.
Initially, I thought it had been incredible to view him wrap his little fingers around the family 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 a few rounds, he swipes back again 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 into a character’s belly.
Once they attempt to eliminate the iPad, they suffer through one heck of a fit 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 choose the iPad or smartphone to everything else.
There are occasions when they are the sole items that will keep him quiet.
He’s what on top appear to be symptoms of autism, but the autism specialist they took him to is reluctant to have him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes that’ll be correctly diagnosed should 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 general population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is frequently inherited.
Nobody in either family has SPD, and besides 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 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 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.
He features a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others provided that 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 pen and fists one like a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far a lot more than he lets on. He doesn’t imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to ascertain how delayed, due to the form of kid he’s and his lack of discipline that i think, his parents haven’t invested the amount of time in developing.
The only 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 includes words although not complete conversational sentences. Thus, his vocabulary is restricted and is apparently what he hears on @
@ and YouTube. He does not seem to own the concept of putting a phrase 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 doesn’t 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 he averages 45 to 60 minutes per 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 a single interaction. We all lead busy lives and the few minute of some slack it allows seemed to be harmless, approximately they thought.
The speech therapist pointed out in their mind the information from a recently available 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 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 a day using screens, leading to 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 outcome of the study demonstrated that there is a 49% increased chance of delayed speech for each extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for some 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 access to a product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recently available 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 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 early introduction of handheld devices to kids.
Interactive screens such as for example 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 inhibits 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 can be able to penetrate all the way to the back of a person’s eye, through the eyes’natural filters, and that’s 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 remains out.
Pediatricians and child development experts agree that while passive screen time before 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 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 backdrop negatively affects their development when a child is engaged in play and learning. This can be a distraction from the task available 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 kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.
You can find only so several hours in one day, and the full time used on screens comes at a high 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 need a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and having fun with 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 general screen time limit of a maximum of no two hours a day in front of the TV for children 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 kids 6 years old 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 which makes them 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 must remember that we are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.
We have 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 TV and laptop and being in the here and now with our kids.
Kids can tell when our heads remain on the e-mail we just read on our phone. By not watching them, this usually makes their behavior worse.
As parents we have to establish a media free time every 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. The same is true for many bedrooms. Bedrooms are designed 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 will become embedded into the mind a lot faster. To be able to execute this, find a tune that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Get them to sing it together and obtaining the tune into their head. Following this, we could quiz them the tenses used and grammatical points which can be in the particular text. Allow it to be short and quick, and after they obtain the hang of it, let them sing again. Next, try building a game out of it. Select individual students to pick a term on that and change the tense out of it. This might give them lots of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it in to 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 understand faster. Amongst teenagers, this could be a lot more effective once we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to make grammar only a little easier to know is to show it in the shape of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a range to the entire 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 entire class involved and ask the students questions as to the reasons certain tenses are the direction 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 aforementioned types of learning grammar are that they draw the interest of the students to new grammatical structures because it may be the fun method to learn. However, there is an enormous 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 believe, the above approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing these ways such as:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Allow the students select a common 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 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 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 could use pictures too. Divide students into pairs or groups and have them put the words in two piles, with respect to the article. Once they’ve their piles ready, ask them if they are able to find out the rule themselves.
The author Yasmin M Elias is just 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 truly a preschool teacher could be exciting in addition to scary when you have to cope with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who is able to amaze you occasionally using their unimaginable acts. At once, they are able to cause utter chaos and give you at your tethering ends. You could even get a headache and feel helpless at times. Although some young children get adjusted to the institution surroundings in not as time, an important percentage of kids remember to get acquainted with the brand new environment and can often test a teacher’s patience. Even when it is difficult to manage a number of kids of such young age, taking the proper efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. Here 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 quick attention span, you ought to concentrate on keeping activities that are short and simple to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to understand what goes on next. You are able to arrange fun games between a pair or group of students by using pictures or perhaps 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 bring out creativity in them. It can benefit guess what happens all thoughts go on in the young mind and also learn their regions of interest. It will teach them the right usage of colors, scissors, glue, etc., and learn how these specific things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to understand what exactly more effectively. You can convey the lessons by dramatizing a part or the whole story along with your colleagues. Also, you can make use of nursery songs or gestures for the same.
Include puzzles and science
The kids are always interested in new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class while they help to stimulate the mind and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As many children of the exact same age group 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 fairly share their tiffin during lunchtime or breaks. He/she must motivate the students to be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the kids to simply help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to match similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this specific age bracket have the ability to catch more should they hear repetitive things. Try narrating the exact same story for a week and question them to repeat it next time when 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 could 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 sure they are feel comfortable.