This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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.
I’d like to back up and give you details about what they’re experiencing.
They have 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 product and cell phone well as many of his peers do.
Initially, I thought it was incredible to watch him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to get at a particularly 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 game several rounds, he swipes back once again to the main 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.
Once 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 prefer the iPad or smartphone to everything else.
There are times when they are the only issues that can keep him quiet.
He has what on top look like symptoms of autism, however the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match with autism, and believes which will be correctly diagnosed should they wait.
Based on the 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 suggest that SPD is frequently 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 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 gentle on and off).
He’s extremely physically active (especially along with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he is affectionate together with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put facing him, does well in crowds and generally around others so long as he does not have to truly 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 just like a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far 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 find out how delayed, because of the kind of kid he is and his lack of discipline that in my opinion, 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, that is baby talk that consists of 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 own the thought of putting a phrase having an image besides what he sees in videos or’educational games.’
From all they’ve learn about sensory seekers, extreme speech delay doesn’t seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the span of the evaluations, these were asked how much screen time he’s each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and nearer to 90 minutes spread through the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. Most of us lead busy lives and the few minute of some slack it allows were harmless, roughly they thought.
The speech therapist pointed out to them the info from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more hours children under 2 years old 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 the age of two spend about 30 minutes a day using screens, resulting in a nearly 50 percent increased threat 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 two years old.
The outcomes of the analysis demonstrated that there is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Look at 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 usage of a tablet 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 current 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 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 more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the effects of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase in young 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 caused by early introduction of handheld devices to kids.
Interactive screens such as iPads, tablets, and smartphones are known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant sleep hormone, which inhibits 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 be able to penetrate all the way to the rear of the 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 continues to be out.
Pediatricians and child development experts agree totally that while passive screen time before a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games could 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 movie or TV running in the backdrop negatively affects their development each time 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 is a big concern: if kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the true world.
You will find only so several hours per day, and the time spent 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 the age of three require 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 using physical toys and socializing with other siblings and peers along side 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 typical screen time limit of no more than no two hours each day in front of the TV for kids 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 kids 6 years of age and older.
• Under age18 months there should be no screen time allowed and they should 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 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 have to remember that individuals are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.
We must be very aware of our personal 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 your kids.
Kids can tell when our heads remain 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 free time everyday and spend this time around 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. That is family time. The exact same holds true for several bedrooms. Bedrooms are intended 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 brain a whole lot faster. To be able to execute this, find a song 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 to their head. After this, we could quiz them the tenses used and grammatical points that are in the actual text. Make it short and quick, and once they get the hang of it, let them sing again. After this, try building a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This will provide them with plenty of practice using different tenses and verb forms, and in the light-hearted way.
2. Allow it to be right 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 learn faster. Amongst teenagers, this can be quite a lot far better whenever we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a story: Another way to make grammar only a little easier to grasp is to instruct it in the form of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a range to the overall finished story. If you will find any grammar mistakes, in this, then leave it until the end. When the whole story is completed and written on the board, let students come 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 target on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The features of the above methods of learning grammar are which they draw the attention of the students to new grammatical structures since it may be the fun method to learn. However, there is a massive 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 think, the above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in these ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Let the students pick out a common sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. See 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 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 very good for newbies 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 keep these things put what in two piles, depending on the article. Once they have 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 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 a preschool teacher may be exciting as well as scary since you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who can amaze you at times with their unimaginable acts. At the same time frame, they are able to cause utter chaos and make you at your tethering ends. You could even get a headache and feel helpless at times. Though some children get adjusted to the school surroundings in not as time, a significant percentage of kids take time to get familiar with the new environment and can often test a teacher’s patience. Even when it is difficult to manage a lot of kids of such early age, taking the right efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. Listed here is a set 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 short attention span, you need 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 happens next. You are able to arrange fun games between a pair or number of students by utilizing pictures or perhaps a game which involves moving round the class to discover the prize.
Encourage participation in art corner
By having 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 find out how these exact 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 whole story along with your colleagues. Also, you can make utilization 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 because they help stimulate the mind and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As many children of the exact same generation come together in a preschool, the likelihood of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the children and also urge them to generally share their tiffin during lunchtime or breaks. She or he must motivate the students to participate in group games.
Make use of worksheets
While worksheets are less common in this age, you could have creative worksheets for the children to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to fit similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this specific generation have the ability to catch more if they hear repetitive things. Try narrating exactly the same story for per week and question them to repeat it the next time when you hold on 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’ll have unique birthday celebrations. While handling the young students is not any easy task and requires plenty of patience, planning innovative activities can help the youngsters enjoy and also make them feel comfortable.