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 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 product and cell phone quite 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 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 overall game several rounds, he swipes back to the key 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 remove the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking a floor, 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 things that will keep him quiet.
He’s what at first glance be seemingly symptoms of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll 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 typical population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
No one in either family has SPD, and other than very few symptoms, he does unfit the symptomatic profile.
Another thought they’ve 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 that 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 mild on and off).
He is extremely physically active (especially with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others as long as he does not need 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 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 is cognitively delayed, but it’s hard to find out how delayed, because of the type of kid he is and his not enough discipline that in my opinion, his parents haven’t 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, which is baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @
@ and YouTube. He doesn’t seem to possess the thought of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they’ve read about sensory seekers, extreme speech delay does not be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the span of the evaluations, they certainly were asked simply how much screen time he’s each day. They figure he averages 45 to 60 minutes each day; 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. All of us lead busy lives and the few minute of a break it allows seemed to be harmless, approximately they thought.
The speech therapist pointed out for them the information from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The research “suggests the more time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they’re to begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes a 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 two years old.
The outcome of the research demonstrated that there’s a 49% increased chance of delayed speech for every single extra 30 minutes spent employing a touchscreen, be it a product, 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study revealed that:
• 20% of 1-year-olds own a tablet.
• 28% of 2-year-olds could navigate a mobile 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 age 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 effects of long-term use 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 just a well-accepted contributing factor caused by 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 important 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 also be able to penetrate all the way to the trunk 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 is still 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 may be entertaining, it is not going to supply 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 each time a child is engaged in play and learning. This can be 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 is a big concern: if students are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.
You can find only so several hours in one day, and the full time used on screens comes at a top 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 need a well-balanced band of activities, ranging 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 along side 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 overall screen time limit of a maximum of no two hours a day facing 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 kids 6 years of age and older.
• Under age18 months there ought to 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 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 must remember that individuals are our children’s main role models, therefore the 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 your kids.
Kids can tell when our heads are still on the e-mail we only continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we have to begin a media leisure time each and every day and spend this time 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. This is family time. The exact same is true for many bedrooms. Bedrooms are created for sleeping.
The three ways of making learning grammar interesting are:
1. Using Songs: Music always triggers the interest of the children. By singing phrases, this can become embedded into your brain a whole lot faster. In order 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. Cause them to sing it together and getting the tune into their head. After this, we can quiz them the tenses used and grammatical points that are in the specific text. Ensure it is short and quick, and when they have the hang of it, let them sing again. Following this, try creating a game out of it. Select individual students to select a term on that and change the tense out of it. This may give them lots of practice using different tenses and verb forms, and in the very light-hearted way.
2. Ensure it is into 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 master faster. Amongst teenagers, this can be a lot more efficient when we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell an account: Another way to create grammar only a little easier to understand is to instruct it in the proper execution of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a range to the general finished story. If there are any grammar mistakes, in this, then leave it before the end. When the entire story is finished 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 the reasons certain tenses are how they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The features of the above methods of learning grammar are they draw the attention of the students to new grammatical structures because it could be the fun method to learn. However, there’s an enormous 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 believe, the above mentioned approaches to learning grammar must 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 are able to teach and practice any verb tense in a great 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. 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 right out celebrity photo pictures from magazines. Use these pictures to show 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 out a list 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 ask them to put what in two piles, with regards to the article. Once they have their piles ready, ask them if they can 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 can be 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 useful seller.
Being a preschool teacher can be exciting along with scary as you have to cope with many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who are able to amaze you sometimes using their unimaginable acts. At once, they can cause utter chaos and give you at your tethering ends. You may even get a frustration and feel helpless at times. While some small children get adjusted to the school surroundings in much less time, a significant 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 early age, taking the best efforts to obtain them involved with various school activities can raise their interests and avoid disruptions in the class. This is a listing 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 must focus on keeping activities that are short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to learn what happens next. You are able to arrange fun games between a couple or number of students by making use of pictures or perhaps a game which involves moving around the class to find the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the kids to paint their ideas and enhance creativity in them. It can benefit you know what all thoughts carry on in the young mind and also learn their areas of interest. It’ll guide them the proper use of colors, scissors, glue, etc., and find out how these specific things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to know the items more effectively. You can convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you can make usage of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually interested in learning new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class while they help to stimulate mental performance and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As numerous children of the exact same generation get together in a preschool, the odds of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the kids and also urge them to share their tiffin during lunchtime or breaks. She or he must motivate the students to take part in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the youngsters to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child 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 group have the capacity to catch more should they hear repetitive things. Try narrating the exact same story for weekly and question them to repeat it the very next time as you hold on the role cards.
To really make the preschool a common place, permit notes from parents or allow the little one 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 a lot of patience, planning innovative activities will help the kids enjoy and also cause them to become feel comfortable.