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 with their pediatrician.
Let me back up and give you details on what they’re experiencing.
They’ve a three and a half year old little boy who is 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 product and cell phone extremely well as much of his peers do.
Initially, I thought it absolutely 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 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 a few rounds, he swipes back once again to the key screen to open 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 into a character’s belly.
When they make an effort to take away the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.
He seems to choose the iPad or smartphone to everything else.
Solutions when they are the only issues that can keep him quiet.
He’s what at first glance seem to be outward indications of autism, however the autism specialist they took him to is reluctant to have him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match with autism, and believes that will be correctly diagnosed when 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 overall population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
No one in either family has SPD, and besides very few 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 gentle on and off).
He’s 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 is 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 as 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 such as 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 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 for me, his parents have not invested the amount of time in developing.
The only word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which will be baby talk that contains words however not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to possess the concept of putting a word having an image besides what he sees in videos or’educational games.’
From all they have read about sensory seekers, extreme speech delay doesn’t be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over the length of the evaluations, these were asked just how much screen time he’s each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I think it higher and closer to 90 minutes spread through the entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of some slack it allows were harmless, approximately they thought.
The speech therapist stated to them the info from a recent Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the more time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes per day using screens, resulting in 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 2 yrs old.
The results of the research 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.
Look at this for a few 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 access to a tablet 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 current Journal of Pediatrics study showed 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 make use of 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 the cognitive development.
There’s little scientific data on the effects of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 a well-accepted contributing factor caused by the first introduction of handheld devices to kids.
Interactive screens such as iPads, tablets, and smartphones are recognized 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, resulting in 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 way to the rear of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes harm 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 facing 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 an abundant learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a video or TV running in the backdrop negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the job 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 children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.
You can find only so many hours in one day, and enough time spent on screens comes at a higher 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 number 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 alongside 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 overall screen time limit of a maximum of no two hours per day facing 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 of age and older.
• Under age18 months there ought to be no screen time allowed and they will not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces 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 must remember that people 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 our kids.
Kids can tell when our heads continue to be on the email we only keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to establish a media leisure time every single day and spend now with your attention 100% dedicated to our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. Exactly the same holds true for many 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 will become embedded into the mind a great deal faster. In order 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. Get them to sing it together and obtaining the tune within their head. Next, we could quiz them the tenses used and grammatical points that are in the specific text. Ensure it is short and quick, and once they have the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to select a phrase on that and change the tense out of it. This could give them a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a much more fun. This can often motivate them to master faster. Amongst teenagers, this can be a lot far better whenever 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 teach it in the proper execution of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a range to the overall finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole story is finished and written on the board, let students show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The features of the above mentioned ways of learning grammar are that they draw the interest of the students to new grammatical structures since it may be the fun solution to learn. However, there is an enormous disadvantage if these strategies are used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I do 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 example:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Let the students choose their favorite sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. Browse the bio 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 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 great for beginners including small children. Cut fully out a listing 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 what in two piles, with respect to the article. Once they’ve their piles ready, ask them if they could figure out the rule themselves.
The author 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 best seller.
Being truly a preschool teacher may be exciting in addition to scary as you have to deal with many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who are able to amaze you occasionally with their unimaginable acts. At once, they are able to cause utter chaos and leave you at your tethering ends. You could even get a frustration and feel helpless at times. Though some small children get adjusted to the college surroundings in much less time, an important percentage of kids take time to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it is difficult to manage a lot of kids of such young 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 list of different activities a preschool teacher can consume his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you must give attention to keeping activities which are short and simple to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to understand what happens next. You can arrange fun games between a set or number of students by utilizing pictures or a game which involves moving around the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the children to paint their ideas and enhance creativity in them. It will also help guess what happens all thoughts carry on in the young mind and also learn their aspects of interest. It’ll guide them the best utilization of colors, scissors, glue, etc., and understand 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 grasp the items more effectively. You can convey the lessons by dramatizing a component 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 little ones are always interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate the mind and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As numerous children of the exact same age bracket bond in a preschool, the odds 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 fairly share their tiffin during lunchtime or breaks. He/she must motivate the students to take part in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll 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 complement similar objects, draw images about a particular topic or even color the printed figure.
Read out stories
Children in this particular age bracket have the capacity to catch more should they hear repetitive things. Try narrating exactly the same story for weekly and inquire further to repeat it the next time while you wait 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 could have unique birthday celebrations. While handling the young students is not any easy task and requires a lot of patience, planning innovative activities might help the children enjoy and also make them feel comfortable.