Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the 1st 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.
Let me back up and give you details about what they’re experiencing.
They have a three and a half year old young boy who’s 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 well as much of his peers do.
Initially, I thought it absolutely was incredible to watch 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 main screen to open up 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 right into a character’s belly.
If they try 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 appears to like 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 appear to be apparent symptoms of autism, but 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 complement with autism, and believes that’ll be correctly diagnosed if 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 typical population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.
No body in either family has SPD, and other than hardly any 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 light 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 not enough discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He includes a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others so 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 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 is cognitively delayed, but it’s hard to ascertain how delayed, due to the form of kid he’s and his insufficient discipline that i think, 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, that will be baby talk that includes words however, not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He doesn’t seem to have the concept of putting a word having an image other than what he sees in videos or’educational games.’
From all they have 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 simply how much screen time he has each day. They figure that 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 using one interaction. All of us lead busy lives and the few minute of a rest it allows were harmless, or so they thought.
The speech therapist stated to them the info from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The study “suggests the more time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes per day using screens, leading to an almost 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 2 yrs old.
The results of the study demonstrated that there’s a 49% increased chance of delayed speech for each extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.
Think about 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 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, a lot 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 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 is little scientific data on the consequences of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge in young kids with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is a well-accepted contributing factor caused by early introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are recognized 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, 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 be able to penetrate all how you can the rear of the attention, through the eyes’natural filters, and this is 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 remains out.
Pediatricians and child development experts agree that while passive screen time in front of a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games could be entertaining, it’s 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 background negatively affects their development each time a child is engaged in play and learning. This is 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 reaching parents and siblings or the true world.
There are only so much time in a day, and the full time allocated to screens comes at a top 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 group of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy 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 typical screen time limit of a maximum of no two hours per 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 should 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 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 have we directly and indirectly instill into our children.
We have to 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 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 just keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must establish a media spare time everyday and spend now 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. Exactly the same is true for all bedrooms. Bedrooms are intended 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 can become embedded into your brain a lot faster. To be able 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. Encourage them to sing it together and having the tune to their head. Following this, we can quiz them the tenses used and grammatical points which are in the actual text. Make it short and quick, and once they get the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to choose 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 the 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 will often motivate them to master faster. Amongst teenagers, this can be a lot more efficient when we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell a story: Another way to make grammar only a little easier to grasp is to show it in the proper execution of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a point 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 finished and written on the board, let a student come up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The features of the above types of learning grammar are that they draw the attention of the students to new grammatical structures since it could be the fun method to learn. However, there’s a massive 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 may also be made fun and doing these ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Allow students select their favorite sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. See the bio with your students and make sure they understand the differences. Contrast utilization 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 fantastic for newbies including small children. Cut 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 keep these things put the words in two piles, depending on the article. Once they’ve their piles ready, ask them if they are able to figure out the rule themselves.
Mcdougal 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 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 could be exciting along with scary because you have to cope with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who are able to amaze you sometimes with their unimaginable acts. At the same time frame, they are able to cause utter chaos and give you at your tethering ends. You might even get a frustration and feel helpless at times. Although some small children get adjusted to the school surroundings in much less time, a significant percentage of kids take care to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even if it is difficult to control a number of kids of such early age, taking the proper efforts to have 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 consume his/her classroom for complete development of the child.
Keep fun games
As these students have a brief attention span, you must concentrate on keeping activities that are short and easy to understand. The children often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to understand what are the results next. You can arrange fun games between a set or band of students by utilizing pictures or a game which involves moving round the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the children to paint their ideas and enhance creativity in them. It can benefit guess what happens all thoughts continue in the young mind and also learn their regions of interest. It’ll guide them the right utilization of colors, scissors, glue, etc., and find out how these specific things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort to portray them with the aid of a story. Visualizing things helps the students to know the items more effectively. You are able to convey the lessons by dramatizing a part or the whole story 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 curious about 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 brain and enhance memory in kids. In addition it aids in developing motor skills.
Motivate children to bond with others
As many children of the same age group come together 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 kids and also urge them to generally share their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the youngsters to 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 in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age bracket have the ability to catch more if they hear repetitive things. Try narrating the same story for a week and ask them to repeat it the very next time while you wait the role cards.
To help make the preschool a familiar place, permit notes from parents or allow the kid to bring his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students isn’t any easy task and requires plenty of patience, planning innovative activities might help the youngsters enjoy and also make sure they are feel comfortable.