This is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the very 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 what they’re experiencing.
They’ve a three and a half year old young boy who’s a classic’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 cellular phone very well as numerous of his peers do.
Initially, I believed it had been incredible to watch him wrap his little fingers around the family iPad or his mother’s mobile phone, swiping through icons to get at 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 game a few rounds, he swipes back 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.
If 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 ground, hands balled into fists and a high-pitched screaming session.
He seems to prefer the iPad or smartphone to everything else.
Solutions when they are the only real items that will keep him quiet.
He’s what at first glance look like outward indications of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match with autism, and believes which is 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 tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is frequently inherited.
No-one in either family has SPD, and apart from not many symptoms, he does not fit 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 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 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 not enough discipline, but he’s 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 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 pen and fists one just 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 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 time in developing.
The only real word that 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 however not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @
@ and YouTube. He does not seem to have the thought of putting a word having an image besides what he sees in videos or’educational games.’
From all they’ve find out 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.
Over the length of the evaluations, they certainly were asked simply how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and closer to 90 minutes spread through the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of a break it allows seemed to be harmless, approximately they thought.
The speech therapist pointed out in their mind the information from a recent Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The study “suggests the more hours children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes per day using screens, leading to an almost 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 two years old.
The outcomes of the study demonstrated that there’s a 49% increased possibility of delayed speech for every 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.
According to 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 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 more than 5x in 4 years with and the unknown impact on the cognitive development.
There is little scientific data on the results 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 is growing at an alarming rate worldwide and screen use is a well-accepted contributing factor resulting from the early introduction of handheld devices to kids.
Interactive screens such as for instance 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 it’s the highest energy wavelength of visible light. This energy can be able to penetrate all how you can 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’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 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’s not going to supply 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 background negatively affects their development whenever a child is engaged in play and learning. This can be a distraction from the job accessible 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 instance tablets, iPads, and smartphones, they are not reaching parents and siblings or the actual world.
There are only so many hours per day, and enough time allocated to screens comes at a higher price, taking time away 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 desire a well-balanced band of activities, including 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 general screen time limit of a maximum of no two hours a 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 children 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 which makes them probably 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 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 have to be very conscious of our own behaviors and this means turning off our smart phones, putting down the tablet or iPad along with the TV and laptop and being in the here and now with our kids.
Kids can tell when our heads continue to be on the e-mail we just read on our phone. By not watching them, this usually makes their behavior worse.
As parents we need to begin a media leisure time each and every day and spend this time around with our attention 100% dedicated to our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. Exactly the same holds true for several bedrooms. Bedrooms are meant 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 will become embedded into the mind a lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Cause them to sing it together and obtaining the tune to their head. Following this, we can quiz them the tenses used and grammatical points that are in the specific text. Make it short and quick, and after they obtain the hang of it, let them sing again. Following this, try creating a game out of it. Select individual students to pick a term on that and change the tense out of it. This would let them have plenty of practice using different tenses and verb forms, and in the very light-hearted way.
2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a much more fun. This may often motivate them to learn faster. Amongst teenagers, this can be a lot more efficient when we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a tale: Another way to produce grammar only a little easier to know is to show it in the proper execution of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a range to the general finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the whole story is finished and written on the board, let a student appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions 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 lot easier.
The features of the aforementioned types of learning grammar are which they draw the attention of the students to new grammatical structures because it could be the fun method to learn. However, there’s a massive disadvantage if these strategies are employed constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing these ways such as for example:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Allow students select their favorite sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Read the bio along 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 fantastic for beginners 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 may use pictures too. Divide students into pairs or groups and ask them to put the language in two piles, depending on the article. Once they’ve their piles ready, question them if they can figure out the rule themselves.
Mcdougal Yasmin M Elias is 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.
Being fully a preschool teacher may be exciting along with scary when you have to cope with many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who can amaze you sometimes using their unimaginable acts. At the same time frame, they can cause utter chaos and give you at your tethering ends. You may even get a headache and feel helpless at times. Though some children get adjusted to the school surroundings in much less time, an important percentage of kids remember to get familiar with the new environment and can often test a teacher’s patience. Even if it is difficult to manage a bunch of kids of such young age, taking the best efforts to get them associated with various school activities can raise their interests and avoid disruptions in the class. Here 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 concentrate on keeping activities which are short and easy to understand. The children often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to know what happens next. You can arrange fun games between a set or band of students by using pictures or even a game which involves moving round the class to find the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the youngsters to paint their ideas and enhance creativity in them. It can help you know what all thoughts go on in the young mind and also learn their areas of interest. It’ll guide them the right use of colors, scissors, glue, etc., and find out how these 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 grasp the things more effectively. You can convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you may make utilization of nursery songs or gestures for the same.
Include puzzles and science
The kids 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 as they help stimulate the brain and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As numerous 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 share their tiffin during lunchtime or breaks. She or he must motivate the students to take part in group games.
Take advantage of worksheets
While worksheets are less common in this age, you can have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to complement similar objects, draw images of a particular topic as well as color the printed figure.
Read out stories
Children in this specific age group have the capability to catch more should they hear repetitive things. Try narrating exactly the same story for per week and inquire further to repeat it the next time while you hold on the role cards.
To help 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 plenty of patience, planning innovative activities can help the youngsters enjoy and also make sure they are feel comfortable.