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This is 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.

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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 offer you details on what they’re experiencing.

They have a three and a half year old little boy who’s 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 tablet and cell phone well as numerous of his peers do.

Initially, I thought it had been incredible to view him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get at a really 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 once again 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 in to a character’s belly.

If 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 a floor, hands balled into fists and a high-pitched screaming session.

He appears to like the iPad or smartphone to everything else.

Solutions when they’re the sole issues that will keep him quiet.

He’s what on the surface appear to be outward indications of autism, nevertheless the autism specialist they took him to is reluctant to obtain him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up 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 typical population and tends to be heredity.

 

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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 besides not many 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’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’s affectionate with his family and relatives and makes good eye contact.

 

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He features 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 need to really 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 does not imitate sounds or vocabulary much, if at all.

His parents know he’s 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 haven’t invested the amount of 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 will be baby talk that contains words however, not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @

@ and YouTube. He does not seem to possess the idea of putting a word with an image other than what he sees in videos or’educational games.’

From all they have find out 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.

Within the course of the evaluations, they certainly were asked just 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 think it higher and nearer to 90 minutes spread through the day.

A product / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. Most of us lead busy lives and the few minute of some slack it allows seemed to be harmless, roughly they thought.

 

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The speech therapist stated to them the info from a recent Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The study “suggests the additional time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the much more likely they’re to begin talking later.”

“According to the study, 20 percent of kids under age two spend about 30 minutes a day using screens, leading to a nearly 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 2 yrs old.

The results of the study demonstrated that there’s a 49% increased possibility of delayed speech for every single extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.

Look at 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 use of a product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A recent 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 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 their cognitive development.

There is little scientific data on the consequences of long-term use of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp upsurge in young children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor caused by the early introduction of handheld devices to kids.

Interactive screens such as for instance 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 interferes with the natural bodily rhythms, ultimately causing sleep disturbances in both adults and children from their use.

Blue light is damaging because oahu is the highest energy wavelength of visible light. This energy can be able to penetrate all the best way to the back of the attention, through the eyes’natural filters, and that’s 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 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 provide a wealthy 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 background negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the duty available and lowers their concentration.

 

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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 tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.

You will find only so several hours in one day, and the full time spent on screens comes at a higher 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 desire a well-balanced group of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and playing with 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 each day in front of 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 children 6 years old and older.
• Under age18 months there should be no screen time allowed and they ought to 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 need to remember that individuals are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.

We need to be very aware of our personal behaviors and this implies 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 this kids.

Kids can tell when our heads are still on the email we just continue reading our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we need to set up a media spare time every single 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. Exactly the same is valid 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 your brain a 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. Cause them to sing it together and obtaining the tune into their head. Following this, we are able to quiz them the tenses used and grammatical points that are in the particular text. Make it short and quick, and when they obtain the hang of it, let them sing again. After this, try building a game out of it. Select individual students to select a phrase on that and change the tense out of it. This will let them have lots of practice using different tenses and verb forms, and in the very light-hearted way.

2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a much more fun. This can often motivate them to understand faster. Amongst teenagers, this could be a lot more effective once we divide the class into groups. Besides, everyone is going to be alert and enjoy too.

3. Tell a tale: Another way to create grammar only a little easier to understand is to show it in the shape of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a line to the entire finished story. If there are any grammar mistakes, in this, then leave it until the end. When the entire story is completed and written on the board, let a student show 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 focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.

The advantages of the above ways of learning grammar are they draw the attention of the students to new grammatical structures because it is the fun way to learn. However, there is a huge 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 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 the next ways such as for example:

(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Let the students select their favorite sports star or celebrities. Find a quick biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio together with your students and make certain they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(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 excellent 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 could use pictures too. Divide students into pairs or groups and ask them to put the language in two piles, with respect to the article. Once they have their piles ready, ask them if they could determine the rule themselves.

The writer 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 fully a preschool teacher may be exciting in addition to scary because you have to deal with many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who can amaze you sometimes using their unimaginable acts. At once, they could cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. While some young children get adjusted to the college surroundings in much less time, a major percentage of kids take the time to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it is difficult to manage a bunch 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 take in his/her classroom for complete development of the child.

Keep fun games

As these students have a quick attention span, you must concentrate on keeping activities which can be short and an easy task 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 know what goes on next. You can arrange fun games between a pair or group of students by utilizing pictures or a game which involves moving around the class to find the prize.

Encourage participation in art corner

By having art and craft activities, you are able to encourage the kids to paint their ideas and enhance creativity in them. It will also help guess what happens all thoughts continue in the young mind and also learn their aspects of interest. It’ll teach them the best utilization of colors, scissors, glue, etc., and understand how these exact things can 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 what exactly 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 kids are usually 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 to stimulate the mind and enhance memory in kids. In addition, it supports developing motor skills.

Motivate children to bond with others

As much children of exactly the same age group get together in a preschool, the likelihood of conflicts between them are usually 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. He/she must motivate the students to be involved in group games.

Utilize 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 can keep simple pages where the kid is expected to match similar objects, draw images of a particular topic as well as color the printed figure.

Read out stories

Children in this particular generation have the capability to catch more if they hear repetitive things. Try narrating exactly the same story for a week and question them to repeat it next time as you hold out the role cards.

To make the preschool a familiar place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students is no easy task and requires lots of patience, planning innovative activities might help the kids enjoy and also make them feel comfortable.

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