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 to their pediatrician.
Allow me to back up and offer you details on what they’re experiencing.
They’ve 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 extremely delayed in his speech abilities and social skills.
He manages a tablet and cellular phone well as many of his peers do.
Initially, I believed it was incredible to watch him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get to 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 couple of rounds, he swipes back once again to the key 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.
Once they try to eliminate 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.
There are times when they are the only real things that will keep him quiet.
He has what on top be seemingly outward indications of autism, however 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 complement with autism, and believes which will be correctly diagnosed when 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 is commonly 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 besides very few symptoms, he does unfit the symptomatic profile.
Another thought they have 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 light on and off).
He is extremely physically active (especially together with his constant physical exercise, 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 virtually anything put before him, does well in crowds and generally around others so long as he does not have 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 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, due to the type of kid he is and his insufficient discipline that i think, his parents haven’t invested the amount of time in developing.
The only word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which can 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 possess the concept of putting a phrase having an image apart from 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.
On the length of the evaluations, these were asked how much screen time he has each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and nearer to 90 minutes spread through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. All of us lead busy lives and the few minute of a rest it allows seemed to be harmless, roughly they thought.
The speech therapist pointed out for them the data from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the more time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes each day using screens, ultimately causing 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 couple of years old.
The outcomes of the research demonstrated that there’s a 49% increased chance of delayed speech for every single extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recently available 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 work with 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’s little scientific data on the results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 resulting from early 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, an essential 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 is also able to penetrate all how you can the back of the eye, 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 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 could be entertaining, it is not going to supply 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 movie 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 can be a big concern: if kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the true world.
There are only so many hours in a day, and enough time spent on 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 desire 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 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 no more than no two hours each 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 children 6 years of age and older.
• Under age18 months there should be no screen time allowed and they need to not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that 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 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 need 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 are still on the email we just read on our phone. By not making time for them, this usually makes their behavior worse.
As parents we must set up a media leisure time every single day and spend now with our attention 100% centered on 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 holds true for several 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 great deal 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. Get them to sing it together and having the tune into their head. Next, we can quiz them the tenses used and grammatical points that are in the particular text. Allow it to be short and quick, and if they get the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to pick a term on that and change the tense out of it. This could give them plenty of practice using different tenses and verb forms, and in the 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 many more fun. This can often motivate them to learn faster. Amongst teenagers, this can be a lot far better when 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 grasp is to teach it in the form of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a line to the general finished story. If you can find any grammar mistakes, in this, then leave it before the end. When the entire story is completed and written on the board, let students come 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 concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the aforementioned ways of learning grammar are they draw the eye of the students to new grammatical structures as it is the fun solution to learn. However, there’s an enormous 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 aforementioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in these ways such as:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Let the 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 make sure 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 very good for novices 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 the language in two piles, with respect to the article. Once they’ve their piles ready, ask them if they could determine 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a most readily useful seller.
Being a preschool teacher may be exciting in addition to scary because you have to cope with many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who are able to amaze you occasionally making use of their unimaginable acts. At the same time frame, they are able to cause utter chaos and make you at your tethering ends. You could even get a headache and feel helpless at times. Although some children get adjusted to the institution surroundings in not as time, an important percentage of kids remember to get acquainted with the newest environment and can often test a teacher’s patience. Even if it’s difficult to control a lot 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 set 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 ought to concentrate on keeping activities which are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to learn what happens next. You can arrange fun games between a pair or number of students by using pictures or even a game which involves moving across the class to find the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the kids to paint their ideas and draw out creativity in them. It can benefit guess what happens all thoughts continue in the young mind and also learn their regions of interest. It will guide them the best usage of colors, scissors, glue, etc., and learn how these specific things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to understand the items more effectively. You can convey the lessons by dramatizing a component or the entire story along with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The children 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 as they help stimulate mental performance and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As many children of exactly the same generation bond 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 youngsters and also urge them to share their tiffin during lunchtime or breaks. She or he must motivate the students to participate in group games.
While worksheets are less common in this age, you can 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 age bracket have the capacity to catch more if they hear repetitive things. Try narrating the same story for per week and question them to repeat it the next time when you wait 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 can have unique birthday celebrations. While handling the young students is no easy task and requires a lot of patience, planning innovative activities might help the kids enjoy and also make sure they are feel comfortable.