This 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.
I’d like to back up and give you details on which they’re experiencing.
They’ve 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 very well as numerous of his peers do.
Initially, I believed it absolutely was incredible to watch him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to access 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 overall game a couple of rounds, he swipes back again to the main screen to start 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 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 a floor, hands balled into fists and a high-pitched screaming session.
He seems to choose the iPad or smartphone to everything else.
There are times when they’re the only things that could keep him quiet.
He has what on top look like apparent symptoms of autism, however the autism specialist they took him to is reluctant to obtain 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 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 general population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is frequently inherited.
No-one in either family has SPD, and besides hardly any symptoms, he does unfit the symptomatic profile.
Another thought they’ve 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 exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put before 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 pen and fists one such as for instance 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 determine how delayed, because of the type of kid he is and his not enough discipline that i think, his parents have not invested the amount of time in developing.
The sole word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that consists of words but not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He doesn’t seem to own the concept of putting a word having an image besides what he sees in videos or’educational games.’
From all they’ve 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.
Within the course of the evaluations, they were asked simply how much screen time he’s 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 entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. Most of us lead busy lives and the few minute of a break it allows were harmless, roughly they thought.
The speech therapist described to them the info from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the more hours children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes a day using screens, resulting in 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 results of the study demonstrated that there surely is a 49% increased possibility of delayed speech for every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about this for a few moments:
• 10% of US children under the age of 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 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 place 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 effects of long-term usage 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 is growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor resulting from the first 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, a significant sleep hormone, which interferes with the natural bodily rhythms, leading to 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 in a position to penetrate all the best way to the trunk of the attention, through the eyes’natural filters, and this is 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 is still out.
Pediatricians and child development experts concur that while passive screen time before a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games might be entertaining, it’s not going to offer a rich 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 whenever a child is engaged in play and learning. This can be a distraction from the duty 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 can be a big concern: if students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not interacting with parents and siblings or the real world.
There are only so several hours in one day, and the full time used 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 the age of three desire a well-balanced number of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you 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 each day in front of the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour each day for children 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years of age and older.
• Under age18 months there should be no screen time allowed and they should 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 susceptible 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 must remember that we are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.
We have to be very conscious 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 continue to be on the e-mail we only continue reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must establish a media free time every single day and spend this time with this 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 really is family time. The same holds true for all bedrooms. Bedrooms are intended 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 can become embedded into your head a whole lot faster. In order to execute this, find a tune that uses several tenses or different grammar points. Obtain the students to sing along and then write the lyrics on the board. Encourage them to sing it together and obtaining the tune into their head. Next, we are able to quiz them the tenses used and grammatical points that are in the actual text. Make it short and quick, and after they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to select a term on that and change the tense out of it. This would give them 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 would have been a many more fun. This may often motivate them to master faster. Amongst teenagers, this can be quite a lot more effective whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to make grammar only a little easier to know is to show it in the form of storytelling. Have 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 until the end. When the whole story is finished and written on the board, let students appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions why certain tenses are how 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 above mentioned methods of learning grammar are that they draw the interest of the students to new grammatical structures as it could be the fun solution 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 believe, the above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and doing the following ways such as for example:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Allow students pick out a common sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio with your students and make certain 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 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 excellent for beginners including small children. Cut right 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, question them if they can figure out the rule themselves.
Mcdougal 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 definitely 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 could be exciting as well as scary when you have to deal with many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who are able to amaze you at times 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 frustration and feel helpless at times. Although some children get adjusted to the school surroundings in much less time, a significant percentage of kids make time to get knowledgeable about the newest environment and can often test a teacher’s patience. Even if it is difficult to regulate a lot of kids of such early age, taking the best efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. This is a listing 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 short attention span, you ought to give attention to keeping activities which are short and simple 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 understand what goes on next. You are able to arrange fun games between a set or number of students by using pictures or even a game which involves moving round the class to locate the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the youngsters to paint their ideas and draw out creativity in them. It can help guess what happens all thoughts go on in the young mind and also learn their areas of interest. It’ll teach them the proper usage of colors, scissors, glue, etc., and learn how these things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to know the things more effectively. You can convey the lessons by dramatizing a component or the entire story with your colleagues. Also, you possibly can make usage 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 if they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate mental performance and enhance memory in kids. Additionally, it supports developing motor skills.
Motivate children to bond with others
As many children of the exact same generation come together in a preschool, the chances of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the children and also urge them to generally 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 could have creative worksheets for the kids to help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to match similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this specific age bracket have the ability to catch more should they hear repetitive things. Try narrating the same story for weekly and question them to repeat it next time as you hold on the role cards.
To really make the preschool a familiar place, permit notes from parents or allow the little one to create 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 lots of patience, planning innovative activities might help the children enjoy and also make them feel comfortable.