1st Grade Adding Coins

This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the very 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 with their pediatrician.

I’d like to back up and give you details about what they’re experiencing.

They have a three and a half year old little boy who’s a vintage’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 cellular 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 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 couple of rounds, he swipes back once 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.

Once they try to take away the iPad, they suffer through one heck of a fit 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 choose the iPad or smartphone to everything else.

Solutions when they’re the only issues that could keep him quiet.

He has what on top be seemingly 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 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 general population and is often heredity.

 

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The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is often inherited.

No one in either family has SPD, and other than very few symptoms, he does not fit the symptomatic profile.

Another thought they have 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 light on and off).

He’s extremely physically active (especially with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate along with his family and relatives and makes good eye contact.

 

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He has a great appetite and eats pretty much anything put before him, does well in crowds and generally around others provided that he does not need 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 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 significantly 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’s and his not enough discipline that in my opinion, his parents have not invested the 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, that is baby talk that includes words but not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @

@ and YouTube. He does not seem to have the thought of putting a phrase 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.

Within the course of the evaluations, they certainly were asked just how much screen time he’s each day. They figure he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and nearer to 90 minutes spread through the day.

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

 

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The speech therapist described to them the information from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The study “suggests the additional time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they are 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 a nearly 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 two years old.

The results of the study demonstrated that there’s a 49% increased possibility of delayed speech for every extra 30 minutes spent utilizing 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 product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on a Nielsen Study, significantly 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 a lot 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 utilization 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 caused by early introduction of handheld devices to kids.

Interactive screens such as for example 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 disrupts the natural bodily rhythms, leading to 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 also be able to penetrate all how you can the back of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury 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 continues to be 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’s not going to offer a wealthy 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 can be a distraction from the task 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 can be a big concern: if children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.

There are only so several hours in one day, and the full time spent on 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 require a well-balanced number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you 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 per day before the TV for kids 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 children 6 years of age and older.
• Under age18 months there ought to 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 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 must remember that people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.

We must be very aware of our own behaviors and what this means is turning off our smart phones, putting down the tablet or iPad combined with the TV and laptop and being in the here and now with your kids.

Kids can tell when our heads continue to be on the email we only keep reading our phone. By not making time for them, this usually makes their behavior worse.

As parents we need to set up a media spare time everyday and spend this time around with our attention 100% centered on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The exact 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 the mind a great deal faster. In order 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 having the tune to their head. After this, we are able to quiz them the tenses used and grammatical points which can be in the particular text. Ensure it is short and quick, and after they obtain the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This will give them plenty of practice using different tenses and verb forms, and in the light-hearted way.

2. Allow it to be in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a many more fun. This will 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 is going to be alert and enjoy too.

3. Tell an account: Another way to make grammar only a little easier to understand is to instruct it in the form of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a range to the overall finished story. If you will find any grammar mistakes, in this, then leave it before end. When the whole story is completed 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 as to why certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.

The benefits of the above ways of learning grammar are which they draw the interest of the students to new grammatical structures as it could be the fun way to learn. However, there is a massive disadvantage if these strategies are utilized constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the aforementioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.

Learning grammar can also be made fun and participating in the following ways such as for example:

(1) Using Celebrity Profiles: We are able to 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 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 teach 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 novices including small children. Cut right out a list 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 figure out the rule themselves.

The writer 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 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 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 a chance to be with innocent children who can amaze you sometimes using their unimaginable acts. At the same time, they can cause utter chaos and make you at your tethering ends. You may even get a frustration and feel helpless at times. Although some small children get adjusted to the institution surroundings in not as time, an important percentage of kids make time to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it’s difficult to regulate a bunch of kids of such young age, taking the best efforts to have them involved in various school activities can raise their interests and avoid disruptions in the class. This 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 should concentrate on keeping activities which can be short and an easy task to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to understand what happens next. You can arrange fun games between a set or number of students by using pictures or a game which involves moving round the class to discover the prize.

Encourage participation in art corner

With art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It can benefit do you know what all thoughts go on in the young mind and also learn their regions of interest. It’ll teach them the proper usage of colors, scissors, glue, etc., and learn how these specific things are to be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, attempt to portray them with assistance from a story. Visualizing things helps the students to understand the things more effectively. You can convey the lessons by dramatizing a component or the entire story together with your colleagues. Also, you possibly can make usage of nursery songs or gestures for the same.

Include puzzles and science

The children are always 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 stimulate the mind and enhance memory in kids. Additionally it aids in developing motor skills.

Motivate children to bond with others

As numerous children of exactly the same age bracket get together in a preschool, the likelihood of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the kids and also urge them to fairly share their tiffin during lunchtime or breaks. He or she must motivate the students to participate in group games.

Utilize worksheets

While worksheets are less common in this age, you could have creative worksheets for the youngsters to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to fit similar objects, draw images about a particular topic as well as color the printed figure.

Read out stories

Children in this kind of generation have the capability to catch more when they hear repetitive things. Try narrating exactly the same story for a week and inquire further to repeat it the very next time while you hold out the role cards.

To make the preschool a familiar place, permit notes from parents or allow the little one 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 can help the youngsters enjoy and also cause them to become feel comfortable.

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