1st Grade Word Searches

This is actually 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.

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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.

Allow me to back up and offer you details about what they’re experiencing.

They have a three and a half year old little boy who is 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 cell phone extremely well as many of his peers do.

Initially, I thought it had been incredible to view him wrap his little fingers around the family iPad or his mother’s mobile 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 several rounds, he swipes back once again 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 into a character’s belly.

When they try to eliminate 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 prefer 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 at first glance be seemingly apparent symptoms of autism, however the autism specialist they took him to is reluctant to get him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll 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 general population and is commonly heredity.

 

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source:simplykinder.com

 

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

No body in either family has SPD, and other than very few symptoms, he does not fit 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 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 gentle on and off).

He is 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 includes 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 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 is and his insufficient discipline that i think, his parents have not 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, that is baby talk that includes words however not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @

@ and YouTube. He doesn’t seem to have the idea of putting a phrase by having an image besides what he sees in videos or’educational games.’

From all they’ve read about sensory seekers, extreme speech delay does not appear to be especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

Over the course of the evaluations, they were asked how much screen time he has each day. They figure that he averages 45 to 60 minutes each day; 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 using one interaction. All of us lead busy lives and the few minute of some slack it allows appeared to be harmless, approximately they thought.

 

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

“Based on the study, 20 percent of kids under the age of two spend about 30 minutes each day using screens, resulting in 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 couple of years old.

The results of the analysis demonstrated that there is a 49% increased possibility of delayed speech for each extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.

Consider this for some 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 usage 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 recently available Journal of Pediatrics study indicated 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 use 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 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 usage of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp upsurge 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 the early introduction of handheld devices to kids.

Interactive screens such as for example 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 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 is also able to penetrate all how you can the trunk of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes damage 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 concur 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 supply a rich 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 each time a child is engaged in play and learning. This can be a distraction from the duty at hand 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 for instance tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.

There are only so much time per day, and the full time allocated to 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 require a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and using 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 this update, AAP had established that the general screen time limit of no more than no two hours a 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 kids 6 years old and older.
• Under age18 months there ought to be no screen time allowed and they need to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them the 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 need to remember that we are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.

We must be very conscious of our own 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 your kids.

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

As parents we have to set up a media leisure time every single day and spend this time around with this 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. 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 can become embedded into your head a lot faster. In order to execute this, find a tune 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 having the tune to their head. Next, we can quiz them the tenses used and grammatical points which 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 choose an expression on that and change the tense out of it. This may provide them with 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 be a much more fun. This will often motivate them to understand faster. Amongst teenagers, this could be a lot more effective whenever we divide the class into groups. Besides, everyone will be alert and enjoy too.

3. Tell a tale: Another way to create grammar only a little easier to know is to teach it in the proper execution of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a point 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 students show up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to the reasons certain tenses are the way they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The features of the above mentioned types of learning grammar are they draw the eye of the students to new grammatical structures because it may be the fun method to learn. However, there’s an enormous 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 think, the above approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.

Learning grammar may also be made fun and doing these ways such as for instance:

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


(2) Using Celebrity Photos: Cut fully 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 excellent for newbies 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 could use pictures too. Divide students into pairs or groups and ask them to put what in two piles, with respect to the article. Once they have their piles ready, question them if they are able to determine the rule themselves.

The writer 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 part time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.

Being truly a preschool teacher may be exciting along with scary since you have to deal with many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who is able to amaze you at times 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. Although some young children get adjusted to the college surroundings in much less time, a major 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 manage a bunch of kids of such early age, taking the right efforts to obtain them involved with 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 brief attention span, you should focus 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 understand what happens next. You are able to arrange fun games between a set or group of students by making use of pictures or perhaps a game which involves moving around the class to find the prize.

Encourage participation in art corner

Insurance firms art and craft activities, you are able to encourage the kids to paint their ideas and bring out creativity in them. It will also help guess what happens all thoughts carry on in the young mind and also learn their regions of interest. It will teach them the right use of colors, scissors, glue, etc., and learn how these specific things are to be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, attempt to portray them with assistance from a story. Visualizing things helps the students to understand what exactly more effectively. You can convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you can make use of nursery songs or gestures for the same.

Include puzzles and science

The kids are usually interested in learning new things and often drift off to places in the classroom should 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 much children of the exact same generation get together in a preschool, the chances of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to talk about their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.

Make use of worksheets

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

Read out stories

Children in this specific age group have the capacity to catch more when they hear repetitive things. Try narrating exactly the same story for a week and question them to repeat it the next time when you hold on the role cards.

To help make the preschool a common place, permit notes from parents or allow the kid 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 them feel comfortable.

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