This is actually 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.
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.
Let me back up and offer you details about 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 incredibly delayed in his speech abilities and social skills.
He manages a tablet and cellular phone extremely well as numerous of his peers do.
Initially, I believed it absolutely was incredible to view 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 overall game several rounds, he swipes back 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.
If 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 the ground, hands balled into fists and a high-pitched screaming session.
He seems to prefer the iPad or smartphone to everything else.
There are times when they’re the only things that can keep him quiet.
He has what on the surface seem to be apparent symptoms of autism, however 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 match up with autism, and believes which is correctly diagnosed when they wait.
Based on the reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and tends to be 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 apart from not many symptoms, he does not fit 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 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 is extremely physically active (especially along with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate together with his family and relatives and makes good eye contact.
He includes 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 truly 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 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 determine how delayed, because of the kind of kid he is and his not enough 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 is baby talk that consists of words however, not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @
@ and YouTube. He does not seem to possess the concept of putting a word with an image apart from what he sees in videos or’educational games.’
From all they have learn about sensory seekers, extreme speech delay does not seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over the span of the evaluations, they certainly were asked just how much screen time he’s each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I believe it higher and closer to 90 minutes spread throughout the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of some slack it allows appeared to be harmless, roughly they thought.
The speech therapist stated in their mind the info from a recently available Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The study “suggests the additional time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they are 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, 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 couple of years old.
The outcomes of the research demonstrated that there surely is a 49% increased potential for 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 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 usage of a tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, a lot 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 portable 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 the age of 3 has grown significantly more than 5x in 4 years with and the unknown impact on their cognitive development.
There is little scientific data on the results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 early introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are known 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, 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 able to penetrate all how you can the back of the eye, 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 continues to be out.
Pediatricians and child development experts agree totally that while passive screen time in front of 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 supply an abundant learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the back ground negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the duty accessible 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 tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the real world.
There are only so many hours per day, and the full time allocated to 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 the age of three need a well-balanced number of activities, ranging 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 typical screen time limit of a maximum of no two hours each day facing the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour daily 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 will 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 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 have to remember that people are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.
We must be very aware of our own behaviors and this implies turning off our smart phones, putting down the tablet or iPad combined with TV and laptop and being in the here and now with your kids.
Kids can tell when our heads are still on the e-mail we only keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we must establish a media spare time each day and spend now with our 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 many bedrooms. Bedrooms are intended for sleeping.
The three means 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 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. Get them to sing it together and having the tune to their head. Next, we can quiz them the tenses used and grammatical points which can be in the specific text. Make it short and quick, and if they have the hang of it, let them sing again. Following 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 provide them with a lot 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 will be a many more fun. This will often motivate them to understand faster. Amongst teenagers, this can be quite a lot more effective once we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell an account: Another way to create grammar a little easier to grasp is to show it in the form of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a line 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 come up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are the way 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 aforementioned methods of learning grammar are they draw the interest of the students to new grammatical structures because it may be the fun method 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 should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in these ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in an excellent way. Let the students select a common sports star or celebrities. Find a short biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio with your students and ensure they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut 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 great for newbies including small children. Cut 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 keep these things put what in two piles, with regards to the article. Once they’ve their piles ready, inquire further 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 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 could be exciting along with scary as you have to deal with many toddlers at any time. Nevertheless, it gives you a chance to be with innocent children who will amaze you at times with their unimaginable acts. At once, they can cause utter chaos and make you at your tethering ends. You could even get a frustration and feel helpless at times. Though some children get adjusted to the college surroundings in not as time, a significant percentage of kids take the time to get acquainted with the newest environment and can often test a teacher’s patience. Even if it’s difficult to control a number of kids of such young age, taking the best efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. Here is a listing 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 easy to understand. The kids often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to learn what are the results next. You can arrange fun games between a pair or group of students by making use of pictures or even a game which involves moving round the class to locate the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the youngsters to paint their ideas and bring out creativity in them. It will also help guess what happens all thoughts go on in the young mind and also learn their aspects of interest. It’ll teach them the proper utilization of colors, scissors, glue, etc., and understand how these exact things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to grasp what exactly more effectively. You are able to convey the lessons by dramatizing a part or the entire story together with your colleagues. Also, you may make use of nursery songs or gestures for the same.
Include puzzles and science
The children are usually interested in 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 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 the same age bracket get together in a preschool, the likelihood of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the kids and also urge them to share their tiffin during lunchtime or breaks. He or she must motivate the students to participate in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to complement similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this particular generation have the capability to catch more when they hear repetitive things. Try narrating the exact same story for a week and inquire further to repeat it the next time while you wait the role cards.
To make the preschool a familiar place, permit notes from parents or allow a child to bring his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities will help the youngsters enjoy and also make them feel comfortable.