4 Yards to Inches

This is 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.

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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 on which they’re experiencing.

They have 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 extremely delayed in his speech abilities and social skills.

He manages a tablet and cellular phone quite well as numerous 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 access a particularly 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 few rounds, he swipes back again to the key screen to open up 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 in to a character’s belly.

When 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 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 real things that can keep him quiet.

He’s what at first glance look like 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 that will be correctly diagnosed when they wait.

Based on the reading, his parents think he may be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is commonly heredity.

 

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source:theguardian.newspapers.com

 

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 other than hardly any 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 that 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 mild on and off).

He’s 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’s affectionate with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats pretty much anything put facing him, does well in crowds and generally around others as long as he does not need 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 such as for instance a two-year-old with a crayon.

His verbal skills and social skills are underdeveloped.

He understands far 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 find out how delayed, due to the type of kid he’s and his lack of 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, that is baby talk that contains words however, not complete conversational sentences. Thus, his vocabulary is restricted and is apparently what he hears on @

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

From all they’ve 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.

Within the length of the evaluations, these were asked simply how much screen time he’s each day. They figure that he averages 45 to 60 minutes per day; 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 using one interaction. We all lead busy lives and the few minute of a break it allows seemed to be harmless, or so they thought.

 

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The speech therapist described to them the data from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the more hours children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”

“Based on the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, leading to an almost 50 percent increased danger 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 2 yrs old.

The outcomes of the analysis demonstrated that there’s a 49% increased potential for delayed speech for each and every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.

Think about this for some 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 tablet or mobile phone.
According to a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study indicated 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 the cognitive development.

There is little scientific data on the effects 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 resulting from early introduction of handheld devices to kids.

Interactive screens such as iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential sleep hormone, which disrupts the natural bodily rhythms, resulting in 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 the way to the back of the eye, through the eyes’natural filters, and that’s 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 remains out.

Pediatricians and child development experts agree that while passive screen time facing a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games might be entertaining, it is not going to provide 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 when a child is engaged in play and learning. This is a distraction from the job accessible 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 students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the true world.

You can find only so many hours in a day, and the full time used on screens comes at a high 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 desire a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and playing 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 a day facing the TV for children 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 must be no screen time allowed and they ought to 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 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 need to remember that individuals 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 aware of our personal behaviors and what this means is 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 just read on our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we need to set up a media leisure time everyday and spend this time around with this attention 100% centered on 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 brain a whole lot 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. Cause them to sing it together and getting the tune into their head. After this, we could quiz them the tenses used and grammatical points which can be in the specific text. Allow it to be short and quick, and after they get the hang of it, let them sing again. Following this, try creating a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This will let them have lots of practice using different tenses and verb forms, and in the very light-hearted way.

2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a many more fun. This will often motivate them to master faster. Amongst teenagers, this can be a lot far better when we divide the class into groups. Besides, everyone will soon be alert and enjoy too.

3. Tell a story: Another way to produce grammar only a little easier to understand is to show it in the shape of storytelling. Obtain the students to make 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 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 why certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.

The benefits of the aforementioned types of learning grammar are they draw the attention of the students to new grammatical structures as it could be the fun way to learn. However, there’s a massive disadvantage if these strategies are used constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.

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

(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Allow the students pick out their favorite sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. See the bio together with your students and make sure they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.


(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 beginners including small children. Cut fully out a list 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 keep these things put the language in two piles, depending on the article. Once they have their piles ready, ask them if they are able to figure out the rule themselves.

Mcdougal 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 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 useful seller.

Being a preschool teacher could be exciting in addition to scary when you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who are able to amaze you sometimes using their unimaginable acts. At once, they can cause utter chaos and leave you at your tethering ends. You might even get a headache and feel helpless at times. Though some young kids get adjusted to the institution surroundings in not as time, a major percentage of kids remember to get familiar with the newest environment and can often test a teacher’s patience. Even if it is difficult to control a bunch of kids of such young age, taking the proper efforts to get them associated 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 take in his/her classroom for complete development of the child.

Keep fun games

As these students have a quick attention span, you need to concentrate on keeping activities that are short and easy to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to understand what goes on next. You can arrange fun games between a set or group of students by using pictures or even a game which involves moving across the class to discover 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 enhance creativity in them. It can benefit you know what all thoughts continue in the young mind and also learn their regions of interest. It will teach them the proper utilization of colors, scissors, glue, etc., and learn how these exact things can be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, make an effort to portray them with assistance from a story. Visualizing things helps the students to grasp the items more effectively. You are able to convey the lessons by dramatizing a part or the entire story together with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.

Include puzzles and science

The kids are usually curious about 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 brain and enhance memory in kids. Additionally it supports developing motor skills.

Motivate children to bond with others

As numerous children of the exact same age group get together in a preschool, the likelihood of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the kids and also urge them to fairly share their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.

Take advantage 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 about a particular topic as well as color the printed figure.

Read out stories

Children in this particular age bracket have the ability to catch more when they hear repetitive things. Try narrating the same story for per week and question them to repeat it the next time while you wait the role cards.

To really make the preschool a familiar place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you’ll 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.

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