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.
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’ve a three and a half year old little boy who is 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 product and cell phone very well as much of his peers do.
Initially, I thought it had been incredible to watch him wrap his little fingers around the household iPad or his mother’s mobile phone, swiping through icons to get to 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 a few rounds, he swipes back once again to the key screen to open 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 in to a character’s belly.
If they try to eliminate 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 appears to like the iPad or smartphone to everything else.
Solutions when they’re the only things that can keep him quiet.
He has what on top look like apparent symptoms of autism, but 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 match with autism, and believes that will be correctly diagnosed when they wait.
Based on their reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is commonly 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 hardly any symptoms, he does unfit 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 is extremely physically active (especially with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he is affectionate with his family and relatives and makes good eye contact.
He includes a great appetite and eats pretty much anything put before him, does well in crowds and generally around others as 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 just like 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, due to the kind of kid he is and his lack of 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, which is baby talk that consists of words however, not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He doesn’t seem to own the thought of putting a phrase with an image other than what he sees in videos or’educational games.’
From all they have find out 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.
On the length of the evaluations, they were asked 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 day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. Most of us lead busy lives and the few minute of a rest it allows were harmless, roughly they thought.
The speech therapist described for them the info from a recent Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the more time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes each day using screens, resulting in 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 research demonstrated that there’s a 49% increased possibility of delayed speech for every single 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 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 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, a lot 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 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 more than 5x in 4 years with and the unknown impact on the 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 escalation in young children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is a well-accepted contributing factor caused by 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 important 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 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’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 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 might be entertaining, it is not going to offer 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 back ground negatively affects their development whenever a child is engaged in play and learning. This can be a distraction from the task 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 students 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 many hours in one day, and enough time spent on screens comes at a high price, taking time far 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 desire a well-balanced number of activities, which range from 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 side 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 before the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour per 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 ought to be no screen time allowed and they need to 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 absolute 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 have we directly and indirectly instill into our children.
We have to be very conscious 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 are still on the email we only keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to set up a media spare time every day and spend now with your attention 100% centered on our kids 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 holds true for all bedrooms. Bedrooms are created 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 can become embedded into your head a great deal faster. In order to execute this, find a tune 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 to their head. Following this, we can quiz them the tenses used and grammatical points that are in the actual text. Make it short and quick, and once they get the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to pick an expression on that and change the tense out of it. This might give them lots 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 much more fun. This will often motivate them to master faster. Amongst teenagers, this could be a lot more effective once 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 know is to teach it in the shape of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a point to the entire finished story. If you will find any grammar mistakes, in this, then leave it before the 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 the reasons certain tenses are the direction they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The features of the above methods of learning grammar are they draw the interest of the students to new grammatical structures as it is the fun method 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 aforementioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in the next ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow students choose a common sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. Browse the bio with your students and make certain they understand the differences. Contrast use of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut fully out celebrity photo pictures from magazines. Use these pictures to instruct 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 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 might 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’ve their piles ready, ask them if they could determine the rule themselves.
Mcdougal 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 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 most readily useful seller.
Being a preschool teacher could be exciting along with scary when you have to cope with many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who will amaze you occasionally with their unimaginable acts. At once, they could cause utter chaos and leave you at your tethering ends. You may even get a frustration and feel helpless at times. While some young children get adjusted to the college surroundings in not as time, a significant 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 manage a number of kids of such young age, taking the best efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. Here is a listing of different activities a preschool teacher can ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you ought to concentrate on keeping activities which are short and easy to understand. The youngsters often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to know what goes on next. You can arrange fun games between a set or number of students by utilizing pictures or even a game which involves moving round the class to find the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the kids to paint their ideas and bring out creativity in them. It will also help do you know what all thoughts go on in the young mind and also learn their regions of interest. It will guide them the best utilization of colors, scissors, glue, etc., and understand how these exact things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with assistance from a story. Visualizing things helps the students to know the items more effectively. You are able to convey the lessons by dramatizing part or the whole story with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones are always interested in new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the brain and enhance memory in kids. In addition it aids in developing motor skills.
Motivate children to bond with others
As much children of exactly the same age bracket come together in a preschool, the chances of conflicts between them are usually high. In order 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/she must motivate the students to be involved in group games.
Take advantage of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to match similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this particular age group have the capability to catch more should they hear repetitive things. Try narrating the same story for weekly and question them to repeat it next time when you wait the role cards.
To help 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 could have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities can help the kids enjoy and also make them feel comfortable.