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 for their pediatrician.
Let me back up and give you details about what they’re experiencing.
They’ve a three and a half year old young boy who is a vintage’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 cell phone very well as many of his peers do.
Initially, I believed it had been incredible to watch him wrap his little fingers around the family 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 key screen to start 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 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 generally seems to choose the iPad or smartphone to everything else.
There are times when they are the only real items that will keep him quiet.
He’s what on the surface seem to be apparent symptoms of autism, nevertheless 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 with autism, and believes which is correctly diagnosed if 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 overall population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is often inherited.
Nobody in either family has SPD, and apart from not many symptoms, he does not fit the symptomatic profile.
Another thought they’ve 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 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 light 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 is affectionate along with his family and relatives and makes good eye contact.
He has a great appetite and eats pretty much anything put before him, does well in crowds and generally around others so long as 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 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 does not imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to ascertain how delayed, because of the type of kid he’s and his lack of discipline that in my opinion, his parents haven’t invested the amount of time in developing.
The only real word that 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 bound and seems to be what he hears on @
@ and YouTube. He does not seem to possess the idea of putting a phrase with an image apart from what he sees in videos or’educational games.’
From all they have read 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 course of the evaluations, they certainly were asked simply 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 nearer to 90 minutes spread throughout 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 some slack it allows were harmless, or so they thought.
The speech therapist described in their mind the info from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, resulting in 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 couple of years old.
The outcomes of the study demonstrated that there’s a 49% increased potential for delayed speech for every extra 30 minutes spent employing a touchscreen, be it a tablet, 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 access to a tablet 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 recent 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 the age of 3 has grown a lot 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 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 is growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor caused by early introduction of handheld devices to kids.
Interactive screens such as for instance 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 interferes with 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 can also be in a position to penetrate all the best way to the back of a person’s eye, through the eyes’natural filters, and this is 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 concur that while passive screen time before 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 a wealthy 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 backdrop negatively affects their development when a child is engaged in play and learning. This is a distraction from the duty available 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 is a big concern: if students are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the true world.
You will find only so many hours in one day, and the time used on screens comes at a top 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 group of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time 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 no more than no two hours per day facing the TV for children 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 kids 6 years of age and older.
• Under age18 months there must be no screen time allowed and they will not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them the absolute 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 individuals are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We need to be very conscious of our personal behaviors and this implies 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 our kids.
Kids can tell when our heads are still on the email we just continue reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must begin a media leisure time each day and spend this time with this attention 100% centered on our children and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. Exactly the same holds true for many bedrooms. Bedrooms are created 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 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. Encourage them to sing it together and having the tune into their head. Following this, we could quiz them the tenses used and grammatical points that are in the specific text. Allow it to be short and quick, and if they get the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to select a phrase on that and change the tense out of it. This could let them have lots of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a lot more fun. This may often motivate them to learn faster. Amongst teenagers, this can be quite a lot more effective when we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell an account: Another way to create grammar a little easier to understand is to teach it in the form of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a range to the entire finished story. If you can find any grammar mistakes, in this, then leave it before end. When the entire 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 concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The benefits of the above mentioned ways of learning grammar are which they draw the attention of the students to new grammatical structures since it may be the fun method to learn. However, there is an enormous 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 believe, the above approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing the following ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Allow the students pick out a common sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio together with your students and make certain 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 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 very good for newbies including small children. Cut fully 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 ask them to put the language in two piles, with regards to the article. Once they’ve 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 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 most useful seller.
Being a preschool teacher may be exciting along with scary when you have to deal with many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who will amaze you sometimes making use of their unimaginable acts. At once, they can cause utter chaos and make you at your tethering ends. You may even get a headache and feel helpless at times. While some young children get adjusted to the college surroundings in much less time, an important percentage of kids remember to get knowledgeable about the newest environment and can often test a teacher’s patience. Even when it is difficult to regulate a lot of kids of such early age, taking the right efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. Here is a list 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 brief attention span, you ought to give attention to 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 may keep their interests and also increase their eagerness to learn what goes on next. You are able to arrange fun games between a pair or group of students by utilizing pictures or perhaps a game which involves moving round the class to locate the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the youngsters to paint their ideas and bring out creativity in them. It can help you know what all thoughts continue in the young mind and also learn their regions of interest. It’ll teach them the best use of colors, scissors, glue, etc., and understand how these specific things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to grasp the items more effectively. You are able to convey the lessons by dramatizing part or the whole story along with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones 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 because they help 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 age bracket come 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 talk about their tiffin during lunchtime or breaks. He/she must motivate the students to take part in group games.
While worksheets are less common in this age, you could have creative worksheets for the youngsters to help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to match similar objects, draw images in regards to a particular topic or even color the printed figure.
Read out stories
Children in this kind of age group have the capacity to catch more when they hear repetitive things. Try narrating the exact same story for a week and question them to repeat it next time as you hold out the role cards.
To help 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 not any easy task and requires a lot of patience, planning innovative activities might help the youngsters enjoy and also make sure they are feel comfortable.