Here 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.
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 to their pediatrician.
I’d like to back up and offer you details about what 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 very delayed in his speech abilities and social skills.
He manages a tablet and mobile phone very well as many of his peers do.
Initially, I believed it absolutely was incredible to watch him wrap his little fingers around the household iPad or his mother’s mobile phone, swiping through icons to get to an especially 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 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 right into a character’s belly.
If they make an effort to take away the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking the 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’re the only real items that can keep him quiet.
He has what at first glance be seemingly apparent symptoms of autism, nevertheless the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly complement with autism, and believes which is correctly diagnosed should they wait.
Based on their reading, his parents think he might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
Nobody in either family has SPD, and other than very few symptoms, he does unfit 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 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 light on and off).
He is extremely physically active (especially with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate with his family and relatives and makes good eye contact.
He features a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others so 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 pencil and fists one like 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’s cognitively delayed, but it’s hard to determine how delayed, because of the kind of kid he is and his insufficient discipline that i think, his parents haven’t invested the time in developing.
The only real word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which can be baby talk that includes words however not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He doesn’t seem to possess the thought of putting a phrase with an image other than what he sees in videos or’educational games.’
From all they’ve learn about sensory seekers, extreme speech delay doesn’t seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the course of the evaluations, they were asked how much screen time he’s each day. They figure that he averages 45 to 60 minutes daily; 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 on one interaction. Most of us lead busy lives and the few minute of a break it allows appeared to be harmless, roughly they thought.
The speech therapist described in their mind the data from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the additional time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes per day using screens, ultimately causing an almost 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 2 yrs old.
The outcome of the study 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 product, iPad, iPhone or Android device.
Look at this for a couple 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 use of a tablet 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 recently available Journal of Pediatrics study showed 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 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 effects of long-term usage 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 keeps 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 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, 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 can be able to penetrate all how you can the back of the eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes injury 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 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 could be entertaining, it’s 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 video or TV running in the background negatively affects their development each time a child is engaged in play and learning. This is a distraction from the job at hand 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 children are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not interacting with parents and siblings or the true world.
You will find only so many hours 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 desire a well-balanced group of activities, including 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 overall screen time limit of a maximum of no two hours per day before 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 children 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 produces them the absolute 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 individuals are our children’s main role models, which means habits we’ve 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 this kids.
Kids can tell when our heads remain on the email we just read on our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to begin a media leisure time each day and spend this time with your 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 really is family time. The exact same is true 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 may become embedded into the mind a great deal faster. To be able to execute this, find a song 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 obtaining the tune within their head. Next, we could quiz them the tenses used and grammatical points which can be in the specific text. Make it short and quick, and when they get the hang of it, let them sing again. Next, try making a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This might provide them with lots of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a much more fun. This will often motivate them to understand faster. Amongst teenagers, this can be a lot more efficient once we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell an account: Another way to make grammar a little easier to grasp is to teach it in the proper execution of storytelling. Have the students to create 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 the end. When the entire 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 why certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The features of the aforementioned ways of learning grammar are they draw the interest of the students to new grammatical structures because it is the fun way to learn. However, there is a huge disadvantage if these strategies are used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the above mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in the next ways such as for example:
(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 brief biography or write one all on your own summarizing a celebrity’s main achievements. Browse the bio with your students and ensure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.
- Neg Divided by Neg
- Living Cheap
- Multiplication and Division Drills
- 42 Divided by 4
- Keeping Up With The Family Finances
- 800 Divided by 64
- Information about Credit Cards
- Printable Division Flash Cards
- Nickels Dimes and Quarters Word Problems
- If You Want To Make Money: Avoid Debt!
(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 out a set 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 have them put the language in two piles, depending on the article. Once they have their piles ready, ask them if they could find out 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 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 readily useful seller.
Being a preschool teacher could be exciting along with scary since you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who is able to amaze you at times 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 frustration and feel helpless at times. Although some young kids get adjusted to the college surroundings in much less time, a significant percentage of kids remember to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it is difficult to control a number of kids of such early age, taking the right efforts to have 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 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 simple 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 learn what goes on next. You are able to arrange fun games between a couple or group of students by making use of pictures or perhaps 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 youngsters to paint their ideas and draw out creativity in them. It can benefit guess what happens all thoughts carry on in the young mind and also learn their areas of interest. It will teach them the right utilization of colors, scissors, glue, etc., and learn how these specific things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to know the things more effectively. You can convey the lessons by dramatizing a part or the whole story together with your colleagues. Also, you possibly can make use of nursery songs or gestures for the same.
Include puzzles and science
The kids are always curious about new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate the brain 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 chances of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the children and also urge them to share their tiffin during lunchtime or breaks. He/she must motivate the students to take part 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 are able to keep simple pages where the kid is expected to fit similar objects, draw images in regards to a particular topic or even color the printed figure.
Read out stories
Children in this particular age bracket have the capability to catch more should they hear repetitive things. Try narrating the same story for weekly and inquire further to repeat it next time when you wait the role cards.
To really make the preschool a common place, permit notes from parents or allow the little one to create 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 plenty of patience, planning innovative activities will help the youngsters enjoy and also make them feel comfortable.