This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the 1st 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.
Allow me to back up and offer you details on which they’re experiencing.
They’ve 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 absolutely was incredible to view him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to get at 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 a couple of rounds, he swipes back once again to the main screen to open 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 into a character’s belly.
If they attempt to eliminate the iPad, they suffer through one heck of a tantrum 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 prefer the iPad or smartphone to everything else.
Solutions when they’re the sole things that could keep him quiet.
He has what on the surface look like outward indications of autism, however the autism specialist they took him to is reluctant to have him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll be correctly diagnosed should 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 general population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
No body in either family has SPD, and apart from very few symptoms, he does unfit 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 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 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’s affectionate together with his family and relatives and makes good eye contact.
He has a great appetite and eats more or less anything put in front of him, does well in crowds and generally around others provided that he does not have 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 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 find out how delayed, because of the type 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 real 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 includes words however not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He does not seem to have the thought of putting a word having an image apart from what he sees in videos or’educational games.’
From all they’ve find out 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 length of the evaluations, they certainly were asked just how much screen time he’s each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I believe it higher and nearer to 90 minutes spread through the entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of some slack it allows were harmless, approximately they thought.
The speech therapist stated for them the info from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The analysis “suggests the more hours children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes a day using screens, ultimately causing 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 outcome of the research demonstrated that there’s a 49% increased potential for delayed speech for every extra 30 minutes spent utilizing 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.
In accordance with a Nielsen Study, 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 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 the age of 3 has grown more than 5x in 4 years with and the unknown impact on the cognitive development.
There is little scientific data on the consequences of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge 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 really a well-accepted contributing factor caused by the 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 important 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 be able to penetrate all the way to the trunk 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 is still 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’s not going to provide a rich 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 each time 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 kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the real world.
You will find only so several hours in one day, and the full time spent on screens comes at a higher 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 the age of three desire a well-balanced group of activities, ranging 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 typical screen time limit of a maximum of no two hours each day in front of 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 kids 6 years of age and older.
• Under age18 months there ought to be no screen time allowed and they should 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 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 must remember that individuals are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.
We need to be very aware of our own behaviors and what this means is turning off our smart phones, putting down the tablet or iPad combined with TV and laptop and being in the here and now with our kids.
Kids can tell when our heads continue to be on the e-mail we just read on our phone. By not watching them, this usually makes their behavior worse.
As parents we have to begin a media leisure time everyday 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. The same holds true for many bedrooms. Bedrooms are designed for sleeping.
The three methods for 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. 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. After this, we could quiz them the tenses used and grammatical points which can be in the particular text. Allow it to be short and quick, and after 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 may give them plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a lot more fun. This can often motivate them to master faster. Amongst teenagers, this can be quite a lot more effective once we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to produce grammar a little easier to understand is to show it in the form of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a point 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 appear and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are the direction they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the aforementioned types of learning grammar are that they draw the interest of the students to new grammatical structures because it is the fun solution to learn. However, there’s an enormous disadvantage if these strategies are utilized constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in the following ways such as:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Allow the students choose a common sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio together 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 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 very good for newbies including small children. Cut right out a listing 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 words in two piles, with respect to the article. Once they’ve their piles ready, question 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 can be 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 readily useful seller.
Being fully a preschool teacher could be exciting as well as scary since you have to manage many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who can amaze you occasionally using their unimaginable acts. At the same time, they are able to cause utter chaos and make you at your tethering ends. You may even get a frustration and feel helpless at times. While some children get adjusted to the college surroundings in not as time, a significant percentage of kids make time to get acquainted with the brand new environment and can often test a teacher’s patience. Even if it’s difficult to manage a lot of kids of such young age, taking the right efforts to get them involved with various school activities can raise their interests and avoid disruptions in the class. Listed 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 must focus on keeping activities which are short and an easy task 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 couple or number of students by utilizing pictures or even a game which involves moving round the class to discover the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It can benefit you know what all thoughts continue in the young mind and also learn their areas of interest. It’ll teach them the proper use of colors, scissors, glue, etc., and find out how these specific 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 know the items more effectively. You can convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The little ones 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 while they help to 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 the exact same generation get together in a preschool, the odds of conflicts between them are usually high. To avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to share their tiffin during lunchtime or breaks. He or she must motivate the students to take part in group games.
Make use of worksheets
While worksheets are less common in this age, you could have creative worksheets for the children to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to match similar objects, draw images in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age bracket have the ability to catch more should they hear repetitive things. Try narrating the same story for per week and ask them to repeat it the next time as you hold on the role cards.
To make the preschool a common 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 isn’t any easy task and requires plenty of patience, planning innovative activities will help the children enjoy and also cause them to become feel comfortable.