This is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 for their pediatrician.
I’d like to back up and offer you details on which they’re experiencing.
They’ve a three and a half year old young boy who is a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is incredibly delayed in his speech abilities and social skills.
He manages a product and cell phone very well as numerous of his peers do.
Initially, I believed it absolutely was incredible to view him wrap his little fingers around the household iPad or his mother’s cell 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 several rounds, he swipes back to the main screen to start 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.
When they try to take away the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the ground, hands balled into fists and a high-pitched screaming session.
He generally seems to like the iPad or smartphone to everything else.
There are times when they’re the only real items that can 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 obtain him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up with autism, and believes that will be correctly diagnosed when they wait.
Based on the reading, his parents think he might be diagnosed with 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 claim that SPD is often inherited.
No-one in either family has SPD, and besides 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 gentle on and off).
He’s extremely physically active (especially with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he is affectionate with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put before him, does well in crowds and generally around others provided that he does not have 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 pencil and fists one like a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far a lot more than he lets on. He doesn’t imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to ascertain how delayed, due to the kind of kid he is and his lack of discipline that in my opinion, his parents have not invested the 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 includes words however, not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @
@ and YouTube. He does not seem to have the idea of putting a phrase with an image other than what he sees in videos or’educational games.’
From all they’ve read 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.
Within the length of the evaluations, they were asked just how much screen time he has each day. They figure he averages 45 to 60 minutes each day; from what I’ve observed I believe 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. We all lead busy lives and the few minute of a break it allows were harmless, or so they thought.
The speech therapist pointed out in their mind the information from a recently available Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The study “suggests the more hours children under 2 years old spend playing with 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 each 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 2 yrs old.
The outcomes of the analysis demonstrated that there’s a 49% increased potential for delayed speech for every single extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Consider this for a few 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 tablet or mobile phone.
According to a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study showed 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 use 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 significantly more than 5x in 4 years with and the unknown impact on the cognitive development.
There is little scientific data on the results of long-term use 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 is growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor caused by 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, a significant sleep hormone, which interferes with the natural bodily rhythms, resulting in 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 rear 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 remains out.
Pediatricians and child development experts agree that while passive screen time before 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 provide a wealthy learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a video or TV running in the background negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the duty 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 children are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not reaching parents and siblings or the true world.
You can find only so much time per day, and the time allocated to screens comes at a top 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 require a well-balanced group of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time 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 the update, AAP had established that the general screen time limit of a maximum of no two hours each day before the TV for kids 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 children 6 years of age and older.
• Under age18 months there should 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 that makes them the 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 we 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 this means turning off our smart phones, putting down the tablet or iPad combined with TV and laptop and being in the here and now with your kids.
Kids can tell when our heads continue to be on the e-mail we only keep reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we have to establish a media leisure time each day and spend this time with our 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 is family time. Exactly the same is valid for many bedrooms. Bedrooms are intended 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 may become embedded into the mind a whole lot faster. To be able 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. Get them to sing it together and getting the tune within their head. Following this, we are able to quiz them the tenses used and grammatical points which are in the specific text. Make it short and quick, and after they obtain the hang of it, let them sing again. After 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 may let them have a lot 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 a competition would have been a many 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 a tale: Another way to make grammar only a little easier to understand is to instruct it in the proper execution of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a point to the overall finished story. If you can find any grammar mistakes, in this, then leave it until the end. When the whole story is completed and written on the board, let students come up and make appropriate corrections in turns. Get the entire 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 lot easier.
The advantages of the above mentioned types of learning grammar are that they draw the interest of the students to new grammatical structures as it may be the fun solution to learn. However, there is an enormous disadvantage if these strategies are employed 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 should 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 choose a common sports star or celebrities. Find a short 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 use of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut right 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 great for beginners 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 ask them to put the words in two piles, depending on the article. Once they’ve their piles ready, inquire further if they are able to figure out the rule themselves.
The writer 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a most readily useful seller.
Being a preschool teacher can be exciting as well as scary because you have to deal with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who will amaze you at times using their unimaginable acts. At the same time frame, they could cause utter chaos and give you at your tethering ends. You could even get a headache and feel helpless at times. Although some small children get adjusted to the college surroundings in much less time, an important percentage of kids take the time to get acquainted 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 have them associated with various school activities can raise their interests and avoid disruptions in the class. Listed here is a set of different activities a preschool teacher can consume 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 can be short and simple to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to learn what are the results next. You can arrange fun games between a couple or band of students by making use of pictures or perhaps a game which involves moving across the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the children 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 aspects of interest. It will teach them the best usage of colors, scissors, glue, etc., and find out how these specific things should 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 grasp the items more effectively. You can convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you may make use 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 when they notice something unusual. Have jigsaw puzzles in your class while they help to stimulate the brain and enhance memory in kids. Additionally, it supports developing motor skills.
Motivate children to bond with others
As many children of exactly the same age group come together in a preschool, the odds of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the kids and also urge them to fairly share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.
While worksheets are less common in this age, you’ll have creative worksheets for the kids to simply 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 in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this specific age bracket have the capability to catch more when they hear repetitive things. Try narrating the exact same story for weekly and inquire further to repeat it next time while you hold on the role cards.
To 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 can have unique birthday celebrations. While handling the young students is not any easy task and requires plenty of patience, planning innovative activities might help the children enjoy and also make sure they are feel comfortable.