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.
I’d like to back up and give you details about what they’re experiencing.
They’ve a three and a half year old young 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 extremely well as much of his peers do.
Initially, I believed it was incredible to view him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to access a particularly 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 main screen to open up 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 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 seems to prefer the iPad or smartphone to everything else.
Solutions when they’re the sole issues that could keep him quiet.
He has what on the surface appear to be 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 match with autism, and believes that’ll be correctly diagnosed should they wait.
Based on their reading, his parents think he may 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 frequently inherited.
No-one in either family has SPD, and apart from hardly any symptoms, he does not fit the symptomatic profile.
Another thought they have 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’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’s 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 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 such as for instance 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, due to the form of kid he is and his insufficient discipline that for me, his parents haven’t invested the 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, which will be baby talk that includes words but 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 concept of putting a phrase having an image besides what he sees in videos or’educational games.’
From all they have 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.
Within the length of the evaluations, they certainly were asked 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 closer to 90 minutes spread through the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of a break it allows seemed to be harmless, roughly they thought.
The speech therapist described in their mind the information from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the additional time children under 2 years old spend having fun with 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 the age of two spend about 30 minutes a day using screens, ultimately causing 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 results of the study demonstrated that there surely is a 49% increased possibility of delayed speech for every extra 30 minutes spent employing a touchscreen, be it a product, 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 access to 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, 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 place 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 consequences of long-term utilization 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 keeps growing at an alarming rate worldwide and screen use is really a well-accepted contributing factor caused by the first introduction of handheld devices to kids.
Interactive screens such as for instance 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 inhibits 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 is also in a position 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 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’s not going to provide 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 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 getting together with parents and siblings or the true world.
You can find only so much time in a day, and the full time used 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 the age of three require a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and having fun with physical toys and socializing with other siblings and peers along with 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 a day before the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour daily for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years old and older.
• Under age18 months there must be no screen time allowed and they need to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that makes them probably the 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 have to remember that people are our children’s main role models, therefore the habits we’ve 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 along with the TV and laptop and being in the here and now with our kids.
Kids can tell when our heads remain on the e-mail we just read on 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% focused 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. The exact same is valid for several 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 will become embedded into your brain a great deal 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 which are in the actual text. Make it short and quick, and after they get the hang of it, let them sing again. After this, try making a game out of it. Select individual students to pick an expression on that and change the tense out of it. This could provide them with a lot of practice using different tenses and verb forms, and in the very light-hearted way.
2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a lot more fun. This may often motivate them to understand faster. Amongst teenagers, this can be a lot more efficient when we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to create grammar a little easier to grasp is to show it in the form of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a point to the overall finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole story is finished and written on the board, let students come up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The benefits of the aforementioned types of learning grammar are which they draw the interest of the students to new grammatical structures as it could be the fun method to learn. However, there’s a huge 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 think, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in these ways such as:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Let the students pick out their favorite sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. See the bio together with your students and make certain they understand the differences. Contrast utilization 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 great for newbies 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 may use pictures too. Divide students into pairs or groups and ask them to put what in two piles, depending on the article. Once they have 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 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 useful seller.
Being fully a preschool teacher could be exciting along with scary since you have to deal with many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who can amaze you sometimes making use of their unimaginable acts. At the same time, they can cause utter chaos and make you at your tethering ends. You could even get a headache and feel helpless at times. While some small children get adjusted to the school surroundings in not as time, a significant percentage of kids take time to get familiar with the new environment and can often test a teacher’s patience. Even if it’s difficult to control a bunch of kids of such early age, taking the right efforts to obtain them associated with various school activities can raise their interests and avoid disruptions in the class. 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 short attention span, you should focus on keeping activities which can be short and simple to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to understand what are the results next. You can arrange fun games between a pair or number of students by using pictures or perhaps a game which involves moving across the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the youngsters to paint their ideas and bring out creativity in them. It can benefit you know what all thoughts carry on in the young mind and also learn their aspects of interest. It will guide them the best use of colors, scissors, glue, etc., and learn how these exact 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 are able to convey the lessons by dramatizing a part or the whole story with your colleagues. Also, you possibly can make utilization 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 if they notice something unusual. Have jigsaw puzzles in your class as they help stimulate the mind and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same age bracket bond in a preschool, the odds 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 generally share their tiffin during lunchtime or breaks. He/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 youngsters to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to match similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this specific age bracket have the capacity to catch more should they hear repetitive things. Try narrating exactly the same story for a week and inquire further to repeat it the very next time while you hold out the role cards.
To make the preschool a common place, permit notes from parents or allow the kid to create his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students is no easy task and requires lots of patience, planning innovative activities will help the children enjoy and also make them feel comfortable.