Here is 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 to their pediatrician.
Allow me to back up and give you details on which they’re experiencing.
They have 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 very delayed in his speech abilities and social skills.
He manages a tablet and mobile phone extremely well as many of his peers do.
Initially, I thought it absolutely was incredible to watch him wrap his little fingers around the family iPad or his mother’s cellular phone, swiping through icons to get to 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 overall game a couple of rounds, he swipes back again to the key 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 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 a floor, hands balled into fists and a high-pitched screaming session.
He generally seems to choose the iPad or smartphone to everything else.
Solutions when they’re the sole items that can keep him quiet.
He has what at first glance seem to be outward indications of autism, nevertheless the autism specialist they took him to is reluctant to get 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 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 often inherited.
Nobody 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 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 not enough 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 before him, does well in crowds and generally around others as long as he does not need 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 such as 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 does not imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to ascertain how delayed, because of the form of kid he is and his not enough discipline that in my opinion, his parents haven’t 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, which can be baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @
@ and YouTube. He does not seem to own the thought of putting a word by having an image other than what he sees in videos or’educational games.’
From all they’ve read about sensory seekers, extreme speech delay does not appear to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the span of the evaluations, they certainly were asked how much screen time he’s each day. They figure that he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and closer to 90 minutes spread throughout 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 rest it allows seemed to be harmless, or so they thought.
The speech therapist stated for them the data from a recent Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the more time children under 2 years old spend using smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”
“In line with the study, 20 percent of kids under age two spend about 30 minutes per day using screens, leading to an almost 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 results of the analysis demonstrated that there surely is a 49% increased potential for delayed speech for each extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about this for some 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 tablet or mobile phone.
According to a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recent 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 work with 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 their 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 increase in young kids 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 resulting from the first 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, an important sleep hormone, which inhibits 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 in a position to penetrate all how you can the trunk of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 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 supply a rich learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the background negatively affects their development when a child is engaged in play and learning. This is 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 is a big concern: if kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not reaching parents and siblings or the true world.
You will find only so several hours per day, and the time allocated to 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, which range 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 the update, AAP had established that the typical screen time limit of a maximum of no two hours per day in front of 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 children 6 years of age and older.
• Under age18 months there must be no screen time allowed and they need 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 produces them probably 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 need 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 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 along with the 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 just continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to begin a media spare time each day and spend this time around with your attention 100% focused on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. The same is true for all 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 lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Encourage them to sing it together and having the tune within their head. Next, we are able to quiz them the tenses used and grammatical points that are in the specific text. Make it short and quick, and if they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to choose an expression on that and change the tense out of it. This might let them have a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Allow it to be into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a much more fun. This can often motivate them to learn faster. Amongst teenagers, this can be a lot far better when we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a tale: Another way to produce grammar only a little easier to grasp is to teach it in the shape of storytelling. Obtain 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 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 why certain tenses are the direction they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the above ways of learning grammar are that they draw the attention of the students to new grammatical structures as it could be the fun way to learn. However, there is a massive 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 do believe, the aforementioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in the following ways such as:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Let the students choose their favorite sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio along 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 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 beginners including small children. Cut right 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 words in two piles, with regards to the article. Once they’ve their piles ready, question them if they can find out the rule themselves.
Mcdougal Yasmin M Elias is really 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 may be exciting as well as scary because you have to manage many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who will amaze you sometimes with 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. While some small children get adjusted to the institution surroundings in much less time, an important percentage of kids take care to get familiar with the newest environment and can often test a teacher’s patience. Even when it is difficult to manage a lot of kids of such early age, taking the right efforts to obtain them involved in various school activities can raise their interests and avoid disruptions in the class. Here is a set 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 short attention span, you must give attention to keeping activities which are short and easy 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 learn what are the results next. You can arrange fun games between a set or group of students by utilizing pictures or even a game which involves moving across the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you are able to 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 aspects of interest. It will teach them the best utilization of colors, scissors, glue, etc., and learn how these specific things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort 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 part or the whole story along with your colleagues. Also, you possibly can make use of nursery songs or gestures for the same.
Include puzzles and science
The children are always interested in learning new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As numerous children of the exact same generation bond in a preschool, the chances of conflicts between them are usually 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. She or he must motivate the students to be involved in group games.
While worksheets are less common in this age, you could have creative worksheets for the youngsters to simply help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to fit similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this specific age bracket have the capacity to catch more when they hear repetitive things. Try narrating exactly the same story for a week and inquire further to repeat it next time when you wait the role cards.
To make the preschool a common place, permit notes from parents or allow the kid to bring 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 a lot of patience, planning innovative activities will help the youngsters enjoy and also make sure they are feel comfortable.