This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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.
Allow me to back up and give you details on what they’re experiencing.
They’ve a three and a half year old little boy who is 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 quite well as numerous of his peers do.
Initially, I thought it absolutely was incredible to view him wrap his little fingers around the household iPad or his mother’s mobile 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 overall game a couple of rounds, he swipes back 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 remove 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 appears to choose 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, but 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 complement with autism, and believes which will be correctly diagnosed should they wait.
Based on their reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
No-one in either family has SPD, and apart from not many 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 light on and off).
He’s extremely physically active (especially along 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 facing him, does well in crowds and generally around others provided that he does not have 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 pen 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 doesn’t imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to find out how delayed, due to the type of kid he is and his lack of discipline that for me, his parents have not invested the time in developing.
The sole word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that contains words however, not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to possess the concept of putting a phrase with an image apart from what he sees in videos or’educational games.’
From all they have find out about sensory seekers, extreme speech delay doesn’t be seemingly 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 how much screen time he’s each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I believe it higher and closer to 90 minutes spread through the entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one using one interaction. We all lead busy lives and the few minute of a rest it allows were harmless, roughly they thought.
The speech therapist described to them the info from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “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 begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes a day using screens, ultimately causing a nearly 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 analysis demonstrated that there’s a 49% increased chance 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 usage of a product 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 recent 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 make use of 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 a lot more than 5x in 4 years with and the unknown impact on their 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 really a well-accepted contributing factor resulting from 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 disrupts the natural bodily rhythms, ultimately causing sleep disturbances in both adults and children from their use.
Blue light is damaging because oahu is the highest energy wavelength of visible light. This energy can also be in a position to penetrate all the way to the rear of the eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes damage 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 remains out.
Pediatricians and child development experts agree totally 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 is not going to supply a wealthy learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a video 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 duty available 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 students are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the true world.
You will find only so many hours per day, and the full time used on screens comes at a higher 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 age three desire a well-balanced number of activities, ranging from 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 alongside 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 overall screen time limit of a maximum of no two hours each day facing 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 kids 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 which 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, which means habits we’ve we directly and indirectly instill into our children.
We must be very conscious of our personal behaviors and this means 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 our kids.
Kids can tell when our heads remain on the email 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 single day and spend this time around with our 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 really is family time. The same is true for all bedrooms. Bedrooms are intended 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 your brain a great deal faster. In order 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. Encourage them to sing it together and obtaining the tune within their head. Following this, we can quiz them the tenses used and grammatical points which can be in the particular text. Allow it to be short and quick, and when they get the hang of it, let them sing again. Next, try building a game out of it. Select individual students to choose a term on that and change the tense out of it. This might let them have lots of practice using different tenses and verb forms, and in the light-hearted way.
2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a much more fun. This will often motivate them to learn faster. Amongst teenagers, this can be a lot more effective when we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a story: Another way to produce grammar a little easier to understand is to show it in the proper execution of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a range to the general finished story. If you can find any grammar mistakes, in this, then leave it until the end. When the entire story is completed and written on the board, let students show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The features of the aforementioned methods of learning grammar are they draw the attention of the students to new grammatical structures as it could be the fun way to learn. However, there’s a huge 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 believe, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and participating in the following ways such as:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Let the students select their favorite sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. See the bio with your students and make certain they understand the differences. Contrast usage 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 fantastic for newbies including small children. Cut fully out a list 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 respect to the article. Once they have their piles ready, question them if they can determine 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 is definitely 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 fully a preschool teacher could be exciting as well as scary because you have to deal with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who will amaze you at times using their unimaginable acts. At the same time, they are able to cause utter chaos and make you at your tethering ends. You might even get a headache and feel helpless at times. Although some small children get adjusted to the school surroundings in much less time, an important percentage of kids remember to get familiar with the new environment and can often test a teacher’s patience. Even if it is difficult to control a bunch of kids of such early age, taking the best efforts to get them involved with various school activities can raise their interests and avoid disruptions in the class. Here is a list of different activities a preschool teacher can ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a quick attention span, you should give attention to keeping activities that are short and easy to understand. The children often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to know what happens next. You are able to arrange fun games between a pair 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
With art and craft activities, you are able to encourage the kids to paint their ideas and enhance creativity in them. It will also help guess what happens all thoughts carry on in the young mind and also learn their regions of interest. It will teach them the proper utilization of colors, scissors, glue, etc., and learn how these exact things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to grasp what exactly more effectively. You are able to convey the lessons by dramatizing part or the entire story with your colleagues. Also, you may make utilization of nursery songs or gestures for the same.
Include puzzles and science
The kids are always interested in learning 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 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 the 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 children and also urge them to fairly share their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.
Take advantage of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the children to help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to complement similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this specific generation have the capacity to catch more should they hear repetitive things. Try narrating the exact same story for per week and ask them to repeat it the next time as 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 isn’t any easy task and requires a lot of patience, planning innovative activities will help the children enjoy and also make sure they are feel comfortable.