Activity Sheet for Kindergarten

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.

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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 with their pediatrician.

I’d like to back up and give you details on what they’re experiencing.

They have a three and a half year old young boy who’s a vintage’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 mobile phone very well as much of his peers do.

Initially, I believed it was incredible to watch him wrap his little fingers around the household iPad or his mother’s cell phone, swiping through icons to get to 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 overall game a couple of rounds, he swipes back again to the key 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 right into a character’s belly.

Once 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 the ground, hands balled into fists and a high-pitched screaming session.

He seems to like the iPad or smartphone to everything else.

Solutions when they’re the only items that can keep him quiet.

He has what on the surface seem to be apparent symptoms of autism, however 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 up with autism, and believes which 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 tends to be heredity.

 

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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 besides hardly any symptoms, he does not fit the symptomatic profile.

Another thought they’ve 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 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 together with his constant physical exercise, 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.

 

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He includes a great appetite and eats pretty much anything put in front of him, does well in crowds and generally around others provided that 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 like a two-year-old with a crayon.

His verbal skills and social skills are underdeveloped.

He understands far significantly 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 determine how delayed, due to the form of kid he is and his lack of discipline that for me, his parents have not invested the 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 bound and seems to be what he hears on @

@ and YouTube. He doesn’t seem to have 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 doesn’t seem to be especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

Over the length of the evaluations, they 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 think it higher and nearer to 90 minutes spread through the day.

A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of a rest it allows appeared to be harmless, approximately they thought.

 

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The speech therapist described to them the info from a recent Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the more hours children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”

“Based on the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, leading to 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 surely is a 49% increased potential for delayed speech for each extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.

Consider 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 access to a product 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 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 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 increase in small children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness keeps growing at an alarming rate worldwide and screen use is a well-accepted contributing factor caused by the 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, an important sleep hormone, which inhibits the natural bodily rhythms, leading to 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 the best way to the trunk of the 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 remains 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 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 back ground 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.

 

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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 actual world.

You can find only so many hours per day, and the full time used on screens comes at a high 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 playing 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 this update, AAP had established that the overall 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 children 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there must be no screen time allowed and they ought 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 the absolute most susceptible 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 must remember that individuals are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.

We have to be very aware of our personal behaviors and this implies 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 remain on the e-mail we only keep reading our phone. By not watching them, this usually makes their behavior worse.

As parents we must begin a media leisure time each day and spend this time around with our attention 100% centered on our children 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 holds true for all bedrooms. Bedrooms are meant 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 can become embedded into your brain a lot faster. In order to execute this, find a tune that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Cause them to sing it together and having the tune within their head. After this, we are able to quiz them the tenses used and grammatical points which can be in the actual text. Allow it to be short and quick, and after they have the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to select a term on that and change the tense out of it. This may give them lots of practice using different tenses and verb forms, and in the light-hearted way.

2. Ensure it is into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a much more fun. This may often motivate them to master faster. Amongst teenagers, this can be quite a lot more efficient once we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.

3. Tell a tale: Another way to make grammar a little easier to understand is to instruct it in the proper execution of storytelling. Get the students to create a’story stick ‘, whereby everyone contributes a line to the general finished story. If you can find any grammar mistakes, in this, then leave it before end. When the whole story is finished and written on the board, let students appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to 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 lot easier.

The benefits of the aforementioned methods of learning grammar are that they draw the interest of the students to new grammatical structures because it could be the fun solution to learn. However, there’s a massive disadvantage if these strategies are employed constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above approaches to learning grammar should be implemented only while initiating new grammar concepts.

Learning grammar may also be made fun and participating in the following ways such as for instance:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Allow students choose their favorite sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. See 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.


(2) Using Celebrity Photos: Cut out celebrity photo pictures from magazines. Use these pictures to show 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 novices including small children. Cut fully out a set 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, with regards to the article. Once they have their piles ready, inquire further if they are able to find 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 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 best seller.

Being fully a preschool teacher may be exciting in addition to scary because you have to cope with many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who are able to amaze you sometimes making use of their unimaginable acts. At the same time, they could cause utter chaos and leave you at your tethering ends. You might even get a frustration and feel helpless at times. Although some small children get adjusted to the institution surroundings in not as time, an important percentage of kids make time to get knowledgeable about 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 involved with various school activities can raise their interests and avoid disruptions in the class. Here is a listing 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 brief attention span, you need to concentrate on keeping activities which can be 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 know what are the results next. You can arrange fun games between a couple or group of students by utilizing pictures or even a game which involves moving round 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 carry on in the young mind and also learn their aspects of interest. It will guide them the right utilization of colors, scissors, glue, etc., and understand how these specific things are to be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, make an effort to portray them with the aid of a story. Visualizing things helps the students to grasp what exactly more effectively. You are able to convey the lessons by dramatizing a part or the whole 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 usually 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 because they help to 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 exactly the same age bracket get together 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. He or she must motivate the students to participate in group games.

Make use of worksheets

While worksheets are less common in this age, you can have creative worksheets for the youngsters to help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to fit similar objects, draw images of a particular topic as well as color the printed figure.

Read out stories

Children in this specific generation have the capability to catch more should they hear repetitive things. Try narrating the same story for per week and question them to repeat it the very next time as you hold on the role cards.

To make the preschool a common place, permit notes from parents or allow the little one to create his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students is no easy task and requires a lot of patience, planning innovative activities will help the kids enjoy and also cause them to become feel comfortable.

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