This is the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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 give you details about 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 product and mobile phone well as much of his peers do.
Initially, I thought it had been incredible to view him wrap his little fingers around the household iPad or his mother’s mobile 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 several rounds, he swipes back again to the key screen to open up another app where he watches an episode of a colorful animated cartoon. Halfway through, he moves onto another game, which involves animated fruits making their way in to a character’s belly.
When they make an effort to eliminate the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the floor, 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 items that will keep him quiet.
He’s what on the surface seem to be apparent symptoms of autism, but the autism specialist they took him to is reluctant to get 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 should they wait.
Based on the 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 often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is frequently inherited.
No one in either family has SPD, and apart from not many symptoms, he does unfit 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 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 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 lack of discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put facing him, does well in crowds and generally around others so 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 just 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, because of the form of kid he’s and his insufficient discipline that i think, his parents haven’t invested the amount of 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 will be baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is bound and is apparently what he hears on @
@ and YouTube. He doesn’t seem to possess the idea of putting a phrase by having an image apart from what he sees in videos or’educational games.’
From all they’ve read about sensory seekers, extreme speech delay does not 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 that he averages 45 to 60 minutes each 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 one interaction. Most of us lead busy lives and the few minute of some slack it allows appeared to be harmless, or so they thought.
The speech therapist stated for them the information from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the additional time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“Based on the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, resulting in a nearly 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 2 yrs old.
The outcome of the analysis demonstrated that there surely is a 49% increased chance of delayed speech for each and every extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about this for some 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 product or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A recently available 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 use a mobile device to place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 3 has grown 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 escalation 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 a well-accepted contributing factor caused by the early 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, 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 the way to the rear of the attention, 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 remains out.
Pediatricians and child development experts agree totally that while passive screen time before a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games may be entertaining, it’s not going to supply an abundant learning experience or develop fine or gross motor skills. And you can 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 can be a distraction from the task 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 kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not reaching parents and siblings or the true world.
There are only so much time in a day, and the time used on screens comes at a top 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 group of activities, which range 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 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 overall screen time limit of no more than no two hours a day in front of the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour daily 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 should 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 absolute 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, therefore the 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 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 email we only read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must set up a media leisure time each day and spend now 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 really is family time. The exact 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 will become embedded into the mind a lot faster. In order to execute this, find a song that uses several tenses or different grammar points. Obtain the students to sing along and then write the lyrics on the board. Get them to sing it together and obtaining the tune within their head. Following this, we could quiz them the tenses used and grammatical points that are in the specific text. Make it short and quick, and if they obtain the hang of it, let them sing again. Next, try making a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This will give them plenty of practice using different tenses and verb forms, and in the light-hearted way.
2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a many more fun. This will often motivate them to learn faster. Amongst teenagers, this can be a lot far better once we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a story: Another way to create grammar a little easier to understand is to show it in the proper execution of storytelling. Have 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 the end. When the entire 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 why certain tenses are the way they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the aforementioned types of learning grammar are which they draw the attention of the students to new grammatical structures since it may be the fun solution to learn. However, there’s a huge disadvantage if these strategies are utilized 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 certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in the following ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Allow the students pick out their favorite sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio with your students and make sure 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 great for newbies including small children. Cut right out a listing 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’ve their piles ready, inquire further if they could 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 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 useful seller.
Being a preschool teacher can be exciting as well as scary since you have to deal with many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who will amaze you at times using their unimaginable acts. At the same time, they can cause utter chaos and leave you at your tethering ends. You may even get a headache and feel helpless at times. While some young kids get adjusted to the school surroundings in not as time, a major percentage of kids remember to get acquainted with the new environment and can often test a teacher’s patience. Even when it is difficult to control a bunch of kids of such early age, taking the proper efforts to obtain them associated 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 need to concentrate on keeping activities that are short and simple to understand. The children often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to know what happens next. You can arrange fun games between a set or band of students by using pictures or a game which involves moving around the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the kids to paint their ideas and bring out creativity in them. It will also help guess what happens all thoughts carry on in the young mind and also learn their areas of interest. It will teach them the best utilization of colors, scissors, glue, etc., and learn 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 assistance from a story. Visualizing things helps the students to understand the items more effectively. You are able to convey the lessons by dramatizing a component 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 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 because they help stimulate the mind and enhance memory in kids. It also aids in developing motor skills.
Motivate children to bond with others
As many children of the exact same age group come together in a preschool, the chances of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the children and also urge them to 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 help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to match similar objects, draw images in regards to a particular topic or even 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 question them to repeat it the next time while you wait the role cards.
To help make the preschool a common place, permit notes from parents or allow a child to bring 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 can help the children enjoy and also cause them to become feel comfortable.