Books for 4 Year Olds to Learn to Read

This is 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.

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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 to their pediatrician.

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

They have a three and a half year old little boy who’s a vintage’textbook sensory seeker ‘; he simply can’t get enough of anything and is incredibly delayed in his speech abilities and social skills.

He manages a product and cellular phone well as much of his peers do.

Initially, I believed it absolutely was incredible to view him wrap his little fingers around the household iPad or his mother’s cell phone, swiping through icons to get at 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 few rounds, he swipes back once 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 in to a character’s belly.

If they try to eliminate 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 like the iPad or smartphone to everything else.

There are occasions when they are the sole things that will keep him quiet.

He’s what on top look like symptoms of autism, but the autism specialist they took him to is reluctant to have him fully evaluated until he’s 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 typical population and is commonly heredity.

 

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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 besides not many 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 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’s extremely physically active (especially along with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he is affectionate along 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 facing him, does well in crowds and generally around others so long as he does not have 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 pen and fists one such as 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’s cognitively delayed, but it’s hard to ascertain how delayed, because of the type of kid he’s and his insufficient discipline that for me, his parents haven’t invested the amount of time in developing.

The only word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that will be baby talk that consists of words but not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @

@ and YouTube. He doesn’t seem to have the idea of putting a word by having an image apart from what he sees in videos or’educational games.’

From all they’ve learn 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 span of the evaluations, these were asked simply how much screen time he has 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 through the day.

A tablet / 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 seemed to be harmless, or so they thought.

 

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The speech therapist described in their mind the info from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The study “suggests the additional time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”

“Based on the study, 20 percent of kids under age two spend about 30 minutes per day using screens, leading to 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 couple of years old.

The outcomes of the analysis demonstrated that there’s a 49% increased possibility of delayed speech for each extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.

Consider this for a couple 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 use of a product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recent Journal of Pediatrics study revealed 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 the cognitive development.

There’s little scientific data on the consequences of long-term usage of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp upsurge in young kids with myopia (short-sightedness). The World Health Organization has documented that nearsightedness keeps growing at an alarming rate worldwide and screen use is just 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, a significant 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 oahu is the highest energy wavelength of visible light. This energy can be in a position to penetrate all the best way to the back of the eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes injury 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 agree totally that while passive screen time in front of a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games may be entertaining, it is not going to provide an abundant 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 job at hand 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 is a big concern: if students 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 enough 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 need a well-balanced group of activities, ranging 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 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 overall screen time limit of no more than no two hours a 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 children 6 years old and older.
• Under age18 months there must be no screen time allowed and they will 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 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 must remember that people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.

We have to be very aware of our own 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 your kids.

Kids can tell when our heads remain on the email we just keep reading our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we need to begin a media free time each day and spend this time around with our attention 100% focused on our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The exact same is true for several bedrooms. Bedrooms are designed 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 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. Obtain the students to sing along and then write the lyrics on the board. Cause them to sing it together and having the tune to their head. Following this, we are able to quiz them the tenses used and grammatical points which are in the actual text. Make it short and quick, and if they have the hang of it, let them sing again. After this, 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 provide them with lots of practice using different tenses and verb forms, and in the light-hearted way.

2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a much more fun. This will often motivate them to learn faster. Amongst teenagers, this can be quite a lot more effective whenever we divide the class into groups. Besides, everyone is going to be alert and enjoy too.

3. Tell a tale: Another way to produce grammar a little easier to understand is to teach it in the proper execution of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a point to the entire finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole 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 the reasons certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The features of the aforementioned types of learning grammar are which they draw the eye of the students to new grammatical structures as it may be the fun way to learn. However, there is a huge 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 believe, 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 next ways such as for example:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Let the students select a common sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. See the bio together with your students and ensure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(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 great for newbies 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 could use pictures too. Divide students into pairs or groups and keep these things put what in two piles, with regards to the article. Once they’ve their piles ready, question them if they can find out the rule themselves.

The author 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 can be 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 truly a preschool teacher can be exciting as well as 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 at times with their unimaginable acts. At the same time, they are able to cause utter chaos and give you at your tethering ends. You may even get a headache and feel helpless at times. While some children get adjusted to the college surroundings in much less time, a significant percentage of kids take time to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even if it is difficult to manage a lot of kids of such young age, taking the best efforts to get them associated 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 take in his/her classroom for complete development of the child.

Keep fun games

As these students have a brief attention span, you should give attention to keeping activities which can be short and simple to understand. The kids often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to know what goes on next. You can arrange fun games between a couple or group of students by utilizing pictures or even 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 youngsters to paint their ideas and enhance creativity in them. It can benefit do you know what all thoughts carry on in the young mind and also learn their areas of interest. It will guide them the best use of colors, scissors, glue, etc., and find out how these things can be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to know the things more effectively. You are able to convey the lessons by dramatizing part or the whole story along with your colleagues. Also, you can make use of nursery songs or gestures for the same.

Include puzzles and science

The kids are always 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 brain and enhance memory in kids. In addition, it aids in developing motor skills.

Motivate children to bond with others

As numerous children of exactly the same generation get together in a preschool, the odds of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the kids and also urge them to fairly share their tiffin during lunchtime or breaks. He or she must motivate the students to take part in group games.

Utilize worksheets

While worksheets are less common in this age, you can have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You can keep simple pages where the child 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 group have the ability to catch more should they hear repetitive things. Try narrating exactly the same story for weekly and inquire further to repeat it the next time when you hold on the role cards.

To really 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 no easy task and requires lots of patience, planning innovative activities might help the kids enjoy and also cause them to become feel comfortable.

Captivating Potty Time A Friendly and Reassuring Way to Help Children Of Books for 4 Year Olds to Learn to Read Of Books for 4 Year Olds to Learn to Read
Adorable 50 Great Stem Books for Kids Data Science Degree Programs About Books for 4 Year Olds to Learn to Read Of Books for 4 Year Olds to Learn to Read
Ultimate 103 Pages English All In E Reading Work Book Exercise Passages Book Training Practice Book Early Learning Educational Gifts Games for Children Kids Of Books for 4 Year Olds to Learn to Read Of Books for 4 Year Olds to Learn to Read
Awesome Robot Books for Kids Unit Study Mommy Evolution About Books for 4 Year Olds to Learn to Read Of Books for 4 Year Olds to Learn to Read
Elegant Winter Stephen White Thomson Of Books for 4 Year Olds to Learn to Read Of Books for 4 Year Olds to Learn to Read