Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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.
Let me back up and offer you details about what they’re experiencing.
They’ve a three and a half year old young boy who is a classic’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 cell phone extremely 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 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 few rounds, he swipes back to the main 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 try to eliminate the iPad, they suffer through one heck of a fit 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.
Solutions when they are the sole things that can keep him quiet.
He’s what at first glance be seemingly symptoms of autism, nevertheless 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 with autism, and believes that’ll be correctly diagnosed when they wait.
Based on the reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.
No-one in either family has SPD, and other than not many symptoms, he does not fit 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 that 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 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 with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put before him, does well in crowds and generally around others so long as he does not need 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 just 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, because of the kind of kid he is and his insufficient discipline that i think, his parents have not invested the amount of time in developing.
The only real word that 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 restricted and seems to be what he hears on @
@ and YouTube. He doesn’t seem to possess the thought of putting a phrase by having an image other than what he sees in videos or’educational games.’
From all they’ve find out 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 course of the evaluations, they were asked just 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 closer to 90 minutes spread through the entire day.
A product / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. Most of us lead busy lives and the few minute of a rest it allows were harmless, or so they thought.
The speech therapist stated in their mind the data from a recent Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The research “suggests the more hours children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes each day using screens, ultimately causing 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 two years old.
The outcomes of the research demonstrated that there surely is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent employing a touchscreen, be it a tablet, 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 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, 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 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 more than 5x in 4 years with and the unknown impact on the cognitive development.
There is little scientific data on the results of long-term utilization 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 really a well-accepted contributing factor caused by the first 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 essential sleep hormone, which disrupts 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 is also able to penetrate all how you can the rear of the attention, through the eyes’natural filters, and this is the issue. Long-term exposure causes injury 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 continues to be out.
Pediatricians and child development experts concur 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 could be entertaining, it’s not going to offer an abundant 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 backdrop 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.
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 example tablets, iPads, and smartphones, they are not reaching parents and siblings or the actual world.
There are only so much time in one day, and the time spent 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 band 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 having fun 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 typical screen time limit of a maximum of no two hours a day before the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour daily for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years old and older.
• Under age18 months there ought to be no screen time allowed and they should 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 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 we 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 conscious of our personal behaviors and this means 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 are still on the e-mail we just keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must begin a media leisure time everyday 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 is family time. The same holds true for all bedrooms. Bedrooms are meant for sleeping.
The three methods for 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 whole lot faster. To be able 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 obtaining the tune to their head. After this, we are able to quiz them the tenses used and grammatical points that are in the actual text. Make it short and quick, and once they have the hang of it, let them sing again. After this, try building a game out of it. Select individual students to choose an expression on that and change the tense out of it. This may let them have lots of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Allow it to be in to a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a lot more fun. This will often motivate them to learn faster. Amongst teenagers, this could be a lot far better whenever we divide the class into groups. Besides, everyone is likely 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 shape of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a range to the overall finished story. If you will find any grammar mistakes, in this, then leave it until 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 entire class involved and ask the students questions as to 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 great deal easier.
The benefits of the aforementioned types of learning grammar are that they draw the eye of the students to new grammatical structures since it is the fun method to learn. However, there is a massive disadvantage if these strategies are utilized constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in the following ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Allow students select a common sports star or celebrities. Find a quick 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 utilization of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut 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 excellent for newbies including small children. Cut 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 what in two piles, with respect to the article. Once they’ve their piles ready, inquire further if they can figure out 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 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 best seller.
Being fully a preschool teacher can be exciting as well as scary as you have to manage many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who can amaze you sometimes making use of 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. Though some young kids get adjusted to the school surroundings in not as time, an important percentage of kids take the time to get acquainted with the new environment and can often test a teacher’s patience. Even if it is difficult to manage a bunch of kids of such early age, taking the right efforts to get them associated with various school activities can raise their interests and avoid disruptions in the class. This is a list 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 need to give attention to keeping activities which can be short and easy to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to understand what are the results next. You are able to arrange fun games between a couple or number of students by using pictures or a game which involves moving round the class to find the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the kids to paint their ideas and draw out creativity in them. It will also help do you know what all thoughts go on in the young mind and also learn their areas of interest. It’ll guide them the best utilization of colors, scissors, glue, etc., and find out 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 help of a story. Visualizing things helps the students to know the things more effectively. You are able to convey the lessons by dramatizing a component or the entire story along with your colleagues. Also, you possibly can 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 to stimulate the brain and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As numerous children of the same generation come together in a preschool, the likelihood of conflicts between them are usually 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.
Take advantage of worksheets
While worksheets are less common in this age, you could have creative worksheets for the kids to simply 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 about a particular topic as well as color the printed figure.
Read out stories
Children in this particular age group have the capacity to catch more when they hear repetitive things. Try narrating the same story for a week and ask them to repeat it next time while you hold out the role cards.
To really make the preschool a familiar place, permit notes from parents or allow the kid to create his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities can help the youngsters enjoy and also make them feel comfortable.