Here 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.
Allow me to back up and offer you details on what they’re experiencing.
They have a three and a half year old little boy who’s 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 product and cell phone very well as numerous of his peers do.
Initially, I believed it was incredible to view him wrap his little fingers around the family iPad or his mother’s cellular 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 couple of rounds, he swipes back to the key screen to open 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.
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 a floor, hands balled into fists and a high-pitched screaming session.
He generally seems to choose the iPad or smartphone to everything else.
There are occasions when they are the sole things that can keep him quiet.
He has what on top appear to be 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 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 overall population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
No body in either family has SPD, and other than very few 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 exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he’s affectionate together with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put facing him, does well in crowds and generally around others provided that he does not need to 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 more than he lets on. He does not imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to find out how delayed, because of the kind of kid he is and his insufficient discipline that i think, his parents haven’t invested the time in developing.
The only 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 contains words although not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to have the idea of putting a word with an image besides what he sees in videos or’educational games.’
From all they’ve 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 span of the evaluations, they were asked how much screen time he’s each day. They figure that he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and nearer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. All of us lead busy lives and the few minute of some slack it allows appeared to be harmless, approximately they thought.
The speech therapist stated to them the information from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The research “suggests the additional time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes per day using screens, leading to an almost 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 couple of years old.
The results of the analysis demonstrated that there is a 49% increased possibility of delayed speech for every single extra 30 minutes spent using 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 access to a tablet 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 portable device without assistance.
• 28% of parents said they make use of a mobile device to place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown significantly 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 use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation in young 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 resulting from the early introduction of handheld devices to kids.
Interactive screens such as 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, 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 way to the trunk of the eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes harm 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 is still 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 provide a wealthy learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the backdrop negatively affects their development when a child is engaged in play and learning. This can be a distraction from the duty accessible 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 can be a big concern: if kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not reaching parents and siblings or the true world.
There are only so many hours in a day, and the full 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 need a well-balanced band 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 using 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 this update, AAP had established that the typical screen time limit of a maximum of no two hours per day in front of the TV for children 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 old and older.
• Under age18 months there must be no screen time allowed and they will 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 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 individuals are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.
We need to be very aware of our own behaviors and this means turning off our smart phones, putting down the tablet or iPad along with the TV and laptop and being in the here and now with this kids.
Kids can tell when our heads continue to be on the email we just read on our phone. By not making time for them, this usually makes their behavior worse.
As parents we have to establish a media spare time everyday and spend this time around 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. That is family time. The same is valid for many bedrooms. Bedrooms are created 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 whole lot faster. To be able 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. Get them to sing it together and obtaining the tune within their head. Following this, we are able to quiz them the tenses used and grammatical points that are in the particular text. Allow it to be 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 select a phrase on that and change the tense out of it. This would give them plenty of practice using different tenses and verb forms, and in the light-hearted way.
2. Allow it to be right into a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a many more fun. This can often motivate them to master faster. Amongst teenagers, this can be a lot more efficient whenever we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell an account: Another way to make grammar only a little easier to know is to instruct it in the shape of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a range to the general 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 come 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 ways of learning grammar are they draw the attention of the students to new grammatical structures because it could be the fun solution to learn. However, there is a massive disadvantage if these strategies are used 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 should be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and engaging in the next ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Allow students choose their favorite sports star or celebrities. Find a short 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 usage of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut fully 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 beginners 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 keep these things put the language in two piles, depending on the article. Once they’ve their piles ready, question them if they could determine 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 useful seller.
Being a preschool teacher may be exciting as well as scary as you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who are able to amaze you sometimes using their unimaginable acts. At once, they can cause utter chaos and leave you at your tethering ends. You could even get a headache and feel helpless at times. While some small children get adjusted to the school surroundings in much less time, a significant percentage of kids remember to get acquainted with the newest environment and can often test a teacher’s patience. Even if it is difficult to regulate a lot of kids of such early age, taking the best efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. Here 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 quick attention span, you need to give attention to keeping activities which are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to learn what goes on next. You can arrange fun games between a pair or group of students by making use of pictures or perhaps a game which involves moving around the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you can 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 areas of interest. It will guide them the best usage of colors, scissors, glue, etc., and understand how these exact 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 understand the things more effectively. You can convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The children are always interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate mental performance and enhance memory in kids. Additionally it aids in developing motor skills.
Motivate children to bond with others
As much children of the same generation come together in a preschool, the chances of conflicts between them are always 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. He/she must motivate the students to participate in group games.
While worksheets are less common in this age, you can 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 fit similar objects, draw images about a particular topic or even color the printed figure.
Read out stories
Children in this kind of age group have the ability to catch more should they hear repetitive things. Try narrating the exact same story for per week and question them to repeat it next time as you hold out the role cards.
To 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 is not any easy task and requires lots of patience, planning innovative activities might help the kids enjoy and also make them feel comfortable.