This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the 1st 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 to their pediatrician.
Let me back up and offer you details on what they’re experiencing.
They’ve 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 product and cellular phone very well as many of his peers do.
Initially, I thought it absolutely was incredible to watch him wrap his little fingers around the household iPad or his mother’s mobile phone, swiping through icons to get at 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 game a couple of rounds, he swipes back to the main 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 into a character’s belly.
When they make an effort to remove 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 appears to prefer the iPad or smartphone to everything else.
There are times when they are the sole items that could keep him quiet.
He’s what at first glance appear to be outward indications 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 complement with autism, and believes that will be correctly diagnosed should they wait.
Based on their reading, his parents think he might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is frequently inherited.
No body in either family has SPD, and besides not many symptoms, he does not fit the symptomatic profile.
Another thought they have 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 mild on and off).
He is extremely physically active (especially with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others so long as he does not have 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 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’s cognitively delayed, but it’s hard to ascertain how delayed, due to the form of kid he’s and his not enough discipline that for me, his parents haven’t invested the 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 can be baby talk that includes words although not complete conversational sentences. Thus, his vocabulary is bound and is apparently what he hears on @
@ and YouTube. He does not seem to have 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 seem to be 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 just 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 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. We all lead busy lives and the few minute of a break it allows seemed to be harmless, roughly they thought.
The speech therapist described in their mind the info from a recent 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 having fun 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 each day using screens, ultimately causing 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 research demonstrated that there surely is a 49% increased chance of delayed speech for every extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.
Look at 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.
Based on a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recently available Journal of Pediatrics study revealed 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 make use of 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 the cognitive development.
There is little scientific data on the results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge 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 early introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant 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 oahu is the highest energy wavelength of visible light. This energy can also be in a position to penetrate all how you can the trunk of the attention, 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 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 might be entertaining, it is 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 movie or TV running in the back ground negatively affects their development when a child is engaged in play and learning. This can be a distraction from the duty 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 children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.
You can find 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 the age of three need a well-balanced number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and having fun 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 general screen time limit of no more than no two hours per day facing the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour per day for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years of age and older.
• Under age18 months there ought to 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 produces them the 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 have to remember that people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We need to be very conscious 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 your kids.
Kids can tell when our heads remain on the email we only read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we need to establish a media leisure time each and every day and spend this time around with your attention 100% focused on our children 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 holds true for many 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 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. Get 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 can quiz them the tenses used and grammatical points which can be in the particular text. Make it short and quick, and when they get the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to select a phrase on that and change the tense out of it. This may let them have a lot of practice using different tenses and verb forms, and in the light-hearted way.
2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a much more fun. This can often motivate them to master faster. Amongst teenagers, this can be a lot far better whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to produce grammar only a little easier to understand is to show it in the form of storytelling. Have the students to create 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 before the end. When the entire story is finished and written on the board, let students appear and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The advantages of the aforementioned methods of learning grammar are they draw the attention of the students to new grammatical structures because it could be the fun method to learn. However, there’s an enormous disadvantage if these strategies are employed constantly. The students may 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 can also be made fun and doing these ways such as:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Allow students select their favorite sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. Read the bio together with your students and ensure 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 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 excellent 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 have them put the language in two piles, depending on the article. Once they’ve their piles ready, ask them if they can find out the rule themselves.
The author 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 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 most useful seller.
Being a preschool teacher can be exciting as well as scary as you have to manage many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who is able to amaze you sometimes with their unimaginable acts. At the same time frame, they are able to cause utter chaos and make you at your tethering ends. You could even get a frustration and feel helpless at times. While some young kids get adjusted to the college surroundings in much less time, an important percentage of kids take the time to get familiar with the newest environment and can often test a teacher’s patience. Even if it is difficult to manage a lot 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 consume his/her classroom for complete development of the child.
Keep fun games
As these students have a short 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 number of students by utilizing pictures or even a game which involves moving around the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the youngsters to paint their ideas and bring out creativity in them. It can benefit you know what all thoughts continue 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 exact things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with assistance from a story. Visualizing things helps the students to know what exactly more effectively. You are able to convey the lessons by dramatizing a part or the entire story with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The little ones are usually interested in new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate mental performance and enhance memory in kids. Additionally it supports developing motor skills.
Motivate children to bond with others
As numerous children of the same age group get 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 kids and also urge them to share their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.
Take advantage of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the youngsters to greatly 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 particular age bracket have the ability to catch more when they hear repetitive things. Try narrating the same story for weekly and inquire further to repeat it the very next time as you hold on the role cards.
To make the preschool a familiar 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 children enjoy and also make them feel comfortable.