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 give you details on which they’re experiencing.
They’ve a three and a half year old little boy who is 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 thought 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 to 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 game several rounds, he swipes back again to the main screen to start 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.
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 floor, hands balled into fists and a high-pitched screaming session.
He appears to like the iPad or smartphone to everything else.
Solutions when they’re the sole issues that could keep him quiet.
He’s what at first glance look like symptoms of autism, but the autism specialist they took him to is reluctant to have him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll be correctly diagnosed if they wait.
Based on their 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 tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is often inherited.
No one in either family has SPD, and other than hardly any symptoms, he does not fit the symptomatic profile.
Another thought they’ve 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 light on and off).
He’s extremely physically active (especially together with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate together 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 provided that he does not have 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 such as for instance 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’s cognitively delayed, but it’s hard to find out how delayed, due to the form of kid he is and his lack of discipline that in my opinion, his parents have not invested the time in developing.
The sole word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that is baby talk that consists of words however 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 phrase having an image other than what he sees in videos or’educational games.’
From all they’ve read 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.
Within the course of the evaluations, they certainly were asked how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; 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 a rest it allows were harmless, roughly they thought.
The speech therapist described for them the information from a current Journal of Pediatrics study “Handheld screen time linked with 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 age two spend about 30 minutes each day using screens, resulting in 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 two years old.
The outcomes of the study demonstrated that there is a 49% increased potential for delayed speech for each and every extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.
Look at 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
According to a Nielsen Study, significantly 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 work with 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 is little scientific data on the consequences of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge 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 just a well-accepted contributing factor caused by the early introduction of handheld devices to kids.
Interactive screens such as 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 interferes with the natural bodily rhythms, ultimately causing 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 the best way to the trunk of a person’s 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 agree that while passive screen time facing 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 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 background negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the job 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 can be a big concern: if children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the actual world.
You will find only so much time per day, and the full time used on screens comes at a top 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 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 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 typical screen time limit of a maximum of no two hours each day before the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour per day for children 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years of age and older.
• Under age18 months there should 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 which makes them probably the 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 have to remember that individuals are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.
We need to be very aware 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 our kids.
Kids can tell when our heads are still on the e-mail we just continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we must establish a media free time each day and spend now with our attention 100% dedicated to our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The same holds true for many 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 the mind a whole lot faster. In order to execute this, find a song 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 into their head. Next, we could quiz them the tenses used and grammatical points that are in the specific text. Allow it to be short and quick, and after they have the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to pick an expression on that and change the tense out of it. This may provide them with a lot of practice using different tenses and verb forms, and in the very light-hearted way.
2. Allow it to be into a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a many more fun. This may 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 will soon be alert and enjoy too.
3. Tell an account: Another way to produce grammar only a little easier to grasp is to show it in the shape of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a line to the general finished story. If there are any grammar mistakes, in this, then leave it before end. When the whole story is finished 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 target on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The benefits of the above mentioned ways of learning grammar are which they draw the interest of the students to new grammatical structures since it could be the fun method to learn. However, there is an enormous 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 above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in the next ways such as:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Let the students pick out their favorite sports star or celebrities. Find a short biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio along with your students and make sure 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 very good for beginners including small children. Cut right 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, with regards to the article. Once they have their piles ready, inquire further if they could figure out the rule themselves.
The writer 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being fully a preschool teacher may be exciting along with scary as you have to deal with many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who is able to amaze you occasionally using their unimaginable acts. At the same time frame, they could cause utter chaos and give you at your tethering ends. You may even get a frustration and feel helpless at times. Though some small children get adjusted to the institution surroundings in much less time, a significant percentage of kids make time to get acquainted with the new environment and can often test a teacher’s patience. Even if it’s difficult to regulate a bunch of kids of such early age, taking the best efforts to obtain them associated with various school activities can raise their interests and avoid disruptions in the class. Listed 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 ought to give attention to keeping activities that are short and easy 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 learn what happens next. You can arrange fun games between a set or group of students by using pictures or a game which involves moving across the class to find the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It can help guess what happens all thoughts continue in the young mind and also learn their aspects of interest. It’ll teach them the proper usage of colors, scissors, glue, etc., and find out how these exact things can 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 understand the things more effectively. You are able to convey the lessons by dramatizing a part or the whole story together with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The children 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 while they help to stimulate the mind and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As many children of the same age group get together in a preschool, the likelihood of conflicts between them are always high. To avoid this, a preschool teacher must encourage friendship among the youngsters 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.
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 are able to keep simple pages where the kid is expected to complement similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this kind of age bracket have the ability to catch more when they hear repetitive things. Try narrating the same story for weekly and question them to repeat it next time when 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’ll 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 youngsters enjoy and also make sure they are feel comfortable.