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 with 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’s a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is very delayed in his speech abilities and social skills.
He manages a tablet and cell phone very well as many of his peers do.
Initially, I thought it had been incredible to view him wrap his little fingers around the family iPad or his mother’s mobile phone, swiping through icons to access 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 to the key 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 attempt to remove 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 choose the iPad or smartphone to everything else.
Solutions when they are the only real issues that could keep him quiet.
He has what on top look like apparent symptoms of autism, nevertheless 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 match with autism, and believes that’ll be correctly diagnosed if they wait.
Based on the reading, his parents think he might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is frequently inherited.
No-one in either family has SPD, and apart from very few symptoms, he does unfit 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 light on and off).
He’s extremely physically active (especially together 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 includes a great appetite and eats more or less anything put before him, does well in crowds and generally around others so long as 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 pen and fists one 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 determine how delayed, because of the type of kid he’s and his not enough discipline that in my opinion, his parents have not invested the amount of 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 is 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 possess the concept of putting a phrase by having an image besides what he sees in videos or’educational games.’
From all they have 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.
Over the course of the evaluations, they certainly were asked how much screen time he’s each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and nearer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. We all lead busy lives and the few minute of some slack it allows seemed to be harmless, or so they thought.
The speech therapist stated to them the info from a recent Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The analysis “suggests the more hours children under 2 years of age spend using smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“In line with the study, 20 percent of kids under age 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 couple of years old.
The outcome of the analysis demonstrated that there surely is a 49% increased chance of delayed speech for every single extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Look at this for some 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 product or mobile phone.
Based on a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A current 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 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’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 increase 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 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, 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 a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 facing 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 rich learning experience or develop fine or gross motor skills. And you can find developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the background negatively affects their development when 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 example tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.
There are only so several hours in one day, and the time spent on screens comes at a high price, taking time away 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 desire a well-balanced band of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time 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 general screen time limit of a maximum of no two hours per day before the TV for children 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 children 6 years of age and older.
• Under age18 months there ought to be no screen time allowed and they ought to not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them the absolute 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 need 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 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 continue to be on the email we only read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to begin a media leisure time every day and spend this time with your 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 really is family time. Exactly the same is true for several bedrooms. Bedrooms are intended 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 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. Get them to sing it together and obtaining the tune to their head. After this, we could quiz them the tenses used and grammatical points that are in the particular text. Allow it to be short and quick, and once they get the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to choose a term on that and change the tense out of it. This will let them have plenty 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 be a much more fun. This may often motivate them to learn faster. Amongst teenagers, this could be a lot far better whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a story: Another way to make grammar only a little easier to know is to show it in the shape of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you can find any grammar mistakes, in this, then leave it before the end. When the entire story is finished and written on the board, let a student appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions 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 lot easier.
The benefits of the aforementioned ways of learning grammar are which they draw the interest of the students to new grammatical structures since it could be the fun solution to learn. However, there’s a huge 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 believe, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing these ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Allow the students pick out a common sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio 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 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 excellent for newbies including small children. Cut right out a listing 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 have their piles ready, ask them if they are able to figure out the rule themselves.
Mcdougal Yasmin M Elias is just 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 part-time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.
Being fully a preschool teacher may be exciting in addition to scary because you have to deal with many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who can amaze you occasionally using their unimaginable acts. At the same time, they could cause utter chaos and give you at your tethering ends. You could even get a headache and feel helpless at times. Though some children get adjusted to the school surroundings in much less time, a significant percentage of kids take time to get familiar with the brand new environment and can often test a teacher’s patience. Even if it’s difficult to regulate a lot of kids of such early age, taking the best efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. Here is a set 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 brief attention span, you must focus on keeping activities that are short and an easy task to understand. The youngsters often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to know what goes on next. You are able to arrange fun games between a couple or band of students by utilizing pictures or even a game which involves moving across the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the children 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 aspects of interest. It will teach them the best utilization of colors, scissors, glue, etc., and understand how these specific things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort to portray them with assistance from a story. Visualizing things helps the students to understand what exactly more effectively. You are able to convey the lessons by dramatizing part or the entire story together with your colleagues. Also, you possibly can make usage 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 when they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate the mind and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same generation come together in a preschool, the chances of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the children and also urge them to talk about their tiffin during lunchtime or breaks. She or he must motivate the students to be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you could 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 match similar objects, draw images in regards to 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 exact same story for a week and question them to repeat it next time as you hold on the role cards.
To make the preschool a common 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 no easy task and requires lots of patience, planning innovative activities can help the children enjoy and also make them feel comfortable.