This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the very 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 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 very delayed in his speech abilities and social skills.
He manages a product and mobile phone very well as much of his peers do.
Initially, I believed it had been incredible to watch him wrap his little fingers around the household 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 overall 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 right into a character’s belly.
When 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 ground, hands balled into fists and a high-pitched screaming session.
He seems to prefer the iPad or smartphone to everything else.
Solutions when they are the only real items that can keep him quiet.
He’s what on the surface be seemingly outward indications of autism, nevertheless 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 with autism, and believes that will be correctly diagnosed if 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 claim that SPD is often inherited.
Nobody in either family has SPD, and besides not many 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 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 mild on and off).
He is extremely physically active (especially with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he is affectionate together 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 have to really 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 such as a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far 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 ascertain how delayed, due to the type of kid he is and his insufficient discipline that in my opinion, 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 is baby talk that consists of words but not complete conversational sentences. Thus, his vocabulary is restricted and appears to be what he hears on @
@ and YouTube. He does not seem to possess the thought of putting a word by having an image besides what he sees in videos or’educational games.’
From all they have learn 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, these were asked just how much screen time he’s each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I believe it higher and closer to 90 minutes spread through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. Most of us lead busy lives and the few minute of a rest it allows appeared to be harmless, roughly they thought.
The speech therapist described in their mind the info from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the more hours children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes a day using screens, leading to a nearly 50 percent increased threat 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’s a 49% increased chance of delayed speech for each and every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Look at this for a few 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 access to a product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to 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 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 significantly more than 5x in 4 years with and the unknown impact on their cognitive development.
There’s little scientific data on the results of long-term utilization 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 just a well-accepted contributing factor resulting from the early introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential sleep hormone, which inhibits the natural bodily rhythms, ultimately causing 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 be able to penetrate all the best way to the back of a person’s eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury 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 facing a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games may be entertaining, it’s not going to offer 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 movie or TV running in the back ground negatively affects their development when a child is engaged in play and learning. This is a distraction from the job 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 is a big concern: if kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they are not reaching parents and siblings or the actual world.
You will find only so several 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 group of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and playing with 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 before the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour each day for kids 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 need 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 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 must be very aware of our own 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 this kids.
Kids can tell when our heads are still on the e-mail we just read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to establish a media spare time every single day and spend this time with our 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 intended for sleeping.
The three means of making learning grammar interesting are:
1. Using Songs: Music always triggers the interest of the children. By singing phrases, this will become embedded into your brain 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. Encourage them to sing it together and obtaining the tune within their head. Next, we can quiz them the tenses used and grammatical points which are in the particular text. Make it short and quick, and when they have the hang of it, let them sing again. Following this, 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 provide them with plenty of practice using different tenses and verb forms, and in the light-hearted way.
2. Ensure it is into a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a lot more fun. This may often motivate them to understand faster. Amongst teenagers, this can be a lot far better once we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a story: Another way to create grammar only a little easier to understand is to teach it in the form of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a point to the general finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the whole story is finished and written on the board, let a student come up and make appropriate corrections in turns. Get the whole class involved and ask the students questions why certain tenses are how they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The features of the above methods of learning grammar are they draw the interest of the students to new grammatical structures as it is the fun method to learn. However, there is an enormous 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 above approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and participating in the next ways such as for example:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Let the students choose a common sports star or celebrities. Find a short biography or write one on your own summarizing a celebrity’s main achievements. Browse 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 right out celebrity photo pictures from magazines. Use these pictures to show 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 fantastic 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 have them put the words in two piles, with respect to the article. Once they have their piles ready, ask them if they could find out 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being truly a preschool teacher could be exciting as well as scary because you have to cope with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who are able to amaze you occasionally using their unimaginable acts. At the same time, they can cause utter chaos and leave you at your tethering ends. You may even get a frustration and feel helpless at times. Though some young kids get adjusted to the college surroundings in not as time, an important percentage of kids take time to get knowledgeable about the new environment and can often test a teacher’s patience. Even when it is difficult to regulate a bunch of kids of such early age, taking the proper efforts to have them associated 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 concentrate on keeping activities which are short and simple 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 learn what happens next. You are able to arrange fun games between a set or number of students by using pictures or a game which involves moving round the class to discover the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the children to paint their ideas and draw out creativity in them. It will also help guess what happens all thoughts continue in the young mind and also learn their aspects of interest. It will teach them the right utilization of colors, scissors, glue, etc., and find out how these exact things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with assistance from a story. Visualizing things helps the students to grasp the items more effectively. You can convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you possibly can make use of nursery songs or gestures for the same.
Include puzzles and science
The children are always interested in learning 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 stimulate mental performance and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same age group come together in a preschool, the odds of conflicts between them are usually high. To avoid this, a preschool teacher must encourage friendship among the children and also urge them to talk about 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’ll have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to fit similar objects, draw images in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age bracket have the ability to catch more should they hear repetitive things. Try narrating exactly the same story for per week and question them to repeat it the very next time when you hold on the role cards.
To help 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 could have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities might help the youngsters enjoy and also cause them to become feel comfortable.