This is actually 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 to their pediatrician.
I’d like to back up and give you details about what they’re experiencing.
They have 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 extremely delayed in his speech abilities and social skills.
He manages a product and mobile phone well as numerous 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 cellular phone, swiping through icons to access an especially 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 open up 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 make an effort 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 generally seems to prefer the iPad or smartphone to everything else.
There are occasions when they are the only real items that can keep him quiet.
He’s what on the surface appear to be symptoms of autism, however the autism specialist they took him to is reluctant to get him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match with autism, and believes which is correctly diagnosed if 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 overall population and is commonly 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 other than 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 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 more or less anything put in front of him, does well in crowds and generally around others so long as 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 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 doesn’t imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to determine how delayed, because of the kind of kid he’s and his insufficient discipline that in my opinion, his parents haven’t invested the amount of time in developing.
The only real 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 consists of words but not complete conversational sentences. Thus, his vocabulary is restricted and is apparently what he hears on @
@ and YouTube. He does not seem to possess the idea of putting a word with an image apart from what he sees in videos or’educational games.’
From all they’ve read about sensory seekers, extreme speech delay doesn’t seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the length of the evaluations, these 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 through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of a break it allows appeared to be harmless, roughly they thought.
The speech therapist described in their mind the data from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the additional time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes a day using screens, ultimately causing 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 two years old.
The outcomes of the research demonstrated that there’s 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.
Consider 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.
According to a Nielsen Study, 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 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 a lot more than 5x in 4 years with and the unknown impact on their cognitive development.
There’s little scientific data on the effects of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge in young kids 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 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, a significant 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 it’s the highest energy wavelength of visible light. This energy can also be able to penetrate all how you can the rear of a person’s eye, through the eyes’natural filters, and that’s 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 facing a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games might be entertaining, it’s not going to offer 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 video or TV running in the backdrop negatively affects their development each time a child is engaged in play and learning. This is a distraction from the job at hand 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 students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the actual world.
You can find only so several hours per day, and the full time spent on screens comes at a top 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 desire a well-balanced number 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 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 general screen time limit of a maximum of no two hours per day in front of 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 should 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 that 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 we 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 conscious of our personal behaviors and what this means is turning off our smart phones, putting down the tablet or iPad combined with the TV and laptop and being in the here and now with this kids.
Kids can tell when our heads remain on the email we just continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to set up a media free time every day and spend this time around with your attention 100% centered 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 same is true for all bedrooms. Bedrooms are intended 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 tune that uses several tenses or different grammar points. Obtain the students to sing along and then write the lyrics on the board. Cause them to sing it together and getting the tune to their head. Following this, we are able to quiz them the tenses used and grammatical points which are in the specific text. Ensure it is short and quick, and if they obtain the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to select a term on that and change the tense out of it. This would give them lots of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a much more fun. This can often motivate them to understand faster. Amongst teenagers, this can be quite a lot far better when we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to make grammar a little easier to understand is to teach it in the shape of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a line to the overall finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole 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 the reasons certain tenses are the direction they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the aforementioned ways of learning grammar are they draw the interest of the students to new grammatical structures as it may 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 do believe, the aforementioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in the next ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow the students pick out their favorite sports star or celebrities. Find a brief 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 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 novices including small children. Cut right out a list of several words that either take’an’or’an’and mix them up. For very young learners, you might use pictures too. Divide students into pairs or groups and ask them to put the language in two piles, with regards to the article. Once they’ve their piles ready, inquire further 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 truly a preschool teacher may be exciting along with scary because you have to cope with many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who will amaze you sometimes using their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You could even get a headache and feel helpless at times. While some young children get adjusted to the institution surroundings in much less time, an important percentage of kids remember to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even if it’s difficult to manage a lot of kids of such young age, taking the proper efforts to obtain them associated with various school activities can raise their interests and avoid disruptions in the class. Listed 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 ought to give attention to keeping activities that are short and an easy task 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 are the results next. You can arrange fun games between a couple or group of students by using pictures or perhaps a game which involves moving around the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the children to paint their ideas and enhance creativity in them. It can help guess what happens all thoughts continue in the young mind and also learn their aspects of interest. It will guide them the proper use of colors, scissors, glue, etc., and find out how these specific things can 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 grasp the things more effectively. You can convey the lessons by dramatizing a component 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 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 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 exactly the same generation get together in a preschool, the odds 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. He or she must motivate the students to take part in group games.
While worksheets are less common in this age, you could 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 little one is expected to complement similar objects, draw images in regards to a particular topic or even color the printed figure.
Read out stories
Children in this specific generation have the ability to catch more when they hear repetitive things. Try narrating the same story for a week and question them to repeat it the next time while you hold on the role cards.
To really make the preschool a familiar place, permit notes from parents or allow the little one to bring 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 plenty of patience, planning innovative activities might help the youngsters enjoy and also cause them to become feel comfortable.