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This is 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.

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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.

I’d like to back up and offer you details on which they’re experiencing.

They have 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 incredibly delayed in his speech abilities and social skills.

He manages a tablet and cell phone extremely well as numerous of his peers do.

Initially, I believed it was incredible to view him wrap his little fingers around the family iPad or his mother’s cellular phone, swiping through icons to get to 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 overall game a few rounds, he swipes back once again to the main screen to start 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.

Once they make an effort to eliminate 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 appears to prefer the iPad or smartphone to everything else.

There are occasions when they are the only things that could keep him quiet.

He has what at first glance seem to be symptoms of autism, nevertheless 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 complement with autism, and believes that’ll be correctly diagnosed when 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 tends to be heredity.

 

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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 apart from very few symptoms, he does unfit 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 together with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he is affectionate with his family and relatives and makes good eye contact.

 

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He includes a great appetite and eats pretty much anything put before him, does well in crowds and generally around others provided that he does not need 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 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’s cognitively delayed, but it’s hard to find out how delayed, because of the type of kid he’s and his not enough discipline that in my opinion, his parents haven’t invested the amount of time in developing.

The only 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 although not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @

@ and YouTube. He does not seem to possess the concept of putting a word with an image apart from what he sees in videos or’educational games.’

From all they have find out 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 course of the evaluations, these were asked just 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 nearer to 90 minutes spread through the entire day.

A product / 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 rest it allows seemed to be harmless, roughly they thought.

 

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The speech therapist described in their mind the data from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The research “suggests the additional time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”

“In line with the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, leading to 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 2 yrs old.

The outcomes of the analysis demonstrated that there’s a 49% increased possibility of delayed speech for every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.

Consider this for a few 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 product or mobile phone.
According to a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recent Journal of Pediatrics study indicated 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 put their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown a lot more than 5x in 4 years with and the unknown impact on the 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 increase 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 really a well-accepted contributing factor caused by early introduction of handheld devices to kids.

Interactive screens such as iPads, tablets, and smartphones are recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important sleep hormone, which interferes with the natural bodily rhythms, leading to 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 back of the attention, through the eyes’natural filters, and this is 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 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 supply a rich learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.

Research has confirmed that having a video or TV running in the background negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the job available and lowers their concentration.

 

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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 are not interacting with 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 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 age three need a well-balanced group 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 typical screen time limit of no more than no two hours a day in front of the TV for kids over age 2.

The revised AAP guidelines recommend:
• One hour each 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 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 probably 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 individuals are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.

We must be very conscious of our personal behaviors and this implies 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 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 spare time each day and spend this time with your attention 100% focused on 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 exact same is valid 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 lot faster. To be able 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. Encourage them to sing it together and obtaining the tune to their head. Next, we are able to quiz them the tenses used and grammatical points that are in the specific text. Make it short and quick, and if they obtain the hang of it, let them sing again. After this, try building a game out of it. Select individual students to select a term on that and change the tense out of it. This will give them a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.

2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a much more fun. This will often motivate them to master faster. Amongst teenagers, this could be a lot far better once we divide the class into groups. Besides, everyone is going to be alert and enjoy too.

3. Tell a tale: Another way to produce grammar a little easier to understand is to instruct it in the proper execution of storytelling. Get the students to make 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 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 how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The benefits of the above mentioned methods of learning grammar are which they draw the interest of the students to new grammatical structures because it is the fun solution to learn. However, there’s a huge disadvantage if these strategies are used constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.

Learning grammar can also be made fun and doing the following ways such as for instance:

(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Allow the students choose their favorite sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. See the bio together with your students and ensure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut fully 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 fantastic for novices including small children. Cut out a list of several words that either take’an’or’an’and mix them up. For very young learners, you may use pictures too. Divide students into pairs or groups and keep these things put the language in two piles, with respect to the article. Once they’ve their piles ready, ask them if they are able to find out the rule themselves.

Mcdougal 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 is 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 readily useful seller.

Being a preschool teacher may be exciting as well as scary since you have to cope with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who can amaze you sometimes making use of their unimaginable acts. At the same time frame, they could cause utter chaos and give you at your tethering ends. You could even get a headache and feel helpless at times. While some small children get adjusted to the college surroundings in not as time, an important percentage of kids remember to get acquainted with the brand new environment and can often test a teacher’s patience. Even when it is difficult to control a lot of kids of such early age, taking the proper efforts to obtain them involved with various school activities can raise their interests and avoid disruptions in the class. This 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 quick attention span, you should give attention to keeping activities which are short and simple to understand. The kids often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to understand what are the results next. You are able to arrange fun games between a couple or band of students by making use of pictures or a game which involves moving across the class to discover the prize.

Encourage participation in art corner

By having art and craft activities, you are able to encourage the youngsters to paint their ideas and bring out creativity in them. It will also help guess what happens all thoughts continue in the young mind and also learn their regions of interest. It’ll guide them the right utilization of colors, scissors, glue, etc., and learn how these specific things can be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to know the items more effectively. You can convey the lessons by dramatizing a component or the whole story with your colleagues. Also, you possibly can make usage of nursery songs or gestures for the same.

Include puzzles and science

The little ones are always curious about new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. It also supports developing motor skills.

Motivate children to bond with others

As much children of the same age group come 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 youngsters and also urge them to share their tiffin during lunchtime or breaks. He/she must motivate the students to take part 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 are able to keep simple pages where the kid is expected to fit similar objects, draw images of a particular topic as well as color the printed figure.

Read out stories

Children in this particular age bracket have the capacity to catch more when they hear repetitive things. Try narrating the exact same story for weekly and ask them to repeat it the very next time as you hold on the role cards.

To help make the preschool a common place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students is not any easy task and requires plenty of patience, planning innovative activities can help the children enjoy and also make sure they are feel comfortable.

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