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.
Let me 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 product and cell phone extremely well as much of his peers do.
Initially, I thought it was incredible to watch him wrap his little fingers around the household iPad or his mother’s cell phone, swiping through icons to get at 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 to the key 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.
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 ground, hands balled into fists and a high-pitched screaming session.
He appears to choose the iPad or smartphone to everything else.
There are times when they’re the only things that can keep him quiet.
He’s what on the surface appear to be outward indications of autism, however the autism specialist they took him to is reluctant to obtain him fully evaluated until he is 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 the reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
No one in either family has SPD, and apart from not many 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 mild on and off).
He is extremely physically active (especially 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 along 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 so long as he does not need 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 pen and fists one like a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far a lot more than he lets on. He does not imitate sounds or vocabulary much, if at all.
His parents know he is 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 for me, his parents haven’t invested the time in developing.
The only 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 contains words however, not complete conversational sentences. Thus, his vocabulary is restricted and is apparently what he hears on @
@ and YouTube. He does not seem to have the idea of putting a phrase by having an image besides what he sees in videos or’educational games.’
From all they’ve 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.
Over the span of the evaluations, these were asked just how much screen time he has each day. They figure he averages 45 to 60 minutes per day; 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 on one interaction. All of us lead busy lives and the few minute of a rest it allows were harmless, or so they thought.
The speech therapist described in their mind the data from a recently available Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the additional time children under 2 years old spend using smartphones, tablets, and other handheld screens, the more likely they’re to begin talking later.”
“Based on 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 two years old.
The outcomes of the analysis demonstrated that there is a 49% increased potential for delayed speech for each and every extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Look at this for some 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 product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recent 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 age 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 results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 really a well-accepted contributing factor resulting from the early introduction of handheld devices to kids.
Interactive screens such as for instance iPads, tablets, and smartphones are proven 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, resulting in 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 in a position to penetrate all how you can the back of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury 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 agree that while passive screen time before 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 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 each time a child is engaged in play and learning. This can be a distraction from the duty 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 true world.
You will find only so many hours per day, and the time allocated to screens comes at a high 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 the age of three require 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 using 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 this update, AAP had established that the typical screen time limit of a maximum of no two hours a day in front of the TV for children 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 should be no screen time allowed and they should 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 vulnerable 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 must remember that individuals are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We need to be very aware of our personal behaviors and what this means is 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 continue to be on the email we only keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must begin a media free time every single day and spend this time around with our attention 100% dedicated to 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. 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 may become embedded into your head a whole 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 getting the tune to their head. Following this, we could quiz them the tenses used and grammatical points that are in the actual text. Ensure it is short and quick, and once they have the hang of it, let them sing again. After this, try making a game out of it. Select individual students to pick an expression on that and change the tense out of it. This would let them have a lot of practice using different tenses and verb forms, and in the light-hearted way.
2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition would be a lot more fun. This can often motivate them to learn faster. Amongst teenagers, this can be a lot more effective when we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell an account: Another way to make grammar a little easier to understand is to instruct it in the form of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a line to the general finished story. If you can find any grammar mistakes, in this, then leave it before end. When the entire 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 way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The features of the above types of learning grammar are which they draw the eye of the students to new grammatical structures since it could be the fun way 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 do believe, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can also 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. Allow the students choose their favorite sports star or celebrities. Find a short biography or write one on your own summarizing a celebrity’s main achievements. See the bio with your students and ensure they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.
- 92 Divided by 8
- Performance Contracting Helps Save on Energy Costs
- Simple and Compound Sentences Activities
- 4 Divided by 17
- How to Control Your Expenses to Eliminate Debt
- Continuous and Discrete Data
- List Of Sight Words for Kindergarten
- Free Printable Multiplication Table
- 7 Liters to Millimeters
- 18 Divided by 6
(2) Using Celebrity Photos: Cut fully out celebrity photo pictures from magazines. Use these pictures to instruct 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 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 keep these things put the language in two piles, with regards to the article. Once they have their piles ready, inquire further if they are able to determine the rule themselves.
Mcdougal 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 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 could be exciting as well as scary since you have to manage many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who will amaze you at times with their unimaginable acts. At the same time frame, they are able to cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. Though some young children get adjusted to the institution surroundings in not as time, a significant percentage of kids make time to get acquainted with the brand new environment and can often test a teacher’s patience. Even when it is difficult to regulate a number of kids of such early age, taking the right efforts to get them associated with various school activities can raise their interests and avoid disruptions in the class. This 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 quick attention span, you must concentrate on keeping activities which can be short and an easy task to understand. The youngsters often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to understand what happens next. You can arrange fun games between a pair or band of students by making use of pictures or a game which involves moving around the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the children to paint their ideas and draw out creativity in them. It will also help do you know what all thoughts carry on in the young mind and also learn their aspects of interest. It will teach them the proper use of colors, scissors, glue, etc., and understand how these specific things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to understand the things more effectively. You can convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you may make use of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually interested in 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 to stimulate the brain and enhance memory in kids. In addition, it aids in developing motor skills.
Motivate children to bond with others
As numerous children of the same age bracket come together in a preschool, the odds of conflicts between them are always high. To prevent 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 be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you could have creative worksheets for the children to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to fit similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age group have the ability to catch more should they hear repetitive things. Try narrating exactly the same story for a week and ask them to repeat it the next time as you wait the role cards.
To really 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’ll have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities can help the kids enjoy and also make them feel comfortable.