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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 1st 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 to their pediatrician.

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

They have a three and a half year old little boy who is a classic’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 cellular phone well as numerous of his peers do.

Initially, I believed it was incredible to watch him wrap his little fingers around the family 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 once again to the key 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 into a character’s belly.

If they try to take away the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking a floor, hands balled into fists and a high-pitched screaming session.

He appears to prefer the iPad or smartphone to everything else.

Solutions when they’re the sole issues that can keep him quiet.

He’s what on top appear to be outward indications of autism, however the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes that will be 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 is often heredity.

 

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The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.

No body in either family has SPD, and other than not many symptoms, he does unfit the symptomatic profile.

Another thought they’ve 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 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 insufficient discipline, but he is affectionate along with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats virtually anything put before 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 such as for instance 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 ascertain how delayed, because of the kind of kid he’s and his not enough discipline that for me, his parents have not invested the 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, that will be baby talk that consists of words although not complete conversational sentences. Thus, his vocabulary is restricted and is apparently what he hears on @

@ and YouTube. He doesn’t seem to possess the concept of putting a word with an image besides what he sees in videos or’educational games.’

From all they have learn about sensory seekers, extreme speech delay does not seem to be especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

On the span of the evaluations, they certainly were asked just how much screen time he’s 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 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 some slack it allows seemed to be harmless, roughly they thought.

 

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The speech therapist stated in their mind the info from a recently available Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The study “suggests the more hours children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”

“According to the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, resulting in 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 couple of years old.

The outcomes of the analysis demonstrated that there is a 49% increased chance of delayed speech for every single extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.

Think about 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study revealed that:
• 20% of 1-year-olds own a tablet.
• 28% of 2-year-olds could navigate a mobile device without assistance.
• 28% of parents said they use 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 their cognitive development.

There is little scientific data on the consequences of long-term usage 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 keeps 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 for example 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 interferes with 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 be in a position to penetrate all the way to the trunk of the eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes harm 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 continues to be out.

Pediatricians and child development experts concur that while passive screen time before 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 supply a wealthy learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.

Research has confirmed that having a video or TV running in the background negatively affects their development each time a child is engaged in play and learning. This is a distraction from the task at hand 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 is a big concern: if children are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the true world.

You can find only so several hours in a day, and the time allocated to screens comes at a higher price, taking time far 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 require a well-balanced number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and using 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 typical screen time limit of a maximum of no two hours per day facing 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 children 6 years of age and older.
• Under age18 months there must be no screen time allowed and they should not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them the absolute 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 we are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.

We have 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 the TV and laptop and being in the here and now with our kids.

Kids can tell when our heads are still on the email we only keep reading our phone. By not watching them, this usually makes their behavior worse.

As parents we have to begin a media leisure time every 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 is family time. Exactly the same holds 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 may become embedded into the mind a great deal faster. In order to execute this, find a song that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Get them to sing it together and having the tune to their head. Next, we are able to quiz them the tenses used and grammatical points which are in the specific text. Allow it to be short and quick, and if they obtain the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to pick a term on that and change the tense out of it. This could let them have a lot of practice using different tenses and verb forms, and in the very light-hearted way.

2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a much more fun. This can often motivate them to master faster. Amongst teenagers, this can be a lot far better whenever 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 grasp is to instruct it in the shape of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you will find any grammar mistakes, in this, then leave it before end. When the entire story is finished and written on the board, let students show up 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 focus on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The advantages of the above types of learning grammar are they draw the attention of the students to new grammatical structures as it is the fun method to learn. However, there is a massive 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 think, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.

Learning grammar may also be made fun and participating in these ways such as:

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


(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 great 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 might use pictures too. Divide students into pairs or groups and keep these things put what in two piles, with respect to 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 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 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 most readily useful seller.

Being fully a preschool teacher could be exciting along with scary as you have to manage many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who will amaze you sometimes with 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 children get adjusted to the institution surroundings in not as time, an important percentage of kids take the time to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it is difficult to regulate a bunch of kids of such early age, taking the best efforts to get them involved in 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 give attention to keeping activities which can be short and easy 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 understand what are the results next. You can arrange fun games between a couple or number of students by using pictures or perhaps 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 children to paint their ideas and draw out creativity in them. It can help do you know what all thoughts carry on in the young mind and also learn their areas of interest. It’ll guide them the proper usage of colors, scissors, glue, etc., and find out how these things can be handled.

Conduct dramatic plays

Rather than 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 are able to convey the lessons by dramatizing a part or the whole story together with your colleagues. Also, you can make use 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 when they notice something unusual. Have jigsaw puzzles in your class while they help to stimulate mental performance and enhance memory in kids. Additionally, it aids in developing motor skills.

Motivate children to bond with others

As many children of the same age bracket bond in a preschool, the likelihood 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/she must motivate the students to be involved in group games.

Take advantage of worksheets

While worksheets are less common in this age, you could have creative worksheets for the children 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 as well as color the printed figure.

Read out stories

Children in this particular 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 when you hold out 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 could have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities might help the youngsters enjoy and also cause them to become feel comfortable.

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