Here 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.
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’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 tablet and cellular phone well as numerous of his peers do.
Initially, I thought it was incredible to watch him wrap his little fingers around the family iPad or his mother’s cellular phone, swiping through icons to get at 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 overall game a couple of rounds, he swipes back to the key screen to open up 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 in to a character’s belly.
Once they try to eliminate the iPad, they suffer through one heck of a tantrum 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 like the iPad or smartphone to everything else.
There are occasions when they’re the only real items that will keep him quiet.
He’s what at first glance look like symptoms of autism, but 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 complement with autism, and believes that’ll be correctly diagnosed when they wait.
Based on their reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general 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 very few 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 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 gentle on and off).
He is extremely physically active (especially along with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he’s affectionate with his family and relatives and makes good eye contact.
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 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 ascertain how delayed, because of the type of kid he is and his insufficient discipline that for me, his parents have not invested the amount of 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 includes words however, not complete conversational sentences. Thus, his vocabulary is restricted and appears to be what he hears on @
@ and YouTube. He doesn’t seem to possess the idea of putting a phrase with an image apart from what he sees in videos or’educational games.’
From all they’ve read about sensory seekers, extreme speech delay does not appear to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On 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 believe it higher and nearer to 90 minutes spread through the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of a rest it allows seemed to be harmless, approximately they thought.
The speech therapist described to them the info from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the more time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much 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, resulting in an almost 50 percent increased danger 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 outcome of the analysis demonstrated that there is a 49% increased possibility of delayed speech for each and every extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.
Think about 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 usage of a tablet 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 mobile device without assistance.
• 28% of parents said they make use of 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 their 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 young kids with myopia (short-sightedness). The World Health Organization has documented that nearsightedness keeps 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 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 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 is also in a position to penetrate all the way to the rear 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 is still out.
Pediatricians and child development experts agree that while passive screen time in front of 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 rich learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the background negatively affects their development when a child is engaged in play and learning. This is a distraction from the task 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 can be a big concern: if children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they are not reaching parents and siblings or the real world.
There are only so several hours per day, and the time allocated to screens comes at a top 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 the age of three require a well-balanced group of activities, ranging from 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 general screen time limit of a maximum of no two hours a 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 kids 6 years old and older.
• Under age18 months there must 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 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 we are our children’s main role models, therefore the habits we have 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 TV and laptop and being in the here and now with our kids.
Kids can tell when our heads remain on the e-mail we only read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we must begin a media spare time everyday and spend this time with your attention 100% dedicated to our children 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 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 can become embedded into your head 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. Cause them to sing it together and having the tune within their head. Following this, we can quiz them the tenses used and grammatical points which are in the specific text. Make it short and quick, and if they have the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to select a phrase on that and change the tense out of it. This will let them have lots of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a lot more fun. This will often motivate them to learn faster. Amongst teenagers, this can be quite a lot far better once we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell an account: Another way to produce grammar a little easier to grasp is to teach it in the shape of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a range to the general finished story. If there are any grammar mistakes, in this, then leave it until the end. When the entire story is completed 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 as to why certain tenses are how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the above ways of learning grammar are which they draw the eye of the students to new grammatical structures because it may be the fun way to learn. However, there’s 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 be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and engaging in the next ways such as:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a great way. Allow the students pick out a common sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. See the bio together 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 great for newbies including small children. Cut right out a set 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 keep these things put what in two piles, depending on the article. Once they’ve their piles ready, inquire further if they are able to determine the rule themselves.
The writer 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 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 as well as scary since you have to cope with many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who can amaze you occasionally making use of their unimaginable acts. At the same time, they can cause utter chaos and make you at your tethering ends. You could even get a frustration and feel helpless at times. Although some small children get adjusted to the school surroundings in not as time, an important percentage of kids take the time to get acquainted with the brand new environment and can often test a teacher’s patience. Even if it is difficult to regulate a lot of kids of such early age, taking the best efforts to obtain them associated with various school activities can raise their interests and avoid disruptions in the class. Here is a listing 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 concentrate on keeping activities which can be short and easy to understand. The youngsters often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to learn what goes on next. You are able to arrange fun games between a set or group of students by making use of pictures or perhaps a game which involves moving round the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the children to paint their ideas and enhance creativity in them. It will also help you know what all thoughts go on in the young mind and also learn their aspects of interest. It’ll teach them the best utilization of colors, scissors, glue, etc., and find out how these things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort 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 along with your colleagues. Also, you can make usage of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually curious about 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 the mind and enhance memory in kids. Additionally, it aids in 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 always high. To avoid this, a preschool teacher must encourage friendship among the children and also urge them to generally share their tiffin during lunchtime or breaks. She or he must motivate the students to take part in group games.
Make use of worksheets
While worksheets are less common in this age, you’ll have creative worksheets for the kids to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to complement similar objects, draw images of a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age bracket have the capability to catch more should they hear repetitive things. Try narrating the exact same story for a week and question them to repeat it next time when you hold out the role cards.
To help make the preschool a familiar place, permit notes from parents or allow the little one 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 sure they are feel comfortable.