Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the very 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 for their pediatrician.
Let me 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 incredibly delayed in his speech abilities and social skills.
He manages a tablet and cellular phone extremely well as many of his peers do.
Initially, I thought it had been incredible to view him wrap his little fingers around the household iPad or his mother’s mobile 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 game a couple of rounds, he swipes back to the key screen to open 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 right into a character’s belly.
Once 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 appears to prefer the iPad or smartphone to everything else.
Solutions when they are the only issues that will keep him quiet.
He’s what on top look like symptoms of autism, nevertheless 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 will 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 general population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is generally inherited.
Nobody 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 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 gentle 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’s affectionate together with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put facing him, does well in crowds and generally around others provided that he does not have to 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 such as 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 determine how delayed, due to the form of kid he is and his not enough discipline that for me, his parents haven’t invested the amount of time in developing.
The only real 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 restricted and is apparently what he hears on @
@ and YouTube. He doesn’t seem to have the thought of putting a word with 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’s each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I think it higher and nearer to 90 minutes spread throughout the day.
A product / 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 appeared to be harmless, approximately they thought.
The speech therapist stated for them the data from a current Journal of Pediatrics study “Handheld screen time associated with 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 more likely they are to begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes each day using screens, leading to 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 2 yrs old.
The outcomes of the analysis demonstrated that there’s a 49% increased potential for delayed speech for each 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 access to a product 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 recently available 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 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 is little scientific data on the effects of long-term use 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 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 recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential 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 also be in a position to penetrate all the best way to the back of a person’s eye, through the eyes’natural filters, and that’s 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 continues to be out.
Pediatricians and child development experts agree totally 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 might be entertaining, it is not going to provide an abundant 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 when a child is engaged in play and learning. This can be a distraction from the task 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 kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the actual world.
You can find only so much time in a 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 age three require a well-balanced band of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you 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 the update, AAP had established that the typical screen time limit of a maximum of no two hours per day facing the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour daily for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there must 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 need to remember that people 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 means 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 continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to begin a media spare time everyday and spend now 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. This really is family time. The same is true for many bedrooms. Bedrooms are designed 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 whole lot faster. To be able to execute this, find a tune that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Encourage them to sing it together and getting the tune within their head. Next, we are able to quiz them the tenses used and grammatical points which can be in the specific text. Allow it to be short and quick, and if they get the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to choose an expression on that and change the tense out of it. This might provide them with lots 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 a competition would be a many more fun. This may often motivate them to understand faster. Amongst teenagers, this can be a lot more efficient when we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a story: Another way to create grammar a little easier to grasp is to teach it in the proper execution of storytelling. Get the students to form 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 until the end. When the entire story is completed 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 concentrate on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The benefits of the above methods of learning grammar are that they draw the attention of the students to new grammatical structures as it is the fun solution to learn. However, there’s a huge 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 doing the next ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful 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. Browse the bio with your students and make certain they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
- 1 Divided by 15
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(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 very good for beginners including small children. Cut out a listing 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 the words in two piles, with respect to the article. Once they have their piles ready, inquire further if they can find out the rule themselves.
The writer Yasmin M Elias is just 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.
Being truly a preschool teacher could be exciting in addition to scary when you have to manage many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who are able to amaze you occasionally making use of their unimaginable acts. At the same time frame, they can cause utter chaos and give you at your tethering ends. You may even get a headache and feel helpless at times. Though some children get adjusted to the school surroundings in not as time, a significant percentage of kids make time to get knowledgeable about the newest environment and can often test a teacher’s patience. Even if it is difficult to manage a lot of kids of such young age, taking the proper efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. Here is a listing of different activities a preschool teacher can ingest 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 that are short and simple to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to know what happens next. You are able to arrange fun games between a pair or band of students by making use of pictures or a game which involves moving across the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the youngsters to paint their ideas and bring out creativity in them. It can benefit guess what happens all thoughts go on in the young mind and also learn their regions of interest. It’ll guide them the right use of colors, scissors, glue, etc., and find out how these exact things can be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to know the things more effectively. You are able to convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you possibly can make usage of nursery songs or gestures for the same.
Include puzzles and science
The children are usually interested in learning new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class while they help to stimulate the brain and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As much children of exactly the same age group come together in a preschool, the likelihood of conflicts between them are usually 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 be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you could have creative worksheets for the youngsters to help them develop their imagination and comprehensive skills. You can keep simple pages where the little one 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 specific generation have the ability to catch more when they hear repetitive things. Try narrating the exact same story for weekly and inquire further to repeat it the next time when you hold out the role cards.
To make the preschool a familiar 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 a lot of patience, planning innovative activities can help the children enjoy and also make them feel comfortable.