Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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 for their pediatrician.
Allow me to back up and give you details on what 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 extremely delayed in his speech abilities and social skills.
He manages a product and cellular phone quite well as much of his peers do.
Initially, I thought it absolutely was incredible to view him wrap his little fingers around the household iPad or his mother’s cell 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 game several rounds, he swipes back 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 in to a character’s belly.
If 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 a floor, hands balled into fists and a high-pitched screaming session.
He generally seems to prefer the iPad or smartphone to everything else.
There are occasions when they’re the sole issues that could keep him quiet.
He’s what on the surface look like outward indications of autism, but the autism specialist they took him to is reluctant to have him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes which is correctly diagnosed if they wait.
Based on the reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
No body in either family has SPD, and other than hardly any 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 can be 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’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’s affectionate together with his family and relatives and makes good eye contact.
He has a great appetite and eats more or less anything put before him, does well in crowds and generally around others so long as 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 does not imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to determine how delayed, because of the kind of kid he’s and his not enough discipline that in my opinion, his parents haven’t 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 contains words but not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to own the thought of putting a phrase having an image besides what he sees in videos or’educational games.’
From all they have learn about sensory seekers, extreme speech delay doesn’t be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over the course of the evaluations, they were asked how much screen time he has each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and closer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. We all lead busy lives and the few minute of a break it allows appeared to be harmless, approximately they thought.
The speech therapist pointed out to them the info from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The study “suggests the more time children under 2 years of age spend having fun 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 age two spend about 30 minutes per day using screens, leading to a nearly 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 potential for delayed speech for every extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Consider this for a few moments:
• 10% of US children under the age of 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 product or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
In accordance with a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recent 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 put their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown 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 utilization 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 really a well-accepted contributing factor caused by the early introduction of handheld devices to kids.
Interactive screens such as for example 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 disrupts the natural bodily rhythms, leading to 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 the eye, through the eyes’natural filters, and that’s 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 remains 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 might be entertaining, it is not going to offer a rich learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the backdrop negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the job at hand 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 students are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not getting together with parents and siblings or the real world.
You can find only so many hours per day, and the full time used on screens comes at a top 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 the age of three require a well-balanced band 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 facing the TV for children 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 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 at risk of 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, which means habits we’ve we directly and indirectly instill into our children.
We need to be very aware 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 our kids.
Kids can tell when our heads remain on the e-mail we just continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we have to begin a media spare time every single day and spend now with your attention 100% dedicated to our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. Exactly the same is valid for all bedrooms. Bedrooms are intended 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 your head a lot 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 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 once they get the hang of it, let them sing again. After this, try building a game out of it. Select individual students to select a phrase on that and change the tense out of it. This could provide them with a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Allow it to be in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a many 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 is likely to be alert and enjoy too.
3. Tell a tale: Another way to create grammar a little easier to understand is to instruct it in the form of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a range to the overall finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole story is finished and written on the board, let a student come up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are the way they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the aforementioned methods of learning grammar are they draw the attention of the students to new grammatical structures since it is the fun solution to learn. However, there is an enormous disadvantage if these strategies are utilized constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the above mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and engaging in the next ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Let the students select a common sports star or celebrities. Find a quick biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio along 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 fully 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 very good for newbies including small children. Cut 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 ask them to 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.
The author 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 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 best seller.
Being fully a preschool teacher can be exciting along with scary when you have to manage many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who is able to amaze you occasionally making use of their unimaginable acts. At the same time frame, they are able to cause utter chaos and give you at your tethering ends. You could even get a headache and feel helpless at times. Though some young children get adjusted to the institution surroundings in much less time, a major percentage of kids remember to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it’s difficult to regulate a lot of kids of such young age, taking the proper efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. Here is a list 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 short attention span, you must give attention to keeping activities which can be short and an easy task to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to know what goes on next. You are able to arrange fun games between a pair or number of students by using pictures or a game which involves moving across the class to find the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It can help guess what happens all thoughts carry on in the young mind and also learn their aspects of interest. It will teach them the best use of colors, scissors, glue, etc., and understand how these specific things are to 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 items more effectively. You can convey the lessons by dramatizing a part or the entire story with your colleagues. Also, you may make utilization 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 when they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate mental performance and enhance memory in kids. Additionally, it supports developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same age group get together in a preschool, the chances of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the children and also urge them to fairly share their tiffin during lunchtime or breaks. He/she 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 children to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one 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 group have the capability to catch more when they hear repetitive things. Try narrating the exact same story for weekly and question them to repeat it next time when you hold on the role cards.
To make the preschool a familiar place, permit notes from parents or allow the little one to bring his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students is no easy task and requires lots of patience, planning innovative activities might help the youngsters enjoy and also make them feel comfortable.