This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 to their pediatrician.
Allow me to back up and give you details about what they’re experiencing.
They have 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 extremely delayed in his speech abilities and social skills.
He manages a product and mobile phone extremely well as much of his peers do.
Initially, I believed it absolutely was incredible to view him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to get to 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 several rounds, he swipes back to the main 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.
Once they try to remove the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.
He generally seems to prefer the iPad or smartphone to everything else.
Solutions when they’re the only issues that will keep him quiet.
He has what on top look like symptoms of autism, nevertheless the autism specialist they took him to is reluctant to have him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match up 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 overall population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is often inherited.
No body in either family has SPD, and apart from very few 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 activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He includes a great appetite and eats more or less anything put before him, does well in crowds and generally around others as long as he does not have 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 pencil and fists one just 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 find out how delayed, due to the kind of kid he’s and his insufficient discipline that i think, his parents haven’t invested the time in developing.
The sole word 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 consists of words although not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @
@ and YouTube. He does not seem to own the thought of putting a phrase by having 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 seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the length of the evaluations, they were asked just how much screen time he has each day. They figure that he averages 45 to 60 minutes each day; 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 some slack it allows were harmless, or so they thought.
The speech therapist stated for them the data from a recent Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the more hours children under 2 years of age 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, resulting in 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 two years old.
The outcome of the analysis demonstrated that there surely is a 49% increased possibility of delayed speech for every extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.
Consider this for a couple 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 product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, significantly 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 age 3 has grown more than 5x in 4 years with and the unknown impact on their cognitive development.
There’s little scientific data on the effects of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 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 recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant 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 oahu is the highest energy wavelength of visible light. This energy can be in a position to penetrate all the best 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’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 totally that while passive screen time before 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 wealthy 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 backdrop negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the duty 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 is a big concern: if children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the actual world.
You can find only so several hours per day, and the time used on screens comes at a top 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 group of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy 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 the 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 each day 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 ought to be no screen time allowed and they will not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that makes them the 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 must remember that we are our children’s main role models, which means 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 this kids.
Kids can tell when our heads remain on the e-mail we only keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to begin a media free time each day and spend this time with this attention 100% centered on our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The same is true for all bedrooms. Bedrooms are meant 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 can become embedded into your brain a great deal faster. To be able to execute this, find a song that uses several tenses or different grammar points. Get 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. After this, we could quiz them the tenses used and grammatical points which can be in the particular text. Allow it to be short and quick, and if they have 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 would give them plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a much more fun. This may 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 undoubtedly be alert and enjoy too.
3. Tell an account: Another way to make grammar a little easier to grasp is to teach it in the proper execution of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a line to the entire finished story. If you can find any grammar mistakes, in this, then leave it before the end. When the entire story is finished and written on the board, let students show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The features of the aforementioned methods of learning grammar are which they draw the eye of the students to new grammatical structures because it could be the fun way to learn. However, there is a massive 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 certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing these ways such as for example:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow the students pick out a common sports star or celebrities. Find a short biography or write one on your own summarizing a celebrity’s main achievements. See 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 excellent for novices 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 might use pictures too. Divide students into pairs or groups and keep these things put the language in two piles, depending on the article. Once they’ve their piles ready, question them if they can determine the rule themselves.
Mcdougal 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 a preschool teacher could be exciting along with scary as you have to cope with many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who will amaze you sometimes with 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. While some children get adjusted to the college surroundings in not as time, an important percentage of kids take care to get acquainted with the brand new environment and can often test a teacher’s patience. Even if it’s difficult to manage a number of kids of such young age, taking the right efforts to get them associated with various school activities can raise their interests and avoid disruptions in the class. Here is a set 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 short attention span, you ought to focus on keeping activities which can be short and simple to understand. The youngsters often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to understand what are the results next. You can arrange fun games between a pair or group of students by utilizing pictures or even 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 kids to paint their ideas and draw out creativity in them. It can help you know what all thoughts go on in the young mind and also learn their regions of interest. It will teach them the proper utilization of colors, scissors, glue, etc., and learn how these things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with the help of a story. Visualizing things helps the students to grasp what exactly more effectively. You can convey the lessons by dramatizing a component or the whole story together with your colleagues. Also, you possibly can make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones are always interested in 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 supports developing motor skills.
Motivate children to bond with others
As numerous children of the same age group bond 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 youngsters and also urge them to fairly share their tiffin during lunchtime or breaks. He or 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 simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to complement similar objects, draw images in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this specific age group have the ability to catch more when they hear repetitive things. Try narrating the exact same story for a week and question them to repeat it the next time as you hold on the role cards.
To help 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 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 children enjoy and also make them feel comfortable.