This is 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 for their pediatrician.
Let me back up and give you details on what they’re experiencing.
They have a three and a half year old little boy who is 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 mobile phone extremely well as many 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 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 several 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 right into a character’s belly.
If they attempt to eliminate 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 appears to prefer the iPad or smartphone to everything else.
There are times when they’re the only issues that can keep him quiet.
He has what on the surface seem to be outward indications 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 with autism, and believes which will be 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 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.
Nobody in either family has SPD, and apart from hardly any symptoms, he does not fit 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 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 mild on and off).
He’s extremely physically active (especially with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate with his family and relatives and makes good eye contact.
He features a great appetite and eats virtually anything put in front of 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 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 significantly 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 ascertain how delayed, because of the type of kid he’s and his lack of discipline that i think, his parents haven’t invested the 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, which will be baby talk that consists of words however, not complete conversational sentences. Thus, his vocabulary is bound and appears to be what he hears on @
@ and YouTube. He doesn’t seem to have the concept of putting a word with an image other than 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 span of the evaluations, they were asked 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. We all lead busy lives and the few minute of some slack it allows seemed to be harmless, or so they thought.
The speech therapist pointed out to them the data from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the much more likely they’re to begin talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, leading to a nearly 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 2 yrs old.
The outcome of the study demonstrated that there’s a 49% increased potential for delayed speech for each extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Look at 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 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 current Journal of Pediatrics study revealed 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 use 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 the cognitive development.
There is little scientific data on the results of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase in young 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 the 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 inhibits 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 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 remains out.
Pediatricians and child development experts concur that while passive screen time facing 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 you can find developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the back ground negatively affects their development whenever 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 tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.
You will find only so several hours per day, and the full time spent on screens comes at a higher 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 age three desire 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 the update, AAP had established that the typical screen time limit of a maximum of no two hours each day before the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour per day for children 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there should 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 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 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 this implies turning off our smart phones, putting down the tablet or iPad along with the TV and laptop and being in the here and now with this kids.
Kids can tell when our heads continue to be on the e-mail we just keep 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 every single day and spend this time with our attention 100% focused on our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. The same is valid for several bedrooms. Bedrooms are created 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 may become embedded into your brain 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. Cause them to sing it together and having the tune into their head. After this, we are able to quiz them the tenses used and grammatical points which can be in the particular text. Ensure it is short and quick, and once they get the hang of it, let them sing again. Following this, try building a game out of it. Select individual students to pick an expression on that and change the tense out of it. This may let them have a lot of practice using different tenses and verb forms, and in the light-hearted way.
2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a lot more fun. This can often motivate them to understand faster. Amongst teenagers, this can be a lot more efficient once we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a tale: Another way to produce grammar only a little easier to understand is to instruct it in the proper execution of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a range to the entire finished story. If there are any grammar mistakes, in this, then leave it until the end. When the entire story is finished and written on the board, let students come up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to the reasons certain tenses are the direction they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The advantages of the above types of learning grammar are they draw the attention of the students to new grammatical structures since it is the fun method to learn. However, there’s a huge 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 believe, the above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and doing the next ways such as for example:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Allow the students select their favorite 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 ensure they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut out celebrity photo pictures from magazines. Use these pictures to instruct 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 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 could use pictures too. Divide students into pairs or groups and keep these things put the language in two piles, with regards to the article. Once they have their piles ready, ask them if they can determine 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 most readily 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 provides you with to be able to be with innocent children who are able to amaze you at times with their unimaginable acts. At the same time, they could cause utter chaos and give you at your tethering ends. You might even get a frustration and feel helpless at times. While some young kids get adjusted to the college surroundings in much less time, an important percentage of kids take care to get knowledgeable about the new environment and can often test a teacher’s patience. Even if it’s difficult to control a lot of kids of such early age, taking the proper efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. Listed here is a list 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 brief attention span, you must focus on keeping activities that are 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 know what are the results next. You are able to arrange fun games between a couple or number of students by using pictures or a game which involves moving around the class to discover the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the youngsters to paint their ideas and draw out creativity in them. It can help guess what happens all thoughts go on in the young mind and also learn their areas of interest. It will guide them the best utilization 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 assistance from a story. Visualizing things helps the students to grasp the items more effectively. You are able to convey the lessons by dramatizing a part or the whole story with your colleagues. Also, you may make utilization 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 the brain and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same generation come together in a preschool, the odds of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the kids 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.
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 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 bracket have the capacity to catch more if they hear repetitive things. Try narrating the exact same story for per week and inquire further to repeat it the next time when you hold on 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 can have unique birthday celebrations. While handling the young students isn’t any easy task and requires plenty of patience, planning innovative activities might help the kids enjoy and also make sure they are feel comfortable.