This is actually 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.
I’d like to back up and offer you details on which 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 incredibly delayed in his speech abilities and social skills.
He manages a tablet and mobile 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 family iPad or his mother’s mobile phone, swiping through icons to access 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 overall game a few rounds, he swipes back again to the key screen to start 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.
If they attempt to take away 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 seems to like the iPad or smartphone to everything else.
There are times when they’re the sole things that could keep him quiet.
He’s what at first glance be seemingly outward indications of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll be correctly diagnosed should 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 typical population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is frequently inherited.
No body in either family has SPD, and other than not many symptoms, he does not fit 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 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 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 lack of discipline, but he is affectionate together with his family and relatives and makes good eye contact.
He includes a great appetite and eats virtually anything put before him, does well in crowds and generally around others so long as he does not have 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 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 is cognitively delayed, but it’s hard to find out how delayed, because of the type of kid he’s and his lack of discipline that for me, his parents haven’t invested the time in developing.
The only 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 includes words however not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @
@ and YouTube. He doesn’t seem to possess the concept of putting a word having an image apart from what he sees in videos or’educational games.’
From all they’ve find out 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.
Within the course of the evaluations, they were asked just how much screen time he’s 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 through the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. We all lead busy lives and the few minute of a break it allows appeared to be harmless, roughly they thought.
The speech therapist pointed out in their mind the data from a recently available Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The analysis “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.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, ultimately causing 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 couple of years old.
The outcomes of the study demonstrated that there surely is a 49% increased potential for delayed speech for every single extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for a couple 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 usage of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study showed 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 place 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’s little scientific data on the effects of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 first introduction of handheld devices to kids.
Interactive screens such as 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 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 can be able to penetrate all how you can the back of a person’s 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 is still out.
Pediatricians and child development experts concur 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 could be entertaining, it’s not going to offer 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 can be 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 is 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.
You will find only so much time per day, and enough time spent on 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 need a well-balanced number of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and using physical toys and socializing with other siblings and peers along with 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 general screen time limit of a maximum of no two hours per day in front of the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour daily for children 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years of age and older.
• Under age18 months there should be no screen time allowed and they need to 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 the absolute 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 must be very aware of our own 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 your kids.
Kids can tell when our heads remain on the email we just keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we need to set up a media leisure time every single day and spend this time around with this attention 100% centered on 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 holds true for several bedrooms. Bedrooms are designed 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 brain a lot faster. To be able to execute this, find a tune 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 obtaining the tune within their head. Next, we can quiz them the tenses used and grammatical points that are in the specific text. Make it short and quick, and once they get the hang of it, let them sing again. Next, try making a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This would provide them with a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a many more fun. This may often motivate them to learn faster. Amongst teenagers, this could be a lot more effective once we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell an account: Another way to produce grammar only a little easier to know is to teach it in the shape of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a point to the general finished story. If you will find any grammar mistakes, in this, then leave it before end. When the whole story is finished and written on the board, let a student appear and make appropriate corrections in turns. Get the entire 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 lot easier.
The advantages of the above mentioned ways of learning grammar are which they draw the interest of the students to new grammatical structures because it could be the fun way to learn. However, there is an enormous disadvantage if these strategies are used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the aforementioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and participating in the following ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent 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. Read the bio along with your students and make sure they understand the differences. Contrast use 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 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 list 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 words in two piles, with regards to the article. Once they have their piles ready, question them if they can find out 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 definitely 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 truly a preschool teacher could be exciting as well as scary as you have to deal with many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who can amaze you occasionally with their unimaginable acts. At once, they are able to cause utter chaos and give you at your tethering ends. You may even get a headache and feel helpless at times. Although some young kids get adjusted to the college surroundings in not as time, an important percentage of kids make 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 number of kids of such young age, taking the proper efforts to have them involved in various school activities can raise their interests and avoid disruptions in the class. Listed 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 must give attention to keeping activities which are short and simple to understand. The children often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to learn what happens next. You can arrange fun games between a set or band of students by making use of pictures or even a game which involves moving round the class to locate the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the children 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 aspects of interest. It’ll guide them the proper utilization of colors, scissors, glue, etc., and understand how these exact things are to 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 understand the things more effectively. You can convey the lessons by dramatizing part or the whole story together with your colleagues. Also, you may make utilization of nursery songs or gestures for the same.
Include puzzles and science
The little ones are usually interested in learning new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class while they help to stimulate mental performance and enhance memory in kids. In addition it aids in developing motor skills.
Motivate children to bond with others
As much children of the exact same age bracket 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 kids and also urge them to share their tiffin during lunchtime or breaks. She or he must motivate the students to participate in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You can keep simple pages where the kid is expected to fit similar objects, draw images about a particular topic or even color the printed figure.
Read out stories
Children in this kind of age bracket have the ability to catch more should they hear repetitive things. Try narrating the exact same story for per week and question them to repeat it next time when you hold on the role cards.
To help make the preschool a common place, permit notes from parents or allow the little one to create his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students is not any easy task and requires a lot of patience, planning innovative activities can help the youngsters enjoy and also cause them to become feel comfortable.