This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 to their pediatrician.
I’d like to back up and offer you details about what they’re experiencing.
They have a three and a half year old little boy who’s 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 product and mobile phone quite well as numerous of his peers do.
Initially, I believed it was incredible to watch him wrap his little fingers around the household iPad or his mother’s cell 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 a couple of rounds, he swipes back once again to the main 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 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 floor, hands balled into fists and a high-pitched screaming session.
He seems to prefer the iPad or smartphone to everything else.
There are occasions when they are the only issues that will keep him quiet.
He has what on top seem to be 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 if 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 overall population and is commonly 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 not fit the symptomatic profile.
Another thought they’ve 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 that 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’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 is affectionate with his family and relatives and makes good eye contact.
He includes a great appetite and eats more or less anything put facing him, does well in crowds and generally around others as 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 a lot more than he lets on. He doesn’t 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 kind of kid he is and his not enough discipline that i think, 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, 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 possess the concept of putting a word with an image other than what he sees in videos or’educational games.’
From all they’ve learn 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.
Over the course of the evaluations, they certainly were asked how much screen time he’s each day. They figure he averages 45 to 60 minutes each day; from what I’ve observed I think it higher and nearer to 90 minutes spread through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of a rest it allows were harmless, or so they thought.
The speech therapist stated for them the info from a recent 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 using smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”
“According to 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 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 two years old.
The outcome of the research demonstrated that there is a 49% increased potential for delayed speech for every single extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Look at 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 access to a product or smartphone.
• By 2015, 58% of children under age two had used a tablet 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 indicated 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 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’s little scientific data on the consequences of long-term use 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 caused by the early introduction of handheld devices to kids.
Interactive screens such as iPads, tablets, and smartphones are proven to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important sleep hormone, which disrupts 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 is also able to penetrate all the way to the back 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 remains 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 could be entertaining, it’s not going to provide 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 video or TV running in the background negatively affects their development each time a child is engaged in play and learning. This can be 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 for instance tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.
You can find only so several hours per day, and the full time used on 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 desire a well-balanced band of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and having fun with 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 this update, AAP had established that the typical screen time limit of a maximum of no two hours a day before 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 children 6 years of age 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 produces them probably 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 need to remember that people 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 conscious of our own behaviors and what this means is 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 e-mail we only read on our phone. By not watching them, this usually makes their behavior worse.
As parents we must set up a media spare time everyday and spend this time with our attention 100% centered on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This is family time. Exactly the same holds true for several bedrooms. Bedrooms are meant 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 can 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. Obtain 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. After this, we can 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 have the hang of it, let them sing again. After this, try building a game out of it. Select individual students to select an expression on that and change the tense out of it. This will provide them with a lot of practice using different tenses and verb forms, and in the light-hearted way.
2. Allow it to be into a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a lot more fun. This will often motivate them to master faster. Amongst teenagers, this can be quite a lot more efficient when we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell a story: Another way to make grammar only a little easier to grasp is to show it in the proper execution of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a range to the overall finished story. If you will find any grammar mistakes, in this, then leave it until the end. When the entire story is finished and written on the board, let a student appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions why certain tenses are the direction they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the above ways of learning grammar are that they draw the eye of the students to new grammatical structures because it may be the fun way to learn. However, there is a huge 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 think, the aforementioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and doing the following ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow students choose a common sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. See 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 fully 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 fantastic for beginners including small children. Cut fully 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’ve their piles ready, question them if they could 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 fully a preschool teacher may be exciting in addition to scary because you have to manage many toddlers at any time. Nevertheless, it provides you with a chance to be with innocent children who will amaze you occasionally making use of their unimaginable acts. At the same time frame, they could cause utter chaos and leave you at your tethering ends. You might even get a frustration and feel helpless at times. While some small children get adjusted to the college surroundings in not as time, a significant percentage of kids take time to get knowledgeable about 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 best efforts to have them involved in 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 brief attention span, you need to focus on keeping activities which are short and easy to understand. The kids often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to learn what happens next. You can arrange fun games between a pair or group of students by utilizing pictures or a game which involves moving round 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 bring out creativity in them. It will also help do you know what all thoughts go on in the young mind and also learn their areas of interest. It’ll guide them the best use of colors, scissors, glue, etc., and find out how these exact things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to grasp the things more effectively. You can convey the lessons by dramatizing a part or the entire story together with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The children are always interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the brain and enhance memory in kids. Additionally, 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 odds of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to talk about their tiffin during lunchtime or breaks. He/she must motivate the students to be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You are able to 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 if they hear repetitive things. Try narrating the same story for weekly and ask them to repeat it the very next time as you wait the role cards.
To make the preschool a familiar place, permit notes from parents or allow a child to bring his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities will help the kids enjoy and also make sure they are feel comfortable.