How to Teach Fractions to Grade 4

Here is 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.

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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 with their pediatrician.

Allow me to back up and offer you details on which they’re experiencing.

They have a three and a half year old young 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 cell 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 cellular 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 overall game a couple of rounds, he swipes back to the key screen to open up 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.

If they try to remove 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 appears to prefer the iPad or smartphone to everything else.

There are occasions when they’re the sole things that will keep him quiet.

He has what at first glance appear to be apparent symptoms of autism, but the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly complement 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 general population and tends to be heredity.

 

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The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is frequently inherited.

No-one in either family has SPD, and other than hardly any symptoms, he does unfit 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 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 is extremely physically active (especially together 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 along with his family and relatives and makes good eye contact.

 

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He has a great appetite and eats virtually anything put facing him, does well in crowds and generally around others provided that he does not have to 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 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 determine how delayed, due to the form of kid he is and his not enough discipline that in my opinion, his parents haven’t invested the time in developing.

The sole word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that is baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @

@ and YouTube. He does not seem to own the thought of putting a phrase with an image other than what he sees in videos or’educational games.’

From all they have learn 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, these were asked how much screen time he’s each day. They figure that he averages 45 to 60 minutes per 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 on a single interaction. All of us lead busy lives and the few minute of a break it allows appeared to be harmless, or so they thought.

 

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The speech therapist described for them the info from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the more time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”

“In line with the study, 20 percent of kids under age two spend about 30 minutes each day using screens, ultimately causing an almost 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 outcome of the study demonstrated that there’s a 49% increased potential for delayed speech for each and every extra 30 minutes spent utilizing a touchscreen, be it a tablet, 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.
According to a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recently available 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 make use of a mobile device to place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under the age of 3 has grown a lot more than 5x in 4 years with and the unknown impact on their 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 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 really a well-accepted contributing factor caused by the early introduction of handheld devices to kids.

Interactive screens such as for instance iPads, tablets, and smartphones are known 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, 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 rear of a person’s 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 agree that while passive screen time facing a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games may be entertaining, it’s not going to supply a wealthy 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 back ground negatively affects their development each time a child is engaged in play and learning. This is a distraction from the task accessible and lowers their concentration.

 

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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 students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not reaching parents and siblings or the real world.

There are only so many hours in a day, and the time allocated to 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 age three desire a well-balanced number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and having fun with 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 each day before 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 children 6 years of age and older.
• Under age18 months there should be no screen time allowed and they should not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them the absolute 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 individuals are our children’s main role models, therefore the habits we have we directly and indirectly instill into our children.

We have to be very conscious of our personal 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 just keep reading our phone. By not watching them, this usually makes their behavior worse.

As parents we must establish a media leisure time each and every day and spend this time around with our attention 100% dedicated to our children 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 true for several bedrooms. Bedrooms are designed 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 the mind 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. Cause them to sing it together and having the tune within their head. Next, we could quiz them the tenses used and grammatical points which are in the actual text. Allow it to be short and quick, and once they get the hang of it, let them sing again. After this, try making a game out of it. Select individual students to choose a term 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 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 be a many more fun. This may often motivate them to understand faster. Amongst teenagers, this can be quite a lot far better whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.

3. Tell an account: Another way to make grammar a little easier to know is to teach it in the shape of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a range to the entire finished story. If you can find any grammar mistakes, in this, then leave it before end. When the entire 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 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 whole lot easier.

The advantages of the above mentioned methods of learning grammar are that they draw the attention of the students to new grammatical structures as it may be 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 do believe, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.

Learning grammar may also be made fun and participating in the following ways such as for example:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Let the students choose their favorite sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. See the bio with your students and make sure they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.


(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 fantastic for newbies including small children. Cut right out a list of several words that either take’an’or’an’and mix them up. For very young learners, you may use pictures too. Divide students into pairs or groups and have them put the language in two piles, with respect to the article. Once they’ve their piles ready, question them if they can find out the rule themselves.

The author 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 can be 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 readily useful seller.

Being a preschool teacher could be exciting in addition to scary when you have to deal with many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who is able to amaze you at times making use of their unimaginable acts. At once, they could cause utter chaos and make you at your tethering ends. You may even get a headache and feel helpless at times. Although some young children get adjusted to the college surroundings in much less time, a major percentage of kids take the time to get acquainted with the new environment and can often test a teacher’s patience. Even if it is difficult to manage a lot of kids of such young age, taking the best efforts to obtain them associated 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 quick attention span, you ought to focus on keeping activities which can be short and easy 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 know what happens next. You are able to arrange fun games between a set or group of students by using pictures or 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 kids to paint their ideas and bring out creativity in them. It can help you know what all thoughts carry on in the young mind and also learn their aspects of interest. It will guide them the proper use of colors, scissors, glue, etc., and find out how these specific things can be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, try to portray them with assistance from a story. Visualizing things helps the students to know the items more effectively. You are able to convey the lessons by dramatizing a part or the entire story with your colleagues. Also, you can make use 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 as they help to 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 likelihood of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the children and also urge them to generally share their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.

Take advantage of worksheets

While worksheets are less common in this age, you can have creative worksheets for the youngsters to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the child is expected to match similar objects, draw images of a particular topic as well as color the printed figure.

Read out stories

Children in this particular generation have the ability to catch more should they hear repetitive things. Try narrating exactly the same story for a week and ask them to repeat it the next time as you hold on the role cards.

To make the preschool a common 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 not any easy task and requires a lot of patience, planning innovative activities can help the kids enjoy and also make them feel comfortable.

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