Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the 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.
I’d like to back up and give you details on what they’re experiencing.
They’ve 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 very delayed in his speech abilities and social skills.
He manages a product and cellular phone quite well as many of his peers do.
Initially, I believed it absolutely 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 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 game several rounds, he swipes back to the main 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 make an effort to remove the iPad, they suffer through one heck of a fit 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 prefer the iPad or smartphone to everything else.
Solutions when they are the only things that could keep him quiet.
He’s what on the surface look like apparent symptoms of autism, but the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes which will be correctly diagnosed if they wait.
Based on the reading, his parents think he might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.
Nobody in either family has SPD, and besides hardly any symptoms, he does unfit the symptomatic profile.
Another thought they’ve 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 is extremely physically active (especially along with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to not enough 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 provided that he does not need 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 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 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, due to the type of kid he’s and his lack of discipline that in my opinion, his parents haven’t invested the amount of 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 will be baby talk that includes words although not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to own the idea of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they have learn about sensory seekers, extreme speech delay doesn’t be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Over the length of the evaluations, they certainly were asked simply how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and closer 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 appeared to be harmless, approximately they thought.
The speech therapist stated in their mind the data from a recent Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The study “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 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 couple of years old.
The outcome of the analysis demonstrated that there’s a 49% increased possibility of delayed speech for every single extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Look at this for some 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 tablet or mobile phone.
According to 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 mobile 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 more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the consequences of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge in young kids with myopia (short-sightedness). The World Health Organization has documented that nearsightedness keeps growing at an alarming rate worldwide and screen use is 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, a significant sleep hormone, which interferes with the natural bodily rhythms, leading to 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 also be in a position to penetrate all the best way to the trunk of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury 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 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 might be entertaining, it’s not going to offer 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 background negatively affects their development whenever a child is engaged in play and learning. This is a distraction from the duty 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 students are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the true world.
You can find only so many hours in a day, and the time spent 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 the age of three desire a well-balanced group of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and playing 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 the update, AAP had established that the typical screen time limit of a maximum of no two hours a day in front of the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour each day 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 ought to 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 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 people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We have to 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 our kids.
Kids can tell when our heads remain on the e-mail we just keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to establish a media free time each 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 all bedrooms. Bedrooms are designed 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 will become embedded into your brain a great deal 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 having the tune into their head. Following this, we could 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 get the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This will give them a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Ensure it is right 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 could be a lot more efficient when we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell a tale: Another way to make grammar only a little easier to grasp is to instruct it in the proper execution of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a point to the overall finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the entire story is completed and written on the board, let a student come up and make appropriate corrections in turns. Get the entire class involved and ask the students questions why certain tenses are the way 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 above mentioned types of learning grammar are they draw the interest of the students to new grammatical structures since it may be the fun solution to learn. However, there is an enormous disadvantage if these strategies are employed constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing these ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow students select a common sports star or celebrities. Find a quick biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio with your students and make sure they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
- 17 Divided by 18
- Converting Customary Units Of Weight
- 2nd Grade Math Questions
- Sequence Of events Worksheets
- 4 Grams to Kilograms
- 1 Divided by 42
- Letter A Preschool Worksheets
- Division and Multiplication Word Problems
- What is the Point Of Cursive
- 4 Divided by 17
(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 right 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 respect to the article. Once they have 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 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 can be exciting in addition to scary because you have to deal with many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who can amaze you sometimes using their unimaginable acts. At the same time, they are able to cause utter chaos and leave you at your tethering ends. You might even get a frustration and feel helpless at times. Although some small children get adjusted to the school surroundings in much less time, a significant percentage of kids make time to get familiar with the newest environment and can often test a teacher’s patience. Even if it is difficult to control a number of kids of such young age, taking the best efforts to get them involved with various school activities can raise their interests and avoid disruptions in the class. This is a listing 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 short attention span, you must give attention to keeping activities which are short and easy to understand. The kids often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to understand what happens next. You are able to arrange fun games between a pair or band of students by utilizing pictures or perhaps 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 children to paint their ideas and bring out creativity in them. It will also help do 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, make an effort to portray them with the aid of a story. Visualizing things helps the students to know the things more effectively. You are able to convey the lessons by dramatizing part or the whole story together with your colleagues. Also, you possibly can make use of nursery songs or gestures for the same.
Include puzzles and science
The children are usually interested in learning new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class as they help stimulate the mind and enhance memory in kids. Additionally it aids in developing motor skills.
Motivate children to bond with others
As much children of exactly the same age group bond in a preschool, the odds of conflicts between them are always high. 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 take part in group games.
Take advantage of worksheets
While worksheets are less common in this age, you can have creative worksheets for the youngsters to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to match similar objects, draw images in regards to a particular topic as well as color the printed figure.
Read out stories
Children in this particular age group have the ability to catch more when they hear repetitive things. Try narrating exactly the 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 a child 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 lots of patience, planning innovative activities might help the kids enjoy and also make them feel comfortable.