Here 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 to their pediatrician.
Let me back up and offer you details on what they’re experiencing.
They’ve 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 tablet and cellular phone very well as numerous of his peers do.
Initially, I thought it was incredible to watch him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get at a particularly 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 once again 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 in to a character’s belly.
Once 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 ground, hands balled into fists and a high-pitched screaming session.
He appears to choose the iPad or smartphone to everything else.
Solutions when they are the only real issues that can keep him quiet.
He has what on the surface seem to be apparent symptoms of autism, however the autism specialist they took him to is reluctant to have 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 diagnosed with 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 declare that SPD is generally inherited.
No-one in either family has SPD, and other than hardly any 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 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 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’s affectionate along with his family and relatives and makes good eye contact.
He includes a great appetite and eats virtually anything put facing him, does well in crowds and generally around others provided that 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 pencil and fists one like 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 is cognitively delayed, but it’s hard to find out how delayed, due to the type of kid he’s and his not enough discipline that for me, his parents have not 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, that will be baby talk that includes 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 have the idea of putting a phrase by having an image apart from what he sees in videos or’educational games.’
From all they have 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.
Over the course of the evaluations, they certainly were asked how much screen time he has each day. They figure 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 one interaction. All of us lead busy lives and the few minute of a rest it allows seemed to be harmless, roughly they thought.
The speech therapist stated to them the info from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The analysis “suggests the more time children under 2 years old spend using smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes a day using screens, ultimately causing 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 2 yrs old.
The outcome of the study demonstrated that there’s a 49% increased potential for delayed speech for every single extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a product 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 indicated 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 put 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 their cognitive development.
There is little scientific data on the consequences of long-term utilization 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 just a well-accepted contributing factor resulting from early 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, a significant 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 it’s the highest energy wavelength of visible light. This energy is also able to penetrate all the best way to the back of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 agree that while passive screen time before 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 video 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 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 students are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the real world.
You can find only so much time in a day, and the time spent on screens comes at a high 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 require a well-balanced group of activities, including 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 alongside 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 no more than no two hours a day before the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour per day for kids 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 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 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 need 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 must 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 this kids.
Kids can tell when our heads are still on the email we only keep reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to establish a media spare time every day and spend now 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 exact same holds true for many bedrooms. Bedrooms are intended 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 the mind a whole lot faster. In order to execute this, find a song 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 getting the tune within their head. Next, we could quiz them the tenses used and grammatical points that are in the specific text. Make it short and quick, and if they get the hang of it, let them sing again. After this, try making a game out of it. Select individual students to select a phrase on that and change the tense out of it. This would give them 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 will be a many more fun. This will often motivate them to learn faster. Amongst teenagers, this can be quite a lot far better once we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a tale: Another way to create grammar a little easier to know is to teach it in the form of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a point to the entire finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole 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 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 whole lot easier.
The features of the above types of learning grammar are which they draw the eye of the students to new grammatical structures since it could be the fun solution 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 do believe, the above approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and participating in the next ways such as for example:
(1) Using Celebrity Profiles: We are able to 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 by yourself summarizing a celebrity’s main achievements. Browse the bio together with your students and ensure 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 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 beginners including small children. Cut out a listing of several words that either take’an’or’an’and mix them up. For very young learners, you might 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, ask them if they are able to figure out the rule themselves.
The writer Yasmin M Elias is really 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 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 truly a preschool teacher may be exciting along with scary when you have to manage many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who is able to amaze you at times using their unimaginable acts. At once, they are able to cause utter chaos and make you at your tethering ends. You could even get a frustration and feel helpless at times. Though some small children get adjusted to the school surroundings in much less time, an important percentage of kids take care to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even if it’s difficult to manage a lot of kids of such early age, taking the best efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. Here 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 can be short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to know what goes on next. You can arrange fun games between a set or group of students by making use of pictures or even a game which involves moving around the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you can encourage the kids to paint their ideas and bring out creativity in them. It can benefit you know what all thoughts go on in the young mind and also learn their aspects of interest. It will guide them the proper usage of colors, scissors, glue, etc., and find out how these things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to understand the things more effectively. You can convey the lessons by dramatizing a component or the whole story with your colleagues. Also, you possibly 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 stimulate the mind and enhance memory in kids. Additionally it aids in developing motor skills.
Motivate children to bond with others
As numerous 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 talk about 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 could 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 kid is expected to match similar objects, draw images in regards to a particular topic or even color the printed figure.
Read out stories
Children in this kind of generation have the capability to catch more should they hear repetitive things. Try narrating the same story for per week and inquire further to repeat it the very next time when you hold out the role cards.
To really make the preschool a familiar place, permit notes from parents or allow the little one to bring his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities will help the kids enjoy and also make them feel comfortable.