This 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 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 little boy who’s a vintage’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 cellular phone extremely well as many of his peers do.
Initially, I believed it was incredible to view him wrap his little fingers around the family 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 several rounds, he swipes back once again to the key 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 in to a character’s belly.
When they try to eliminate 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.
Solutions when they’re the only real things that can keep him quiet.
He’s what at first glance appear to be symptoms of autism, but 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 when they wait.
Based on the reading, his parents think he may 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 claim that SPD is frequently inherited.
No one in either family has SPD, and apart from not many symptoms, he does unfit 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 light on and off).
He is extremely physically active (especially with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he’s affectionate together with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put facing him, does well in crowds and generally around others so long as he does not have 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 significantly more than he lets on. He doesn’t imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to find out how delayed, because of the form of kid he is and his not enough discipline that i think, his parents have not invested the time in developing.
The sole word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that consists of words however, not complete conversational sentences. Thus, his vocabulary is restricted and is apparently what he hears on @
@ and YouTube. He does not seem to own the idea of putting a phrase with an image apart from what he sees in videos or’educational games.’
From all they’ve read 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 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 nearer to 90 minutes spread throughout the day.
A tablet / 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 rest it allows seemed to be harmless, or so they thought.
The speech therapist described to them the information from a current Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The study “suggests the more hours children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes a 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 two years old.
The outcome of the analysis demonstrated that there is a 49% increased possibility of delayed speech for every extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about 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 product 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 age 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 results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp upsurge in small children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor caused by 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 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 it’s the highest energy wavelength of visible light. This energy can be able to penetrate all the way to the trunk of the attention, 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 continues to be 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 is not going to supply 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 backdrop negatively affects their development when a child is engaged in play and learning. This is a distraction from the job 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 for example tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the actual world.
You will find only so several hours in one day, and enough 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 the age of three need a well-balanced number 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 the update, AAP had established that the overall screen time limit of a maximum of no two hours a day facing the TV for kids 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 old 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 the absolute most at risk of 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 have to remember that people 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 aware of our personal behaviors and what this means is 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 this kids.
Kids can tell when our heads remain on the e-mail we just continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to establish a media spare time each and every day and spend now with our attention 100% centered on our children and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. Exactly the same holds true for several 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 the mind a lot faster. To be able to execute this, find a tune that uses several tenses or different grammar points. Have 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. After this, we can quiz them the tenses used and grammatical points which are in the particular text. Make it short and quick, and when they obtain the hang of it, let them sing again. Next, try making a game out of it. Select individual students to pick a term on that and change the tense out of it. This might let them have a lot of practice using different tenses and verb forms, and in the very light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a much more fun. This can often motivate them to learn faster. Amongst teenagers, this could be a lot more efficient whenever we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a story: Another way to create grammar only a little easier to grasp is to instruct it in the shape of storytelling. Get the students to create a’story stick ‘, whereby everyone contributes a line to the entire finished story. If there are any grammar mistakes, in this, then leave it before the end. When the entire story is finished and written on the board, let students appear and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The benefits of the above mentioned methods of learning grammar are which they draw the eye of the students to new grammatical structures since it may be the fun solution to learn. However, there’s an enormous disadvantage if these strategies are employed constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can 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 great way. Allow the students choose a common sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio together with your students and ensure they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut right 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 great for beginners including small children. Cut right 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 keep these things put the language in two piles, with regards to the article. Once they have their piles ready, inquire further 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 can be 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 because you have to deal with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who can amaze you sometimes with their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. Although some children get adjusted to the college surroundings in not as time, a major percentage of kids take care to get acquainted with the new environment and can often test a teacher’s patience. Even if it is difficult to regulate a bunch of kids of such young 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 ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a quick attention span, you need to give attention to keeping activities which are short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to understand what goes on next. You can arrange fun games between a couple or number of students by making use of pictures or even a game which involves moving around the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It will also help you know what all thoughts carry on in the young mind and also learn their areas of interest. It will teach them the proper use of colors, scissors, glue, etc., and learn how these exact things are to 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 know the things more effectively. You can convey the lessons by dramatizing part or the whole story along with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The little ones are always 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 while they help to stimulate mental performance and enhance memory in kids. Additionally it aids in developing motor skills.
Motivate children to bond with others
As much children of the same generation come together in a preschool, the chances of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to share their tiffin during lunchtime or breaks. She or he 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 children to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the little one 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 capacity to catch more should they hear repetitive things. Try narrating the same story for per week and question them to repeat it next time as you hold on the role cards.
To help 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 could have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities can help the youngsters enjoy and also make sure they are feel comfortable.