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 for their pediatrician.
I’d like to back up and offer you details on which they’re experiencing.
They’ve a three and a half year old young boy who is a vintage’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 tablet and cellular phone extremely well as many 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 mobile 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 several 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 seems to like the iPad or smartphone to everything else.
There are times when they’re the only real things that will keep him quiet.
He has what on top look like symptoms of autism, however 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 match up with autism, and believes which will be correctly diagnosed should 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 often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is generally inherited.
No-one in either family has SPD, and besides not many symptoms, he does not fit 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 can be 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’s 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 is affectionate together 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 just like 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 find out how delayed, because of the type of kid he’s and his insufficient discipline that for me, 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 is baby talk that includes words although not complete conversational sentences. Thus, his vocabulary is restricted and seems to be what he hears on @
@ and YouTube. He does not seem to possess the idea of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they’ve find out 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.
On the course of the evaluations, they 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 throughout the day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. All of us lead busy lives and the few minute of some slack it allows were harmless, approximately they thought.
The speech therapist pointed out for them the info from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The analysis “suggests the more hours children under 2 years old spend using smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes each day using screens, ultimately causing 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 outcomes of the analysis demonstrated that there is a 49% increased chance of delayed speech for each and every 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 age 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 product or mobile phone.
In accordance with a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A recent 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 use 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 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 the first 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, ultimately causing 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 able to penetrate all the way to the trunk of a person’s eye, through the eyes’natural filters, and that’s 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 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 provide 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 background negatively affects their development when a child is engaged in play and learning. This can be a distraction from the job 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 example tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the actual world.
You can find only so several hours in one day, and the full time allocated to screens comes at a higher 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 require a well-balanced band 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 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 a maximum of no two hours each day facing 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 kids 6 years old and older.
• Under age18 months there must 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 which makes them 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 individuals are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.
We must 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 TV and laptop and being in the here and now with this kids.
Kids can tell when our heads continue to be on the email we only read on our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to set up a media free time each and every day and spend now with this attention 100% dedicated to our kids 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 is true for all 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 may 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. Encourage 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 specific text. Make it short and quick, and once they obtain the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This could give them lots of practice using different tenses and verb forms, and in the light-hearted way.
2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a lot more fun. This will often motivate them to understand faster. Amongst teenagers, this could be a lot more efficient once we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a story: Another way to make grammar a little easier to understand is to teach it in the form of storytelling. Get the students to form 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 whole story is completed 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 concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The benefits of the above mentioned methods of learning grammar are which they draw the attention of the students to new grammatical structures as it may be the fun solution to learn. However, there’s an enormous 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 think, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in the next ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Let the students pick out a common sports star or celebrities. Find a short biography or write one by yourself summarizing a celebrity’s main achievements. Browse the bio with your students and make certain 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 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 very good for beginners including small children. Cut 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 keep these things put the language in two piles, with regards to the article. Once they have their piles ready, question them if they could figure out the rule themselves.
The writer Yasmin M Elias is 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 may be exciting along with scary as you have to manage many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who are able to amaze you at times making use of their unimaginable acts. At the same time, they can cause utter chaos and leave you at your tethering ends. You might even get a headache and feel helpless at times. While some small children get adjusted to the institution surroundings in not as time, a major percentage of kids make time to get knowledgeable about the newest environment and can often test a teacher’s patience. Even if it is difficult to regulate a number of kids of such early age, taking the proper efforts to obtain 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 short attention span, you must concentrate on keeping activities which can be short and easy 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 understand what goes on next. You can arrange fun games between a couple or band of students by making use of pictures or even a game which involves moving across the class to find the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the kids to paint their ideas and draw out creativity in them. It can benefit guess what happens all thoughts carry on in the young mind and also learn their regions of interest. It’ll guide them the best usage of colors, scissors, glue, etc., and find out how these specific things are to be handled.
Conduct dramatic plays
As opposed to 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 component or the whole story together with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The kids 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 stimulate the brain and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As much children of the exact same generation get 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 talk about their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.
While worksheets are less common in this age, you can have creative worksheets for the kids to simply 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 in regards to a particular topic or even color the printed figure.
Read out stories
Children in this specific age bracket have the capacity to catch more when they hear repetitive things. Try narrating the exact same story for per week and question them to repeat it the very next time when you hold on the role cards.
To make the preschool a common place, permit notes from parents or allow a child 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 a lot of patience, planning innovative activities can help the youngsters enjoy and also cause them to become feel comfortable.