This is the 2nd article in the series “The Impact of Technology on Childhood Development.” If 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 for 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 is 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 tablet and cellular phone quite well as many of his peers do.
Initially, I thought it was incredible to watch him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to access 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 couple of rounds, he swipes back to the key screen to start 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 into a character’s belly.
When they attempt to take away 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 like the iPad or smartphone to everything else.
Solutions when they’re the only real issues that will keep him quiet.
He has what at first glance be seemingly symptoms of autism, but the autism specialist they took him to is reluctant to obtain 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 overall population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is frequently inherited.
No one in either family has SPD, and apart from 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 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 with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats virtually anything put facing him, does well in crowds and generally around others as 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 just 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 doesn’t 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 type of kid he’s and his not enough discipline that in my opinion, his parents have not 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, which will be baby talk that contains words although not complete conversational sentences. Thus, his vocabulary is bound and is apparently what he hears on @
@ and YouTube. He doesn’t seem to own the concept of putting a word having an image other than what he sees in videos or’educational games.’
From all they’ve 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.
Within the length of the evaluations, these were asked just how much screen time he’s each day. They figure he averages 45 to 60 minutes each day; from what I’ve observed I think it higher and closer to 90 minutes spread throughout the day.
A product / 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 seemed to be harmless, or so they thought.
The speech therapist pointed out in their mind the information from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The study “suggests the more hours children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, resulting in 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 2 yrs old.
The results of the study demonstrated that there’s a 49% increased chance of delayed speech for every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Think about 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 usage 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 results 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 just a well-accepted contributing factor caused by the first 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, a significant sleep hormone, which inhibits 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 in a position 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 injury 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 concur 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 may be entertaining, it’s not going to offer a wealthy 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 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.
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 kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not getting together with parents and siblings or the actual world.
You will find only so much time per day, and enough time spent on 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 group of activities, including 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 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 no more than no two hours a day facing the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour per 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 need 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 makes them the 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 have to remember that individuals are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We must 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 the 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 must begin a media free time every single day and spend this time around with this 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 really is family time. The same is valid for several bedrooms. Bedrooms are designed for sleeping.
The three methods for making learning grammar interesting are:
1. Using Songs: Music always triggers the interest of the children. By singing phrases, this can become embedded into your head a great deal faster. In order to execute this, find a song that uses several tenses or different grammar points. Obtain the students to sing along and then write the lyrics on the board. Cause them to sing it together and getting the tune into their head. After this, we are able to quiz them the tenses used and grammatical points that are in the actual text. Make it short and quick, and if they have the hang of it, let them sing again. Following 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 might give them lots of practice using different tenses and verb forms, and in the very light-hearted way.
2. Allow it to be in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a many more fun. This can often motivate them to learn faster. Amongst teenagers, this could be a lot far better when we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a story: Another way to create grammar only a little easier to understand is to instruct it in the shape of storytelling. Obtain the students to create a’story stick ‘, whereby everyone contributes a point to the entire finished story. If you can find any grammar mistakes, in this, then leave it until the end. When the entire story is finished and written on the board, let students show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions why certain tenses are the way they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The features of the above mentioned ways of learning grammar are that they draw the interest of the students to new grammatical structures since it could be the fun way to learn. However, there is a massive disadvantage if these strategies are utilized constantly. The students might 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 these ways such as for instance:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow students select 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 together with your students and make sure 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 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 great for beginners 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 words in two piles, with regards to the article. Once they have their piles ready, inquire further if they are able to find out the rule themselves.
The author 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being fully a preschool teacher can be exciting in addition to scary when you have to manage many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who will amaze you at times using their unimaginable acts. At once, they could cause utter chaos and give you at your tethering ends. You might even get a frustration and feel helpless at times. Although some young kids get adjusted to the institution surroundings in much less time, a major percentage of kids take the time to get acquainted with the newest environment and can often test a teacher’s patience. Even if it’s difficult to control a number of kids of such young age, taking the best efforts to have them involved with various school activities can raise their interests and avoid disruptions in the class. This is a set 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 ought to focus on keeping activities which can be short and simple to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to learn what goes on next. You can arrange fun games between a set or number of students by using pictures or even a game which involves moving across 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 enhance creativity in them. It will also help guess what happens all thoughts go on in the young mind and also learn their aspects of interest. It will teach them the best usage of colors, scissors, glue, etc., and learn how these things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to know what exactly more effectively. You can convey the lessons by dramatizing a part or the whole story together with your colleagues. Also, you can make usage 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 should they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the brain and enhance memory in kids. Additionally, it supports developing motor skills.
Motivate children to bond with others
As many children of exactly the same age bracket come together in a preschool, the odds of conflicts between them are always high. 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 take part in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the children to 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 about a particular topic or even color the printed figure.
Read out stories
Children in this particular generation have the ability to catch more when they hear repetitive things. Try narrating the same story for per week and question them to repeat it next time when you hold out the role cards.
To make the preschool a familiar place, permit notes from parents or allow the kid to bring his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students is no easy task and requires plenty of patience, planning innovative activities will help the youngsters enjoy and also make sure they are feel comfortable.