This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the 1st 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 have a three and a half year old little boy who is a classic’textbook sensory seeker ‘; he simply can’t get enough of anything and is extremely delayed in his speech abilities and social skills.
He manages a product and mobile phone well as many of his peers do.
Initially, I thought it had been 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 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 once again 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 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 appears 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’s what at first glance look like outward indications 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 complement with autism, and believes that will be correctly diagnosed if 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 often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest 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’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 light 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 along with his family and relatives and makes good eye contact.
He features a great appetite and eats more or less anything put in front of him, does well in crowds and generally around others as long as 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 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 ascertain how delayed, due to the form of kid he’s and his not enough discipline that in my opinion, his parents haven’t invested the amount of 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 is baby talk that consists of words although 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 besides what he sees in videos or’educational games.’
From all they have 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.
On the course of the evaluations, they certainly were asked how much screen time he’s 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 a single interaction. We all lead busy lives and the few minute of a break it allows were harmless, approximately they thought.
The speech therapist stated to them the information from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, leading to an almost 50 percent increased risk 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 results of the research demonstrated that there surely is a 49% increased possibility of delayed speech for each and 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 access to 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 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 work with 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 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 utilization 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 really a well-accepted contributing factor caused by early introduction of handheld devices to kids.
Interactive screens such as for instance iPads, tablets, and smartphones are recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important 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 in a position to penetrate all how you can the back of a person’s eye, through the eyes’natural filters, and this is 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 that while passive screen time facing 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 an abundant learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a video or TV running in the back ground negatively affects their development whenever a child is engaged in play and learning. This can be a distraction from the task 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 is a big concern: if students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not interacting with parents and siblings or the real world.
There are only so many hours per day, and enough 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 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 this update, AAP had established that the general screen time limit of a maximum of no two hours per day before the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour each day 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 ought to 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 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 have to remember that we 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 own behaviors and what this means is turning off our smart phones, putting down the tablet or iPad along 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 only read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to begin a media free time every single day and spend now with this attention 100% focused on 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 is valid for many bedrooms. Bedrooms are created 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 head a lot faster. In order to execute this, find a tune 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 obtaining the tune to their head. Following this, we could quiz them the tenses used and grammatical points which are in the specific text. Allow it to be short and quick, and after they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to select an expression 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 light-hearted way.
2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a many more fun. This may often motivate them to master faster. Amongst teenagers, this can be quite a lot more effective whenever we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a story: Another way to make grammar a little easier to know is to show it in the form of storytelling. Have 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 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 whole class involved and ask the students questions as to why certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The benefits of the above mentioned methods of learning grammar are they draw the interest of the students to new grammatical structures because it may be the fun solution to learn. However, there’s a massive 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 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 doing these ways such as for example:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow the students choose their favorite sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio 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 right 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 excellent for novices including small children. Cut right out a set 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 language in two piles, with respect to the article. Once they’ve their piles ready, ask them if they could figure out the rule themselves.
Mcdougal 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 definitely 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 truly a preschool teacher could be exciting in addition to scary because you have to deal with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who will amaze you sometimes making use of their unimaginable acts. At the same time frame, they are able to cause utter chaos and leave you at your tethering ends. You may even get a frustration and feel helpless at times. Though some children get adjusted to the college surroundings in not as time, a significant percentage of kids take care to get acquainted with the 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 right efforts to obtain them involved with various school activities can raise their interests and avoid disruptions in the class. Listed here is a list of different activities a preschool teacher can take in his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you should concentrate on keeping activities which can be short and easy to understand. The kids often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to learn what happens next. You are able to arrange fun games between a pair or number of students by using pictures or a game which involves moving around the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the kids to paint their ideas and draw out creativity in them. It can benefit do you know what all thoughts go on in the young mind and also learn their regions of interest. It’ll teach them the best usage of colors, scissors, glue, etc., and understand 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 understand the items more effectively. You are able to convey the lessons by dramatizing a part or the entire story with your colleagues. Also, you can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The kids are usually curious about new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class as they help to 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 the same age group bond in a preschool, the chances of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the children and also urge them to share their tiffin during lunchtime or breaks. She or he 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 youngsters to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to complement similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this specific age group have the ability to catch more should 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 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 might help the youngsters enjoy and also make them feel comfortable.