This is actually the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 to their pediatrician.
Allow me to back up and offer you details about 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 product and cellular phone very well as much of his peers do.
Initially, I thought it absolutely 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 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 again to the main 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 in to a character’s belly.
If they attempt to remove the iPad, they suffer through one heck of a fit 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 like the iPad or smartphone to everything else.
Solutions when they are the sole issues that can keep him quiet.
He has what on the surface seem to be symptoms of autism, nevertheless 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 which will be correctly diagnosed when they wait.
Based on their reading, his parents think he may be identified as having 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 suggest that SPD is often inherited.
No body in either family has SPD, and apart from hardly any symptoms, he does not fit 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 together with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he is affectionate together with his family and relatives and makes good eye contact.
He includes a great appetite and eats pretty much anything put facing him, does well in crowds and generally around others as long as 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 pencil 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’s cognitively delayed, but it’s hard to determine how delayed, due to the type of kid he is and his lack of discipline that for me, his parents haven’t 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, which is baby talk that includes words however, not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @
@ and YouTube. He does not seem to own the concept of putting a word by having an image other than what he sees in videos or’educational games.’
From all they have learn 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.
Within the course of the evaluations, they certainly were asked simply how much screen time he has 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 through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. Most of us lead busy lives and the few minute of a break it allows seemed to be harmless, approximately they thought.
The speech therapist stated in their mind the info from a recent Journal of Pediatrics study “Handheld screen time linked 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 more likely they’re to begin talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes a day using screens, leading to an almost 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 outcomes of the study demonstrated that there is a 49% increased possibility of delayed speech for every extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider 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 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 recently available Journal of Pediatrics study indicated 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 use a mobile device to place 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 their cognitive development.
There is little scientific data on the consequences of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 a well-accepted contributing factor resulting from early introduction of handheld devices to kids.
Interactive screens such as 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, ultimately causing 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 eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes damage 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 continues to be 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 supply an abundant 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 backdrop negatively affects their development when 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 children are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the real world.
There are only so much time per day, and the time allocated to screens comes at a high 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 age three desire a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and playing with 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 the update, AAP had established that the general screen time limit of no more than no two hours per day facing the TV for kids over age 2.
The revised AAP guidelines recommend:
• One hour daily for children 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 should not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces 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 must remember that individuals are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.
We need to be very conscious of our own behaviors and this means 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 your kids.
Kids can tell when our heads are still on the email we just keep reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to establish a media leisure time everyday and spend this time around 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 is valid for several bedrooms. Bedrooms are meant 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 will become embedded into the mind a whole lot faster. In order 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. Cause them to sing it together and having the tune into their head. After this, we could quiz them the tenses used and grammatical points which can be in the particular text. Make it short and quick, and when they get the hang of it, let them sing again. Next, try making a game out of it. Select individual students to choose an expression on that and change the tense out of it. This may give them lots of practice using different tenses and verb forms, and in the very light-hearted way.
2. Make it into a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a many more fun. This will often motivate them to learn faster. Amongst teenagers, this can be quite a lot more efficient whenever we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a tale: Another way to make grammar only a little easier to understand is to instruct it in the proper execution of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a point to the general finished story. If you will find any grammar mistakes, in this, then leave it before the end. When the whole story is finished 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 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 great deal easier.
The features of the above mentioned methods of learning grammar are that they draw the interest of the students to new grammatical structures because it may be the fun way to learn. However, there’s an enormous disadvantage if these strategies are used constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the above mentioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and doing these ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Allow the students choose their favorite sports star or celebrities. Find a short biography or write one by yourself summarizing a celebrity’s main achievements. Read the bio together 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 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 listing 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 ask them to put the words in two piles, with respect to the article. Once they have their piles ready, ask them if they are able to 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 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 most useful seller.
Being fully a preschool teacher can be exciting along with scary because you have to deal with many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who is able to amaze you occasionally making use of their unimaginable acts. At once, they are able to cause utter chaos and give you at your tethering ends. You may even get a frustration and feel helpless at times. Though some young kids get adjusted to the institution surroundings in much less time, an important percentage of kids take time to get acquainted with the new environment and can often test a teacher’s patience. Even when it is difficult to regulate a number of kids of such young age, taking the right efforts to have them associated with various school activities can raise their interests and avoid disruptions in the class. This 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 brief attention span, you must focus on keeping activities which can be short and easy to understand. The children often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to understand what are the results next. You can arrange fun games between a set or group of students by utilizing pictures or perhaps a game which involves moving across the class to locate 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 enhance creativity in them. It will also help guess what happens all thoughts continue in the young mind and also learn their regions of interest. It will guide them the proper usage of colors, scissors, glue, etc., and understand how these specific things are to be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to grasp the things more effectively. You can convey the lessons by dramatizing a part or the whole story along 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 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 to stimulate the mind and enhance memory in kids. Additionally, it supports developing motor skills.
Motivate children to bond with others
As numerous children of the exact same age bracket bond in a preschool, the likelihood of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the kids and also urge them to generally share their tiffin during lunchtime or breaks. She or he must motivate the students to take part in group games.
Take advantage of worksheets
While worksheets are less common in this age, you could have creative worksheets for the kids 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 about a particular topic as well as color the printed figure.
Read out stories
Children in this particular generation have the capacity to catch more if they hear repetitive things. Try narrating the exact same story for a week and question them to repeat it the very next time while you hold on the role cards.
To really 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’ll 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.