This is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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.
Let me 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 extremely 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 watch him wrap his little fingers around the household iPad or his mother’s mobile 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 right into a character’s belly.
When they make an effort to take away the iPad, they suffer through one heck of a tantrum 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 choose the iPad or smartphone to everything else.
There are occasions when they’re the only things that could keep him quiet.
He has what at first glance look like outward indications of autism, nevertheless 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 is correctly diagnosed should 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 general population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.
Nobody in either family has SPD, and other than 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 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 mild on and off).
He is extremely physically active (especially together with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate along with his family and relatives and makes good eye contact.
He has a great appetite and eats more or less anything put before 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 find out how delayed, due to the kind of kid he is and his not enough discipline that in my opinion, his parents have not 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 will be baby talk that consists of words although not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @
@ and YouTube. He does not seem to own the idea of putting a phrase 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 seem to be 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 that he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and closer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. Most of us lead busy lives and the few minute of a break it allows were harmless, roughly they thought.
The speech therapist pointed out to them the info from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The study “suggests the additional time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“According to the study, 20 percent of kids under the age of two spend about 30 minutes each day using screens, leading to a nearly 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 two years old.
The outcome of the analysis demonstrated that there’s a 49% increased possibility of delayed speech for every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider 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 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 work with 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 children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness keeps 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 for example iPads, tablets, and smartphones are known 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, 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 how you can the trunk 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 concur 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’s not going to provide a wealthy 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 back ground negatively affects their development when a child is engaged in play and learning. This can be a distraction from the duty 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 can be a big concern: if students are left with screen-based babysitters such as for instance 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 a 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 age three desire a well-balanced number 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 having fun with 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 general screen time limit of no more than no two hours a day in front of the TV for children 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 kids 6 years of age and older.
• Under age18 months there must 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 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 people are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.
We need to be very conscious of our own 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 our kids.
Kids can tell when our heads are still on the email we only continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we have to set up a media leisure time every day and spend this time around with this attention 100% dedicated to our youngsters and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The 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 can 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. Obtain the students to sing along and then write the lyrics on the board. Get them to sing it together and getting the tune to 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 have the hang of it, let them sing again. Following this, try building 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 plenty of practice using different tenses and verb forms, and in the light-hearted way.
2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into a competition will be a much more fun. This can often motivate them to master faster. Amongst teenagers, this can be a lot more effective once we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell a story: Another way to produce grammar only a little easier to grasp is to show it in the shape of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you can find any grammar mistakes, in this, then leave it before end. When the whole story is finished and written on the board, let students 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 target on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The features of the aforementioned ways of learning grammar are that they draw the interest of the students to new grammatical structures since it is the fun way to learn. However, there’s 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 can also be made fun and participating in the next ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow the students choose their favorite sports star or celebrities. Find a quick biography or write one all 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 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 fantastic for novices including small children. Cut fully out a set 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 respect to the article. Once they have their piles ready, inquire further if they can determine the rule themselves.
Mcdougal 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 is 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 most useful seller.
Being truly a preschool teacher may be exciting along with scary when you have to manage many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who will amaze you at times using their unimaginable acts. At once, they could cause utter chaos and make you at your tethering ends. You may even get a frustration and feel helpless at times. While some young kids get adjusted to the institution surroundings in much less time, an important percentage of kids take the time to get acquainted with the newest environment and can often test a teacher’s patience. Even if it is difficult to control a lot of kids of such early age, taking the proper efforts to have them involved in various school activities can raise their interests and avoid disruptions in the class. 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 give attention to keeping activities that are short and an easy task to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to know what happens next. You are able to arrange fun games between a couple or band of students by using pictures or perhaps a game which involves moving around 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 draw out creativity in them. It will also help do you know what all thoughts continue in the young mind and also learn their areas of interest. It’ll teach them the proper usage of colors, scissors, glue, etc., and learn how these exact things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with assistance from a story. Visualizing things helps the students to grasp the things more effectively. You are able to convey the lessons by dramatizing a component or the entire story with your colleagues. Also, you possibly 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 because they help to stimulate the brain and enhance memory in kids. It also aids in developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same age bracket bond in a preschool, the chances of conflicts between them are always high. In order to avoid 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 participate in group games.
While worksheets are less common in this age, you’ll 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 match similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age group have the capability to catch more should they hear repetitive things. Try narrating exactly the same story for per week and inquire further to repeat it the next time when you wait the role cards.
To help make the preschool a common place, permit notes from parents or allow the little one to create his/her favorite toy to the classroom. Also, you can have unique birthday celebrations. While handling the young students is not any easy task and requires plenty of patience, planning innovative activities might help the children enjoy and also make them feel comfortable.