This is 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 give you details on which 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 incredibly delayed in his speech abilities and social skills.
He manages a product and cell phone quite well as numerous of his peers do.
Initially, I believed it had been 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 game a couple of rounds, he swipes back once again to the main 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 in to a character’s belly.
Once they make an effort to eliminate 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 seems to choose the iPad or smartphone to everything else.
There are times when they are the sole items that can keep him quiet.
He’s what on the surface look like outward indications of autism, however 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 match up with autism, and believes that will be correctly diagnosed if 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 suggest that SPD is generally inherited.
No body in either family has SPD, and besides hardly any symptoms, he does unfit 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 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’s extremely physically active (especially together with his constant physical exercise, 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 has a great appetite and eats pretty much anything put before him, does well in crowds and generally around others provided that he does not need to 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 such as 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 kind of kid he’s and his lack of discipline that i think, his parents haven’t invested the time in developing.
The only word 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 but 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 other than what he sees in videos or’educational games.’
From all they have read about sensory seekers, extreme speech delay does not 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’s each day. They figure he averages 45 to 60 minutes each day; from what I’ve observed I believe 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. All of us lead busy lives and the few minute of a break it allows were harmless, approximately they thought.
The speech therapist described in their mind the info from a recently available Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The analysis “suggests the additional time children under 2 years of age spend using smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, ultimately causing 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 couple of years old.
The outcome of the analysis demonstrated that there surely is a 49% increased potential for delayed speech for each and every extra 30 minutes spent using a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider this for a couple 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, significantly 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 use 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 significantly more than 5x in 4 years with and the unknown impact on the cognitive development.
There’s little scientific data on the effects of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 really a well-accepted contributing factor resulting from the first introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are proven 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 oahu is the highest energy wavelength of visible light. This energy can be in a position to penetrate all the best way to the trunk of the 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 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 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 background negatively affects their development each time a child is engaged in play and learning. This can be 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 children are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not interacting with parents and siblings or the actual world.
There are only so several hours per day, and the time used on screens comes at a high price, taking time 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 band of activities, which range 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 overall screen time limit of no more than no two hours per day facing the TV for children 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 of age and older.
• Under age18 months there must be no screen time allowed and they will not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them the most at risk of 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 people are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We have to be very conscious of our own behaviors and this implies 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 this kids.
Kids can tell when our heads continue to be 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 set up a media free time every single day and spend now with your 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 same is true for several bedrooms. Bedrooms are intended 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 may become embedded into your head a lot faster. To be able 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 having the tune into their head. Next, we can quiz them the tenses used and grammatical points which are in the particular text. Allow it to be short and quick, and when they obtain the hang of it, let them sing again. After this, try building a game out of it. Select individual students to pick an expression on that and change the tense out of it. This might let them have lots of practice using different tenses and verb forms, and in the very light-hearted way.
2. Allow it to be into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a lot more fun. This may often motivate them to master faster. Amongst teenagers, this could be a lot more effective whenever we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a story: Another way to produce grammar only a little easier to understand is to teach it in the shape of storytelling. Get the students to form 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 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 entire class involved and ask the students questions why certain tenses are how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The advantages of the above mentioned types of learning grammar are which they draw the interest of the students to new grammatical structures as it may be the fun solution to learn. However, there is a huge disadvantage if these strategies are utilized constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I believe, the above approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and doing the next ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow the students pick out a common sports star or celebrities. Find a short biography or write one all on your own summarizing a celebrity’s main achievements. Read the bio along with your students and ensure they understand the differences. Contrast usage 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 beginners 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 keep these things put what in two piles, depending on the article. Once they’ve their piles ready, inquire further if they can 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 is definitely 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 readily useful seller.
Being a preschool teacher may be exciting in addition to scary because you have to deal with many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who is able to amaze you at times using their unimaginable acts. At the same time frame, they are able to cause utter chaos and make you at your tethering ends. You may even get a headache and feel helpless at times. Although some children get adjusted to the college surroundings in much less time, a significant percentage of kids take care to get knowledgeable about the newest environment and can often test a teacher’s patience. Even if it’s difficult to regulate a lot of kids of such early age, taking the best efforts to get 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 ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a brief attention span, you must 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 are the results next. You are able to arrange fun games between a couple or band of students by using pictures or even a game which involves moving across the class to locate the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the kids to paint their ideas and draw out creativity in them. It will also help guess what happens all thoughts go on in the young mind and also learn their regions of interest. It’ll teach them the right use of colors, scissors, glue, etc., and find out how these exact things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to know what exactly more effectively. You are able to convey the lessons by dramatizing part or the entire story along with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones are usually interested in 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 to stimulate the brain and enhance memory in kids. Additionally it supports developing motor skills.
Motivate children to bond with others
As much children of the exact same age bracket 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 share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.
Take advantage of worksheets
While worksheets are less common in this age, you could have creative worksheets for the youngsters to help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to complement similar objects, draw images in regards to a particular topic or even color the printed figure.
Read out stories
Children in this kind of age group have the ability to catch more should they hear repetitive things. Try narrating exactly the same story for per week and question them to repeat it the next time when you wait the role cards.
To really 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 can have unique birthday celebrations. While handling the young students is no easy task and requires lots of patience, planning innovative activities might help the kids enjoy and also make them feel comfortable.