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 with 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 young boy who’s a vintage’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 mobile phone quite well as numerous of his peers do.
Initially, I believed it absolutely was incredible to view him wrap his little fingers around the family iPad or his mother’s mobile 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 to the main screen to open another app where he watches an episode 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 take away the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.
He appears to choose the iPad or smartphone to everything else.
Solutions when they are the only things that can keep him quiet.
He has what on top look like symptoms of autism, but the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly complement with autism, and believes which is 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 often inherited.
No one in either family has SPD, and apart from not many 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 light on and off).
He’s extremely physically active (especially together with his constant physical activity, 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 more or less anything put facing 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 for instance a two-year-old with a crayon.
His verbal skills and social skills are underdeveloped.
He understands far a lot 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, because of the kind of kid he is and his not enough discipline that for me, 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, which is baby talk that includes words although not complete conversational sentences. Thus, his vocabulary is restricted and appears to be what he hears on @
@ and YouTube. He does not seem to own the idea of putting a word with an image other than what he sees in videos or’educational games.’
From all they have learn 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 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 nearer to 90 minutes spread through the entire day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. All of us lead busy lives and the few minute of a break it allows seemed to be harmless, roughly they thought.
The speech therapist pointed out in their mind the info from a recently available Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The research “suggests the more hours children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the much more likely they’re to begin talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes per day using screens, resulting in 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 two years old.
The outcome of the study demonstrated that there is a 49% increased potential for delayed speech for every single extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Think about this for a few 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 tablet or mobile phone.
In accordance with a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recently available Journal of Pediatrics study showed 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 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 the cognitive development.
There’s little scientific data on the results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 really 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 recognized 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 in a position to penetrate all the best way to the rear of a person’s eye, through the eyes’natural filters, and this is 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 in front of a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games could be entertaining, it is not going to provide a rich learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the back ground negatively affects their development whenever a child is engaged in play and learning. This is 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 is a big concern: if kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not getting together with parents and siblings or the true world.
There are only so much time per day, and the full time allocated to screens comes at a top 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 need 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 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 overall screen time limit of no more than no two hours per day before the TV for kids 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 should be no screen time allowed and they will not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which makes them 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, which means habits we’ve we directly and indirectly instill into our children.
We must be very conscious of our own behaviors and this means 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 are still on the email we just continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we have to begin a media free time every day and spend this time around 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. That is family time. Exactly the same is true for all bedrooms. Bedrooms are created 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 your head a great deal 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. Encourage them to sing it together and having the tune to their head. After this, we can quiz them the tenses used and grammatical points which can be in the actual text. Ensure it is short and quick, and when they have the hang of it, let them sing again. After this, try creating a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This could let them have lots of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a lot more fun. This may often motivate them to understand faster. Amongst teenagers, this can be quite a lot more efficient once we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell an account: Another way to create grammar a little easier to know is to teach it in the shape of storytelling. Obtain the students to make a’story stick ‘, whereby everyone contributes a line to the overall finished story. If there are any grammar mistakes, in this, then leave it until the end. When the whole story is finished and written on the board, let a student appear and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to why certain tenses are the way they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the above mentioned types of learning grammar are that they draw the attention of the students to new grammatical structures since it could be the fun way to learn. However, there is a huge 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 approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and participating in the following ways such as for instance:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Allow students choose their favorite sports star or celebrities. Find a brief biography or write one all on your own summarizing a celebrity’s main achievements. Browse the bio along with your students and make sure they understand the differences. Contrast utilization of simple past and past perfect or present perfect tense.
- Math Games for 1st Graders Free
- Gallon Man Conversion Worksheet
- Converting A Fraction Into A Mixed Number
- Third Grade Math Word Problems Common Core
- 4th Grade Math Overview
- Division for Grade 4
- Multiplying Fractions by whole Number
- 70 Divided by 5
- 2nd Grade Math Questions
- Addition and Subtraction Problems with Regrouping
(2) Using Celebrity Photos: Cut 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 newbies including small children. Cut fully 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 keep these things put the language in two piles, depending on the article. Once they have their piles ready, inquire further if they could determine the rule themselves.
The writer 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 most useful seller.
Being a preschool teacher could be exciting in addition to scary when you have to manage many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who is able to amaze you occasionally with their unimaginable acts. At once, they could cause utter chaos and make you at your tethering ends. You might even get a headache and feel helpless at times. Although some young kids get adjusted to the institution surroundings in not as time, a significant percentage of kids remember to get acquainted with the new environment and can often test a teacher’s patience. Even if it is difficult to manage a number of kids of such young age, taking the proper efforts to obtain them involved in various school activities can raise their interests and avoid disruptions in the class. This is a list 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 short attention span, you need to give attention to keeping activities which are short and easy 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 set or group of students by using pictures or a game which involves moving across the class to locate the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the youngsters to paint their ideas and draw out creativity in them. It can benefit guess what happens all thoughts carry on in the young mind and also learn their areas of interest. It will guide them the right use of colors, scissors, glue, etc., and learn how these specific things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to grasp the items more effectively. You can convey the lessons by dramatizing part or the whole story together with your colleagues. Also, you can make utilization 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 if they notice something unusual. Have jigsaw puzzles in your class as they help stimulate mental performance and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As much children of the exact same age group get together in a preschool, the likelihood of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the youngsters and also urge them to generally share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you could have creative worksheets for the kids to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to fit similar objects, draw images of a particular topic or even color the printed figure.
Read out stories
Children in this particular age bracket have the capacity to catch more if they hear repetitive things. Try narrating the exact same story for weekly and question them to repeat it the next time while you wait the role cards.
To really make the preschool a familiar place, permit notes from parents or allow the kid to create his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students isn’t any easy task and requires plenty of patience, planning innovative activities can help the children enjoy and also cause them to become feel comfortable.