Here is 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.
Allow me to back up and offer you details on what they’re experiencing.
They have a three and a half year old little boy who’s 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 well as numerous of his peers do.
Initially, I thought it had been incredible to watch him wrap his little fingers around the family iPad or his mother’s mobile phone, swiping through icons to get at an especially 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 to the key screen to start 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 in to a character’s belly.
When 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 floor, hands balled into fists and a high-pitched screaming session.
He generally seems to like the iPad or smartphone to everything else.
Solutions when they’re the sole things that can keep him quiet.
He’s what on the surface be seemingly apparent symptoms of autism, however the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes that’ll 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 general population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
No-one in either family has SPD, and besides very few symptoms, he does not fit the symptomatic profile.
Another thought they have 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 gentle on and off).
He’s extremely physically active (especially 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 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 provided that he does not have 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 pen 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 does not 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 kind of kid he’s and his not enough discipline that for me, his parents haven’t invested the amount of time in developing.
The sole 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 includes words however, 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 concept of putting a word by having an image apart from what he sees in videos or’educational games.’
From all they’ve 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 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 believe it higher and nearer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of some slack it allows seemed to be harmless, or so they thought.
The speech therapist stated in their mind the information from a current Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The research “suggests the additional time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the much more likely they are to start talking later.”
“Based on the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, ultimately causing 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 2 yrs old.
The results of the analysis demonstrated that there’s a 49% increased potential for delayed speech for each extra 30 minutes spent utilizing a touchscreen, be it a tablet, iPad, iPhone or Android device.
Consider 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 use of a product or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, 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 make use of 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 a lot more than 5x in 4 years with and the unknown impact on their cognitive development.
There’s little scientific data on the effects of long-term usage of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation 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 just a well-accepted contributing factor caused by the first introduction of handheld devices to kids.
Interactive screens such as for instance 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 disrupts 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 is also able to penetrate all how you can 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 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 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 each time 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 is a big concern: if children are left with screen-based babysitters such as tablets, iPads, and smartphones, they are not getting together with parents and siblings or the actual world.
You can find only so much time 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 age three desire a well-balanced number 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 using 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 in front of 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 children 6 years of age and older.
• Under age18 months there must 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 produces them the absolute 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 have to remember that people are our children’s main role models, therefore the habits we have we directly and indirectly instill into our children.
We need to be very aware of our personal 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 our kids.
Kids can tell when our heads are still on the email we only read on our phone. By not making time for them, this usually makes their behavior worse.
As parents we must begin a media free time each day and spend this time around with this attention 100% focused on our youngsters 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 holds true for all bedrooms. Bedrooms are intended 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 can become embedded into your brain 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. Cause them to sing it together and getting the tune into their head. Next, we could quiz them the tenses used and grammatical points that are in the actual text. Make it 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 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. Ensure it is into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a many more fun. This will often motivate them to learn faster. Amongst teenagers, this can be a lot more efficient when we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a story: Another way to create grammar only a little easier to grasp is to teach it in the shape of storytelling. Get the students to make 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 entire 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 how 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 above methods of learning grammar are they draw the interest of the students to new grammatical structures as it may be the fun solution to learn. However, there’s an enormous disadvantage if these strategies are employed constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I 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 following ways such as for example:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a great way. Allow the students pick out their favorite sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. See the bio together with your students and make certain they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.
- Is It Cannot or Can Not
- 2 Digit Multiplication Problems
- 4 Divided by 17
- Greater Less Than Sign
- Letter F In Cursive
- Conversion Sheet 5th Grade
- 1,200 Divided by 75
- Letter N In Cursive
- Percent Worksheet Grade 7
- 4th Grade Nonfiction Reading Passages
(2) Using Celebrity Photos: Cut fully out celebrity photo pictures from magazines. Use these pictures to teach 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 list 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, with respect to the article. Once they have their piles ready, inquire further if they are able to figure out 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 part-time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being truly a preschool teacher can be exciting as well as scary when you have to deal with many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who are able to amaze you occasionally making use of their unimaginable acts. At the same time frame, they can cause utter chaos and leave you at your tethering ends. You could even get a frustration and feel helpless at times. While some children get adjusted to the college surroundings in not as time, a significant percentage of kids take time to get familiar with the brand new environment and can often test a teacher’s patience. Even if it’s difficult to manage a bunch of kids of such young age, taking the best efforts to get them associated with various school activities can raise their interests and avoid disruptions in the class. Here 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 must focus on keeping activities which can be short and simple 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 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 find the prize.
Encourage participation in art corner
By having art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It can benefit you know what all thoughts carry on in the young mind and also learn their regions of interest. It will guide them the best usage of colors, scissors, glue, etc., and understand how these exact things can 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 the things more effectively. You are able to convey the lessons by dramatizing a component or the entire story along with your colleagues. Also, you can make usage 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 when they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate mental performance and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As many children of the exact same age group get together 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 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 help them develop their imagination and comprehensive skills. You can keep simple pages where the kid 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 bracket have the capacity to catch more should they hear repetitive things. Try narrating exactly the same story for weekly and inquire further to repeat it the next time as you wait 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 can have unique birthday celebrations. While handling the young students is not any easy task and requires lots of patience, planning innovative activities can help the kids enjoy and also make sure they are feel comfortable.