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 with their pediatrician.
Let me back up and give you details on which they’re experiencing.
They’ve 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 incredibly delayed in his speech abilities and social skills.
He manages a tablet and cellular phone extremely well as many of his peers do.
Initially, I thought it had been incredible to view 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 few rounds, he swipes back to the key 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 right into a character’s belly.
Once 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 ground, 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 real items that will keep him quiet.
He has what at first glance look like symptoms 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 match with autism, and believes that’ll be correctly diagnosed if they wait.
Based on the reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical 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 apart from not many 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 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 is extremely physically active (especially with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to not enough 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 in front of him, does well in crowds and generally around others so long as he does not have 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 like 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’s cognitively delayed, but it’s hard to find out how delayed, due to the form of kid he is and his insufficient discipline that in my opinion, his parents haven’t invested the amount of time in developing.
The only word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, which is baby talk that contains words however not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He doesn’t seem to own the thought of putting a phrase having an image besides what he sees in videos or’educational games.’
From all they’ve learn about sensory seekers, extreme speech delay doesn’t appear to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
On the course of the evaluations, they certainly were asked just 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 day.
A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. We all lead busy lives and the few minute of a rest it allows seemed to be harmless, or so they thought.
The speech therapist described to them the info from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The study “suggests the more hours children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes a day using screens, ultimately causing a nearly 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 results of the analysis demonstrated that there’s a 49% increased possibility of delayed speech for each and every extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Look at 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 usage of a product or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on a Nielsen Study, significantly 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 portable device without assistance.
• 28% of parents said they work with 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 a lot 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 kids 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 disrupts the natural bodily rhythms, leading to 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 is also in a position to penetrate all how you can the trunk of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes damage to the retina.
Presently, there is 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 in front of a TV or an iPad or tablet for a 30-minute session of videos games or’educational’games may be entertaining, it’s not going to provide an abundant learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a video or TV running in the backdrop negatively affects their development whenever a child is engaged in play and learning. This can be a distraction from the duty 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 are not reaching parents and siblings or the actual world.
You can find only so many hours in one day, and enough 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 need a well-balanced group of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and having fun 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 this update, AAP had established that the general 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 each day for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years of age and older.
• Under age18 months there should 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 must remember that people are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.
We have to be very conscious of our personal behaviors and this implies 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 e-mail we just continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we need to set up a media leisure time every single 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. This is family time. Exactly the same is valid for many bedrooms. Bedrooms are intended for sleeping.
The three ways 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 the mind a lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Have the students to sing along and then write the lyrics on the board. Encourage them to sing it together and obtaining the tune within their head. After this, we could quiz them the tenses used and grammatical points which are in the specific text. Make it short and quick, and when they obtain the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to pick an expression on that and change the tense out of it. This would provide them with plenty of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Make it right into 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 master 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 story: Another way to create grammar a little easier to understand is to instruct it in the proper execution of storytelling. Have 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 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 whole class involved and ask the students questions as to the reasons certain tenses are the way they are. Having something to concentrate 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 because it could be the fun solution 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 do believe, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar can be made fun and doing the following ways such as:
(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Let the students choose their favorite sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. See the bio along with your students and make certain 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 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 excellent for newbies including small children. Cut 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, with respect to the article. Once they’ve their piles ready, ask them 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 part-time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being a preschool teacher can be exciting in addition to scary because you have to cope with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who are able to amaze you at times with their unimaginable acts. At once, they can cause utter chaos and give 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 not as time, an important percentage of kids take time to get familiar with the new environment and can often test a teacher’s patience. Even if it is difficult to regulate a bunch of kids of such early age, taking the proper efforts to get them involved in various school activities can raise their interests and avoid disruptions in the class. Listed here is a listing 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 which can be short and an easy task to understand. The kids often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to learn what goes on next. You are able to arrange fun games between a couple or group of students by making use of pictures or a game which involves moving across the class to discover the prize.
Encourage participation in art corner
With art and craft activities, you are able to encourage the kids to paint their ideas and enhance creativity in them. It can help you know what all thoughts go on in the young mind and also learn their regions of interest. It’ll guide them the proper use of colors, scissors, glue, etc., and understand how these specific things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt 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 a part or the entire story with your colleagues. Also, you can make usage of nursery songs or gestures for the same.
Include puzzles and science
The kids are always interested in learning new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class while they help stimulate the mind and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As much children of exactly the same age bracket come together in a preschool, the chances of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the children and also urge them to fairly share their tiffin during lunchtime or breaks. He/she must motivate the students to be involved in group games.
While worksheets are less common in this age, you can have creative worksheets for the kids to 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 of a particular topic or even color the printed figure.
Read out stories
Children in this kind of 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 next time as you wait the role cards.
To really make the preschool a familiar place, permit notes from parents or allow the little one 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 a lot of patience, planning innovative activities will help the youngsters enjoy and also make sure they are feel comfortable.