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 for 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 young boy who is a vintage’textbook sensory seeker ‘; he simply can’t get enough of anything and is very delayed in his speech abilities and social skills.
He manages a tablet and mobile phone extremely 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 cellular phone, swiping through icons to get to 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 game a few rounds, he swipes back to the main screen to open up 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.
Once they attempt to eliminate the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking a floor, hands balled into fists and a high-pitched screaming session.
He generally seems to like the iPad or smartphone to everything else.
There are occasions when they are the sole items that could keep him quiet.
He’s what on top appear to be symptoms of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes that’ll be correctly diagnosed should they wait.
Based on their reading, his parents think he may be diagnosed with 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 declare that SPD is generally inherited.
No body in either family has SPD, and other than very few 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 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 mild on and off).
He is extremely physically active (especially together with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he is affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put in front of him, does well in crowds and generally around others so long as 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 pencil 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 more than he lets on. He does not imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to find out how delayed, because of the kind of kid he is and his insufficient discipline that i think, his parents have not 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 consists of words but not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @
@ and YouTube. He doesn’t seem to own the concept of putting a phrase having 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 seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the length of the evaluations, they certainly were asked how much screen time he’s each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I think it higher and nearer to 90 minutes spread through the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. We all lead busy lives and the few minute of some slack it allows appeared to be harmless, or so they thought.
The speech therapist described for them the data from a recent Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The analysis “suggests the more hours 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 per day using screens, leading to 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 2 yrs old.
The outcome of the research demonstrated that there’s a 49% increased potential for delayed speech for every single extra 30 minutes spent employing 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 use of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
According to a Nielsen Study, a lot 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 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 results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 caused by the 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 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 can also be able to penetrate all the way to the back of a person’s eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes injury 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 totally that while passive screen time facing 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 rich learning experience or develop fine or gross motor skills. And you can find developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the backdrop negatively affects their development each time a child is engaged in play and learning. This is a distraction from the job 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 can be a big concern: if kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the real world.
You will find only so several hours in a day, and the full time allocated to screens comes at a high 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 require a well-balanced group of activities, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you to explore nature, handling and using 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 the update, AAP had established that the typical 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 each 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 must be no screen time allowed and they need to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that makes them the absolute 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 need to remember that people 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 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 this kids.
Kids can tell when our heads continue to be on the e-mail we just keep reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we must establish a media free time everyday and spend this time around with your attention 100% centered on our children 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 holds true for all 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 tune that uses several tenses or different grammar points. Get 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. Following this, we could quiz them the tenses used and grammatical points which can be in the particular text. Allow it to be short and quick, and once they get the hang of it, let them sing again. Following 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 might give them plenty of practice using different tenses and verb forms, and in the very light-hearted way.
2. Ensure it is into a Game: Both adults and children love playing games. Perhaps, even making into a competition would be a much more fun. This may often motivate them to master faster. Amongst teenagers, this can be quite a lot far better once we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell an account: Another way to produce grammar only a little easier to understand is to teach it in the form of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a range to the general finished story. If you will find any grammar mistakes, in this, then leave it until the end. When the whole story is completed and written on the board, let students appear and make appropriate corrections in turns. Get the whole 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 benefits of the aforementioned types of learning grammar are which they draw the eye of the students to new grammatical structures as it may be the fun way 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 think, the above mentioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar can also be made fun and doing the next ways such as for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Allow students select 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 with your students and make certain 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 fantastic for beginners including small children. Cut out a listing 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 the words in two piles, depending on the article. Once they have their piles ready, question them if they could 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 can be 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 could be exciting as well as scary when you have to manage many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who are able to amaze you at times with their unimaginable acts. At the same time frame, they are able to cause utter chaos and give you at your tethering ends. You might even get a frustration and feel helpless at times. Although some children get adjusted to the college surroundings in much less time, a major percentage of kids remember to get acquainted with the new environment and can often test a teacher’s patience. Even when it is difficult to regulate a bunch of kids of such young age, taking the right efforts to obtain them involved with various school activities can raise their interests and avoid disruptions in the class. Listed 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 give attention to keeping activities that are short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to understand what happens next. You can arrange fun games between a couple or band of students by utilizing pictures or perhaps a game which involves moving across the class to locate the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the kids to paint their ideas and bring out 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 will guide them the best use of colors, scissors, glue, etc., and understand how these things can be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to understand the things more effectively. You are able to convey the lessons by dramatizing part or the whole story together with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.
Include puzzles and science
The little ones 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 to 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 the exact same age bracket come together in a preschool, the odds of conflicts between them are usually high. To prevent this, a preschool teacher must encourage friendship among the children and also urge them to generally share their tiffin during lunchtime or breaks. She or he must motivate the students to take part in group games.
While worksheets are less common in this age, you can have creative worksheets for the kids to simply help them develop their imagination and comprehensive skills. You can 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 generation have the capacity to catch more if they hear repetitive things. Try narrating exactly the same story for weekly and question them to repeat it the very next time when you hold on 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 not any easy task and requires a lot of patience, planning innovative activities might help the kids enjoy and also cause them to become feel comfortable.