This 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 with their pediatrician.
Let me back up and give you details on what 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 extremely 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 watch him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to access 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 a few rounds, he swipes back once again to the key 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 the ground, hands balled into fists and a high-pitched screaming session.
He seems to prefer the iPad or smartphone to everything else.
Solutions when they are the only real things that will keep him quiet.
He has what on the surface be seemingly symptoms of autism, nevertheless the autism specialist they took him to is reluctant to have him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up with autism, and believes which will be correctly diagnosed if they wait.
Based on their reading, his parents think he might 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 claim that SPD is generally inherited.
No body in either family has SPD, and besides not many symptoms, he does unfit 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 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 gentle on and off).
He is extremely physically active (especially together 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 with his family and relatives and makes good eye contact.
He has a great appetite and eats virtually anything put in front of him, does well in crowds and generally around others as 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 doesn’t imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to ascertain how delayed, because of the form of kid he’s and his lack of discipline that in my opinion, his parents haven’t invested the 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, which is baby talk that consists of words although not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @
@ and YouTube. He doesn’t seem to have the thought of putting a phrase with an image apart from what he sees in videos or’educational games.’
From all they have find out 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.
On the length of the evaluations, they certainly were asked simply how much screen time he’s each day. They figure he averages 45 to 60 minutes per day; from what I’ve observed I think it higher and nearer to 90 minutes spread throughout the day.
A product / iPad / Android or smartphone has replaced a babysitter and one using one interaction. Most of us lead busy lives and the few minute of a break it allows appeared to be harmless, or so they thought.
The speech therapist described to them the data from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the more time children under 2 years of age spend playing with smartphones, tablets, and other handheld screens, the much 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 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 outcomes 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 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.
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 put 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 the cognitive development.
There’s little scientific data on the effects of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp escalation in small children with myopia (short-sightedness). The World Health Organization has documented that nearsightedness is growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor resulting from the 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 interferes with the natural bodily rhythms, resulting in 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 able to penetrate all the way to 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 is still 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 is not going to supply an abundant learning experience or develop fine or gross motor skills. And you can find 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 is 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 can be a big concern: if children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the real world.
There are only so many hours in one day, and the time used on 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 desire a well-balanced number of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you 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 this update, AAP had established that the typical screen time limit of a maximum of no two hours each day before 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 must be no screen time allowed and they should 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 probably 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 need to remember that individuals are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We need 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 your kids.
Kids can tell when our heads continue to be on the email we only continue reading our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to begin a media free time every single day and spend this time around with our attention 100% focused on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The same holds true for several bedrooms. Bedrooms are designed 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 whole lot faster. To be able to execute this, find a tune 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 into their head. After this, we are able to quiz them the tenses used and grammatical points which can be in the particular text. Ensure it is short and quick, and if they obtain the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to choose a phrase 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 the light-hearted way.
2. Allow it to be into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a many more fun. This can often motivate them to learn faster. Amongst teenagers, this could be a lot more effective once we divide the class into groups. Besides, everyone is going 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. Have the students to form a’story stick ‘, whereby everyone contributes a range to the entire finished story. If you will find any grammar mistakes, in this, then leave it before end. When the whole story is finished and written on the board, let students come up and make appropriate corrections in turns. Get the entire class involved and ask the students questions as to the reasons 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 benefits of the above ways of learning grammar are that they draw the eye of the students to new grammatical structures as it could be the fun solution to learn. However, there is 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 do believe, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in these ways such as for example:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful 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. 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.
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(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 fantastic for beginners including small children. Cut fully out a set 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 words in two piles, with respect to the article. Once they’ve their piles ready, inquire further if they could determine the rule themselves.
Mcdougal Yasmin M Elias is just 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 fully a preschool teacher could be exciting in addition to scary since you have to cope with many toddlers at any time. Nevertheless, it provides you with an opportunity to be with innocent children who can amaze you occasionally making use of their unimaginable acts. At the same time frame, they are able to cause utter chaos and leave 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 remember to get acquainted with the brand new environment and can often test a teacher’s patience. Even if it’s difficult to regulate a number of kids of such young age, taking the proper efforts to have 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 quick attention span, you should focus on keeping activities that are short and an easy task to understand. The children often get distracted easily, and hence one must include acts that may keep their interests and also increase their eagerness to know what goes on next. You can arrange fun games between a couple or number of students by using pictures or a game which involves moving across the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the kids to paint their ideas and enhance creativity in them. It can benefit do 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 things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, attempt to portray them with assistance from a story. Visualizing things helps the students to understand the items more effectively. You can convey the lessons by dramatizing a part or the whole story together with your colleagues. Also, you may make utilization of nursery songs or gestures for the same.
Include puzzles and science
The children are always 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 generation get 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 talk about their tiffin during lunchtime or breaks. He or she must motivate the students to participate in group games.
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 kid is expected to match 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 bracket have the capacity to catch more if they hear repetitive things. Try narrating the exact same story for a week and inquire further to repeat it the next time while you hold on the role cards.
To make the preschool a familiar place, permit notes from parents or allow the little one to create his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students isn’t any easy task and requires a lot of patience, planning innovative activities might help the kids enjoy and also make them feel comfortable.