This is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the very 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 give you details on what they’re experiencing.
They’ve 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 tablet and cellular phone very well as much 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 mobile 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 several rounds, he swipes back again to the main screen to start another app where he watches a bout of a colorful animated cartoon. Halfway through, he moves onto another game, which involves animated fruits making their way into a character’s belly.
If 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 a floor, hands balled into fists and a high-pitched screaming session.
He seems to choose the iPad or smartphone to everything else.
There are occasions when they’re the only things that will keep him quiet.
He’s what on top appear to be apparent 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 match with autism, and believes which will be correctly diagnosed should they wait.
Based on the reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical 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 not fit 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 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 along with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate together 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 need 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 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’s cognitively delayed, but it’s hard to determine how delayed, due to the kind of kid he is and his insufficient discipline that in my opinion, his parents have not invested the 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 includes words however not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @
@ and YouTube. He does not seem to have the concept of putting a word by having 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 be seemingly especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the span of the evaluations, they 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 believe it higher and nearer to 90 minutes spread throughout the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of some slack it allows seemed to be harmless, approximately they thought.
The speech therapist pointed out in their mind the info from a recently available Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The analysis “suggests the more time children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the much more likely they’re to start talking later.”
“In line with the study, 20 percent of kids under the age of two spend about 30 minutes a day using screens, resulting in 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 two years old.
The outcomes of the research demonstrated that there’s a 49% increased possibility of delayed speech for each extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Consider this for a couple 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 product 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 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 make use of 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 their cognitive development.
There’s little scientific data on the results of long-term utilization of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase 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 caused by early introduction of handheld devices to kids.
Interactive screens such as for example iPads, tablets, and smartphones are known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential sleep hormone, which disrupts the natural bodily rhythms, ultimately causing 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 can also be able to penetrate all the best way to the back of the eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes injury 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 concur 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 a rich 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 background negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the job at hand 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 example tablets, iPads, and smartphones, they’re not reaching parents and siblings or the real world.
You can find only so several hours per day, and enough time used on screens comes at a higher 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 the age of three need a well-balanced band of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy 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 typical screen time limit of a maximum of no two hours a day facing the TV for children 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 ought to be no screen time allowed and they should 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 probably 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 we 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 conscious of our personal behaviors and what this means is 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 remain on the email we just keep reading our phone. By not watching them, this usually makes their behavior worse.
As parents we have to set up a media spare time each day and spend this time with our attention 100% focused 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. The same is valid for several bedrooms. Bedrooms are intended for sleeping.
The three means of making learning grammar interesting are:
1. Using Songs: Music always triggers the interest of the children. By singing phrases, this may become embedded into your head a whole lot faster. To be able 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 into their head. Next, we can quiz them the tenses used and grammatical points which can be in the particular text. Ensure it is short and quick, and when they have the hang of it, let them sing again. After this, try making a game out of it. Select individual students to select a term on that and change the tense out of it. This will let them have lots of practice using different tenses and verb forms, and in the very light-hearted way.
2. Allow it to be right into a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a much more fun. This will 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 a tale: Another way to create grammar only a little easier to grasp is to show it in the proper execution of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a point to the overall finished story. If you will find any grammar mistakes, in this, then leave it until the end. When the entire story is completed 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 why certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.
The features of the above types of learning grammar are which they draw the interest of the students to new grammatical structures since it could be the fun solution to learn. However, there is an enormous disadvantage if these strategies are used constantly. The students may 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 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 an excellent way. Let the students select a common sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. Browse the bio together with your students and ensure 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 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 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 may use pictures too. Divide students into pairs or groups and have them put what in two piles, with regards to the article. Once they’ve their piles ready, question them if they could 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 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 may be exciting along with scary since you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who is able to amaze you at times making use of 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. While some young children get adjusted to the college surroundings in much less time, an important percentage of kids take care to get knowledgeable about the new environment and can often test a teacher’s patience. Even when it is difficult to control a lot of kids of such early age, taking the best efforts to obtain them associated with various school activities can raise their interests and avoid disruptions in the class. This is a list of different activities a preschool teacher can consume his/her classroom for complete development of the child.
Keep fun games
As these students have a quick attention span, you need to concentrate on keeping activities which can be short and easy to understand. The kids often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to know what are the results next. You are able to arrange fun games between a couple or group of students by utilizing pictures or a game which involves moving around the class to discover the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the children to paint their ideas and draw out creativity in them. It can help do you know what all thoughts carry on in the young mind and also learn their areas of interest. It’ll teach them the proper 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, make an effort to portray them with the help of a story. Visualizing things helps the students to know the things more effectively. You can convey the lessons by dramatizing a part or the entire story together with your colleagues. Also, you can make use of nursery songs or gestures for the same.
Include puzzles and science
The little ones are always interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate mental performance and enhance memory in kids. In addition it supports developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same generation bond in a preschool, the chances of conflicts between them are usually high. To avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to talk about their tiffin during lunchtime or breaks. She or he 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 simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the kid is expected to fit similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this specific generation have the ability to catch more if they hear repetitive things. Try narrating the same story for weekly and inquire further to repeat it next time while you wait the role cards.
To make the preschool a familiar 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 no easy task and requires plenty of patience, planning innovative activities might help the kids enjoy and also make sure they are feel comfortable.