Multiplication for 2nd Grade

This is the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the first article, it covered the Hidden Hazards of Blue Light and Digital Devices on Kids Eyes.

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Transform Multiplication Worksheets 2nd Grade Printables About Multiplication for 2nd Grade Of Multiplication for 2nd Grade
New Multiplication Anchor Chart Education Of Multiplication for 2nd Grade Of Multiplication for 2nd Grade
Adorable Free Printable Multiplication Times Table Worksheets About Multiplication for 2nd Grade Of Multiplication for 2nd Grade
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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.

I’d like to back up and give you details about what they’re experiencing.

They’ve a three and a half year old young boy who’s a classic’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 product and cell phone very well as much of his peers do.

Initially, I believed it was incredible to watch him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get to 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 overall game a couple of rounds, he swipes back to the key screen to open up 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 right into a character’s belly.

Once they try 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 appears to choose the iPad or smartphone to everything else.

Solutions when they are the sole issues that can keep him quiet.

He has what on top look like apparent symptoms of autism, however 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 which will be correctly diagnosed should they wait.

Based on their reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is commonly heredity.

 

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source:littlefluffy.co

 

The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is generally inherited.

No one in either family has SPD, and apart from very few 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 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 with his constant physical activity, 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.

 

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source:pinterest.cl

 

He has a great appetite and eats more or less anything put before him, does well in crowds and generally around others as long as he does not have to 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 is cognitively delayed, but it’s hard to find out how delayed, because of the kind of kid he’s and his lack of discipline that i think, his parents have not invested the amount of time in developing.

The only real word he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that will be baby talk that includes words however 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 idea of putting a phrase by having an image apart from what he sees in videos or’educational games.’

From all they have read 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.

Over the length of the evaluations, they certainly were asked just how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I believe it higher and nearer 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 appeared to be harmless, or so they thought.

 

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The speech therapist pointed out for them the info from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “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 a day using screens, leading to a nearly 50 percent increased danger 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 study demonstrated that there’s a 49% increased chance of delayed speech for every extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.

Look at this for some 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 access to a tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A recent Journal of Pediatrics study indicated 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 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 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 utilization of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp increase 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 really a well-accepted contributing factor caused by the first 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 inhibits the natural bodily rhythms, leading to 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 in a position to penetrate all the way to the back of the eye, through the eyes’natural filters, and that’s the issue. Long-term exposure causes harm 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 agree 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 might be entertaining, it is not going to supply an abundant learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.

Research has confirmed that having a movie or TV running in the back ground negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the duty at hand and lowers their concentration.

 

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source:dj020.com

 

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 for instance tablets, iPads, and smartphones, they are not interacting with parents and siblings or the actual world.

You can find only so many hours in a day, and enough time used on screens comes at a high 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 age three need a well-balanced group of activities, including 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 alongside 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 a maximum of no two hours each day in front of the TV for kids over age 2.

The revised AAP guidelines recommend:
• One hour daily 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 ought to be no screen time allowed and they will 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 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 need to remember that individuals are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.

We must be very aware of our own behaviors and this implies turning off our smart phones, putting down the tablet or iPad combined with TV and laptop and being in the here and now with our kids.

Kids can tell when our heads are still on the e-mail we only continue reading our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we have to establish a media spare time each and every day and spend now with your 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 is valid for many bedrooms. Bedrooms are meant 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 may become embedded into your head a whole lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Obtain the students to sing along and then write the lyrics on the board. Get them to sing it together and obtaining the tune within their head. Next, we can quiz them the tenses used and grammatical points that are in the specific text. Make it short and quick, and if they have the hang of it, let them sing again. Next, try creating a game out of it. Select individual students to pick a term on that and change the tense out of it. This will let them have a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.

2. Allow it to be right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would be a many more fun. This can often motivate them to learn faster. Amongst teenagers, this can be a lot far better when we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.

3. Tell a tale: Another way to create grammar a little easier to know is to teach it in the form of storytelling. Get the students to create a’story stick ‘, whereby everyone contributes a line to the general finished story. If you can find any grammar mistakes, in this, then leave it before end. When the whole story is completed 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 the reasons certain tenses are how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The benefits of the above mentioned types of learning grammar are that they draw the interest of the students to new grammatical structures since it is the fun way to learn. However, there’s 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 approaches to learning grammar must be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and doing 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 pick out a common sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Browse the bio with your students and make sure they understand the differences. Contrast usage of simple past and past perfect or present perfect tense.


(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 very good for novices including small children. Cut fully 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 keep these things put the language in two piles, with regards to the article. Once they have their piles ready, question them if they could figure out the rule themselves.

The author 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 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 truly a preschool teacher may be exciting along with scary because you have to cope with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who will amaze you at times using their unimaginable acts. At the same time, they could cause utter chaos and leave you at your tethering ends. You may even get a headache and feel helpless at times. Although some small children get adjusted to the college surroundings in much less time, a major percentage of kids take time to get familiar with the newest environment and can often test a teacher’s patience. Even if it is difficult to regulate a lot of kids of such early age, taking the proper efforts to get them associated with 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 consume his/her classroom for complete development of the child.

Keep fun games

As these students have a quick 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 learn what happens next. You are able to arrange fun games between a set or number of students by making use of 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 will also help guess what happens all thoughts carry on in the young mind and also learn their aspects of interest. It’ll guide them the best usage of colors, scissors, glue, etc., and learn how these exact 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 grasp the things more effectively. You are able to convey the lessons by dramatizing a part or the entire story along with your colleagues. Also, you may make use of nursery songs or gestures for the same.

Include puzzles and science

The kids are always interested in new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate the brain and enhance memory in kids. In addition it aids in developing motor skills.

Motivate children to bond with others

As numerous children of the same age group get together in a preschool, the odds of conflicts between them are usually high. In order to avoid this, a preschool teacher must encourage friendship among the kids 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.

Make use of worksheets

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 complement similar objects, draw images in regards to a particular topic as well as color the printed figure.

Read out stories

Children in this kind of generation have the capacity to catch more when they hear repetitive things. Try narrating the exact same story for per week and question them to repeat it next time while you wait the role cards.

To make the preschool a common place, permit notes from parents or allow the little one to bring his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students is not any easy task and requires lots of patience, planning innovative activities will help the children enjoy and also make them feel comfortable.

Elegant Fractions 2nd Grade – Trubs Of Multiplication for 2nd Grade Of Multiplication for 2nd Grade
Transform Multiplication Worksheets 2nd Grade Printables About Multiplication for 2nd Grade Of Multiplication for 2nd Grade
New Multiplication Anchor Chart Education Of Multiplication for 2nd Grade Of Multiplication for 2nd Grade
Adorable Free Printable Multiplication Times Table Worksheets About Multiplication for 2nd Grade Of Multiplication for 2nd Grade
Classy Worksheet for Graders Repeated Addition Worksheets Grade About Multiplication for 2nd Grade Of Multiplication for 2nd Grade