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Here 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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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 on which they’re experiencing.

They’ve 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 extremely delayed in his speech abilities and social skills.

He manages a product and cell phone extremely well as much of his peers do.

Initially, I thought it absolutely 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 really 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 again 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 into a character’s belly.

When 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’re the sole items that will keep him quiet.

He’s what at first glance be seemingly symptoms of autism, however 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 up with autism, and believes which will be correctly diagnosed when 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 overall population and is often heredity.

 

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

Nobody in either family has SPD, and other than not many symptoms, he does unfit 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 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 lack of discipline, but he’s affectionate with his family and relatives and makes good eye contact.

 

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He features a great appetite and eats more or less anything put before him, does well in crowds and generally around others provided that 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 pen 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 significantly 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 determine how delayed, due to the form of kid he is and his lack of discipline that for me, his parents haven’t invested the amount of time in developing.

The sole 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 consists of 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 possess the thought of putting a phrase with an image besides what he sees in videos or’educational games.’

From all they’ve learn about sensory seekers, extreme speech delay doesn’t be seemingly especially prevalent.

They recently had their son evaluated by an occupational therapist and a speech therapist.

On the length of the evaluations, they were asked how much screen time he has each day. They figure he averages 45 to 60 minutes each day; from what I’ve observed I believe 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. Most of us lead busy lives and the few minute of a rest it allows were harmless, or so they thought.

 

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The speech therapist stated in their mind the data from a recently available Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The analysis “suggests the more time children under 2 years old spend playing with smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”

“Based on the study, 20 percent of kids under age two spend about 30 minutes a day using screens, resulting in 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 outcome of the research demonstrated that there surely is a 49% increased chance of delayed speech for every single extra 30 minutes spent utilizing 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 product or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
Based on a Nielsen Study, 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 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 age 3 has grown significantly 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 escalation 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 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 recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an important sleep hormone, which interferes with 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 able to penetrate all the best way to the trunk of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes harm 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 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 may be entertaining, it’s not going to provide a wealthy 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 back ground negatively affects their development whenever a child is engaged in play and learning. This can be a distraction from the job at hand and lowers their concentration.

 

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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 students 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 many hours per day, and enough 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 desire a well-balanced band of activities, ranging 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 the update, AAP had established that the overall screen time limit of a maximum of no two hours a day facing 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 old and older.
• Under age18 months there ought to be no screen time allowed and they ought to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that produces them 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 have 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 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 combined with 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 read on our phone. By not watching them, this usually makes their behavior worse.

As parents we must begin a media free time each day and spend now with our 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 really is family time. The exact same is true for several bedrooms. Bedrooms are meant for sleeping.

The three methods for 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 great deal faster. In order 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. Cause them to sing it together and having the tune within their head. Next, we could quiz them the tenses used and grammatical points that are in the actual text. Allow it to be short and quick, and once they get the hang of it, let them sing again. After this, try building a game out of it. Select individual students to choose a term on that and change the tense out of it. This could give them plenty of practice using different tenses and verb forms, and in the light-hearted way.

2. Allow it to be in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a lot more fun. This will often motivate them to learn faster. Amongst teenagers, this can be quite a lot more effective whenever we divide the class into groups. Besides, everyone is going to be alert and enjoy too.

3. Tell a tale: Another way to create grammar a little easier to understand is to teach it in the shape of storytelling. Get 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 before end. When the whole story is finished 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 the direction 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 types of learning grammar are that they draw the interest of the students to new grammatical structures since it may be the fun method to learn. However, there’s a massive 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 aforementioned approaches to learning grammar should be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and doing these ways such as for instance:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Allow the students select their favorite sports star or celebrities. Find a short 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 use of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut fully 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 great for novices 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 might use pictures too. Divide students into pairs or groups and ask them to put what in two piles, with respect to the article. Once they’ve their piles ready, question them if they are able to figure out 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 can be an ardent reader, life long learner and equally loves gardening and cooking. She’s a in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a most useful seller.

Being fully a preschool teacher may be exciting as well as scary when you have to deal with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who will amaze you occasionally using their unimaginable acts. At the same time frame, they are able to cause utter chaos and leave you at your tethering ends. You could even get a frustration and feel helpless at times. While some children get adjusted to the institution surroundings in not as time, a major percentage of kids take time to get acquainted with the newest environment and can often test a teacher’s patience. Even if it is difficult to manage a number of kids of such early age, taking the best efforts to get them involved 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 take in his/her classroom for complete development of the child.

Keep fun games

As these students have a brief attention span, you should focus on keeping activities which are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to know what happens next. You can arrange fun games between a set or band of students by utilizing pictures or a game which involves moving around the class to locate the prize.

Encourage participation in art corner

By having art and craft activities, you can encourage the youngsters to paint their ideas and bring 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 will guide them the right usage of colors, scissors, glue, etc., and learn how these specific things are to be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, make an effort 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 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 little ones are usually interested in new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class as they help 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 same age bracket come together in a preschool, the chances of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the youngsters and also urge them to generally share their tiffin during lunchtime or breaks. He/she must motivate the students to participate in group games.

Utilize worksheets

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 little one is expected to complement similar objects, draw images about a particular topic or even color the printed figure.

Read out stories

Children in this kind of age group have the ability to catch more when they hear repetitive things. Try narrating the exact same story for per week and question them to repeat it the next time when you hold on the role cards.

To help make the preschool a familiar place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you could have unique birthday celebrations. While handling the young students isn’t any easy task and requires plenty of patience, planning innovative activities will help the children enjoy and also make them feel comfortable.

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