Pre K Alphabet Printables

This is actually 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 with their pediatrician.

Allow me to back up and give you details on which they’re experiencing.

They have 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 very delayed in his speech abilities and social skills.

He manages a tablet and mobile phone very well as much of his peers do.

Initially, I thought it absolutely was incredible to view him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get at 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 several rounds, he swipes back once again to the main screen to start 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 in to a character’s belly.

Once they attempt to take away the iPad, they suffer through one heck of a tantrum 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 like the iPad or smartphone to everything else.

There are occasions when they’re the sole items that can keep him quiet.

He has what on the surface 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 is 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 general population and is commonly heredity.

 

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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’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 light 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 is affectionate along with his family and relatives and makes good eye contact.

 

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He has a great appetite and eats pretty much anything put before him, does well in crowds and generally around others as long as 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 like 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’s cognitively delayed, but it’s hard to ascertain how delayed, because of the kind of kid he’s and his insufficient discipline that in my opinion, his parents have not invested the time in developing.

The only real word that he uses consistently and appropriately is “pop,” and he excitedly points to his grandfather whenever possible. He frequently babbles, that is baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is limited and is apparently what he hears on @

@ and YouTube. He does not seem to have the idea of putting a word having an image other than what he sees in videos or’educational games.’

From all they have 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.

Over the course of the evaluations, they certainly were asked simply how much screen time he has each day. They figure he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and closer to 90 minutes spread through the entire 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 break it allows appeared to be harmless, roughly they thought.

 

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The speech therapist pointed out to them the info from a recent Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”

“According to the study, 20 percent of kids under age two spend about 30 minutes each day using screens, ultimately causing a nearly 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 2 yrs old.

The results of the analysis demonstrated that there surely is a 49% increased possibility of delayed speech for every single extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.

Think about this for a few 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 access to 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 current Journal of Pediatrics study showed 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 work with 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 the cognitive development.

There’s little scientific data on the results of long-term usage of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp upsurge in young kids 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 early introduction of handheld devices to kids.

Interactive screens such as iPads, tablets, and smartphones are proven 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, 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 can be in a position to penetrate all the way to the trunk of a person’s 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 remains out.

Pediatricians and child development experts concur that while passive screen time facing 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 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 movie 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 duty available 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 are not getting together with parents and siblings or the true world.

You will find only so many hours in a 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 age three desire a well-balanced number of activities, ranging from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time to explore nature, handling and playing with physical toys and socializing with other siblings and peers along with 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 no more than no two hours each day facing the TV for kids over age 2.

The revised AAP guidelines recommend:
• One hour per 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 ought to be no screen time allowed and they need to not come in contact with any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that 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 must remember that we are our children’s main role models, which means habits we have we directly and indirectly instill into our children.

We have to be very conscious of our own behaviors and this means 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 are still on the e-mail we only keep reading our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we need to begin a media spare time every single day and spend this time around with this attention 100% dedicated to our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. The same is valid for all bedrooms. Bedrooms are intended 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 whole lot faster. In order 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. Get them to sing it together and getting the tune into their head. Next, we can quiz them the tenses used and grammatical points which can be in the specific text. Make it short and quick, and when they get the hang of it, let them sing again. Next, try making a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This could let them have plenty of practice using different tenses and verb forms, and in the light-hearted way.

2. Make it right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a many more fun. This may often motivate them to master faster. Amongst teenagers, this could be a lot more efficient when we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.

3. Tell a story: Another way to make grammar a little easier to understand is to teach it in the shape of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a range to the entire finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole story is completed and written on the board, let students show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to why certain tenses are how they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.

The features of the above ways of learning grammar are that they draw the attention of the students to new grammatical structures since it is 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 believe, 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 engaging in these ways such as for instance:

(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Let the students choose a common sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Read the bio along with your students and make certain they understand the differences. Contrast usage 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 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 excellent 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 might use pictures too. Divide students into pairs or groups and keep these things put the language in two piles, with respect to the article. Once they’ve their piles ready, inquire further 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 is 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 truly a preschool teacher can be exciting as well as scary because you have to cope with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who can amaze you at times with their unimaginable acts. At the same time, they can cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. Although some young children get adjusted to the school surroundings in not as time, a significant percentage of kids make time to get familiar with the new environment and can often test a teacher’s patience. Even when it is difficult to regulate a number of kids of such early age, taking the proper efforts to have them involved 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 take in his/her classroom for complete development of the child.

Keep fun games

As these students have a short attention span, you should focus on keeping activities which can be 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 learn what happens next. You are able to arrange fun games between a set or group of students by making use of pictures or perhaps a game which involves moving across the class to locate the prize.

Encourage participation in art corner

With art and craft activities, you are able to encourage the children to paint their ideas and bring out creativity in them. It can benefit guess what happens all thoughts continue in the young mind and also learn their aspects of interest. It’ll teach them the right usage of colors, scissors, glue, etc., and find out how these things should be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, try to portray them with the help of a story. Visualizing things helps the students to grasp what exactly more effectively. You are able to convey the lessons by dramatizing a part or the entire story together with your colleagues. Also, you possibly can make utilization of nursery songs or gestures for the same.

Include puzzles and science

The children are always interested in learning 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 supports developing motor skills.

Motivate children to bond with others

As many children of exactly the same age group 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 youngsters and also urge them to fairly share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.

Utilize 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 are able to keep simple pages where the child is expected to fit 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 age bracket have the capacity to catch more should they hear repetitive things. Try narrating the exact same story for weekly and ask them to repeat it the very next time while you hold on the role cards.

To really 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’ll have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities might help the children enjoy and also make them feel comfortable.

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