This is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that you missed the 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 offer you details on what they’re experiencing.
They have a three and a half year old little 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 tablet and cell phone well as many of his peers do.
Initially, I believed it absolutely was incredible to watch him wrap his little fingers around the household 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 game a couple of 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 right into a character’s belly.
Once they try to remove the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.
He generally seems to like the iPad or smartphone to everything else.
Solutions when they’re the only items that can keep him quiet.
He’s what at first glance be seemingly apparent symptoms of autism, nevertheless the autism specialist they took him to is reluctant to have him fully evaluated until he is 4. He could already tell that their son doesn’t exactly complement with autism, and believes that 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 general population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is frequently inherited.
No one in either family has SPD, and besides hardly any 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 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 along with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he’s affectionate along with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put facing 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 pen 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 form of kid he’s and his lack of discipline that for me, his parents haven’t invested the amount of 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, that will be baby talk that includes words however, not complete conversational sentences. Thus, his vocabulary is restricted and seems to be what he hears on @
@ and YouTube. He does not seem to have the thought of putting a phrase by having an image besides what he sees in videos or’educational games.’
From all they have read about sensory seekers, extreme speech delay doesn’t seem to be especially prevalent.
They recently had their son evaluated by an occupational therapist and a speech therapist.
Within the course of the evaluations, they were asked how much screen time he’s each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I believe it higher and closer 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 were harmless, approximately they thought.
The speech therapist described for them the data from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the more hours children under 2 years old spend using smartphones, tablets, and other handheld screens, the much more likely they are to begin talking later.”
“In line with the study, 20 percent of kids under age two spend about 30 minutes a 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 couple of years old.
The results of the analysis demonstrated that there is a 49% increased potential for delayed speech for every single extra 30 minutes spent using a touchscreen, be it a product, iPad, iPhone or Android device.
Look at this for some 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 tablet or mobile phone.
According to a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recently available 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 work with a mobile device to place their kids to sleep.
The rate of adoption of tablets, iPads, and smartphones by kids under age 3 has grown 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 use 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 really a well-accepted contributing factor caused by the 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, a significant sleep hormone, which disrupts the natural bodily rhythms, resulting in 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 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 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 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 supply a wealthy 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 back ground negatively affects their development when a child is engaged in play and learning. This can be a distraction from the task accessible 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 tablets, iPads, and smartphones, they’re not getting together with parents and siblings or the true world.
You can find only so several hours per day, and enough time allocated to screens comes at a higher price, taking time 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, which range from instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time and energy to explore nature, handling and having fun 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 the update, AAP had established that the general screen time limit of a maximum of 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 of age and older.
• Under age18 months there ought to be no screen time allowed and they need to 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 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 individuals are our children’s main role models, therefore the habits we have we directly and indirectly instill into our children.
We have 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 e-mail we just continue reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we must set up a media spare time every single day and spend this time around with your attention 100% dedicated to 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 holds true for many bedrooms. Bedrooms are created 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 can become embedded into the mind a whole lot faster. In order 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 into their head. Next, we are able to quiz them the tenses used and grammatical points that are in the actual text. Ensure it is short and quick, and when they get the hang of it, let them sing again. After this, try building a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This might give them a lot 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 will be a much more fun. This will often motivate them to master faster. Amongst teenagers, this can be a lot far better whenever we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.
3. Tell an account: Another way to produce grammar a little easier to know is to show it in the proper execution of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a line to the general finished story. If you will find any grammar mistakes, in this, then leave it before 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 why certain tenses are the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.
The advantages of the aforementioned methods of learning grammar are that they draw the attention of the students to new grammatical structures since it may be the fun method to learn. However, there is an enormous 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 do believe, the aforementioned approaches to learning grammar must certanly be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and participating in the next ways such as for example:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Allow the students pick out their favorite sports star or celebrities. Find a short biography or write one by yourself summarizing a celebrity’s main achievements. See the bio together with your students and make certain 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 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 very good for newbies including small children. Cut right out a list of several words that either take’an’or’an’and mix them up. For very young learners, you could use pictures too. Divide students into pairs or groups and ask them to put the language in two piles, depending on the article. Once they’ve their piles ready, ask them if they are able to find 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 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 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 are able to amaze you sometimes with their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You may even get a headache and feel helpless at times. Although some young children get adjusted to the school surroundings in much less time, an important percentage of kids remember to get acquainted with the newest environment and can often test a teacher’s patience. Even if it’s difficult to regulate a lot of kids of such young age, taking the proper efforts to get them involved with various school activities can raise their interests and avoid disruptions in the class. Here 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 brief attention span, you must give attention to keeping activities which can be short and simple to understand. The children often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to understand what are the results next. You are able to arrange fun games between a set or number of students by making use of pictures or even a game which involves moving round 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 draw out creativity in them. It can benefit you know what all thoughts continue in the young mind and also learn their regions of interest. It will guide them the best use of colors, scissors, glue, etc., and learn how these things are to be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to understand what exactly more effectively. You are able to convey the lessons by dramatizing a component or the whole story along with your colleagues. Also, you possibly can make use of nursery songs or gestures for the same.
Include puzzles and science
The children are usually 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 supports developing motor skills.
Motivate children to bond with others
As much children of exactly the same generation come together in a preschool, the odds of conflicts between them are always high. In order to avoid this, a preschool teacher must encourage friendship among the kids and also urge them to share their tiffin during lunchtime or breaks. He or she 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 greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child 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 generation have the capability to catch more should they hear repetitive things. Try narrating the same story for a week and ask 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 is no easy task and requires plenty of patience, planning innovative activities will help the kids enjoy and also cause them to become feel comfortable.