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.
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.
Let me back up and offer you details about what they’re experiencing.
They have a three and a half year old little boy who’s 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 cellular phone extremely well as numerous 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 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 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 right into a character’s belly.
When they make an effort to eliminate 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 generally seems to like the iPad or smartphone to everything else.
There are times when they are the sole things that can keep him quiet.
He has what on top be seemingly outward indications of autism, however 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’ll be correctly diagnosed should they wait.
Based on their reading, his parents think he may be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is often heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies suggest that SPD is often inherited.
No body in either family has SPD, and other than hardly any symptoms, he does not fit the symptomatic profile.
Another thought they’ve 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 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 mild on and off).
He’s extremely physically active (especially along 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.
He has a great appetite and eats virtually 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 pencil and fists one such as 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 determine how delayed, due to the form of kid he is and his insufficient discipline that in my opinion, his parents haven’t 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, which will be baby talk that includes words although not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @
@ and YouTube. He does not seem to possess the idea of putting a phrase with an image apart from what he sees in videos or’educational games.’
From all they’ve find out 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 course of the evaluations, they were asked simply how much screen time he has each day. They figure that he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and closer to 90 minutes spread through the entire 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 some slack it allows appeared to be harmless, or so they thought.
The speech therapist stated in their mind the info from a current 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 much more likely they are to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes each day using screens, leading to 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 research 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.
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 access to a tablet or smartphone.
• By 2015, 58% of children under age two had used a tablet or mobile phone.
According to a Nielsen Study, more than 70 percent of children under 12 use tablets and iPads. A current Journal of Pediatrics study revealed 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 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 escalation 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 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, an essential 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 be in a position to penetrate all the way to the trunk of the attention, 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 continues to be out.
Pediatricians and child development experts concur that while passive screen time before 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 rich 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 whenever a child is engaged in play and learning. This can be a distraction from the duty available 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 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 real world.
You will find only so several hours in one day, and the full 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 the age of three require 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 using 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 this update, AAP had established that the general screen time limit of no more than no two hours a day in front of the TV for children over age 2.
The revised AAP guidelines recommend:
• One hour daily for kids 2 to 5 years of age.
• Parents should monitor and set restrictions for children 6 years old and older.
• Under age18 months there should 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 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 we are our children’s main role models, which means habits we have we directly and indirectly instill into our children.
We must be very conscious of our own behaviors and this means 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 this kids.
Kids can tell when our heads remain on the email we just read on our phone. By not paying attention to them, this usually makes their behavior worse.
As parents we have to begin a media leisure time everyday and spend this time with your attention 100% centered on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. That is family time. The exact same is valid for many bedrooms. Bedrooms are created 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 can become embedded into the mind a whole lot faster. To be able 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. Encourage them to sing it together and getting the tune into their head. Next, we could quiz them the tenses used and grammatical points which can be in the actual text. Make it short and quick, and after they get the hang of it, let them sing again. Following this, try creating a game out of it. Select individual students to select a term on that and change the tense out of it. This may provide them with a lot of practice using different tenses and verb forms, and in the very light-hearted way.
2. Make it in to a Game: Both adults and children love playing games. Perhaps, even making into an opposition would be a many more fun. This will often motivate them to understand faster. Amongst teenagers, this can be a lot more efficient whenever we divide the class into groups. Besides, everyone is going to be alert and enjoy too.
3. Tell an account: Another way to make grammar a little easier to know is to teach it in the proper execution of storytelling. Obtain the students to form a’story stick ‘, whereby everyone contributes a line to the entire finished story. If there are any grammar mistakes, in this, then leave it until the end. When the whole story is finished and written on the board, let a student show up and make appropriate corrections in turns. Get the whole class involved and ask the students questions as to the reasons certain tenses are the way they are. Having something to focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The benefits of the aforementioned types of learning grammar are they draw the attention of the students to new grammatical structures as it may be the fun solution to learn. However, there’s 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 think, the above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and doing these ways such as for example:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in a wonderful way. Let the students select their favorite sports star or celebrities. Find a brief 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 utilization 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 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 beginners including small children. Cut right 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 words in two piles, with regards to the article. Once they have their piles ready, inquire further if they are able to determine the rule themselves.
The writer 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 most useful seller.
Being a preschool teacher could be exciting along with scary when you have to manage many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who will amaze you occasionally with their unimaginable acts. At the same time frame, they are able to cause utter chaos and make you at your tethering ends. You might even get a frustration and feel helpless at times. Though some children get adjusted to the school surroundings in not as time, an important percentage of kids take care to get familiar with the new environment and can often test a teacher’s patience. Even if it is difficult to manage a number 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 ingest 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 which can be short and simple 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 learn what are the results next. You can arrange fun games between a pair or number of students by using 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 help guess what happens all thoughts carry on in the young mind and also learn their areas of interest. It will guide them the best use of colors, scissors, glue, etc., and find out how these exact things should be handled.
Conduct dramatic plays
Rather than verbally teaching certain concepts, try to portray them with the aid of a story. Visualizing things helps the students to know the items more effectively. You can convey the lessons by dramatizing a component or the whole story along with your colleagues. Also, you may make use 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 should they notice something unusual. Have jigsaw puzzles in your class while they help to stimulate mental performance and enhance memory in kids. Additionally, it aids in developing motor skills.
Motivate children to bond with others
As numerous children of exactly the same generation get together in a preschool, the chances 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 generally share their tiffin during lunchtime or breaks. He or she must motivate the students to take part in group games.
While worksheets are less common in this age, you’ll have creative worksheets for the youngsters to greatly 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 of a particular topic as well as color the printed figure.
Read out stories
Children in this particular age bracket have the capability to catch more when they hear repetitive things. Try narrating exactly the same story for weekly and ask them to repeat it the next time while you hold out the role cards.
To make the preschool a common place, permit notes from parents or allow the kid 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 might help the children enjoy and also cause them to become feel comfortable.