Reading for Kids Online

Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the 1st 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.

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

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

He manages a product and cellular phone well as numerous of his peers do.

Initially, I thought 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 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 overall game a few rounds, he swipes back to the main 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 take away the iPad, they suffer through one heck of a tantrum 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 like the iPad or smartphone to everything else.

There are times when they are the sole items that could keep him quiet.

He’s what on the surface appear to be apparent symptoms of autism, however the autism specialist they took him to is reluctant to obtain him fully evaluated until he’s 4. He could already tell that their son doesn’t exactly match up 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 overall population and tends to be heredity.

 

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

No body in either family has SPD, and besides not many 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 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 together with his constant physical activity, running and jumping), he doesn’t follow directions well, which I attribute to not enough discipline, but he is affectionate with his family and relatives and makes good eye contact.

 

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He includes a great appetite and eats virtually anything put facing him, does well in crowds and generally around others provided that he does not have 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 just like 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 does not imitate sounds or vocabulary much, if at all.

His parents know he is cognitively delayed, but it’s hard to ascertain how delayed, because of the type of kid he’s and his lack of discipline that in my opinion, his parents haven’t invested the 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 consists of words however not complete conversational sentences. Thus, his vocabulary is limited and appears to be what he hears on @

@ and YouTube. He doesn’t seem to have 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 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, these were asked simply how much screen time he’s 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 entire day.

A product / iPad / Android or smartphone has replaced a babysitter and one on one interaction. Most of us lead busy lives and the few minute of a break it allows were harmless, approximately they thought.

 

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The speech therapist pointed out for them the data from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the more hours children under 2 years old spend having fun with smartphones, tablets, and other handheld screens, the much more likely they’re 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 couple of years old.

The outcomes of the analysis demonstrated that there is a 49% increased chance of delayed speech for each and every extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.

Think about 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.
In accordance with a Nielsen Study, a lot 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 significantly more than 5x in 4 years with and the unknown impact on the 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 upsurge 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 a well-accepted contributing factor resulting from the early introduction of handheld devices to kids.

Interactive screens such as for instance 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 disrupts the natural bodily rhythms, ultimately causing 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 is also in a position to penetrate all how you can the trunk of the eye, 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 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 offer 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 background negatively affects their development each time a child is engaged in play and learning. This is a distraction from the task 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 kids are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they are not reaching parents and siblings or the true world.

You can find only so much time in a day, and enough time allocated to screens comes at a top 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 need a well-balanced group of activities, which range 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 the update, AAP had established that the overall screen time limit of no more than 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 children 6 years old and older.
• Under age18 months there must 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 makes them the absolute most susceptible 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 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 this implies turning off our smart phones, putting down the tablet or iPad combined with the TV and laptop and being in the here and now with your kids.

Kids can tell when our heads are still on the email we just read on our phone. By not making time for them, this usually makes their behavior worse.

As parents we have to begin a media free time each and every day and spend now with your attention 100% dedicated to 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 true for many 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 the mind a lot faster. To be able 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 obtaining the tune into their head. Next, we can quiz them the tenses used and grammatical points which can be in the particular text. Allow it to be short and quick, and once they have the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to select a term on that and change the tense out of it. This would 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 a competition will be a many more fun. This can often motivate them to understand faster. Amongst teenagers, this could be a lot more effective when we divide the class into groups. Besides, everyone will soon be alert and enjoy too.

3. Tell an account: Another way to create grammar a little easier to understand is to teach it in the shape of storytelling. Get the students to create a’story stick ‘, whereby everyone contributes a line to the entire finished story. If you can find 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 how they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a lot easier.

The benefits of the aforementioned ways of learning grammar are they draw the interest of the students to new grammatical structures as it could be the fun method to learn. However, there’s 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 think, 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:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in a wonderful way. Allow students choose 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 together with your students and ensure 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 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 excellent for novices including small children. Cut right out a set 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 have them put what in two piles, depending on the article. Once they’ve their piles ready, inquire further if they could 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 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 useful seller.

Being truly a preschool teacher may be exciting as well as scary as you have to cope with many toddlers at any time. Nevertheless, it offers you to be able to be with innocent children who is able to amaze you sometimes making use of their unimaginable acts. At the same time, they can cause utter chaos and leave you at your tethering ends. You might even get a frustration and feel helpless at times. Though some young kids get adjusted to the school surroundings in much less time, a significant percentage of kids take time to get knowledgeable about the brand new environment and can often test a teacher’s patience. Even when it is difficult to control a bunch of kids of such young age, taking the best 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 short attention span, you need to focus on keeping activities that are short and simple 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 understand what goes on next. You are able to arrange fun games between a pair or number of students by utilizing pictures or perhaps a game which involves moving around the class to locate 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 bring out creativity in them. It will also help you know what all thoughts go on in the young mind and also learn their aspects of interest. It will guide them the proper utilization of colors, scissors, glue, etc., and understand how these specific things are to be handled.

Conduct dramatic plays

Rather than verbally teaching certain concepts, make an effort to portray them with assistance from a story. Visualizing things helps the students to know the things more effectively. You can convey the lessons by dramatizing a part or the entire story together with your colleagues. Also, you can make utilization of nursery songs or gestures for the same.

Include puzzles and science

The kids are usually interested in learning new things and often drift off to places in the classroom if they notice something unusual. Have jigsaw puzzles in your class because they help stimulate the mind and enhance memory in kids. Additionally, it supports developing motor skills.

Motivate children to bond with others

As much children of the exact same generation bond in a preschool, the chances of conflicts between them are always high. To prevent 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 be involved in group games.

Take advantage of worksheets

While worksheets are less common in this age, you’ll have creative worksheets for the children to greatly help them develop their imagination and comprehensive skills. You are able to keep simple pages where the little one is expected to match similar objects, draw images of a particular topic or even color the printed figure.

Read out stories

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

To help 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 a lot of patience, planning innovative activities will help the kids enjoy and also make them feel comfortable.

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