Same and Different Lesson Plans for Preschool

This 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.

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 give you details about what 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 incredibly delayed in his speech abilities and social skills.

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

Initially, I thought it was incredible to view him wrap his little fingers around the family iPad or his mother’s mobile 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 several rounds, he swipes back again to the key screen to open up 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.

If they attempt to take away 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 generally seems to choose the iPad or smartphone to everything else.

There are occasions when they’re the only things that will keep him quiet.

He has what on the surface look like 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 the reading, his parents think he may be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is commonly heredity.

 

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

No body in either family has SPD, and besides very few 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 that 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’s extremely physically active (especially along with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he’s affectionate along with his family and relatives and makes good eye contact.

 

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He includes a great appetite and eats pretty much anything put in front of him, does well in crowds and generally around others as long as he does not have to truly 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 a lot more than he lets on. He doesn’t imitate sounds or vocabulary much, if at all.

His parents know he’s cognitively delayed, but it’s hard to find out how delayed, due to the kind of kid he’s and his lack of discipline that i think, his parents haven’t 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, which is baby talk that contains words but not complete conversational sentences. Thus, his vocabulary is bound and seems to be what he hears on @

@ and YouTube. He doesn’t seem to have the idea of putting a word having an image besides what he sees in videos or’educational games.’

From all they’ve read 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.

On the course of the evaluations, they certainly 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 think 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. Most of us lead busy lives and the few minute of a break it allows were harmless, or so they thought.

 

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The speech therapist stated for them the info from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The study “suggests the additional time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”

“According to the study, 20 percent of kids under age two spend about 30 minutes per day using screens, ultimately causing an almost 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 couple of years old.

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

Consider 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 product or mobile phone.
In accordance with 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 work with a mobile device to place 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’s little scientific data on the effects of long-term usage of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp increase in young kids 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 example iPads, tablets, and smartphones are known 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 is also in a position to penetrate all the best way to the trunk of the attention, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 remains out.

Pediatricians and child development experts agree 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 an abundant learning experience or develop fine or gross motor skills. And there are developmental and cognitive risks.

Research has confirmed that having a video or TV running in the background negatively affects their development when a child is engaged in play and learning. This is a distraction from the duty accessible 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 children are left with screen-based babysitters such as for instance tablets, iPads, and smartphones, they are not reaching parents and siblings or the actual world.

You will find only so many hours in one day, and enough time used on screens comes at a higher 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 require a well-balanced band of activities, including instructed play (math worksheets/games, coloring pages, puzzles and games, arts, and crafts), time for you 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 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 ought to not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development which 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 need 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 aware 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 this kids.

Kids can tell when our heads continue to be on the email we just continue reading our phone. By not paying attention to them, this usually makes their behavior worse.

As parents we need to set up a media spare time every single day and spend this time around 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. This is family time. Exactly the same holds true for many bedrooms. Bedrooms are designed 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 brain 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. Encourage them to sing it together and getting 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 when they get the hang of it, let them sing again. Next, try creating 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 very 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 lot more fun. This may often motivate them to understand faster. Amongst teenagers, this could be a lot more efficient once 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 grasp is to instruct it in the form of storytelling. Have the students to make a’story stick ‘, whereby everyone contributes a line to the general finished story. If there are any grammar mistakes, in this, then leave it until the end. When the entire 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 why certain tenses are the direction they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a whole lot easier.

The benefits of the above mentioned ways of learning grammar are which they draw the interest of the students to new grammatical structures since it may be the fun solution to learn. However, there is a huge disadvantage if these strategies are employed constantly. The students might not master the grammatical rules and structures unless more practice worksheets are given. So, I think, the aforementioned approaches to learning grammar must be implemented only while initiating new grammar concepts.

Learning grammar may also be made fun and participating in the next ways such as for instance:

(1) Using Celebrity Profiles: We could teach and practice any verb tense in a great way. Let the students choose a common sports star or celebrities. Find a short biography or write one on your own summarizing a celebrity’s main achievements. See the bio with your students and ensure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.


(2) Using Celebrity Photos: Cut 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 novices including small children. Cut out a listing 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 keep these things put what in two piles, with respect to the article. Once they have their piles ready, ask them if they are able to find out 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 readily useful seller.

Being a preschool teacher can be exciting as well as scary since you have to cope with many toddlers at any time. Nevertheless, it offers you a chance to be with innocent children who can amaze you sometimes with their unimaginable acts. At the same time frame, they are able to cause utter chaos and give you at your tethering ends. You might even get a headache and feel helpless at times. Although some young children get adjusted to the college surroundings in much less time, a significant percentage of kids make time to get acquainted with the brand new environment and can often test a teacher’s patience. Even if it is difficult to regulate a number of kids of such young age, taking the proper efforts to have them associated with various school activities can raise their interests and avoid disruptions in the class. This is a set 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 need to concentrate on keeping activities which can be short and an easy task to understand. The youngsters 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 couple or number of students by utilizing pictures or perhaps a game which involves moving across the class to find the prize.

Encourage participation in art corner

Insurance firms art and craft activities, you can encourage the children to paint their ideas and bring out creativity in them. It can help do you know what all thoughts continue in the young mind and also learn their areas of interest. It’ll teach them the proper utilization of colors, scissors, glue, etc., and learn how these things can be handled.

Conduct dramatic plays

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

Include puzzles and science

The children are usually curious about new things and often drift off to places in the classroom when they notice something unusual. Have jigsaw puzzles in your class while they help stimulate mental performance and enhance memory in kids. It also supports developing motor skills.

Motivate children to bond with others

As many children of exactly the same generation bond in a preschool, the odds of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the kids and also urge them to fairly share their tiffin during lunchtime or breaks. He/she must motivate the students to take part in group games.

Utilize worksheets

While worksheets are less common in this age, you could have creative worksheets for the children to help them develop their imagination and comprehensive skills. You can keep simple pages where the kid is expected to match similar objects, draw images in regards to a particular topic as well as color the printed figure.

Read out stories

Children in this specific generation have the ability to catch more should they hear repetitive things. Try narrating exactly the same story for per week and inquire further to repeat it next time when you hold on the role cards.

To make the preschool a common place, permit notes from parents or allow the little one to bring 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 might help the children enjoy and also make them feel comfortable.