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 to their pediatrician.
Let me back up and offer you details about what 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 very delayed in his speech abilities and social skills.
He manages a tablet and mobile phone quite well as much of his peers do.
Initially, I believed it had been incredible to watch him wrap his little fingers around the household iPad or his mother’s mobile 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 a couple of rounds, he swipes back again to the key 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.
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 floor, hands balled into fists and a high-pitched screaming session.
He seems to like the iPad or smartphone to everything else.
There are times when they are the sole items that could keep him quiet.
He has what at first glance seem to be symptoms 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 match with autism, and believes which is correctly diagnosed if they wait.
Based on their reading, his parents think he might be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and tends to be heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies claim that SPD is often inherited.
No-one in either family has SPD, and apart from hardly any symptoms, he does not fit the symptomatic profile.
Another thought they have 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 mild on and off).
He’s 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 with his family and relatives and makes good eye contact.
He has a great appetite and eats pretty much anything put in front of him, does well in crowds and generally around others so long as 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 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 doesn’t imitate sounds or vocabulary much, if at all.
His parents know he’s cognitively delayed, but it’s hard to determine how delayed, because of the kind of kid he’s and his insufficient discipline that i think, his parents haven’t invested the amount of time in developing.
The sole 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 contains words however, not complete conversational sentences. Thus, his vocabulary is restricted and is apparently what he hears on @
@ and YouTube. He does not seem to have the concept of putting a phrase with an image other than what he sees in videos or’educational games.’
From all they have read about sensory seekers, extreme speech delay does not be seemingly 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 simply 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 nearer to 90 minutes spread through the day.
A product / 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 a break it allows were harmless, approximately they thought.
The speech therapist pointed out in their mind the info from a current Journal of Pediatrics study “Handheld screen time associated with speech delays in young children.” The study “suggests the more time children under 2 years old spend using smartphones, tablets, and other handheld screens, the more likely they’re to start talking later.”
“Based on the study, 20 percent of kids under age two spend about 30 minutes a day using screens, ultimately causing a nearly 50 percent increased danger 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 outcomes of the analysis demonstrated that there is a 49% increased chance of delayed speech for each 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 tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
In accordance with a Nielsen Study, significantly 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 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 the age of 3 has grown a lot more than 5x in 4 years with and the unknown impact on their cognitive development.
There is little scientific data on the effects of long-term utilization 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 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 recognized to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, an essential sleep hormone, which inhibits the natural bodily rhythms, leading to 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 how you can the rear of the 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 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 you can find developmental and cognitive risks.
Research has confirmed that having a movie or TV running in the back ground negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the task 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 is a big concern: if students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not reaching parents and siblings or the real world.
You can find only so much time per day, and the time allocated to screens comes at a high 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 number 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 this update, AAP had established that the typical screen time limit of no more than no two hours a day facing 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 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 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 must remember that we are our children’s main role models, which means habits we’ve we directly and indirectly instill into our children.
We have to be very aware of our personal 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 leisure time each and every day and spend this time around with your attention 100% centered on 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. Exactly the same is true for several bedrooms. Bedrooms are meant for sleeping.
The three ways of making learning grammar interesting are:
1. Using Songs: Music always triggers the interest of the children. By singing phrases, this will 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. Obtain the students to sing along and then write the lyrics on the board. Get them to sing it together and having the tune within their head. After this, we are able to quiz them the tenses used and grammatical points that are in the particular text. Make it short and quick, and after they have the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to select an expression on that and change the tense out of it. This would give them lots of practice using different tenses and verb forms, and in the very light-hearted way.
2. Ensure it is in to a Game: Both adults and children love playing games. Perhaps, even making into a competition would have been a many more fun. This may often motivate them to learn faster. Amongst teenagers, this can be a lot far better once we divide the class into groups. Besides, everyone will soon be alert and enjoy too.
3. Tell a tale: Another way to produce grammar a little easier to know is to instruct it in the shape of storytelling. Have the students to form a’story stick ‘, whereby everyone contributes a range 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 come 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 focus on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The benefits of the above mentioned types of learning grammar are which they draw the attention of the students to new grammatical structures since it may be the fun solution to learn. However, there is a massive 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 believe, 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:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow students pick out a common sports star or celebrities. Find a quick biography or write one by yourself summarizing a celebrity’s main achievements. Browse the bio along with your students and make sure they understand the differences. Contrast use of simple past and past perfect or present perfect tense.
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(2) Using Celebrity Photos: Cut right 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 great 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 may use pictures too. Divide students into pairs or groups and ask them to put what in two piles, with respect to the article. Once they’ve their piles ready, inquire further if they can figure 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 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 as you have to cope with many toddlers at any time. Nevertheless, it gives you to be able to be with innocent children who are able to amaze you at times using their unimaginable acts. At the same time frame, they could cause utter chaos and give you at your tethering ends. You might even get a frustration and feel helpless at times. Though some children get adjusted to the college surroundings in much less time, a significant percentage of kids take care to get familiar with the brand new environment and can often test a teacher’s patience. Even if it is difficult to manage a number of kids of such early age, taking the best efforts to get 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 brief attention span, you need to concentrate on keeping activities which are short and easy to understand. The children often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to learn what are the results next. You are able to arrange fun games between a couple or number of students by utilizing pictures or a game which involves moving across the class to locate the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you can encourage the children to paint their ideas and enhance creativity in them. It can help guess what happens all thoughts carry on in the young mind and also learn their aspects of interest. It will guide them the right use of colors, scissors, glue, etc., and find out how these exact things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, make an effort to portray them with the help of a story. Visualizing things helps the students to grasp the items more effectively. You can convey the lessons by dramatizing part or the entire story together with your colleagues. Also, you may make utilization of nursery songs or gestures for the same.
Include puzzles and science
The children are always interested in new things and often drift off to places in the classroom should they notice something unusual. Have jigsaw puzzles in your class because they help to stimulate the mind and enhance memory in kids. In addition, it supports developing motor skills.
Motivate children to bond with others
As numerous children of the exact same age group bond 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. She or he must motivate the students to participate in group games.
Take advantage of worksheets
While worksheets are less common in this age, you can have creative worksheets for the children to greatly help them develop their imagination and comprehensive skills. You can keep simple pages where the little one is expected to fit similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this kind of age bracket have the ability to catch more when they hear repetitive things. Try narrating the same story for a week and question them to repeat it 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 can 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 youngsters enjoy and also make sure they are feel comfortable.