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Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” In the event that 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 with their pediatrician.

I’d like to back up and give you details about what they’re experiencing.

They have a three and a half year old little boy who is a classic’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 mobile phone quite well as numerous of his peers do.

Initially, I believed it was incredible to watch him wrap his little fingers around the family iPad or his mother’s cell phone, swiping through icons to get at 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 few rounds, he swipes back again to the key screen to open 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 into a character’s belly.

Once they make an effort 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 appears to prefer the iPad or smartphone to everything else.

There are occasions when they are the only real items that will keep him quiet.

He has what at first glance appear to be symptoms of autism, nevertheless 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’ll be correctly diagnosed when 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 general population and tends to be heredity.

 

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source:khanacademy.org

 

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

Nobody in either family has SPD, and apart from not many 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 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 light on and off).

He’s extremely physically active (especially with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to insufficient discipline, but he is affectionate with his family and relatives and makes good eye contact.

 

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source:papakambing.com

 

He includes a great appetite and eats virtually anything put before him, does well in crowds and generally around others so 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 just 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 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, due to the type of kid he is and his lack of discipline that in my opinion, his parents haven’t invested the time in developing.

The only 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 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 concept of putting a word having an image besides what he sees in videos or’educational games.’

From all they’ve learn 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 span of the evaluations, they were asked just how much screen time he has each day. They figure he averages 45 to 60 minutes daily; from what I’ve observed I think it higher and nearer to 90 minutes spread through the day.

A tablet / iPad / Android or smartphone has replaced a babysitter and one using one interaction. We all lead busy lives and the few minute of some slack it allows were harmless, or so they thought.

 

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source:ducksters.com

 

The speech therapist stated to them the information from a recently available Journal of Pediatrics study “Handheld screen time connected with speech delays in young children.” The analysis “suggests the more hours children under 2 years old spend using smartphones, tablets, and other handheld screens, the more likely they are to start talking later.”

“In line with the study, 20 percent of kids under the age of 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 potential for delayed speech for each extra 30 minutes spent employing a touchscreen, be it a tablet, iPad, iPhone or Android device.

Consider 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 product or mobile phone.
According to a Nielsen Study, significantly more than 70 percent of children under 12 use tablets and iPads. A recently available 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 use 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 significantly more than 5x in 4 years with and the unknown impact on their cognitive development.

There’s little scientific data on the effects of long-term utilization of tablets, iPads, and smartphones; although studies are underway.

Optometrists are seeing a sharp increase 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 a well-accepted contributing factor resulting from the first 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 inhibits 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 able to penetrate all how you can 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 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 could be entertaining, it’s 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 movie or TV running in the backdrop negatively affects their development whenever a child is engaged in play and learning. This can be a distraction from the job available and lowers their concentration.

 

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source:onlinemathlearning.com

 

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’re not interacting with parents and siblings or the real world.

There are only so much time in one day, and the 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 require a well-balanced band of activities, including 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 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 of age and older.
• Under age18 months there should be no screen time allowed and they ought to 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 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 we 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 this implies 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 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 must set up a media spare time each and every day and spend this time around 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. Exactly the same holds true for several 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 will become embedded into the mind a great deal faster. To be able 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. Cause them to sing it together and having the tune into their head. Following this, we could quiz them the tenses used and grammatical points which are in the actual text. Ensure it is short and quick, and once they have the hang of it, let them sing again. Next, try making a game out of it. Select individual students to select a phrase on that and change the tense out of it. This will let them have plenty of practice using different tenses and verb forms, and in the very light-hearted way.

2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition will be a many more fun. This may often motivate them to understand faster. Amongst teenagers, this can be quite a lot more effective when we divide the class into groups. Besides, everyone is likely to be alert and enjoy too.

3. Tell a story: Another way to make grammar a little easier to know is to teach it in the form of storytelling. Have the students to create a’story stick ‘, whereby everyone contributes a line to the overall finished story. If you can find any grammar mistakes, in this, then leave it until the end. When the entire story is completed 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 why certain tenses are how they are. Having something to target on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.

The features of the above mentioned types of learning grammar are which they draw the eye of the students to new grammatical structures since it is the fun solution to learn. However, there’s a massive 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 above mentioned approaches to learning grammar should be implemented only while initiating new grammar concepts.

Learning grammar can be made fun and engaging in the following ways such as for instance:

(1) Using Celebrity Profiles: We are able to teach and practice any verb tense in an excellent way. Let the students choose their favorite sports star or celebrities. Find a quick biography or write one on your own summarizing a celebrity’s main achievements. Read the bio with your students and make sure they understand the differences. Contrast usage 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 instruct 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 newbies 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 the language in two piles, with respect to the article. Once they’ve their piles ready, inquire further if they are able to find out the rule themselves.

Mcdougal Yasmin M Elias is really 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 most readily useful seller.

Being truly a preschool teacher can be exciting along with scary as you have to cope with many toddlers at any time. Nevertheless, it gives you a chance to be with innocent children who are able to amaze you sometimes with their unimaginable acts. At once, they could cause utter chaos and give you at your tethering ends. You might even get a headache and feel helpless at times. Although some young kids get adjusted to the school surroundings in not as time, an important percentage of kids take time to get acquainted with the newest environment and can often test a teacher’s patience. Even if it’s difficult to control a lot of kids of such young age, taking the proper efforts to have 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 quick attention span, you ought to concentrate on keeping activities which can be short and an easy task to understand. The children often get distracted easily, and hence one must include acts which will keep their interests and also increase their eagerness to understand what happens next. You can arrange fun games between a pair or number of students by making use of pictures or even a game which involves moving across the class to locate the prize.

Encourage participation in art corner

With art and craft activities, you can encourage the youngsters to paint their ideas and enhance creativity in them. It can benefit do you know what all thoughts carry on in the young mind and also learn their regions of interest. It’ll guide them the proper utilization of colors, scissors, glue, etc., and find out how these things can be handled.

Conduct dramatic plays

As opposed to verbally teaching certain concepts, attempt to portray them with the aid of a story. Visualizing things helps the students to grasp the things more effectively. You can convey the lessons by dramatizing part or the whole story with your colleagues. Also, you can make utilization 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 when they notice something unusual. Have jigsaw puzzles in your class as they help to stimulate the brain 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 age bracket come together in a preschool, the likelihood of conflicts between them are always high. To prevent this, a preschool teacher must encourage friendship among the children and also urge them to talk about their tiffin during lunchtime or breaks. He/she must motivate the students to be involved in group games.

Utilize worksheets

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 kid 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 particular generation have the ability to catch more if they hear repetitive things. Try narrating the exact same story for per week and inquire further to repeat it the next time while you wait the role cards.

To really make the preschool a common place, permit notes from parents or allow the kid to bring his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students isn’t any easy task and requires lots of patience, planning innovative activities can help the youngsters enjoy and also cause them to become feel comfortable.

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