Here is the 2nd article in the series “The Impact of Technology on Childhood Development.” If you missed the very 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.
I’d like to back up and offer you details on which 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 incredibly delayed in his speech abilities and social skills.
He manages a tablet and cellular phone well as much of his peers do.
Initially, I thought it was incredible to view him wrap his little fingers around the household iPad or his mother’s mobile 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 couple of rounds, he swipes back again to the main screen to start 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 in to a character’s belly.
Once they attempt to remove the iPad, they suffer through one heck of a tantrum that threatens to go nuclear; trembling lip, tears, feet kicking the floor, hands balled into fists and a high-pitched screaming session.
He generally seems to choose the iPad or smartphone to everything else.
Solutions when they’re the only real things that can keep him quiet.
He’s what at first glance 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 match with autism, and believes that’ll be correctly diagnosed when they wait.
Based on the reading, his parents think he might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the overall population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is frequently inherited.
No-one in either family has SPD, and other than hardly any symptoms, he does not fit the symptomatic profile.
Another thought they have 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 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 is extremely physically active (especially 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.
He has a great appetite and eats pretty much anything put facing him, does well in crowds and generally around others as long as he does not need to 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 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, due to the kind of kid he’s and his insufficient discipline that for me, his parents have not 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, that will be baby talk that consists of words although not complete conversational sentences. Thus, his vocabulary is limited and seems to be what he hears on @
@ and YouTube. He doesn’t seem to own the idea of putting a phrase by having an image apart from what he sees in videos or’educational games.’
From all they have 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.
On 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 closer to 90 minutes spread through the day.
A tablet / iPad / Android or smartphone has replaced a babysitter and one on a single interaction. All of us lead busy lives and the few minute of a rest it allows seemed to be harmless, approximately they thought.
The speech therapist pointed out in their mind the data from a recently available Journal of Pediatrics study “Handheld screen time linked with speech delays in young children.” The analysis “suggests the additional 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 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 two years old.
The outcome of the research demonstrated that there’s a 49% increased possibility of delayed speech for each extra 30 minutes spent employing a touchscreen, be it a product, iPad, iPhone or Android device.
Look at 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 use of 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, significantly more than 70 percent of children under 12 use tablets and iPads. A recently available Journal of Pediatrics study indicated 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 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 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 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 known to disrupt sleep. The blue light emitted by the super-sharp displays prevents the release of melatonin, a significant 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 also be able to penetrate all the best way to the back of the eye, through the eyes’natural filters, and this is the issue. Long-term exposure causes damage 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 is still out.
Pediatricians and child development experts agree totally 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 provide a wealthy learning experience or develop fine or gross motor skills. And you will find developmental and cognitive risks.
Research has confirmed that having a movie 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 accessible 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 students are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they’re not interacting with parents and siblings or the real world.
You can find only so several hours in one day, and the time used on screens comes at a high price, taking time away 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 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 playing 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 overall screen time limit of no more than no two hours per 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 children 6 years of age and older.
• Under age18 months there must be no screen time allowed and they should not be exposed to any digital media.
o Baby’s brains, eye and speech are undergoing a rapid growth phase and development that makes them the absolute 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 people are our children’s main role models, therefore the habits we have we directly and indirectly instill into our children.
We must be very aware of our own behaviors and this means 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 continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we need to set up a media free time each and every day and spend this time around with our attention 100% centered on our children 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 is true for several bedrooms. Bedrooms are created 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 can become embedded into your head a whole lot faster. To be able to execute this, find a song that uses several tenses or different grammar points. Get the students to sing along and then write the lyrics on the board. Cause them to sing it together and having the tune within their head. Following this, we could quiz them the tenses used and grammatical points that are in the specific text. Ensure it is short and quick, and if they have the hang of it, let them sing again. Following this, try making a game out of it. Select individual students to pick a phrase on that and change the tense out of it. This will let them have a lot of practice using different tenses and verb forms, and in the light-hearted way.
2. Ensure it is right into a Game: Both adults and children love playing games. Perhaps, even making into an opposition would have been a much more fun. This may often motivate them to learn faster. Amongst teenagers, this can be quite 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 make grammar a little easier to know is to show it in the proper execution of storytelling. Get the students to form a’story stick ‘, whereby everyone contributes a point to the overall finished story. If there are any grammar mistakes, in this, then leave it before end. When the entire story is completed and written on the board, let students come up and make appropriate corrections in turns. Get the entire 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 whole lot easier.
The advantages of the above mentioned ways of learning grammar are which they draw the interest of the students to new grammatical structures because it is 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 be implemented only while initiating new grammar concepts.
Learning grammar may also be made fun and engaging in the following ways such as:
(1) Using Celebrity Profiles: We could teach and practice any verb tense in a wonderful way. Allow students select a common sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. See the bio together with your students and make certain they understand the differences. Contrast usage 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 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 fantastic 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 could use pictures too. Divide students into pairs or groups and have them put the words in two piles, with regards to the article. Once they have their piles ready, inquire further if they could figure out the rule themselves.
The author 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 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 best seller.
Being a preschool teacher can be exciting as well as scary when you have to deal with many toddlers at any time. Nevertheless, it provides you with to be able to be with innocent children who is able to amaze you sometimes using their unimaginable acts. At once, they could cause utter chaos and make you at your tethering ends. You may even get a frustration and feel helpless at times. Though some small children get adjusted to the college surroundings in not as time, a significant percentage of kids take care to get knowledgeable about the new environment and can often test a teacher’s patience. Even when it is difficult to manage a bunch of kids of such early age, taking the proper efforts to get them involved 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 ingest his/her classroom for complete development of the child.
Keep fun games
As these students have a quick attention span, you must focus on keeping activities that are short and an easy task to understand. The kids often get distracted easily, and hence one must include acts that’ll keep their interests and also increase their eagerness to understand what are the results next. You are able to arrange fun games between a pair or band of students by utilizing pictures or a game which involves moving round the class to find the prize.
Encourage participation in art corner
By having art and craft activities, you are able to encourage the youngsters to paint their ideas and bring out creativity in them. It will also help do you know what all thoughts carry on in the young mind and also learn their aspects of interest. It’ll teach them the right use of colors, scissors, glue, etc., and learn how these things can 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 part or the whole story together with your colleagues. Also, you can make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones are always curious about 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 stimulate mental performance and enhance memory in kids. Additionally it supports developing motor skills.
Motivate children to bond with others
As much children of the exact same age bracket 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 share their tiffin during lunchtime or breaks. He or she must motivate the students to be involved in group games.
Make use of worksheets
While worksheets are less common in this age, you can have creative worksheets for the children to simply help them develop their imagination and comprehensive skills. You are able to 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 kind of age group have the capability to catch more should they hear repetitive things. Try narrating the same story for a week and inquire further to repeat it the next time when you hold on the role cards.
To really make the preschool a common place, permit notes from parents or allow a child to create his/her favorite toy to the classroom. Also, you’ll have unique birthday celebrations. While handling the young students is not any easy task and requires lots of patience, planning innovative activities will help the kids enjoy and also make sure they are feel comfortable.