This 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.
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.
Allow me to back up and offer you details about what they’re experiencing.
They have 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 tablet and mobile phone quite well as many of his peers do.
Initially, I thought it had been incredible to watch him wrap his little fingers around the household iPad or his mother’s cellular phone, swiping through icons to get at a really 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 start 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 into a character’s belly.
If they try to take away the iPad, they suffer through one heck of a fit that threatens to go nuclear; trembling lip, tears, feet kicking a floor, hands balled into fists and a high-pitched screaming session.
He appears to prefer the iPad or smartphone to everything else.
Solutions when they’re the sole things that could keep him quiet.
He’s what on the surface look like symptoms of autism, but the autism specialist they took him to is reluctant to get him fully evaluated until he is 4. He could already tell that their son doesn’t exactly match with autism, and believes that will be correctly diagnosed if they wait.
Based on the reading, his parents think he may be identified as having Sensory Processing Disorder (SPD), which impacts one in twenty people in the general population and is commonly heredity.
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 other than 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 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 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 together 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 provided that 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 pen and fists one such as 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 form of kid he is and his lack of 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, that is baby talk that contains 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 own the thought of putting a phrase with an image besides what he sees in videos or’educational games.’
From all they have read 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.
Over the span of the evaluations, these were asked how much screen time he has each day. They figure he averages 45 to 60 minutes per day; from what I’ve observed I believe it higher and closer to 90 minutes spread through the day.
A product / iPad / Android or smartphone has replaced a babysitter and one using one interaction. All of us lead busy lives and the few minute of some slack it allows were harmless, roughly they thought.
The speech therapist described to them the information from a current Journal of Pediatrics study “Handheld screen time related to speech delays in young children.” The research “suggests the more time children under 2 years of age spend having fun with smartphones, tablets, and other handheld screens, the more likely they are to begin talking later.”
“In line with the study, 20 percent of kids under the age of 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 two years old.
The results of the research demonstrated that there surely is a 49% increased chance of delayed speech for each extra 30 minutes spent utilizing a touchscreen, be it a product, iPad, iPhone or Android device.
Consider this for a couple 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, a lot 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 make use of 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 a lot 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 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 keeps growing at an alarming rate worldwide and screen use is just a well-accepted contributing factor caused by the first 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, an important 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 can be able to penetrate all how you can the trunk of the attention, through the eyes’natural filters, and that’s the issue. Long-term exposure causes injury 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 continues to be 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 could be entertaining, it is not going to provide an abundant learning experience or develop fine or gross motor skills. And there are 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 is 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 is a big concern: if kids are left with screen-based babysitters such as tablets, iPads, and smartphones, they are 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 age three desire a well-balanced group 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 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 no more than no two hours each day before 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 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 the absolute most vulnerable 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 have to remember that people are our children’s main role models, therefore the habits we’ve we directly and indirectly instill into our children.
We must be very aware of our own behaviors and what this means is 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 remain on the email we only continue reading our phone. By not watching them, this usually makes their behavior worse.
As parents we have to begin a media spare time everyday 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 holds true for all bedrooms. Bedrooms are intended 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 the mind a great deal faster. To be able to execute this, find a tune 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 to their head. Next, we are able to quiz them the tenses used and grammatical points that are in the specific text. Ensure it is short and quick, and once they have the hang of it, let them sing again. After this, try making a game out of it. Select individual students to choose a phrase on that and change the tense out of it. This would give them a lot of practice using different tenses and verb forms, and in ab muscles light-hearted way.
2. Allow it to be in to 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 far better when we divide the class into groups. Besides, everyone will undoubtedly be alert and enjoy too.
3. Tell a tale: Another way to produce grammar a little easier to know is to teach it in the proper execution of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a line to the overall finished story. If there are any grammar mistakes, in this, then leave it before the end. When the whole story is completed 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 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 great deal easier.
The benefits of the above mentioned types of learning grammar are they draw the interest of the students to new grammatical structures as it may be the fun way 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 do believe, the above mentioned approaches to learning grammar must be implemented only while initiating new grammar concepts.
Learning grammar can 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 choose a common sports star or celebrities. Find a brief biography or write one on your own summarizing a celebrity’s main achievements. Read the bio together with your students and make sure 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 right 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 beginners including small children. Cut fully out a list 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 language in two piles, depending on the article. Once they have their piles ready, question them if they can figure out the rule themselves.
The writer 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 best seller.
Being a preschool teacher could be exciting as well as scary since you have to manage many toddlers at any time. Nevertheless, it offers you an opportunity to be with innocent children who can amaze you sometimes making use of their unimaginable acts. At once, they are able to cause utter chaos and make you at your tethering ends. You could even get a headache and feel helpless at times. Though some small children get adjusted to the institution surroundings in not as time, an important percentage of kids remember to get knowledgeable about the brand 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 right efforts to have them involved in 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 must give attention to keeping activities which can be short and simple 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 understand what happens next. You are able to arrange fun games between a set or number of students by using pictures or perhaps a game which involves moving round the class to locate the prize.
Encourage participation in art corner
Insurance firms art and craft activities, you are able to encourage the youngsters to paint their ideas and draw out creativity in them. It can help guess what happens all thoughts go on in the young mind and also learn their areas of interest. It will teach them the proper use of colors, scissors, glue, etc., and understand how these things should be handled.
Conduct dramatic plays
As opposed to verbally teaching certain concepts, attempt to portray them with assistance from a story. Visualizing things helps the students to understand what exactly more effectively. You are able to convey the lessons by dramatizing a part or the whole story with your colleagues. Also, you may make usage of nursery songs or gestures for the same.
Include puzzles and science
The little ones are usually interested in learning 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 to stimulate the mind and enhance memory in kids. It also supports developing motor skills.
Motivate children to bond with others
As many children of the exact same age bracket get together in a preschool, the chances 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. He or she 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 youngsters to simply help them develop their imagination and comprehensive skills. You are able to keep simple pages where the child is expected to complement similar objects, draw images in regards to a particular topic or even color the printed figure.
Read out stories
Children in this kind of age bracket have the capability to catch more should they hear repetitive things. Try narrating the same story for weekly and inquire further to repeat it next time as 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 could have unique birthday celebrations. While handling the young students is no easy task and requires lots of patience, planning innovative activities might help the youngsters enjoy and also cause them to become feel comfortable.