This is actually 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.
I’d like to back up and offer you details on 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 extremely well as much of his peers do.
Initially, I thought it had been incredible to view him wrap his little fingers around the family iPad or his mother’s mobile phone, swiping through icons to get to 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 game several rounds, he swipes back once 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.
When they attempt to remove 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 generally seems to like the iPad or smartphone to everything else.
There are times when they are the only issues that will keep him quiet.
He has what on top appear to be symptoms of autism, nevertheless the autism specialist they took him to is reluctant to get him fully evaluated until he’s 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 might be diagnosed with Sensory Processing Disorder (SPD), which impacts one in twenty people in the typical population and is commonly heredity.
The origin of Sensory Processing Disorder is unknown. Preliminary research and studies declare that SPD is generally inherited.
No body in either family has SPD, and apart from not many symptoms, he does unfit 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 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 gentle on and off).
He is extremely physically active (especially along with his constant physical exercise, running and jumping), he doesn’t follow directions well, which I attribute to lack of discipline, but he’s affectionate with his family and relatives and makes good eye contact.
He features a great appetite and eats pretty much anything put before 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 a lot more than he lets on. He doesn’t imitate sounds or vocabulary much, if at all.
His parents know he is cognitively delayed, but it’s hard to determine how delayed, due to the type of kid he’s and his lack of discipline that i think, his parents have not invested the 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 is apparently what he hears on @
@ and YouTube. He doesn’t seem to possess the thought of putting a word having an image apart from what he sees in videos or’educational games.’
From all they’ve read about sensory seekers, extreme speech delay does not appear 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 certainly were asked how much screen time he has each day. They figure that he averages 45 to 60 minutes each day; from what I’ve observed I think 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 break it allows appeared to be harmless, approximately they thought.
The speech therapist stated in their mind the info from a current Journal of Pediatrics study “Handheld screen time associated with 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 much more likely they are to begin talking later.”
“According to the study, 20 percent of kids under age two spend about 30 minutes each day using screens, ultimately causing a nearly 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 results of the research demonstrated that there’s a 49% increased chance of delayed speech for every extra 30 minutes spent utilizing 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 usage of a tablet or smartphone.
• By 2015, 58% of children under age two had used a product or mobile phone.
Based on a Nielsen Study, a lot more than 70 percent of children under 12 use tablets and iPads. A recent Journal of Pediatrics study indicated 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 make use of 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 results of long-term use of tablets, iPads, and smartphones; although studies are underway.
Optometrists are seeing a sharp increase in small 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 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 disrupts the natural bodily rhythms, resulting in 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 also 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 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 agree that while passive screen time before 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 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 backdrop negatively affects their development each time a child is engaged in play and learning. This can be a distraction from the task 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 kids are left with screen-based babysitters such as for example tablets, iPads, and smartphones, they are not reaching parents and siblings or the actual world.
You can find only so several hours per day, and enough time used on screens comes at a top 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 need 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 along with 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 overall 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 each day for children 2 to 5 years of age.
• Parents should monitor and set restrictions for kids 6 years old and older.
• Under age18 months there must 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 that makes 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 need to remember that people are our children’s main role models, therefore the habits we have we directly and indirectly instill into our children.
We need to be very conscious of our personal behaviors and this means 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 continue to be on the e-mail we just keep reading our phone. By not making time for them, this usually makes their behavior worse.
As parents we have to begin a media spare time every day and spend now with this attention 100% focused on our kids and engage with them. Smart phones, iPads, Android tablets or phones are off limits at the dinner table. This really is family time. 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 may 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. Have 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. After this, we can quiz them the tenses used and grammatical points which are in the specific text. Ensure it is short and quick, and after they have the hang of it, let them sing again. Next, try building a game out of it. Select individual students to select a phrase on that and change the tense out of it. This might let them have 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 an opposition would be a many more fun. This will often motivate them to understand faster. Amongst teenagers, this could be a lot far better whenever we divide the class into groups. Besides, everyone will be alert and enjoy too.
3. Tell a story: Another way to make grammar a little easier to understand is to instruct it in the proper execution of storytelling. Get the students to make a’story stick ‘, whereby everyone contributes a point to the general finished story. If there are any grammar mistakes, in this, then leave it before 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 entire class involved and ask the students questions why certain tenses are the way they are. Having something to concentrate on keeps the student alert and allows grammatical concepts to be absorbed a great deal easier.
The features of the aforementioned ways of learning grammar are that they draw the interest of the students to new grammatical structures since it could be the fun way to learn. However, there is a massive disadvantage if these strategies are employed constantly. The students may not master the grammatical rules and structures unless more practice worksheets are given. So, I do believe, the above 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 for instance:
(1) Using Celebrity Profiles: We can teach and practice any verb tense in an excellent way. Allow students choose a common sports star or celebrities. Find a brief biography or write one by yourself summarizing a celebrity’s main achievements. See the bio together with your students and make certain they understand the differences. Contrast utilization 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 fantastic for beginners including small children. Cut out a list of several words that either take’an’or’an’and mix them up. For very young learners, you might use pictures too. Divide students into pairs or groups and keep these things put the language in two piles, with regards to the article. Once they have their piles ready, inquire further if they can determine the rule themselves.
The author Yasmin M Elias is 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 in your free time writer who’s very passionate about writing stories, articles and soon dreams of penning a best seller.
Being truly a preschool teacher could be exciting along with scary because you have to cope with many toddlers at any time. Nevertheless, it gives you an opportunity to be with innocent children who are able to amaze you at times using their unimaginable acts. At the same time, they could cause utter chaos and make you at your tethering ends. You may even get a headache and feel helpless at times. Although some young children get adjusted to the school 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 when it is difficult to control 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. Listed here is a listing of different activities a preschool teacher can consume his/her classroom for complete development of the child.
Keep fun games
As these students have a short attention span, you ought to concentrate on keeping activities that are short and simple to understand. The youngsters often get distracted easily, and hence one must include acts that will keep their interests and also increase their eagerness to know what are the results next. You can arrange fun games between a couple or number of students by utilizing pictures or a game which involves moving around 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 draw out creativity in them. It can help guess what happens all thoughts go 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 learn how these things should 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 know what exactly more effectively. You can convey the lessons by dramatizing a part or the whole story along with your colleagues. Also, you can make use of nursery songs or gestures for the same.
Include puzzles and science
The kids 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 because 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 much children of the same age bracket get together in a preschool, the likelihood 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 participate in group games.
Take advantage of worksheets
While worksheets are less common in this age, you’ll 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 little one is expected to match similar objects, draw images about a particular topic as well as color the printed figure.
Read out stories
Children in this specific generation have the capability to catch more if they hear repetitive things. Try narrating exactly the same story for a week and question them to repeat it the very next time while you hold on the role cards.
To really make the preschool a common place, permit notes from parents or allow the little one to create 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 plenty of patience, planning innovative activities will help the kids enjoy and also make sure they are feel comfortable.