The blog post https://blog.asha.org/2019/05/13/the-best-toys-for-slps-are-the-toys-that-do-nothing/ that recently appeared in the ASHA Leader resonates with me. I put individual links to which the author refers at the bottom of this post, So does the book “If You Give a Mouse an iPhone (of course available on Amazon in print). Here is a link to the story being read https://youtu.be/S3nVxt6_lAc If you can’t get it otherwise and are not familiar with it – the mouse is given an iPhone.. he uses it (viewing something that is not defined) and is unaware of his surroundings on a trip. The battery of the phone runs out and the result is a tantrum.
With the new American Academy of Pediatrics Guidelines for Family Media Plans that i talked about in a recent post, I really did not give any suggestions for the way to redirect your child when the screen is not visible. That led to this post and the awareness that there are so many things that you can do together. Indeed as my colleague wrote you can really be “the best toy!”.
In NYC https://www.nybg.org/learn/kids-teens/childrens-gardening-program/ and in other cities there are most likely similar types of activities. Novel – if this is not the case is using an avocado seed, allowing it to sprout roots by soaking it in water and allowing it to grow in a pot with dirt. Plant peas from the pods or use others from fruits.
INEXPENSIVE AND SPECIFIC FOR THOSE WITH SENSORY CHALLENGES:
It’s that time of year: back to school. Whether you are celebrating or mourning the end of summer, this time marks a fresh start for families. As parents consider how to best help their child achieve success this school year, audiologists and speech-language pathologists know how much tech use can affect a child’s school achievement. This makes it an ideal time to guide parents toward better balance after the all-too-common summer screen-time binge.
As with almost everything in child rearing, the rules are not necessarily one-size-fits all: what works for one child (or family) may not work for another. Finding the ideal balance can take trial and error. As parents continue to grapple with setting appropriate parameters for kids, it’s not necessarily as simple as “no more than 30 minutes a day.”
Try sharing these tech resolutions with families to help them find a screen time balance to the new school year:
Make—and stick to—a plan. If you haven’t already developed a family technology plan, the start of school makes an excellent time to do so. Numerous trusted groups, including the American Academy of Pediatricsand Common Sense Media, offer templates to make this easy. Even if you already use a plan, find time to revisit it and consider—with your kids—whether the rules need to evolve. What is, and isn’t, working? Are kids old enough for additional/different privileges? Screen time plans need to change to stay effective.
Focus on quality. While quantity—such as daily/weekly time limits—still work for many families, not all screen time is created equal. As most experts now stress, 30 minutes spent creating something—art, stories, programming—isn’t the same as 30 minutes passively viewing YouTube videos. Emphasize the former—and consider allowing more leeway if the time gets well spent.
Make dinner time sacred. An oldie but goodie, dinner time should be offline time. Make conversation king at the table. In addition to building kids’ communication—speech, language, and social—skills and providing an unmatched, consistent opportunity for family bonding and connection, a host of other benefits are linked to regular family dinners. Technology is almost always a distraction—so no answering texts, emails, or Googleing. Everyone can hold off for those 30 minutes.
Keep bedtime use off limits. Another classic, but oft-ignored recommendation. Recent research from Common Sense Media found 68% of teens—and 74% of parents—now take their mobile devices to bed with them. Not only can this detract from beneficial bedtime activities such as daily reading, but it can interfere with adequate sleep—which is necessary for physical and mental health, as well as academic success.
Limit during homework time. This undoubtedly becomes more difficult as kids get older and assignments require online research. To that end, minimize technology as much as possible—and only to assist in homework. During homework time, discourage multi-tasking with social media or texting.
Get involved. Make tech use a group activity. Watch your kids play Fortnite or view videos from their favorite YouTuber with them. Ask questions. Show—better yet, have—interest. This not only keeps the lines of communication open and provides a chance to talk/bond, but it can moderate parents’ concerns about their child’s online time—i.e., it may not be as bad as you think. Conversely, it can be an early indicator of problematic content.
Elevate the conversation—Think beyond limits, rules, and restrictions. Again, these have their place, but encourage kids to think critically, for themselves, about how they use technology (risks/rewards) and help them appreciate and value offline time—both activities and relationships—prioritizing people over devices. Parents can’t monitor everything, especially as children get older. Talk about your expectations for being a good digital citizen and your family’s values, so they carry these along when they are at friends’ houses, on the school bus, and out in the world. Give them the tools to make good decisions.
What is communication in the 21st century? Are we merely talking?? Research actually is saying “no”. The above chart from the University of Liverpool illustrates the differences between age groups. We are really are what I would term to be global communicators; in that, we use a variety of communication forms. That has good and bad sides to it. The need to be generationally intelligent becomes necessary for all of us if we are going to get along. Why? It’s important since the presence of a digital world has made these differences even more pronounced than they ever have been. The differences are also permanent. Technology is not going away any time soon and is changing every day quite rapidly.
Technology has also had an impact on physical health, both positively and negatively. http://www.digitalresponsibility.org/health-and-technology/ Only you understand how you individually are being affected or not. It is interesting to think about and then consider if there are any issues that impact on your life. How is your life being affecting and how are you communicating pre-post technology or as a digital native?
Dr. Andreas Hoff(2012)Generational Intelligence: A Critical Approach to Age Relations By Biggs, S., and Lowenstein, A.,Journal of Intergenerational Relationships,10:3,304-308,DOI: 10.1080/15350770.2012.698975.
By Jenny McGlothlin, MS, CCC/SLP, CLC and Katja Rowell, MD Anthony has been picky as long as he can remember. His mom however, remembers a time when he ate well; she even has the baby pictures of him smeared with pasta sauce to prove it. Anthony hasn’t had meat sauce for over 13 years. ThoughKeep…
I remember standing in the line at Walmart a couple of years ago and listening to the people in front of me talk. I don’t know why but they were talking about Insure Tennessee. One of them was real angry. “I don’t believe all this stuff about people dying. Have you ever known anybody who […]
While you practice the tips (which i think are so nicely outlined) in the link above, do yourself a favor as the year begins. Something that is extremely helpful is to become very good friends with the special education supervisor in the school that your child attends. If you have not met them at an open house or even if you have, now is the time to make yourself not only heard by email but seen in person. That form of communication seems to go by the wayside a lot. It does make a difference…
a. Call the main office and obtain the name of the special education supervisor. If it is unavailable, walk into the school office and try to schedule an appointment in person.
b. Introduce yourself – “my … is in —class and I wanted to take a few minutes to meet with you.
c. BRING YOUR CHILD’S IEP TO SCHOOL!!! This may seem facetious to some; but recognize the fact that the school in which your child is enrolled may not have a copy of this yet. In fact – it may take awhile for it to be uploaded and sent on to the person assigned to working with your child.
d. Confirm the name of the speech therapist who is going to be working with your child. If possible – I would suggest that you try and reach out to them as well. It may take a few weeks until services get into place
**if things are going a bit slowly, feel free to reach out..
The answer to these questions are going to be conveyed differently, depending on your age and life experience with technology. I’ve been doing a great deal of reading about communication and wonder what the best way to do so is at this time. The subject has consumed me lately as I talk with others about how to figure out whether someone has a disorder of speech-language or not. What is a real pathology of communication.
Jean a Twenge documents in a number of her texts, based on years of research, tells us that how we do will vary based on how old you are. of the generational group into which you are birthed. .
Messages appear to get confused in my opinion, unless the correct form of communication is utilized. I use email a great deal; but find that it is unfortunate that I don’t even know what most my colleagues look like. E-mail is mostly the way that I obtain work. It is less personal. All of us should add a photo of ourselves next to our names. Can anyone communicate how to add that? I send signed cards to colleagues around the holidays. One year, I was told how much it was appreciated because “nobody sends these anymore ..it is only communicated electronically. The impact that technology has had on Millennials vs. Baby Boomers has been documented in the literature. For example, The titled Have Smartphone Destroyed a Generation documents some of the effects of these changes. The article was published by a professor of psychology at San Diego State University by the name of Jean M. Twenge last week in “The Atlantic”. The link https://www.theatlantic.com/magazine/archive/2017/09/has-the-smartphone-destroyed-a-generation/534198/ . It poses the next question regarding how we view communication in today’s world. How does the change affect those who did not grow up with it and how does it impact on those who did.? The author explores it and it would be good to take note of its contents. My thanks again to its author!
Technology clearly can become addictive and studies are showing that there is impact on neurologic development. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3170902/ No surprise! It’s use can be beneficial if tailored to the individual; but parents in particuylar should be aware:
The author of the below article (see link) talks about how limitations around the use of technology are helpful with children. In the presence of AAP (american academy of pediatrics) guidelines parents can shape the behavior of them and ease the transition into and out of periods of exposure through the development of structured embedding of this into daily life. To this day, I recall my childhood. My parents told each of the three of us (two older brothers and I) that we had one hour of television per day unless there was a special show on or an assignment to watch something given to us by our teachers at school. We survived AND the limits developed and implemented with consistency worked! https://parenting.nytimes.com/childrens-health/child-screen-time?module=ptg-onsite-share&type=link So-I leave you with food for thought…