I’ve reported before about the concern expressed around the world for the increase in shortsightedness amongst young children.

Myopia, the ‘official’ term for shortsightedness, is usually treated with glasses but if left unchecked or if glasses are not given, it can progress to more serious and irreversible eye conditions.  This is why it is so important that children’s vision is regularly tested.

Writing for The Conversation, Flora Hui gives information about myopia and suggests what you can do if you think your child might be shortsighted.

What causes myopia?

Myopia is partly due to genetics. Parents who have myopia—and especially high myopia—are more likely to have children who develop myopia as well. 

But environmental factors can also play a role.  One culprit is the amount of time we spend looking at screens. As screens have shrunk, we tend to hold them closer. This kind of prolonged focusing at short range has long been associated with developing myopia.

Limiting or reducing screen time may help reduce eye strain and slow myopia’s development. However, for many of us—including children—this can be difficult, given what a huge role screens play in our lives today.

Green time over screen time

Higher rates of myopia may also be linked to children spending less time outside, rather than screens themselves. Studies have shown boosting time outdoors by one to two hours per day may reduce the onset of myopia over a two to three year period.

We are still unsure how this works. It may be that the greater intensity of sunlight—compared to indoor light—promotes the release of dopamine. This crucial molecule can slow eye growth and help prevent myopia developing.

But according to current research, once you have myopia, time outdoors may only have a small effect on how it worsens.

Are there methods to slow progression of myopia?

Research is rapidly developing in myopia control. In addition to glasses, optometrists have a range of tools to slow eye growth and with it, the progression of myopia.  Two effective methods mentioned by Flora Hui are:

  • orthokeratology (“ortho-K”)uses hard contact lenses to temporarily reshape the eye to improve vision. They are convenient as they are only worn while sleeping. However, parents need to make sure lenses are cleaned and stored properly to reduce the chance of eye infections
  • atropine eyedropshave been shown to successfully slow myopia progression. Eyedrops can be simple to administer, have minimal side effects and don’t carry the risk of infection associated with contact lenses.

What are the risks with myopia?

Myopia is easily corrected by wearing glasses or contact lenses. But if you have “high myopia” (meaning you are severely shortsighted) you have a higher risk of developing other eye conditions across your lifetime, and these could permanently damage your vision.

These conditions include:

What can parents and teachers do?

It’s important to diagnose and treat myopia early—especially high myopia—to stop it progressing and lower the risk of permanent damage.

Uncorrected myopia can also affect a child’s ability to learn, simply because they can’t see clearly. Signs a child might need to be tested can include squinting to see into the distance, not being able to read things written on the board in the classroom or moving things such as a screen or book closer to the eyes to see.

Regular eye tests with an optometrist are the best way to understand a child’s eye health and eyesight. Each child is different—an optometrist can help you work out tailored methods to track and manage myopia, if it is diagnosed.

 

Provided by The Conversation 

Image provided by Freepik

Martin Doherty, writing for The Conversation, says that at the age of about four, children reach important milestones in brain development.

One of these is a huge improvement in understanding others’ thoughts and feelings. This is the start of empathy.  Another is in spatial thinking—understanding how objects are positioned and related. This is the beginning of the ability to read maps.

Martin and his colleague, Catherine Sayer, conducted a study with 175 two to five-year-olds to explore how children are able to use scale models to figure out where something is in the real world. At about four, children are able to use a scale model of a room to work out where something is. We thought that this might result from children’s understanding of how one thing can represent something else. But we actually found that four-year-olds’ ability to use scale models came from their spatial abilities.

At the same age, children start to understand that someone’s behaviour is due to what that person believes, not necessarily what is really the case. This has interesting consequences.

If you’ve played hide-and-seek with young children, you may have noticed that they aren’t always very good at it. They love the ritual of looking in all the wrong places first, but beforehand they may tell you where they are going to hide, hide in the same place every time, or not be especially hidden.

After their fourth birthday, they get much better at hide and seek. They understand that the seeker looks in the wrong places because they don’t know where the hider is.

At about three to four children also start to tell lies. They realize they can make someone believe something that isn’t true.

Understanding symbols

Martin’s earlier research with fellow psychologist Josef Perner suggests that four-year-olds don’t just start to understand how others’ minds work. Figuring this out is part of the development of an understanding of “representation”—that symbols, like thoughts, words, or pictures, can be used to stand for something else.

Children start to think about how words relate to objects. This means, for instance, knowing that “animal” can refer to something you already have a name for, such as “rabbit”. This might help children learn the new word.

Their ability to use a understand the components of pictures also improves around this age. Very young children use a lot of trial and error to complete a jigsaw, picking up random pieces to see if they fit. By the time they are about four years old, they start to use the picture as a guide, trying to connect lines and match bits of colour, while checking the guide picture on the box lid.

Developmental experiments

Another ability children develop at around four is using scale models. A classic set of developmental experiments involved a model of a regular household room. The real room had typical furniture—sofa, table, cupboard and so on—and the model had miniature versions laid out in the same way.

Children were shown where something was hidden in the model and told to find an object hidden in “the same place” in the room. Children of around four can find the object using the identical layouts. If shown a sticker under a particular chair in the model room, for example, they can go straight to the “same” chair in the other room. This is the fundamental understanding required to read maps.

Adults see scale models and maps as representations. Maps represent a town or a country. A scale model of, say, the Eiffel Tower represents the real thing. At first, Martin suspected children’s ability to use scale models is more evidence of understanding representation at this age.

He was wrong. Instead, the researchers found that this ability is based on a development in children’s spatial abilities that also occurs at about four. This is the ability to think about spaces and where objects are within them. Spatial abilities help with maths skills, and good spatial ability is linked to an interest in science, technology, engineering and mathematics.

Their experiment was simple. They compared the model room task with a test of understanding how representation works. The two abilities develop around the same age, but they found they were not related. Children who could do one task couldn’t necessarily do the other.

They also had a test of purely spatial ability. Children who passed the model room task also passed the spatial task. So it looks like the model room task relied on children‘s spatial thinking.

They don’t yet know why two important but apparently unrelated abilities arise at the same time. Perhaps it’s related to changes in the growing brain at this  interesting age.

Provided by The Conversation

Image supplied by Freepik.